CooksCourse.com Blueprint Structure Introduction to Cooking … · 2020-03-03 · 3 CooksCourse.com...

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CooksCourse.com Blueprint Structure Introduction to Cooking Curriculum

Blueprint Structure Contents To access a specific part of the blueprint, click on the link below and it will direct you to that specific unit of the lesson. To access a specific page of the blueprint, press ‘CTRL’ and ‘G’ at the same time (‘Command’ and ‘G’ for a Mac) on your desktop/laptop and type in the page number you would like to go to. • Unit 1 – CooksCourse.com Introduction

o Lessons CC10001 – CC10005 o Pages 3 – 25

• Unit 2 – Food 101 o Lessons CC10006 – CC10011 o Pages 26 – 55

• Unit 3 – Knife Fundamentals o Lessons CC10012 – CC10016 o Pages 56 – 79

• Unit 4 – Cooking Methods – Part 1 o Lessons CC10017 – CC10027 o Pages 80 – 131

• Unit 5 – Cooking Methods – Part 2 o Lessons CC10028 – CC10035 o Pages 132 – 174

• Unit 6 – Final Assessment & Lesson Survey o Lesson CC10036 o Pages 175 – 182

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CooksCourse.com Suggested Template

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CooksCourse.com Blueprint Structure Unit 1 – CooksCourse.com Introduction Total Number of Lessons (Lessons): 5 Total Number of Graded Assessments: 1

Lesson Introduction Details Topic: Welcome to the CooksCourse.com Portal!

Text: Congratulations! You’ve taken the first step to becoming a great cook.

The goal of the CooksCourse.com Cooking School is to get you cooking more. We want to help you become more comfortable in the kitchen, using basic equipment and exercising your taste buds. We also will help you better understand the world of food and cooking and how it all fits together.

It’s important to understand upfront that CooksCourse.com is a complement to any of your favorite cooking resources. Like all our students, you have unlimited access to millions of recipes through the Internet. You probably own dozens of cookbooks or culinary magazines. We have a lot of incredible recipes in all our lessons, but we don’t focus on recipes. We focus on teaching the fundamental cooking knowledge, techniques and methods behind great recipes. In short, we’ll help you gain more value from your favorite cooking resources, not to mention new resources that we will discover together throughout this lesson.

As part of the CooksCourse.com community of participants, we expect you to engage—share your successes, failures, and even confused second-guessing with your classmates and us. And keep in mind that while we focus on cooking, we cannot ignore questions around health and nutrition, culture and history, policy and advocacy, and science and technology, so it’s important to engage in those discussions as well.

All of us at CooksCourse.com look forward to helping you navigate the world of cooking. Be prepared to learn and be challenged, enlightened and set free in the kitchen in the weeks and months ahead.

Good luck with your lesson!

Projected Time Required for Lesson: 160 minutes total (inclusive of all lessons) • Material Reading & Comprehension (including Conclusions): 95 minutes

• In-Lesson Activities: 25 minutes • Offline Lesson Activities / Practice: 20 minutes • Assessment Completion: 20 minutes

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Modular Breakdown: 5 Lessons Total • Lesson 1: Lesson Detail/ Expectations: 30 minutes • Lesson 2: Techniques Vs. Recopies: 15 minutes • Lesson 3: Kitchen Tool Strategies: 35 minutes • Lesson 4: Stocking the Pantry: 35 minutes • Lesson 5: Map of Cooking: 25 minutes • Assessment: Unit 1 Review: 20 Minutes

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Lesson 1 (CC10001) CooksCourse.com Lesson Details / Expectations

Lesson Details

Base Lesson Blueprint

Lesson Overview In this lesson, participants will become knowledgeable about how the CooksCourse.com online learning management system (OLMS) operates. Additionally, participants will become aware of expectations required of themselves to successfully complete this and other lessons/lesson modules within the program.

Lesson Outcome(s)

Participants will be knowledgeable and understand the operation of the CooksCourse.com learning platform and be able to navigate from one lesson & module to the next.

Learning Objectives

LO1. Comprehend the purpose of the CooksCourse.com lesson and how the program is setup. LO2. Review and understand expectations required by participants of the lesson and program. LO3. Understand how each lesson within the lesson is developed within the CooksCourse.com curricula.

Lesson Timing Breakdown

Projected Time Required for Lesson: 30 minutes total • Material Reading & Comprehension (including Conclusions): 30 minutes • In-Lesson Activities: 0 minutes • Offline Lesson Activities / Practice: 0 minutes • Assessment Completion: 0 minutes

Checklist

✓ All lesson expectations are provided clearly and comprehensively for all participants to understand and agree to. ✓ The purpose of the lesson and expected outcomes are provided to participants clearly. ✓ Recommendations and suggestions for maximizing lesson benefit are provided to participants. ✓ Troubleshooting tips or directives are provided to participants should issues arise.

Lesson Assets

Documents • Introductory Text (Part 1) - (file name needed) • Curricula Objectives (Part 2) - (file name needed) • Lesson Structure Text (Part 3) - (file name needed) • Participants’ Expectations Text (Part 4) - (file name needed) • CooksCourse.com Expectations Text (Part 5) - (file name needed) Graphics

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• iPad on counter top (Part 1) - (file name needed) • Student Desk (Part 2) - (file name needed) • Lesson Waterfall (Part 3) - (file name needed) • Filled Countertop (Part 4) - (file name needed) • iPad on counter top (Part 5) - (file name needed)

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Comprehensive Lesson Outline Item Focus Description & Details Part 1 – Introduction Lesson ID: CC10001

This part of the module explains in brief the purpose of the CooksCourse.com curricula.

Lesson Objective(s) Applicable

LO1 and LO2

Activity/Activities Applicable

None; content used for this part of the module is informative and is article-based.

Asset(s) Used • iPad on counter top (Part 1) - (file name needed) • Introductory Text (Part 1) - (file name needed)

Item Focus Description & Details Part 2 – Lesson Objectives

The second part of the first lesson module focuses on the curricula objectives for the entire lesson program. Depending on the participant, this may apply all or partially depending on their situation and purchase.


LO1 and LO2



Asset(s) Used • Student Desk (Part 2) - (file name needed) • Curricula Objectives Text (Part 2) - (file name needed)

Item Focus Description & Details Part 3 – Lesson Structure

The third part of the introductory lesson focuses on the lesson structure of the CooksCourse.com program.


LO1 and LO3



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Asset(s) Used • Lesson Waterfall (Part 3) - (file name needed) • Lesson Overview Text (Part 3) - (file name needed)

Item Focus Description & Details Part 4 – Participants’ Expectations

The fourth part of the introductory lesson focuses on expectations participants should be aware of when completing lesson requirements as they progress through the program.


LO2



Asset(s) Used • Filled Countertop (Part 4) - (file name needed) • Participants’ Expectations Text (Part 4) - (file name needed)

Item Focus Description & Details Part 5 – CooksCourse.com Expectations

The concluding part of the introductory lesson focuses on what participants should expect from CooksCourse.com.


LO1 and LO3



Asset(s) Used • CooksCourse.com Logo (Part 5) - (file name needed) • CooksCourse.com Expectations Text (Part 5) - (file name needed)

** END OF LESSON 1 **

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Lesson 2 (CC10002) Techniques vs. Recipes

Lesson Details


Lesson Overview In this lesson, participants will understand the differences between cooking techniques and recipes. It is often common that beginner chefs confuse the two (2) terms.

Lesson Outcome(s)

Participants will gain knowledge between the difference between a cooking technique and recipe.

Learning Objectives

LO1. Understand what a cooking technique and why it is important to understand and apply to cooking. LO2. Understand what a recipe is and why it is different compared to a technique. LO3. Comprehend the differences between cooking techniques and recipes. LO4. Apply their knowledge in determining items provided are either techniques or recipes.



Checklist ✓ Clear definitions of what cooking techniques are, and recipes provided to participants. ✓ Differences between the two basic cooking concepts are provided to participants. ✓ Examples of cooking techniques and recipes are provided to participants to assist in comprehension of the concepts.

Lesson Assets

Activity • Online Activity – Drag & Drop Activity - (file name needed) – SUGGESTED NEW ASSET Documents • Technique vs. Recipes Text - (file name needed) • Lesson Conclusion Text – Techniques vs. Recipes - (file name needed) – SUGGESTED NEW ASSET Graphics

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• Chef Presentation (Part 1) - (file name needed) • <Graphic of Choice> (Part 3) - (file name needed) – SUGGESTED NEW ASSET

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This part of the lesson defines what a cooking technique and recipe are. This includes a comparison of the similarities and differences of the two commonly confused terms. Examples of both are provided to provide comprehension to the topic.


LO1, LO2, and LO3



Asset(s) Used • Chef Presentation – (file name needed) • Technique vs. Recipe Text – (file name needed)

Item Focus Description & Details Part 2 – Drag & Drop Activity

The second part of the lesson is an ungraded activity that participants complete dragging and dropping examples of cooking techniques and recipes into their proper categories.


LO4


• Online Activity – Drag & Drop Activity

Asset(s) Used • Drag & Drop Activity - (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 3 – Lesson Conclusion

The final part of this lesson provides closure on the topic of what is a cooking technique and what a recipe is.


LO1, LO2, and LO3



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Asset(s) Used • Lesson Conclusion Text – Techniques vs. Recipes - (file name needed) – SUGGESTED NEW ASSET


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Lesson 3 (CC10003) Kitchen Tool Strategies

Lesson Details


Lesson Overview In this lesson, participants will comprehend various strategies they can apply when gathering various kitchen tools needed for CooksCourse.com curricula but everyday cooking as well.

Lesson Outcome(s)

Participants will gain knowledge as to what types of kitchenware equipment they should have on hand to meet most basic cooking and eating needs.

Learning Objectives

LO1. Understand the functional groups of cooking tools and where they can be purchased. LO2. Comprehend and understand different tools needed for cutting, cooking, and mixing. LO3. Learn what kitchen tools and kitchenware one should have around to prepare delicious and safe dishes. LO4. Apply knowledge gained and understand tools provided will vary from one person to the next.



Checklist

✓ Provide comprehensive examples of various kitchen tools one should have at their disposal for CooksCourse.com lessons and in general.

✓ Strategically categorize different kitchen tools and cookware/dining ware that one should have on hand always. ✓ Provide a checklist of items suggested that can be downloaded and used for an offline lesson activity. ✓ Explain that items provided can be purchased at once or over time (when applicable).

Lesson Assets

Activities • Online Activity - Non-Graded Multiple-Choice Activity - (file name needed) – SUGGESTED NEW ASSET • Offline Activity – Kitchen Tool Checklist Download & Inventory Activity - (file name needed) – SUGGESTED NEW ASSET Documents • Introduction Text (Part 1) – (file name needed) – SUGGESTED NEW ASSET

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• Kitchen Tool Fundamentals Text (Part 2)- (file name needed) - GENERAL TEXT ONLY NOT SPECIFIC KITCHEN TOOL TYPES • Kitchen Tool Checklist Document (PDF) (Part 2) - (file name needed) – SUGGESTED NEW ASSET • Lesson Conclusion Text – Kitchen Tools (Part 3) - (file name needed) – SUGGESTED NEW ASSET Graphics • Kitchen Counter with Kitchenware Tools (Part 2) - (file name needed) • <Graphic of Choice> (Part 3) - (file name needed) – SUGGESTED NEW ASSET

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This part of the lesson provides general knowledge on strategies that should be taken when getting the right set of kitchen tools in the home. This also includes the functional groups that kitchen tools & kitchenware are commonly categorized in.


LO1



Asset(s) Used • Introduction Text – (file name needed) – SUGGESTED NEW ASSET • Kitchen Counter with Kitchenware Tools – (file name needed)

Item Focus Description & Details Part 2 – Drag & Drop Activity

The second piece of the lesson describes the tools that should be used for cutting, cooking, and mixing.


LO2


• None; content used for this part of the module is informative and is article-based.

Asset(s) Used • Kitchen Tool Fundamentals Text – (file name needed) – EXPLANATION OF VARIOUS KITCHEN TOOLS FOR CUTTING,

COOKING, AND MIXING ONLY FROM ARTICLE

Item Focus Description & Details Part 3 – Kitchen Tool Staples (Continued)

The third portion of the first part of the lesson continues the focus on items that should be within one’s kitchen tool basket with respect to making delicious and safe dishes. Items inclusive here apply to washing, soaking, and storage only. This sub-part also includes a checklist which can be downloaded after all items provided which one can use to determine what they already have and what they may need (now or in the future).

Lesson Objective(s)

LO3

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Applicable


• Offline Activity – Kitchen Tool Checklist Download & Inventory Activity o Participants take inventory of what they currently have in the kitchen and take stock of what they have and what they

need. This is an ungraded activity.

Asset(s) Used • Kitchen Tool Fundamentals Text – (file name needed) – EXPLANATION OF WASHING, SOAKING, AND STORAGE ITEMS THAT

SHOULD BE IN THE KITCHEN ONLY • Kitchen Tool Checklist Document (PDF) - (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 4 – Knowledge Check

The fourth part of the lesson is an ungraded knowledge check which is comprised of no more than five (5) multiple choice questions.


LO1, LO2, LO3, and LO4.


• Online Activity – Non-Graded Multiple-Choice Activity

Asset(s) Used • Online Activity – Non-Graded Multiple-Choice Activity – (file name needed) – SUGGESTED NEW ASSET


The final part of this lesson concludes on the importance of having the right kitchen tools; their purpose in the kitchen, and why they need to be clean and sanitized on a periodical basis.


LO1, LO2, and LO3



Asset(s) Used • Lesson Conclusion Text – Kitchen Tools - (file name needed) – SUGGESTED NEW ASSET


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Lesson 4 (CC10004) Stocking the Pantry

Lesson Details


Lesson Overview In this lesson, participants will review items that are required to successfully complete all offline activities for the CooksCourse.com curricula. Attention will be focused on getting pantry staples that will apply to techniques and recipes provided in later lesson units.

Lesson Outcome(s)

Participants will have the required items needed to successfully complete all offline activities within the CooksCourse.com program.

Learning Objectives

LO1. Learn to always purchase ingredients that are pantry staples that are fresh. LO2. Download a basic ingredient list which is applicable to all lessons purchased within their CooksCourse.com learning experience(s). LO3. Comprehend that items are categorized by the nature of the product.



Checklist ✓ Clear explanation of checking for expired foods when shopping for pantry staples. ✓ Provide a clear and easy-to-read checklist of all foods required for offline activities for the CooksCourse.com curricula.

Lesson Assets

Activity • Offline Activity – Kitchen Tool Checklist Download & Inventory Activity - (file name needed) – SUGGESTED NEW ASSET Documents • Lesson Introduction Text (Part 1) – Pantry Staples - (file name needed) – SUGGESTED NEW ASSET • Pantry Staple Fundamentals Text (Part 2) – (file name needed) • Kitchen Tool Checklist Document (PDF) (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Lesson Conclusion Text – Pantry Staples (Part 3) – (file name needed) – SUGGESTED NEW ASSET

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Graphics • Produce Picture (Part 1) - (file name needed)

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This part of the lesson provides some general tips on what to look for when getting pantry samples. Focus provided here are on canned goods, pastas, grains, and any other items that may be consumed over time and expiration dates.


LO1



Asset(s) Used • Lesson Introduction Text – Pantry Staples - (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 2 – Pantry Inventory & Activity

This part of the lesson provides the specific items that are needed to complete all necessary offline activities for the CooksCourse.com curricula program. Note that the offline activity that is included in this part of the lesson instructs participants to inventory what they have and what they will need to purchase to complete said requirements.


LO2 and LO3


• Offline Activity – Kitchen Tool Checklist Download & Inventory Activity - (file name needed) – SUGGESTED NEW ASSET

Asset(s) Used • Pantry Staple Fundamentals Text - (file name needed) – ITEMS NEEDED FOR OFFLINE LESSON ACTIVITIES ONLY • Pantry Staple Checklist Document (PDF) - (file name needed) – SUGGESTED NEW ASSET


The final part of this lesson provides closure on the topic of pantry staples and focusing on why it is important to look at the expiration date of products purchased.


LO1, LO2, and LO3



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Asset(s) Used • Lesson Conclusion Text – Pantry Staples - (file name needed) – SUGGESTED NEW ASSET


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Lesson 5 (CC10005) Map of Cooking

Lesson Details

Base Lesson Blueprint Lesson Overview In this lesson, participants will review the Map of Cooking and why it is important to have a well-balanced diet and food palette.

Lesson Outcome(s)

Participants will comprehend and understand what the Map of Cooking is and how they can apply to their lives and others in their family or whom they know.

Learning Objectives

LO1. Review the Map of Cooking and understand its purpose. LO2. Apply the knowledge gained from the Map of Cooking. LO3. Share experiences with others and CookingLesson.com personnel (optional) on how they can effective use the Map of Cooking.


Projected Time Required for Lesson: 25 minutes total • Material Reading & Comprehension (including Conclusions): 10 minutes

• In-Lesson Activities: 15 minutes • Offline Lesson Activities / Practice: 0 minutes

• Assessment Completion: 0 minutes

Checklist ✓ Provide a high-quality image of the Map of Cooking. ✓ Create an engaging and simple presentation on core Map of Cooking concepts and definitions.

Lesson Assets

Activity • In-Lesson Activity – Map of Cooking Presentation - (file name needed) – SUGGESTED NEW ASSET • Offline Lesson OPTIONAL Activity – Map of Cooking Discussion with Others Documents • Map of Cooking Introduction Text (Part 1) – (file name needed) – SUGGESTED NEW ASSET • Map of Cooking Presentation (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Lesson Conclusion Text – Map of Cooking (Part 3) – (file name needed) – SUGGESTED NEW ASSET

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Graphics • <Graphic of Choice> (Part 1) – (file name needed) – SUGGESTED NEW ASSET

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This part of the lesson provides some general context on the Map of Cooking and why it is important to review prior to continuing with the rest of the CooksCourse.com curricula. Focus should also be provided as to why it is one of the most common/uncommon concepts used in nutrition today.


LO1



Asset(s) Used • <Graphic of Choice> - (file name needed) – SUGGESTED NEW ASSET • Map of Cooking Introduction Text - (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details

Part 2 – Map of Cooking Presentation

This part of the lesson provides an interactive presentation that participants will walk through to gain comprehension and understanding on the Map of Cooking. The presentation should be approximately 10-15 slides depending on the complexity of the material (applying a 45-60 general comprehension time rule per slide).


LO2 and LO3


• In-Lesson Activity – Map of Cooking Presentation

Asset(s) Used • In-Lesson Activity – Map of Cooking Presentation – (file name needed) – SUGGESTED NEW ASSET


The final part of this lesson provides closure on the topic of pantry staples and focusing on why it is important to look at the expiration date of products purchased.


LO1, LO2, and LO3

Activity/Activities None; content used for this part of the module is informative and is article-based.

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Applicable

Asset(s) Used • Lesson Conclusion Text – Map of Cooking – (file name needed) – SUGGESTED NEW ASSET


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Assessment 1 (A10001) Unit 1 Review – Basic Learn How to Cook Class

Assessment Details

Assessment 10001 – Unit 1 Review (A10001) Assessment Overview

In this assessment, participants will be required to answer 12 multiple-choice questions and receive a passing score of at least 80% to gain credit for this part of the lesson.

Lesson Outcome(s)

Participants that successfully complete this assessment will receive credit for the first unit of the CooksCourse.com Basic Cooking Skills Curriculum.

Applicable to All Participants

No – only applicable to participants that purchase the Basic Skills Curriculum program in full.

Assessment Timing Breakdown

Recommended Time: 20 minutes to complete the 12 multiple-choice questions

Retake Option If Assessment Failed?

Yes; No Limit on Retakes.

Lesson Assets

Documents • Unit 1 Question List w/ Answer Key (20 Questions Total; Randomized in WPLMS) - (file name needed) – SUGGESTED NEW ASSET

** END OF UNIT 1 **

Notes / Comments

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CooksCourse.com Blueprint Structure Unit 2 – Food 101 Total Number of Lessons (Lessons): 6 Total Number of Graded Assessments: 1

Lesson Introduction Details Topic: Food 101 Text: Let’s face it. Food is everywhere in one’s daily life. Whether you see it in a magazine, walk by it on the street, or smell it in the air, it is a critical part of our lives. That’s not to mention it is at the core of our survival. In this part of the lesson, we will look at food from several different angles. From the types of food, one can consume, where it is sourced, the approach we use specifically for the lesson here, the daily nutrients wheel, and more, we will help you make shopping trips for chow better in a store. Please note that this part of the program will require activities that are done both in and outside of the home to maximize learning opportunities sought after.

Projected Time Required for Lesson: 270 minutes total (inclusive of all lessons) • Material Reading & Comprehension (including Conclusions): 125 minutes • In-Lesson Activities: 60 minutes • Offline Lesson Activities / Practice: 55 minutes • Assessment Completion: 30 minutes Modular Breakdown: 6 Lessons Total • Lesson 1: Types of Food: 35 minutes • Lesson 2: Food Sourcing: 35 minutes • Lesson 3: Our Whole Foods Strategy & Approach: 30 minutes

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• Lesson 4: Daily Nutrients Wheel & Macro/Micro Nutrition Analysis: 45 minutes • Lesson 5: Healthy Eating & Living: 25 minutes • Lesson 6: Shopping/Pantry Strategies: 70 minutes • Assessment: Unit 2 Review: 30 Minutes

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Lesson 1 (CC10006) Types of Food

Lesson Details


Lesson Overview This lesson will review the most common foods people consume – processed and unprocessed foods. Differences between the foods will be provided so that participants get a better understanding of what they eat.

Lesson Outcome(s)

Participants will comprehend and understand the differences between processed and unprocessed foods.

Learning Objectives

LO1. Explain the role of whole and unprocessed foods. LO2. Define macronutrients and micronutrients. LO3. Summarize key strategies for cooking more healthful, delicious foods. LO4. Identify and define four main cooking methods: dry-heat, moist-heat, combination and no-heat. LO5. Apply principles of seasoning and flavor building.




Checklist ✓ Provide a clear and easy-to-understand definitions of processed and unprocessed foods. ✓ Create a pleasing presentation that is easy to understand and highlights different food groups in both categories.

Lesson Assets

Activity • In-Lesson Activity – Food Type Presentation (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Online Activity – Non-Graded Multiple-Choice Activity (Part 2) – (file name needed) – SUGGESTED NEW ASSET Documents • Food Type Introduction Text (Part 1) – (file name needed) – SUGGESTED NEW ASSET • Processed vs. Unprocessed Foods Text (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Macronutrient / Micronutrient Food Text (Part 3) – (file name needed) – SUGGESTED NEW ASSET

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• Cooking Method Intro Text (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Flavoring & Seasoning Intro Text (Part 5) – (file name needed) – SUGGESTED NEW ASSET • Lesson Conclusion Text – Food Types (Part 6) – (file name needed) – SUGGESTED NEW ASSET • Online Activity - Non-Graded Multiple-Choice Activity (Part 2) - (file name needed) – SUGGESTED NEW ASSET Graphics • <Graphic of Choice Showing Food> (Part 1) - (file name needed) – SUGGESTED NEW ASSET

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Comprehensive Lesson Outline Item Focus Description & Details

Part 1 – Introduction Lesson ID: CC10006

This part of the lesson focuses on general topics that can be confusing to some when determine the wholesomeness of foods. Focus is provided on differentiating between processed and unprocessed foods; macro and micronutrients; different cooking methods that will be presented in future units of the program as well as the technique of proper seasoning and flavoring of foods. It is very important for the participants to properly get all concepts down in this unit to successfully complete subsequent lessons for the remainder of the program.


LO1



Asset(s) Used • Food Type Introduction Text – (file name needed) – SUGGESTED NEW ASSET • <Graphic of Choice Showing Food> – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 2 – Processed vs. Unprocessed Foods

This part of the lesson focuses on comprehending the differences between processed and unprocessed foods. For the participants, it will be important to know the differences between them so that they can get the best ingredients for the activities done offline for the fourth and fifth units of the program.


LO1


• Online Activity – Non-Graded Multiple-Choice Activity

Asset(s) Used • Processed vs. Unprocessed Foods Text – (file name needed) – SUGGESTED NEW ASSET • Food Type Presentation – (file name needed) – SUGGESTED NEW ASSET


Part 3 – Macro/Micro- Nutrients

This lesson will take time to explain to participants the differences between macronutrients and micronutrients. Content that is placed here should be highly generalized and limited in specificity since it is covered later. Please review the suggested tip on the side-by-side graphic below for maximum learning comprehension.

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Important: This should include a graphical side-by-side comparison differentiating between micronutrients and macronutrients to assist with comprehension of the topic. However, emphasis should be stated here that this is covered more comprehensively in Lesson 4 of the unit as it applies more to the Daily Nutrients Wheel.


LO1, LO2, and LO3


• Macronutrient / Micronutrient Food Text (Part 3) – (file name needed) – SUGGESTED NEW ASSET • <Graphic of Choice Showing Micronutrient> – (file name needed) – SUGGESTED NEW ASSET • <Graphic of Choice Showing Macronutrient> – (file name needed) – SUGGESTED NEW ASSET

Asset(s) Used • Processed vs. Unprocessed Foods Text – (file name needed) – SUGGESTED NEW ASSET • Food Type Presentation – (file name needed) – SUGGESTED NEW ASSET


Part 4 – Cooking Methods Introduction

This lesson will take time to explain to participants the different cooking methods that will be comprehensively explained to students in the fourth and fifth units of the CooksCourse.com program. Topics that are provided here should only be at a distance and NOT comprehensively explained. Important: This should only be used as a lead in to the remainder of the curricula that are focused on these topics and not a comprehensive presentation of them.


LO4



Asset(s) Used • Cooking Method Intro Text – (file name needed) – SUGGESTED NEW ASSET


Part 5 – Flavoring & Seasoning Introduction

This lesson will take time to explain to participants the different flavoring and seasoning techniques that will be comprehensively explained to students in the fourth and fifth units of the CooksCourse.com program. Like the last part of this lesson, the topic should only provide limited detail as it will be explained much more so in time. Important: This should only be used as a lead in to the remainder of the curricula that are focused on these topics and not a comprehensive presentation of them.

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LO5



Asset(s) Used • Flavoring & Seasoning Intro Text – (file name needed) – SUGGESTED NEW ASSET


Part 6 – Lesson Conclusion

The final part of this lesson provides closure on the topic of differences between processed and unprocessed foods. Participants should have a good understanding of the two different types of foods so that they can recognize them on a grocery shelf when shopping for foods.


LO1, LO2, LO3, LO4, and LO5



Asset(s) Used • Lesson Conclusion Text – Food Types – (file name needed) – SUGGESTED NEW ASSET


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Lesson 2 (CC10007) Food Sourcing

Lesson Details


Lesson Overview This lesson focuses on the concept of food sourcing and how it impacts foods we purchase daily. Emphasis will be placed on general definitions that are commonly confused or misinterpreted. These include the concept of ‘organic’ foods, GMO’s, and ones designated as local and sustainable.

Lesson Outcome(s)

Participants will have a better understanding of how foods and their sources have changed over time.

Learning Objectives

LO1. Describe how our food supply has changed over the years. LO2. Define and understand what a ‘factory farm’ is and what it is commonly comprised of. LO3. Explain the difference between what how foods are designated as local and sustainable. LO4. Define what ‘organic’ means. LO5. Describe what Genetically Modified Organisms(GMO) are and how they make a difference in the food we eat.



Checklist

✓ Provide a clear and easy-to-understand definitions of all terms provided in the lesson objectives. ✓ Clearly differentiate between local and sustainable foods as they are commonly confused with one another. ✓ Create a pleasing presentation that is easy to understand and highlights how the food supply has changed; the push for organic

foods; GMO’s, and food designations.

Lesson Assets

Activity • In-Lesson Activity – Food Sourcing Presentation (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Online Activity – Non-Graded Matching Activity (Part 3) – (file name needed) – SUGGESTED NEW ASSET Documents

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• Food Source Introduction Text (Part 1) – (file name needed) – SUGGESTED NEW ASSET • Food Source Presentation Pre-Text (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Food Source Presentation (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Organic Definition Text (Part 3) – (file name needed) – SUGGESTED NEW ASSET • GMO Definition Text (Part 3) – (file name needed) – SUGGESTED NEW ASSET • Online Activity - Non-Graded Matching Activity Text (Part 4) - (file name needed) – SUGGESTED NEW ASSET • Lesson Conclusion Text – Food Types (Part 5) – (file name needed) – SUGGESTED NEW ASSET Graphics • <Graphic of Choice Showing a Large Farm> (Part 1) – (file name needed) – SUGGESTED NEW ASSET • <Graphic of Choice Showing an Organic Symbol> (Part 3) – (file name needed) – SUGGESTED NEW ASSET

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The first part of the lesson focuses on general topics that can be confusing to some when determine the wholesomeness of foods. Focus is provided to begin on where resides from. This will cover locations such as commercial farms to local mom-and-pop locations that you may see on the side of the road. Next, comprehensive details will be provided to explain how food is deemed organic. To conclude the lesson, the process of GMO’s will be explained and how it potentially alters the food we eat today – for better or worse.


LO1



Asset(s) Used • Food Source Introduction Text – (file name needed) – SUGGESTED NEW ASSET • <Graphic of Choice Showing a Large Farm> – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 2 – Factory Farms & Other Food Sources

The second part of the lesson will explain in detail where resides from. Whether it be from a commercial or factory farm to local growers, it is extremely important to know where your food resides from before taking it home for consumption. The concept of local food and sustainability will also be explained in this part of the lesson.


LO2 and LO3


• In-Lesson Activity – Food Source Presentation

Asset(s) Used • Food Source Presentation Pre-Text – (file name needed) – SUGGESTED NEW ASSET • Food Source Presentation – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 3 – Organic & GMO Definition

The third part of the lesson will dig deep into the concepts of how a food is considered ‘organic’ and what it means for it to be that way as well as GMO’s

Lesson LO4 and LO5

36

Objective(s) Applicable Activity/Activities Applicable


Asset(s) Used • Organic Definition Text – (file name needed) – SUGGESTED NEW ASSET • GMO Definition Text – (file name needed) – SUGGESTED NEW ASSET • <Graphic of Choice Showing an Organic Symbol> – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 4 – Activity Application

The second to last part of the lesson will provide a matching activity for participants to complete to apply their knowledge from the material provided in the lesson.




• Online Activity - Non-Graded Matching Activity

Asset(s) Used • Online Activity - Non-Graded Matching Activity Text – (file name needed) – SUGGESTED NEW ASSET


The final part of this lesson provides closure on the topic of food sourcing that one is common to see in a modern-day supermarket as well as the differences between organic and GMO foods.





Asset(s) Used • Lesson Conclusion Text – Food Types (Part 5) – (file name needed) – SUGGESTED NEW ASSET


37

Lesson 3 (CC10008) Our Whole Foods Strategy & Approach

Lesson Details


Lesson Overview This lesson will review the whole foods approach and it application in a Standard American Diet. We will also revisit the concepts of processed foods and compare it to refined foods and introduce the concept of nutrition density.

Lesson Outcome(s)

Participants will comprehend and understand the differences between refined and unprocessed foods and its application in a Standard American Diet and why nutrition density is important when acquiring wholesome foods.

Learning Objectives

LO1. Identify and comprehend what is considered a whole food. LO2. Describe a whole foods approach toward eating. LO3. Identify the components of a typical Standard American Diet and explain its effects on health. LO4. Define terms such as refined food and processed food. LO5. Explain the concept of nutrient density and be able to determine if a food is nutrient dense.




Checklist ✓ Provide a clear and easy-to-understand definitions of processed and refined foods. ✓ Provide a clear definition explaining the whole foods approach and why it is important to eating healthy. ✓ Create a pleasing presentation that is easy to understand and highlights different food groups in both categories.

Lesson Assets

Activities • Online Activity - Non-Graded Multiple-Choice Activity (Part 5) - (file name needed) – SUGGESTED NEW ASSET Documents • Whole Food Introduction Text (Part 1) – (file name needed) – SUGGESTED NEW ASSET • Whole Food Concept & Definition Text (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Standard American Diet Text (Part 3) – (file name needed) – SUGGESTED NEW ASSET

38

• Processed vs. Refined Foods Text (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Nutrition Density Text (Part 5) – (file name needed) – SUGGESTED NEW ASSET • Lesson Conclusion Text – Food Types (Part 6) – (file name needed) – SUGGESTED NEW ASSET • Online Activity - Non-Graded Multiple-Choice Activity Text (Part 5) - (file name needed) – SUGGESTED NEW ASSET

Graphics • <Graphic of Choice Showing Whole Food> (Part 1) – (file name needed) – SUGGESTED NEW ASSET • <Graphic of Standard American Diet> (Part 3) – (file name needed) – SUGGESTED NEW ASSET • <Graphic of Nutrition Density Example> (Part 3) – (file name needed) – SUGGESTED NEW ASSET

39


The first part of the lesson will look at comprehensively the concept of whole foods (not the grocery store chain) and how it plays a part in the way we live. A review of a Standard American Diet as well as comparative analysis between processed and refined foods follows. To round out the lesson, focus will be placed on the concept of nutrition density and why some foods may be denser than others. This assists in rounding out the topic on whole foods.


LO1 and LO2



Asset(s) Used • Whole Food Introduction Text – (file name needed) – SUGGESTED NEW ASSET • <Graphic of Choice Showing Whole Food> – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 2 – Concept of Whole Foods

To begin the lesson, the first topic on the board is to go in-depth the concept of whole foods. Emphasis will be placed here on the definition of the concept and why it is important to apply to one’s diet daily to be balanced nutritionally. It can also yield nuggets of information to apply to other parts of the lesson here.


LO1 and LO2



Asset(s) Used • Whole Food Concept & Definition Text – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 3 – Standard American Diet

The third part of the lesson will consider a limited amount of detail the concept of a Standard American Diet. This is important to comprehend and understand so that they can see how it ties into the whole foods approach for all activities within the CooksCourse.com program/certification catalog.


LO1, LO2, and LO3


40

Applicable

Asset(s) Used • Processed vs. Refined Foods Text – (file name needed) – SUGGESTED NEW ASSET • <Graphic of Standard American Diet> – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 4 – Processed vs. Refined Foods

The fourth part of the lesson will revisit the concept of processed foods and compare it to refined foods. Often more times than not, these are viewed in a similar light but when in fact, are completely different from one another.


LO4



Asset(s) Used • Food Type Presentation – (file name needed) – SUGGESTED NEW ASSET

Item Focus Item Focus

Part 5 – Nutrition Density

This section within the lesson focuses on the concept of nutrition density and why it is important to understand why some foods may be denser than others. Emphasis should also be placed here that it is important to have balance between lighter and denser foods in one’s diet.


LO5


• Online Activity - Non-Graded Multiple-Choice Activity

Asset(s) Used • Nutrition Density Text – (file name needed) – SUGGESTED NEW ASSET • Online Activity - Non-Graded Multiple-Choice Activity – (file name needed) – SUGGESTED NEW ASSET



The final part of this lesson provides closure on the topic of whole food consumption and why it is important to have wholesome ingredients for participants and their friends and families. A quick review of concepts provided in the lesson will also be executed here before transitioning on to the second half of the unit.



41



Asset(s) Used • Lesson Conclusion Text – Food Types – (file name needed) – SUGGESTED NEW ASSET


42

Lesson 4 (CC10009) Daily Nutrients Wheel & Macro/Micro Nutrition Analysis

Lesson Details


Lesson Overview This lesson will cover basic nutrition concepts that can be used to promote healthier eating. Additional topics provided break down foods to their minute components to help provide understanding as to why one should have balance between different food categories.

Lesson Outcome(s)

Participants will have a comprehensible understanding of what the Daily Nutrients Wheel composes of and how it applies to the Standard American Diet and daily eating activities. They will also understand micro and macronutrients.

Learning Objectives

LO1. Define and comprehend the concept of the Daily Nutrients Wheel (DNW) and how it impacts one diet. LO2. Explain, understand, and apply the concept of a Standard American Diet (SAD) and its effects. LO3. Understand the concepts of micronutrients and macronutrients and how they differ from one another. LO4. Analyze and apply the reasons why it is important to have balance between different food types within the spokes of the DNW and components of the SAD.




Checklist

✓ Provide clear and easy-to-understand definitions of the DNW and SAD. ✓ Provide solid reasoning as to why one should have balance between foods groups provided in the presentations and graphic given

to participants. ✓ Create an appealing presentation highlighting the DNW, SAD, and different types of nutrients. ✓ Give direction and an opportunity for participants to reflect on their eating habits in an offline activity. This activity is self-reflection

only and has no attached assets to it.

Lesson Assets

Activities • In-Lesson Activity – DNW & SAD Explanation Presentation (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Offline Activity – Personal Reflection of Eating Habits (Part 4) • Online Activity - Non-Graded Matching Activity (Part 5) - (file name needed) – SUGGESTED NEW ASSET

43

Documents • Nutrition Analysis Introduction Text (Part 1) – (file name needed) – SUGGESTED NEW ASSET • DNW and SAD Introduction Text (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Micronutrient and Macronutrient Description & Analysis Text (Part 3) – (file name needed) – SUGGESTED NEW ASSET • Balanced Food Choices Text (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Personal Reflection Text (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Matching Activity Text (Part 5) – (file name needed) – SUGGESTED NEW ASSET • Lesson Conclusion Text – Nutrition Analysis (Part 6) – (file name needed) – SUGGESTED NEW ASSET • In-Lesson Activity – DNW & SAD Explanation Presentation (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Offline Activity – Personal Reflection of Eating Habits Text (Part 4) - (file name needed) – SUGGESTED NEW ASSET • Online Activity - Non-Graded Matching Activity Text (Part 5) - (file name needed) – SUGGESTED NEW ASSET Graphics • <Graphic of Choice Showing a Basket of Various Foods> (Part 1) – (file name needed) – SUGGESTED NEW ASSET • <Graphic of Daily Nutrients Wheel Standard American Diet> (Part 2) – (file name needed) – FOR PRESENTATION – SUGGESTED

NEW ASSET • <Graphic of Standard American Diet> (Part 2) – (file name needed) – FOR PRESENTATION – SUGGESTED NEW ASSET • <Graphic of Micronutrients> (Part 3) – (file name needed) – SUGGESTED NEW ASSET • <Graphic of Macronutrients> (Part 3) – (file name needed) – SUGGESTED NEW ASSET • <Graphic of A Scale In/Out of Balance> (Part 4) – (file name needed) – SUGGESTED NEW ASSET

44


The first part of the lesson will introduce the concepts of the following items: Dietary Nutrition Wheel (DNW), Standard American Diet (SAD), micronutrients & macronutrients, and personal eating habits. It is recommended to stress here that participants should set aside time for reflection on their eating habits as they near the completion of this lesson.


LO1



Asset(s) Used • Nutrition Analysis Introduction Text – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 2 – DWN & SAD Explanation

The first part of the lesson will look comprehensively at the concepts of a DNW and SAD. Emphasis should be provided as to why concepts comprehended here are important to apply to one’s daily nutrition intake.


LO1, LO2


• In-Lesson Activity – DNW & SAD Explanation Presentation

Asset(s) Used • DNW and SAD Introduction Text – (file name needed) – SUGGESTED NEW ASSET • In-Lesson Activity – DNW & SAD Explanation Presentation – (file name needed) – SUGGESTED NEW ASSET • <Graphic of Daily Nutrients Wheel Standard American Diet> – (file name needed) – FOR PRESENTATION – SUGGESTED

NEW ASSET • <Graphic of Standard American Diet> – (file name needed) – FOR PRESENTATION – SUGGESTED NEW ASSET

Item Focus Description & Details Part 3 – Micro & Macronutrients

This third part of this lesson will comprehensively look at the differences between micronutrients and macronutrients in detail as well as how they apply to the DNW and SAD. This review is more in-depth than what was provided in a previous lesson and outlined in the blueprint document.

45

It is suggested for a two-column section for the graphic comparison between micronutrients and macronutrients. Lesson Objective(s) Applicable

LO3



Asset(s) Used • Micronutrient and Macronutrient Description & Analysis Text – (file name needed) – SUGGESTED NEW ASSET • <Graphic of Micronutrients> – (file name needed) – SUGGESTED NEW ASSET • <Graphic of Macronutrients> – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 4 – Personal Reflection of Eating Habits

This part of the lesson is a brief one which solicits an opportunity for participants to take a moment and reflect on their eating habits. This is an activity that can be done at one’s leisure and requires minimal learning content. It is also a bridge to the matching activity in the next part of the lesson.


LO4


• Offline Activity – Personal Reflection of Eating Habits

Asset(s) Used • Balanced Food Choices Text – (file name needed) – SUGGESTED NEW ASSET • Personal Reflection Text – (file name needed) – SUGGESTED NEW ASSET • <Graphic of A Scale In/Out of Balance> – (file name needed) – SUGGESTED NEW ASSET • Offline Activity – Personal Reflection of Eating Habits Text – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 5 – Matching Activity

The second to last part of the lesson applies knowledge gained in a simple matching activity. This activity should focus on the terms that were given to participants in the lesson.


LO3


• Online Activity - Non-Graded Matching Activity – (file name needed) – SUGGESTED NEW ASSET

Asset(s) Used • Matching Activity Text – (file name needed) – SUGGESTED NEW ASSET

46

• Online Activity - Non-Graded Matching Activity Text – (file name needed) – SUGGESTED NEW ASSET


The final part of this lesson provides closure on the topic of the daily nutrients wheel and an in-depth review of micronutrients and macronutrients. Learners will need to have a good understanding of these concepts to grasp the concepts of the final two (2) lessons of this unit.


LO1, LO2, LO3, and LO4



Asset(s) Used • Lesson Conclusion Text – Nutrition Analysis – (file name needed) – SUGGESTED NEW ASSET


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Lesson 5 (CC10010) Healthy Eating & Living

Lesson Details

Base Lesson Blueprint Lesson Overview This lesson will provide participants best practices to apply to their lives when it comes to healthy living.

Lesson Outcome(s)

Participants will have a good understanding as to what it means to live healthy while putting focus on obtaining and eating higher-quality ingredients to get the nutritional needs they need. Additionally, they will understand the three (3) step process to eat more healthfully in the future.

Learning Objectives

LO1. Understand and apply basic nutrition concepts. LO2. Discuss and comprehend the challenge of consuming quality foods versus larger quantities of them. LO3. Describe three (3) steps towards eating more healthfully.



Checklist ✓ Provide a clear and easy-to-understand definition of basic nutrition concepts. ✓ Provide justified reasoning and evidence supporting consuming quality foods more often versus higher quantities of them. ✓ Easily detail the three (3) steps towards eating healthier.

Lesson Assets

Documents • Healthy Living Introduction Text (Part 1) – (file name needed) – SUGGESTED NEW ASSET • Basic Nutrition Concepts Text (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Quality vs. Quantity of Food Consumption (Part 3) – (file name needed) – SUGGESTED NEW ASSET • Three (3) Steps to Healthier Eating (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Lesson Conclusion Text – Healthier Living (Part 5) – (file name needed) – SUGGESTED NEW ASSET Graphics • <Graphic of Choice Showing Fruits & Vegetables> (Part 1) – (file name needed) – SUGGESTED NEW ASSET

48

• <Graphic of a Three (3) Step Process to Healthier Eating> (Part 4) – (file name needed) – SUGGESTED NEW ASSET

49


The first part of the lesson will introduce the strategies and concepts provided to suggest strategic recommendations for participants to eat healthier. The lesson is mostly article-based since the final lesson will depend on this knowledge to acquire all necessary ingredients for the remaining core units of the lesson.


LO1



Asset(s) Used • Healthy Living Introduction Text – (file name needed) – SUGGESTED NEW ASSET • <Graphic of Choice Showing Fruits & Vegetables> – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 2 – Basic Nutrition Concepts

The second part of the lesson focuses on general nutrition concepts that participants should be aware of when making dietary decisions. Topics here should include the recommended calorie intake for adults and children; balanced eating, etc.


LO1



Asset(s) Used • Basic Nutrition Concepts Text – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 3 – Food Quality vs. Quantity Discussion

The third part of the lesson focuses on the debate that most people have – quality foods versus consuming more food of the one in question. Quality is a core component to the CooksCourse.com curricula and should be emphasized in this lesson strongly.


LO1 and LO2

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Asset(s) Used • Quality vs. Quantity of Food Consumption – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 4 – Three (3) Steps Eating Healthier

The fourth portion of the lesson will provide a review of a suggested three (3) step process to eating healthier. It is recommended to create a simple graphic to display these steps in chronological order as part of the review.


LO1, LO2, and LO3



Asset(s) Used • Three (3) Steps to Healthier Eating – (file name needed) – SUGGESTED NEW ASSET • <Graphic of a Three (3) Step Process to Healthier Eating> – (file name needed) – SUGGESTED NEW ASSET



The final part of this lesson provides closure on the topic of tips and suggestions to eat better and healthier. Concepts learned in this and other lessons in the unit will be needed to apply the capstone lesson which will give participants knowledge needed to stock their pantry for the fourth and fifth units of the lesson.


LO1, LO2, and LO3



Asset(s) Used • Lesson Conclusion Text – Healthier Living – (file name needed) – SUGGESTED NEW ASSET


51

Lesson 6 (CC10011) Shopping/Pantry Strategies

Lesson Details


Lesson Overview This lesson will conclude the unit on Food 101 and provide strategies and directives to participants as to what they would need to do to have all necessary ingredients for the lessons remaining. Additionally, these tips and suggestions can be applied whether they complete the rest of the curricula for the certification.

Lesson Outcome(s)

Participants will have strategies and directives learned to make smart choices when going on grocery runs and stocking their pantry for everyday meal consumption.

Learning Objectives

LO1. Define and provide participants five (5) tips for efficient grocery shopping trips. LO2. Apply and explain a whole foods strategy for items that are commonly located in ones’ cupboard/pantry and fridge/freezer. LO3. Understand and comprehend various foods that should commonly be available in ones’ refrigerator and freezer. LO4. Download and the ingredient list for all lessons purchased within their CooksCourse.com learning experience(s).



Checklist

✓ Provide the five (5) tips for efficient grocery shopping tips in a comprehensible manner. ✓ Detail the whole foods strategy for items that are commonly located in a pantry. ✓ Present common staples that all participants should have in their pantry and fridge/freezer regardless if they progress with the

program or not. ✓ Transition the unit from the conversation of food to knife skills and technique building.

Lesson Assets

Activities • Offline Activity – Food Shopping Trip (Part 4) Documents

52

• Shopping & Pantry Strategies Introduction Text (Part 1) – (file name needed) – SUGGESTED NEW ASSET • Efficient Grocery Shopping Text (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Whole Foods Strategy to Pantry Staples Text (Part 3) – (file name needed) – SUGGESTED NEW ASSET • Whole Foods Strategy to Fridge/Freezer Staples Text (Part 3) – (file name needed) – SUGGESTED NEW ASSET • Household Stocking Text (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Pantry Staple Checklist Document (PDF) (Part 4) – (file name needed) – FROM LESSON CC10004 – SUGGESTED NEW ASSET • Fridge/Freezer Staple Checklist Document (PDF) (Part 4) – (file name needed) –SUGGESTED NEW ASSET • Lesson Conclusion Text – Shopping/Pantry Strategies (Part 5) – (file name needed) – SUGGESTED NEW ASSET • Offline Activity – Shopping Trip Text (Part 4) – (file name needed) – SUGGESTED NEW ASSET Graphics • <Graphic of Choice Showing a Stocked Household Kitchen> (Part 1) – (file name needed) – SUGGESTED NEW ASSET

53


The first part of the lesson will provide an overview of strategies that one can employ to make efficient and simple shopping trips with little or no fuss. Additionally, defining staples that one should have in their kitchen are also covered.


LO1



Asset(s) Used • Shopping & Pantry Strategies Introduction Text – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 2 – Efficient Grocery Shopping

The second part of the lesson provides participants a set of five (5) different tips they can apply when obtaining foods from their favorite grocery/market.


LO1 and LO2



Asset(s) Used • Efficient Grocery Shopping Text – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 3 – Whole Foods Strategies

The third part of the lesson focuses on applying the whole food strategy to getting wholesome foods to be stores in the pantry and fridge/freezer.


LO2



54

Asset(s) Used • Whole Foods Strategy to Pantry Staples Text – (file name needed) – SUGGESTED NEW ASSET • Whole Foods Strategy to Fridge/Freezer Staples Text – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 4 – Household Stocking Activity

This section of the lesson is an offline activity which participants are required to get all necessary ingredients for the upcoming fourth and fifth units of the course. This activity is optional only to participants that are electing to take this unit or lesson separate to others available. Alternately, this activity can be done closer to the time one wants to complete the third, fourth, and fifth units.




• Offline Activity – Food Shopping Trip

Asset(s) Used

• Household Stocking Text – (file name needed) – SUGGESTED NEW ASSET • Pantry Staple Checklist Document (PDF) – (file name needed) – FROM LESSON CC10004 – SUGGESTED NEW ASSET • Fridge/Freezer Staple Checklist Document (PDF) – (file name needed) –SUGGESTED NEW ASSET • Offline Activity – Food Shopping Trip Text – (file name needed) – SUGGESTED NEW ASSET



The final part of this lesson provides closure on the topic of which foods are considered staples that one should have always – whether in the fridge/freezer or pantry. This is also a natural ending of the second unit of the course which should have some summarized content as to what was discussed. A bridge statement to the third unit on knife skills is recommended to be included here as well.





Asset(s) Used • Lesson Conclusion Text – Shopping/Pantry Strategies – (file name needed) – SUGGESTED NEW ASSET


55


Assessment Details



Lesson Outcome(s)

Participants that successfully complete this assessment will receive credit for the second unit of the CooksCourse.com Basic Cooking Skills Curriculum.







Lesson Assets


** END OF UNIT 2 **

Notes / Comments

56

CooksCourse.com Blueprint Structure Unit 3 – Knife Fundamentals Total Number of Lessons (Lessons): 5 Total Number of Graded Assessments: 1

Lesson Introduction Details Topic: Knife Fundamentals Text: in the kitchen, nothing takes more time and effort than preparing your ingredients with a knife. You can’t avoid this step (nor should you want to) of the cooking process, so why not use it to your advantage? Besides, it’s fun to be able to wield a knife with confidence and finesse.

There are three steps you can take to save yourself hundreds, if not thousands of hours of your life, all of them covered in this unit:

• Take the time to learn good knife technique. • Devote time and effort to practice and develop good knife skills. • Select your knives and love them, well.

you are what you cut. If you know how to use a knife, you will cook—period. No cookbook, no food show, no smell, taste, no travel experience can connect you to your kitchen and dining table like the knife.

Learning how to hold and move a knife with efficiency, in a way that feels right for you, is the key technique to get you on the path to better cooking.

Projected Time Required for Lesson: 300 minutes total (inclusive of all lessons) • Material Reading & Comprehension (including Conclusions): 75 minutes • In-Lesson Activities: 100 minutes • Offline Lesson Activities / Practice: 115 minutes

57

• Assessment Completion: 25 minutes Modular Breakdown: 5 Lessons Total • Lesson 1: Cutting Fundamentals: 35 minutes • Lesson 2: Knife Set Selection: 45 minutes • Lesson 3: Knife Handling: 45 minutes • Lesson 4: Knife Maintenance/Care: 65 minutes • Lesson 5: Basic Knife Cuts: 90 minutes • Assessment: Unit 3 Review: 20 Minutes

58

Lesson 1 (CC10012) Cutting Fundamentals

Lesson Details


Lesson Overview In the kitchen, nothing takes more time and effort than preparing your ingredients with a knife. You can’t avoid this step (nor should you want to) of the cooking process, so why not use it to your advantage? Besides, it’s fun to be able to wield a knife with confidence and finesse.

Lesson Outcome(s)

Participants will get a general understanding on the parts of a knife and fundamentals of cutting different types of food items.

Learning Objectives

LO1. Understand the purpose of a knife and why it is an important tool to have in the kitchen. LO2. Comprehend the components of a knife and understand why each part is important to the tool. LO3. Review the reason why it is important to devote time to practicing knife skills. LO4. Analyze and review the types of knives participants already have in their possession.



• In-Lesson Activities: 10 minutes • Offline Lesson Activities / Practice: 15 minutes


Checklist

✓ The definition of a knife and its purpose are clearly communicated and comprehended. ✓ Each piece of a knife is clearly labeled and explained in the literature given to participants. ✓ Checklists for different types of knifes and a reference link are provided so they know which is what (more detail is provided in a

later unit). ✓ Activities are properly reflective of martial given to the learner.

Lesson Assets

Documents • Introductory Text (Part 1) – (file name needed) • Knife Definition & Brief History (Part 1) - (file name needed) – UPDATE TEXT INFO FROM COOKING.UNIVERSITY • Brief Reasoning on Selecting Good Knives (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Time Dedication to Knife Cutting (Part 3) – (file name needed) – UPDATE TEXT INFO FROM COOKING.UNIVERSITY • Knife Inventory Document (Part 4)- (file name needed) – SUGGESTED NEW ASSET • Lesson Conclusion Text – Cutting Fundamentals (Part 5) - (file name needed) – SUGGESTED NEW ASSET

59

Graphics • Knife graphic (Part 2) – (file name needed) • (Cutting board graphic) (Part 4) – (file name needed) – SUGGESTED NEW ASSET

60


This part of the lesson focuses on the definition of a knife and some background history as to how it came to be an integral part of what is used in kitchens today.


LO1 and LO2



Asset(s) Used • Introductory Text – (file name needed)

Item Focus Description & Details Part 2 – Knife Components & Reasons to Choose Good Knives

This part of the lesson will go over the seven (7) main components of the knife; their importance to the overall tool; and why it is important to choose a good quality knife set versus ones that are ‘disposable’ in nature. Focus should also be paid to safety as lower-grade knives can increase risks of injury (e.g. cuts).


LO1, LO2, LO3



Asset(s) Used • Brief Reasoning on Selecting Good Knives – (file name needed) – SUGGESTED NEW ASSET • Knife graphic – (file name needed)


Part 3 – Knife Cutting Practice

This part of the lesson will briefly focus on why sufficient time should be dedicated to practicing different knife cuts and to purchasing the best tool set for the budget that is available to participants. Focus should be applied to future lessons in the lesson and their importance to this critical undertaking.

Lesson Objective(s)

LO3

61

Applicable Activity/Activities Applicable


Asset(s) Used • Time Dedication to Knife Cutting – (file name needed) – UPDATE TEXT INFO FROM COOKING.UNIVERSITY


Part 4 – Knife Inventory Activity

In the final part of the lesson, participants will complete two (2) different activities. First, participants will do an online exercise that will drag and drop the different components of the knife into their proper locations. It should be stated that the knives themselves will be provided in the next lesson of the unit. Second, an optional activity will be asked of participants to inventory what knives they currently have. The document should be a chart with three (3) columns: (a) checkbox, (b) graphic of the knife, and (c) type of knife.


LO2 and LO4


• Online Activity – Non-Graded Drag & Drop Activity - (file name needed) – SUGGESTED NEW ASSET • Offline Activity – Knife Inventory Document - (file name needed) – SUGGESTED NEW ASSET

Asset(s) Used • Knife Inventory Document - (file name needed) – SUGGESTED NEW ASSET • Cutting board graphic – (file name needed) – SUGGESTED NEW ASSET


The final part of this lesson summarizes the topics covered within this lesson and the fact that knives and cutting are one of the most common reasons people shy away from cooking at home.





Asset(s) Used • Lesson Conclusion Text – Cutting Fundamentals - (file name needed) – SUGGESTED NEW ASSET


62

Lesson 2 (CC10013) Knife Set Selection

Lesson Details


Lesson Overview Now that you can slice and dice with the understanding of the purpose of knives in cooking, let’s look at the different ones that will be used in the lesson. This lesson will review some best practices when selecting knife sets and the types of knives you may commonly see in a set.

Lesson Outcome(s)

Participants will comprehend what types of knives to look for and their purpose. They will also be able to apply knowledge in buying the best set of knives for their budget and circumstances relative to the later units within the lesson.

Learning Objectives

LO1. Review and comprehend the different types of knives one may use in the kitchen regardless of skill level. LO2. Understand and analyze different types of knife sets and how they vary from one to the next. LO3. Comprehend that all knives are different from one another and each knife serves a specific purpose. LO4. Explain the differences between different types of knives (e.g. European, Graton, Japanese, & Nakiri). LO5. Strategize and budget for getting all necessary knives (and other tools for the curriculum) to maximize learning experiences.


Projected Time Required for Lesson: 50 minutes total • Material Reading & Comprehension (including Conclusions): 15 minutes • In-Lesson Activities: 10 minutes • In-Lesson Presentation: 10 minutes • Offline Activities / Practice: 15 minutes


Checklist

✓ Knife sets are properly explained and all common elements within them are properly provided. ✓ The presentation within the lesson showcases the most common knives and their intended purpose(s). ✓ Suggestions are provided to participants as to recommended sets to purchase regardless of budget. ✓ Activity is properly reflective of martial given to the learner.

Lesson Assets

Documents • Introductory Text (Part 1) – (file name needed) • Basic Knife Set Text (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Individual Knife Text (Part 3) – (file name needed) – SUGGESTED NEW ASSET • Choosing the Best Knife Set Text (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Lesson Conclusion Text – Knife Set Selection (Part 5) - (file name needed) – SUGGESTED NEW ASSET

63

Graphics • Knife graphic on cutting block (Part 1) – (file name needed) • (General knife graphic) (Part 4) – (file name needed) – SUGGESTED NEW ASSET Multimedia / Videos • Introduction Video (Part 1) – (file name needed) • Basic Knife Set Video (Part 2) – (file name needed) • Individual Knife Showcase Presentation (Part 3) – (file name needed) – SUGGESTED NEW ASSET

64


This part of the lesson focuses on how there are numerous knives used in the kitchen and why it is important to focus on a few core ones to get started when learning how to cook. Text should also be provided emphasizing that this lesson will visually provide the most common knives used in the kitchen ideographically (by video) and pictorially (graphically).


LO1 and LO2





Part 2 – Lesson Objectives

This part of the lesson will ideographically present some of the most common knives that one would use on a day-to-day basis. This is presented via a short video that is provided in the assets used for the lesson. Commentary should be provided that the next part of the lesson will detail each of the different knives that one should have in the kitchen.


LO2



Asset(s) Used • Basic Knife Set Text – (file name needed) – SUGGESTED NEW ASSET • Basic Knife Set Video – (file name needed)


Part 3 – Knife Showcase

This part of the lesson will ideographically present some of the most common knives that one would use on a day-to-day basis. This is presented via a short video that is provided in the assets used for the lesson. Commentary should be provided that the next part of the lesson will detail each of the different knives that one should have in the kitchen.



Activity/Activities • Online Activity – Interactive Presentation – Different types of knives common in a kitchen- (file name needed) – SUGGESTED

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Applicable NEW ASSET o Emphasis on each knife should be placed on the type of knife and purpose(s) it serves in the kitchen when making a

cut. ▪ Example: A paring knife is optimal for peeling fruits and/or vegetables as well as deveining shrimp).

Asset(s) Used • Individual Knife Text (Part 3)- (file name needed) – SUGGESTED NEW ASSET • Individual Knife Showcase Presentation (Part 3) - (file name needed) – SUGGESTED NEW ASSET


In this portion of the lesson, participants will gain understanding as to various types of knife sets that they may see at a department store or specialty food hardware shop (e.g. Williams-Sonoma). With the knowledge gained, they will be able to acquire the best knife set for their lesson needs and budget


LO2 and LO5


• Online Activity - Non-Graded Multiple-Choice Question Activity • Offline Activity – (Optional) Knife Shopping Activity

Asset(s) Used • (General knife graphic) (Part 4)- (file name needed) – SUGGESTED NEW ASSET • Choosing the Best Knife Set Text (Part 4)- (file name needed) – SUGGESTED NEW ASSET


The final part of this lesson summarizes the topics covered and provide suggestions on obtaining the knives in a timely manner. For the most part, participants are likely to purchase these in-person and not necessarily online.





Asset(s) Used • Lesson Conclusion Text – Knife Set Selection - (file name needed) – SUGGESTED NEW ASSET


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Lesson 3 (CC10014) Knife Handling

Lesson Details


Lesson Overview

The old saying “you are what you eat” isn’t quite accurate. If you want to be in control of what you eat, then more accurately, “you are what you cut.”’ If you’re not cutting, then you’re not cooking. It’s that simple.

All too often people choose not to cook because the slicing and dicing of ingredients is too much of a challenge and; therefore, considered a chore. People who know how to handle a knife effectively and with confidence naturally cook more and, in turn, people who cook more generally lead healthier lifestyles. For this reason, knowing how to handle a knife is perhaps one of the most important life-skills.

Lesson Outcome(s)

Participants will understand and apply safe techniques to handling knives in a proper manner for most situations.

Learning Objectives

LO1. Review and comprehend the proper way to hold a knife. LO2. Understand the consequences of mishandling knives and harm that can be done because of it. LO3. Apply knowledge gained from the lesson in practicing knife handling offline in one’s kitchen.


Projected Time Required for Lesson: 55 minutes total • Material Reading & Comprehension (including Conclusions): 15 minutes • In-Lesson Presentation: 15 minutes • Offline Activities / Practice: 15 minutes


Checklist

✓ Proper knife handling is explained in a clear and concise manner. ✓ Consequences of mishandling knives properly are explicitly stated and emphasized. ✓ Offline activity provided emphasizes the practice of skills reviewed and seen. ✓ Emphasize they can reference the video as often as they wish when practicing knife handling skills; offer alternatives on

YouTube/Vimeo/other online resources.

Lesson Assets

Documents • Introductory Text (Part 1) – (file name needed) • Proper Knife Handling (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Improper Knife Handling (Part 3) – (file name needed) – SUGGESTED NEW ASSET

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• Consequences of Mishandling Knives (Part 3) – (file name needed) – SUGGESTED NEW ASSET • Knife Posture Application Text (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Knife Posture Offline Activity Text (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Lesson Conclusion Text – Knife Set Selection (Part 5) - (file name needed) – SUGGESTED NEW ASSET Graphics • (Graphic of person properly holding knife) (Part 2) – (file name needed) – SUGGESTED NEW ASSET • (Graphic(s) of person properly holding knife) (Part 3) – (file name needed) – SUGGESTED NEW ASSET Multimedia / Videos • (Video of Proper Knife Handling) (Part 2) – (file name needed) – SUGGESTED NEW ASSET

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This part of the lesson focuses on some general context on the art of holding knives properly. It will be emphasized that any practice or cutting exercise done as part of this and other lesson activities should be done on flat surfaces – such as a cutting board. Also, all knives should be properly sharpened and ready (focus is provided in Lesson 4 of this unit)


LO1




Item Focus Description & Details Part 2 – Proper Knife Handling

The second part of the lesson will provide participants a step-by-step process to properly hold a knife. For the demonstration, a chef’s knife will be the focus for the duration of the lesson. Recommendations will be provided to the participants to review the video as often as necessary to obtain the skill properly for the offline activity that will be presented in a later part of the lesson.


LO1 and LO2



Asset(s) Used • Proper Knife Handling – (file name needed) – SUGGESTED NEW ASSET • (Graphic of person properly holding knife) – (file name needed) – SUGGESTED NEW ASSET • (Video of Proper Knife Handling) – (file name needed) – SUGGESTED NEW ASSET


Part 3 – Improper Knife Handling

The third part of the lesson will emphasize the improper use of a knife and the consequences of holding it incorrectly. The purpose of this part of the lesson is not to scare or upset participants but provide understanding that knives are dangerous objects that can cause unnecessary injury when they are not used correctly in a kitchen.


LO1 and LO2

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Asset(s) Used • Improper Knife Handling – (file name needed) – SUGGESTED NEW ASSET • Consequences of Mishandling Knives – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 4 – Knife Cutting Application

The second to last part of the lesson focuses on an activity that participants can do offline to apply the skills they have obtained up to this point. This is a non-graded activity and is preferred but optional in nature done at the discretion of the learner.


LO3


Offline Activity – (Optional) Knife Posture

Asset(s) Used • Knife Posture Application Text – (file name needed) – SUGGESTED NEW ASSET • Knife Posture Offline Activity Text – (file name needed) – SUGGESTED NEW ASSET


The final part of this lesson summarizes the topics covered and emphasizes that safety is a top priority when handling knives. A bridge statement is recommended to be included to the next lesson on the care and maintenance of a participant’s knife set.


LO1, LO2, and LO3


• Online Activity - Non-Graded Multiple-Choice Question Activity - (file name needed) – SUGGESTED NEW ASSET

Asset(s) Used • Lesson Conclusion Text – Knife Set Selection - (file name needed) – SUGGESTED NEW ASSET


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Lesson 4 (CC10015) Knife Maintenance & Care

Lesson Details


Lesson Overview Keeping your knives and other kitchen utensils in top form is one of the most critical steps one can take to ensure they last a lifetime. In this lesson, we will go over of the most common ways you can keep a knife set clean, sanitized, and sharp as a tack for when you need them most.

Lesson Outcome(s)

Participants will understand and apply techniques to keep their knives sharp, sanitized, and clean when not in use. These skills can be applied to other kitchen tools when applicable.

Learning Objectives

LO1. Review and comprehend the steps to cleaning knives properly. LO2. Understand and apply the technique of knife sharpening. LO3. Analyze and apply suggestive techniques for proper washing and sanitizing of knives. LO4. Comprehend the consequences of improper knife maintenance.



• In-Lesson Presentation: 15 minutes • In-Lesson Video Presentation: 20 minutes • Offline Activities / Practice: 10 minutes • Assessment Completion: 0 minutes

Checklist

✓ Clear and summarized step-by-step process on how to properly clean, sanitize, and sharpen knives in an effective manner. ✓ Consequences provided that show the dangers of improper knife maintenance (e.g. dull blades, bacteria growth, etc.) ✓ Emphasize they can reference the video as often as they wish when practicing knife maintenance; offer alternatives on

YouTube/Vimeo/other online resources.

Lesson Assets

Documents • Introductory Text (Part 1) – (file name needed) • Proper Knife Sharpening (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Proper Knife Cleaning & Sanitation (Part 3) – (file name needed) – SUGGESTED NEW ASSET • Consequences of Improper Knife Handling Text (Part 4) – (file name needed) – SUGGESTED NEW ASSET • (Optional) Knife Sanitation & Sharpening Practice (Part 4) – (file name needed) – SUGGESTED NEW ASSET

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• Lesson Conclusion Text – Knife Maintenance (Part 5) - (file name needed) – SUGGESTED NEW ASSET Graphics • (Graphic of a steel (knife sharpener) (Part 2) – (file name needed) – SUGGESTED NEW ASSET • (Graphic of sink filled with soapy water) (Part 3) – (file name needed) – SUGGESTED NEW ASSET • (Graphic(s) of rusty knife or a dull blade on a knife) (Part 4) – (file name needed) – SUGGESTED NEW ASSET Multimedia / Videos • (Video of Proper Knife Sharpening) (Part 2) – (file name needed) – SUGGESTED NEW ASSET • (Video of Proper Knife Cleaning) (Part 3) – (file name needed) – SUGGESTED NEW ASSET

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This part of the lesson will layout the core components as to what is expected of the participant to learn with respect to handling knives properly. Included in brief are the topics of cleaning, sharpening, and sanitation.


LO1, LO2. LO3, and LO4



Asset(s) Used • Introduction Text – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 2 – Knife Sharpening

This part of the lesson focuses participants on learning the art of properly sharpening knives with a steel. Attention will be provided with the art of the crisscross motion of going back and forth to ensure that the blade is properly sharpened on the knife.


LO1 and LO2


• Online Activity – (Video of Proper Knife Sharpening)

Asset(s) Used • (Graphic of a steel (knife sharpener)– (file name needed) – SUGGESTED NEW ASSET • (Video of Proper Knife Sharpening) – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 3 – Knife Sanitation

The third part of the lesson will review proper ways to wash and sanitize knives that one may have in the kitchen. Special focus will be provided on the difference between handwashing and sanitizing the utensils versus putting them into a dishwasher.


LO1 and LO3


• Online Activity – (Video of Proper Knife Cleaning) – (file name needed) – SUGGESTED NEW ASSET

Asset(s) Used • (Graphic of sink filled with soapy water) – (file name needed) – SUGGESTED NEW ASSET

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• (Video of Proper Knife Cleaning) – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 4 – Improper Knife Maintenance

The second to final part of the lesson will show some of the consequences of improper knife maintenance. This will emphasize on issues like dull blades, slippage while using the utensil, and rust that may form. Other ailments which render this tool useless and require a replacement of a knife or worse an entire set.


LO1 and LO4


Offline Activity – (Optional) Knife Sanitation & Sharpening Practice

Asset(s) Used • Consequences of Improper Knife Handling Text – (file name needed) – SUGGESTED NEW ASSET • (Optional) Knife Sanitation & Sharpening Practice – (file name needed) – SUGGESTED NEW ASSET



The final part of this lesson summarizes the topics covered and emphasizes that safety is a top priority when handling knives. A transition statement will be provided which will as the participants to have their knives ready to work through the final part of the unit devoted to performing basic cuts.





Asset(s) Used • Lesson Conclusion Text – Knife Maintenance (Part 5) - (file name needed) – SUGGESTED NEW ASSET


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Lesson 5 (CC10016) Basic Knife Cuts

Lesson Details


Lesson Overview Thus far, you have gathered up the required knives for the lesson, comprehended how to properly hold one, and what is needed for them to be used day in and day out properly. The final part of the unit focuses on performing seven (7) basic cuts using different knives that you have available to you as required for the lesson. It is recommended to set aside as much time as needed to perform the cuts correctly and safely.

Lesson Outcome(s)

Participants will be able to execute basic knife cuts after watching videos which are provided as part of the lesson.

Learning Objectives

LO1. Review, comprehend, and apply techniques and knowledge gained to perform basic knife cuts. LO2. Understand and apply the technique of performing small, medium, and large dice knife cuts. LO3. Understand and apply the technique of performing julienne and fine julienne knife cuts. LO4. Understand and apply the technique of performing a batonnet knife cut. LO5. Understand and apply the technique of performing a brunoise knife cut. LO6. Understand and apply the technique of performing a rondelle knife cut.


Projected Time Required for Lesson: 95 minutes total • Material Reading & Comprehension (including Conclusions): 20 minutes • In-Lesson Video Presentation: 20 minutes • Offline Activities / Practice: 60 minutes • Assessment Completion: 15 minutes

Checklist

✓ Clear and summarized step-by-step process on how to perform the different knife cuts presented in the lesson. ✓ Provide simple and easy-to-follow videos showcasing each of the knife cut techniques listed in the learning objectives. ✓ Emphasize that knife cuts are one of the most essential tools to have when learning how to cook and is often the most intimidating

one at first. ✓ Provide comfort and assurance that it will take time to master the skill of knife cuts and focus should be paid on mastering the

technique and not going as quickly as possible.

Lesson Assets

Documents • Introductory Text (Part 1) – (file name needed)

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• Dice Knife Cut Technique & Text (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Dice Knife Cut Technique Task Aid (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Julienne Knife Cut Technique & Text (Part 3) – (file name needed) – SUGGESTED NEW ASSET • Julienne Knife Cut Technique Task Aid (Part 3) – (file name needed) – SUGGESTED NEW ASSET • Batonnet & Brunoise Knife Cut Techniques & Text (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Batonnet Knife Cut Technique Task Aid (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Brunoise Knife Cut Technique Task Aid (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Rondelle Knife Cut Technique & Text (Part 5) – (file name needed) – SUGGESTED NEW ASSET • Rondelle Knife Cut Technique Task Aid (Part 5) – (file name needed) – SUGGESTED NEW ASSET • Lesson Conclusion Text – Knife Maintenance (Part 6) - (file name needed) – SUGGESTED NEW ASSET • Non-Graded Multiple-Choice Question Activity (Part 6) - (file name needed) – SUGGESTED NEW ASSET Graphics • (Graphic of a knife cut in progress) (Part 2) – (file name needed) – SUGGESTED NEW ASSET Multimedia / Videos • (Video of How to Perform Dice Cuts) (Part 2) – (file name needed) – SUGGESTED NEW ASSET • (Video of How to Perform Julienne Cuts) (Part 3) – (file name needed) – SUGGESTED NEW ASSET • (Video of How to Perform Batonnet Cuts) (Part 4) – (file name needed) – SUGGESTED NEW ASSET • (Video of How to Perform Brunoise Cuts) (Part 4) – (file name needed) – SUGGESTED NEW ASSET • (Video of How to Perform Rondelle Cuts) (Part 5) – (file name needed) – SUGGESTED NEW ASSET

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This part of the lesson will summarize the six (6) different types of basic knife cuts participants will learn once they have completed this lesson. Note that each one will be provided in detail as the lesson moves along starting with one of the simplest cuts and then progressing towards more challenging cuts thereafter.


LO1




Item Focus Description & Details Part 2 – Dice Cuts

The first basic knife cut that will be reviewed and executed are diced cuts. Here, participants will perform three (3) different types of dice cuts with a knife: small, medium, and large cubes. This and other cutting activities will require time to review materials online and offline (if chosen to do so) and then apply the skill to master the task.


LO1 and LO2


• Online Activity – (Video of How to Perform Dice Cuts) • Offline Activity – Skill Application

Asset(s) Used • Dice Knife Cut Technique & Text – (file name needed) – SUGGESTED NEW ASSET • Dice Knife Cut Technique Task Aid – (file name needed) – SUGGESTED NEW ASSET • (Video of How to Perform Dice Cuts) – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 3 – Julienne Cuts

The second basic knife cut that will be reviewed and executed are julienne cuts. Here, participants will perform two (2) different types of cuts with a knife: standard julienne and fine julienne. This and other cutting activities will require time to review materials online and offline (if chosen to do so) and then apply the skill to master the task.


LO1 and LO3

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• Online Activity – (Video of How to Perform Julienne Cuts) • Offline Activity – Skill Application

Asset(s) Used • Julienne Knife Cut Technique & Text – (file name needed) – SUGGESTED NEW ASSET • Julienne Knife Cut Technique Task Aid – (file name needed) – SUGGESTED NEW ASSET • (Video of How to Perform Julienne Cuts) – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 4 – Batonnet & Brunoise Cuts

The third basic knife cut that will be reviewed and executed are batonnet and brunoise cuts. Here, participants will perform each of the cuts with a knife. This and other cutting activities before and after will require time to review materials online and offline (if chosen to do so) and then apply the skill to master the task.


LO1, LO4, and LO5


• Online Activity – (Video of How to Perform Batonnet Cuts) • Online Activity – (Video of How to Perform Brunoise Cuts) • Activity – Skill Application

Asset(s) Used • Batonnet & Brunoise Knife Cut Techniques & Text – (file name needed) – SUGGESTED NEW ASSET • Batonnet Knife Cut Technique Task Aid – (file name needed) – SUGGESTED NEW ASSET • Brunoise Knife Cut Technique Task Aid – (file name needed) – SUGGESTED NEW ASSET • (Video of How to Perform Batonnet Cuts) – (file name needed) – SUGGESTED NEW ASSET • (Video of How to Perform Brunoise Cuts) – (file name needed) – SUGGESTED NEW ASSET


The final basic knife cuts that will be reviewed and executed are rondelle cuts. Here, participants will perform each of the cuts with a knife. This and other cutting activities before will require time to review materials online and offline (if chosen to do so) and then apply the skill to master the task.


LO1 and LO6


• Online Activity – (Video of How to Perform Rondelle Cuts) • Offline Activity – Skill Application

Asset(s) Used • Rondelle Knife Cut Techniques & Text – (file name needed) – SUGGESTED NEW ASSET • Rondelle Knife Cut Technique Task Aid – (file name needed) – SUGGESTED NEW ASSET • (Video of How to Perform Rondelle Cuts) – (file name needed) – SUGGESTED NEW ASSET

78


The final part of this lesson summarizes the topics covered and emphasizes that it will take time to master each of the basic knife cut types reviewed. Emphasis is placed once again on the importance of having good technique for each of the cuts as they will help recipes made come alive in new and unique ways. Once these skills are mastered, participants are recommended to proceed to the next unit of the lesson which focuses on various methods of cooking.


LO1, LO2, LO3, LO4, LO5, and LO6


Online Activity - Non-Graded Multiple-Choice Question Activity

Asset(s) Used • Lesson Conclusion Text – Knife Maintenance - (file name needed) – SUGGESTED NEW ASSET • Non-Graded Multiple-Choice Question Activity – (file name needed) – SUGGESTED NEW ASSET


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Assessment Details



Lesson Outcome(s)

Participants that successfully complete this assessment will receive credit for the third unit of the CooksCourse.com Basic Cooking Skills Curriculum.







Lesson Assets


** END OF UNIT 3 **

Notes / Comments

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CooksCourse.com Blueprint Structure Unit 4 – Cooking Methods – Part 1 Total Number of Lessons (Lessons): 10 Total Number of Graded Assessments: 1

Lesson Introduction Details Topic: Cooking Methods – Part 1

Text: There are two (2) common methods of cooking that take place on the stove, hot on the grill, or in the oven: dry heat and moist heat. In this first of

two (2) parts on general cooking techniques, we will examine several dry cooking methods that can make you an ace in the kitchen. Topics that will be covered include pan frying, sautéing, sweating, roasting, and more. In the second of two (2) parts on general cooking techniques, we will examine several moist cooking methods that can complement the dry cooking methods already studied. Topics included here include submersion cooking, blanching or parboiling, steaming, and reheating foods that were already created.

These skills are very important to have to make tasty and delicious meals that are piping hot and satisfy even the pickiest taste buds. For this unit of the lesson, it is recommended to set aside sufficient time to complete all offline activities to grasp all concepts provided.

• Lessons 1 – 6 focuses dry heat cooking techniques • Lessons 7 – 10 focuses on moist heat cooking techniques

Projected Time Required for Lesson: 815 minutes total (inclusive of all lessons) • Material Reading & Comprehension (including Conclusions): 245 minutes • In-Lesson Activities: 90 minutes • Cooking / Practice Activities / Practice: 380 minutes • Assessment Completion: 100 minutes Modular Breakdown: 10 Lessons Total • Lesson 1: Pan Frying: 85 minutes

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• Lesson 2: Sautéing: 75 minutes • Lesson 3: Sweating: 75 minutes • Lesson 4: Roasting: 100 minutes • Lesson 5: Searing: 75 minutes • Lesson 6: Poultry: 130 minutes • Lesson 7: Submersion Cooking: 65 minutes • Lesson 8: Blanching/Parboiling: 40 minutes • Lesson 9: Steaming: 60 minutes • Lesson 10: Reheating: 85 minutes • Assessment: Unit 4 Review: 30 Minutes

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Lesson 1 (CC10017) Pan Frying

Lesson Details


Lesson Overview The first lesson on dry heat cooking methods focuses on the concept of pan frying. Being one of the most important yet simple techniques, participants will be able to understand and apply this technique right away after mastering knife skills.

Lesson Outcome(s)

Participants will acquire and master the art of pan frying and be able to perfect the task of creating golden crusts without them sticking to a pan or burning them.

Learning Objectives

LO1. Briefly review the dry-heat and moist-heat cooking methods that will be discussed in this unit. LO2. Comprehend the tools necessary to perform pan-fry cooking properly. LO3. Explain why you need to properly heat a metal pan and the oil before cooking. LO4. Heat a metal pan to the correct temperature using the water test method. LO5. Describe the right time to add oil into a pan. LO6. Identify the indicators one needs to wait for before adding food into a pan. LO7. Explain why it is important to control a pan-frying temperature. LO8. Provide safety measure suggestions in the event of a pan fire. LO9. Apply the techniques to successfully pan-fry the item(s) provided in the lesson. LO10. Achieve a beautiful, golden crust on foods without them sticking or burning.


Projected Time Required for Lesson: 85 minutes total • Material Reading & Comprehension (including Conclusions): 35 minutes • In-Lesson Video Presentation: 10 minutes • Cooking Activities / Practice: 30 minutes • Assessment Completion: 10 minutes

Checklist

✓ All cooking methods regardless of type are briefly explained in the unit introduction (first paragraph of lesson). ✓ Properly state which kitchenware pieces are needed for dry-cooking methods (in general). ✓ Clearly provide direction on the steps needed to properly pan-fry. ✓ Explain clearly in the event of a pan fire what one can do to put it out quickly.

Lesson Assets

Documents • Unit Introductory Text (Part 1) – (file name needed) – SUGGESTED NEW ASSET

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• Introductory Text (Part 1) – (file name needed) – SUGGESTED NEW ASSET • Kitchenware Overview Text (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Pan-Frying Walkthrough Text (Part 3) – (file name needed) – SUGGESTED NEW ASSET • Troubleshooting / Fire Safety Text (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Recipe & Technique Application Text (Part 5) – (file name needed) – SUGGESTED NEW ASSET • Recipe & Technique Application PDF (Part 5) – (file name needed) – SUGGESTED NEW ASSET • Reflection Activity Text (Part 6) – (file name needed) – SUGGESTED NEW ASSET • Non-Graded Multiple-Choice Question Activity (Part 6) – (file name needed) – SUGGESTED NEW ASSET • Lesson Conclusion Text – Pan-Frying (Part 7) – (file name needed) – SUGGESTED NEW ASSET • Online Activity – Non-Graded Multiple-Choice Knowledge Check Text – (file name needed) – SUGGESTED NEW ASSET Graphics • (Graphic of a skillet on stove) (Part 1) – (file name needed) – SUGGESTED NEW ASSET • (Graphic of a baking soda / fire extinguisher to put out pan fire) (Part 4) – (file name needed) – SUGGESTED NEW ASSET • (Graphic of item(s) that will be practiced via pan-frying) (Part 5) – (file name needed) – SUGGESTED NEW ASSET • (Graphics of recipe of choice for lesson for recipe document) (Part 5) – (file name needed) – SUGGESTED NEW ASSET SET Multimedia / Videos • (Video of How to Pan-Fry) (Part 3) – (file name needed) – SUGGESTED NEW ASSET

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The first lesson of the unit focuses on the groundwork for the different cooking methods participants will execute within the CooksCourse.com certification program. Special emphasis will also be provided to give learners focus on the art of pan-frying in this lesson to transition into dry-heat cooking methods.


LO1 and LO2



Asset(s) Used • Unit Introductory Text – (file name needed) – SUGGESTED NEW ASSET • Introductory Text – (file name needed) – SUGGESTED NEW ASSET • (Graphic of a skillet on stove) – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 2 – Pan-Frying Fundamentals 1

The second part of the lesson will provide participants the basics they will need to have in the kitchen to execute simple pan-frying tasks.


LO2



Asset(s) Used • Kitchenware Overview Text – (file name needed) – SUGGESTED NEW ASSET


Part 3 – Pan-Frying Fundamentals 2

The third part of the lesson will piggyback on the previous part in which participants already have the tools needed to pan-fry and use those to watch the task be performed. A video will be provided watching the task be completed so that learners can understand what they will need to do in the latter part of the lesson. The goal is for them to comprehend the steps and then follow a simple recipe that is provided in Part 5.



Activity/Activities • Online Activity – (Video of How to Pan-Fry) – (file name needed) – SUGGESTED NEW ASSET

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Applicable

Asset(s) Used • (Video of How to Pan-Fry) – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 4 – Kitchen & Fire Safety

The fourth part of the lesson will go over some brief fundamentals of fire safety that participants can use if a fire breaks out in their pan. It will be stressed that this will apply to all cooking techniques that involve a heat source.


LO7 and LO8



Asset(s) Used • Troubleshooting / Fire Safety Text – (file name needed) – SUGGESTED NEW ASSET • (Graphic of a baking soda / fire extinguisher to put out pan fire) – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 5 – Pan-Frying Technique Application

The fifth part of the lesson will have participants execute the skill they mastered earlier in the lesson and pan-fry the item(s) of choice provided here in the recipe. Participants can download the recipe and follow a step-by-step guide on the task at hand.


LO9 and LO10


• Cooking / Practice Activity – Pan-Frying Knowledge Application

Asset(s) Used

• Recipe & Technique Application Text – (file name needed) – SUGGESTED NEW ASSET • Recipe & Technique Application PDF – (file name needed) – SUGGESTED NEW ASSET • (Graphic of item(s) that will be practiced via pan-frying) – (file name needed) – SUGGESTED NEW ASSET • (Graphics of recipe of choice for lesson for recipe document) – (file name needed) – SUGGESTED NEW ASSET SET


Part 6 – Course Knowledge Check

The second to final part of the lesson gives participants a moment to reflect on their experience and provide insight to the CooksCourse.com team as well as answer some questions to test their knowledge they consumed earlier in the lesson. It is recommended that the participants take approximately five (5) minutes for the survey and should be consistent from one lesson to the next in both Units 4 and 5.


LO1, LO2, LO3, LO4, LO5, LO6, LO7, LO8, LO9, and LO10

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• Online Activity – Reflection Activity Survey • Online Activity – Non-Graded Multiple-Choice Question Knowledge Check

Asset(s) Used • Reflection Activity Text – (file name needed) – SUGGESTED NEW ASSET • Non-Graded Multiple-Choice Question Activity – (file name needed) – SUGGESTED NEW ASSET


The final part of this lesson summarizes the topic of pan-fry cooking and how understanding this method will make the other dry-heat cooking techniques easier to comprehend.




LO1, LO2, LO3, LO4, LO5, LO6, LO7, LO8, LO9, and LO10

Asset(s) Used • Lesson Conclusion Text – Pan-Frying – (file name needed) – SUGGESTED NEW ASSET


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Lesson 2 (CC10018) Sautéing

Lesson Details


Lesson Overview The second lesson of the course unit will continue the adventure in dry-heat cooking with the use of the sautéing method. Participants can consider this as an advanced version of pan-frying as it involves a little more time, patience, and skill to achieve the task.

Lesson Outcome(s)

Participants will acquire and master the art of sautéing frying and be able to perfect the task of cooking juicy meats and deglazing a pan properly.

Learning Objectives

LO1. Comprehend the concept and tools necessary to sauté. LO2. Understand the reasoning why one should preheat a pan prior to sautéing. LO3. Analyze and apply reasoning to why pans should never be overcrowded when sautéing. LO4. Apply the technique to successfully sauté item(s) provided in the lesson. LO5. Properly deglaze a pan to form a simple sauce.



• In-Lesson Video Presentation: 10 minutes • Cooking Activities / Practice: 30 minutes • Assessment Completion: 10 minutes

Checklist

✓ The definition and concept of sautéing is properly identified to participants. ✓ Content (including a video) provided applies to the concept of sautéing meats. ✓ Emphasis is placed on adding flour to meats while cooking to gain uniform browning prior to deglazing. ✓ Provide learners a recipe that is easy to follow with respect to learning how to sauté.

Lesson Assets

Documents • Introductory Text (Part 1) – (file name needed) – SUGGESTED NEW ASSET • Kitchenware Overview Text (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Sautéing Walkthrough Text (Part 3) – (file name needed) – SUGGESTED NEW ASSET • Recipe & Technique Application Text (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Recipe & Technique Application PDF (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Reflection Activity Text (Part 5) – (file name needed) – SUGGESTED NEW ASSET

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• Lesson Conclusion Text – Sautéing (Part 6) – (file name needed) – SUGGESTED NEW ASSET Graphics • (Graphic of a deep pan on stove) (Part 1) – (file name needed) – SUGGESTED NEW ASSET • (Graphic of item(s) that will be practiced via sautéing) (Part 4) – (file name needed) – SUGGESTED NEW ASSET • (Graphics of recipe of choice for lesson for recipe document) (Part 4) – (file name needed) – SUGGESTED NEW ASSET SET Multimedia / Videos • (Video of How to Sauté) (Part 3) – (file name needed) – SUGGESTED NEW ASSET

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The second lesson of the unit focuses on the groundwork that participants will need to know when it comes to sautéing meats, vegetables, and other foods. Like the previous lesson, the approach will begin with learning activities; transition into watching and comprehending the process to understand how to sauté; and then finally give them an opportunity to do it themselves.


LO1



Asset(s) Used • Introductory Text – (file name needed) – SUGGESTED NEW ASSET • (Graphic of a deep pan on stove) – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 2 – Sautéing Fundamentals 1

The second part of the lesson will provide participants the basics they will need to have in the kitchen to execute simple sautéing tasks.


LO1 and LO2





Part 3 – Sautéing Fundamentals 2

The third part of the lesson will piggyback on the previous part in which participants already have the tools needed to sauté and use those to watch the task be performed. The video provided will emphasize on the task of why the pan should be preheated prior to cooking and why it is important not to overcrowd the pan when cooking. Though not exclusive to this section of the course, deglazing the plan will be part of the activity that they will perform when applying the skill. The goal is for them to comprehend the steps and then follow a simple recipe that is provided in Part 4.


LO2 and LO3

Activity/Activities • Online Activity – (Video of How to Sauté) – (file name needed) – SUGGESTED NEW ASSET

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Applicable

Asset(s) Used • (Video of How to Sauté) – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 4 – Sautéing Technique Application

The fourth part of the lesson will have participants execute the skill they mastered earlier in the lesson and sauté the item(s) of choice provided here in the recipe. This will include deglazing a pan and creating a simple sauce from the drippings and residue. Participants can download the recipe and follow a step-by-step guide on the task at hand.


LO4 and LO5


• Cooking / Practice Activity – Sauté Knowledge Application

Asset(s) Used

• Recipe & Technique Application Text – (file name needed) – SUGGESTED NEW ASSET • Recipe & Technique Application PDF – (file name needed) – SUGGESTED NEW ASSET • (Graphic of item(s) that will be practiced via sautéing) – (file name needed) – SUGGESTED NEW ASSET • (Graphics of recipe of choice for lesson for recipe document) – (file name needed) – SUGGESTED NEW ASSET SET


Part 5 – Course Knowledge Check





• Online Activity – Reflection Activity Survey

Asset(s) Used • Reflection Activity Text – (file name needed) – SUGGESTED NEW ASSET


The final part of this lesson summarizes the topic of sautéing and how understanding this method will make the other dry-heat cooking techniques easier to comprehend.



Activity/Activities LO1, LO2, LO3, LO4 and LO5

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Applicable

Asset(s) Used • Lesson Conclusion Text – Sautéing – (file name needed) – SUGGESTED NEW ASSET


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Lesson 3 (CC10019) Sweating

Lesson Details


Lesson Overview The third lesson of the course unit will continue the adventure in dry-heat cooking with the use of the sweating method. Participants should consider and apply this method as one which will take more time when compared to other dry-heat methods provided in the first half of the unit.

Lesson Outcome(s)

Participants will acquire and master the art of sweating and be able to perfect the task of cooking via this important and often neglected technique.

Learning Objectives

LO1. Comprehend the concept and tools necessary to sweat foods. LO2. Understand the reasoning why one should apply the sweating method to cooking. LO3. Explain the reasoning why sweating foods dramatically changes one’s cooking knowledge. LO4. Apply the technique to successfully sweat item(s) provided in the lesson.




Checklist

✓ The definition and concept of sweating is properly identified to participants. ✓ Content (including a video) provided applies to the concept of sweating foods properly. ✓ Emphasis is placed on when it is appropriate to sweat foods. ✓ Provide learners a recipe that is easy to follow with respect to learning how to sweat foods.

Lesson Assets

Documents • Introductory Text (Part 1) – (file name needed) – SUGGESTED NEW ASSET • Kitchenware Overview Text (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Sweating Walkthrough Text (Part 3) – (file name needed) – SUGGESTED NEW ASSET • Recipe & Technique Application Text (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Recipe & Technique Application PDF (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Reflection Activity Text (Part 5) – (file name needed) – SUGGESTED NEW ASSET

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• Lesson Conclusion Text – Sweating (Part 6) – (file name needed) – SUGGESTED NEW ASSET Graphics • (Graphic of a shallow pan on stove) (Part 1) – (file name needed) – SUGGESTED NEW ASSET • (Graphic of item(s) that will be practiced via sweating) (Part 4) – (file name needed) – SUGGESTED NEW ASSET • (Graphics of recipe of choice for lesson for recipe document) (Part 4) – (file name needed) – SUGGESTED NEW ASSET SET Multimedia / Videos • (Video of How to Sweat) (Part 3) – (file name needed) – SUGGESTED NEW ASSET

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The third lesson of the unit focuses on the groundwork that participants will need to know when it comes to sweating meats, vegetables, and other foods. Like the previous lesson, the approach will begin with learning activities; transition into watching and comprehending the process to understand how to sweat; and then finally give them an opportunity to do it themselves.


LO1




Item Focus Description & Details Part 2 – Sweating Fundamentals 1

The second part of the lesson will provide participants the basics they will need to have in the kitchen to execute simple sweating tasks. This includes the reasoning behind the method as well as how it dramatically affects the cooking one may do in their home.


LO1, LO2, and LO3





Part 3 – Sweating Fundamentals 2

The third part of the lesson will piggyback on the previous part in which participants already have the tools needed to sweat and use those to watch the task be performed. The video provided provide reasoning and comprehension as to why it is important to use this method when cooking specific types of food. Since this method is a slower one than others, text should be provided to participants to allow for this to happen naturally and not rush the process. The goal is for them to comprehend the steps and then follow a simple recipe that is provided in Part 4.


LO2 and LO3

Activity/Activities • Online Activity – (Video of How to Sweat) – (file name needed) – SUGGESTED NEW ASSET

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Applicable

Asset(s) Used • (Video of How to Sweat) – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 4 – Sweating Technique Application

The fourth part of the lesson will have participants execute the skill they mastered earlier in the lesson and sweat the item(s) of choice provided here in the recipe. This will include deglazing a pan and creating a simple sauce from the drippings and residue. Participants can download the recipe and follow a step-by-step guide on the task at hand.


LO1, LO2, and LO4


• Cooking / Practice Activity – Sweat Knowledge Application

Asset(s) Used

• Recipe & Technique Application Text – (file name needed) – SUGGESTED NEW ASSET • Recipe & Technique Application PDF – (file name needed) – SUGGESTED NEW ASSET • (Graphic of item(s) that will be practiced via sweating) – (file name needed) – SUGGESTED NEW ASSET • (Graphics of recipe of choice for lesson for recipe document) – (file name needed) – SUGGESTED NEW ASSET SET


Part 5 – Cooking Experience Survey








The final part of this lesson summarizes the topic of sweating and how understanding this method will make the other dry-heat cooking techniques easier to comprehend.



Activity/Activities LO1, LO2, LO3, LO4

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Applicable

Asset(s) Used • Lesson Conclusion Text – Sweating – (file name needed) – SUGGESTED NEW ASSET

** END OF LESSON 3 ** Lesson 4 (CC10020) Roasting

Lesson Details


Lesson Overview The fourth lesson of the unit will continue the adventure in dry-heat cooking with the use of the roasting method. Participants should note that this method is one that is likely to take place in an oven or in a place that has a very high heat source (e.g. barbecue).

Lesson Outcome(s)

Participants will acquire and master the art of roasting and be able to perfect the task of roasting vegetables properly.

Learning Objectives

LO1. Comprehend the concept and tools necessary to roast foods properly. LO2. Understand the reasoning why one should apply the roasting method to cooking. LO3. Explain the technique to properly roasting vegetables and determine their doneness. LO4. Apply the technique to successfully serve item(s) provided in the lesson.



Checklist

✓ The definition and concept of roasting is properly identified to participants. ✓ Content (including a video) provided applies to the concept of roasting foods properly. ✓ Emphasis is placed on when it is appropriate to sweat foods. ✓ Provide learners a recipe that is easy to follow with respect to learning how to sweat foods.

Lesson Assets

Documents • Introductory Text (Part 1) – (file name needed) – SUGGESTED NEW ASSET

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• Kitchenware Overview Text (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Roasting Walkthrough Text (Part 3) – (file name needed) – SUGGESTED NEW ASSET • Recipe & Technique Application Text (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Recipe & Technique Application PDF (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Vegetables Cooking Time Chart PDF (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Reflection Activity Text (Part 5) – (file name needed) – SUGGESTED NEW ASSET • Lesson Conclusion Text – Roasting (Part 6) – (file name needed) – SUGGESTED NEW ASSET Graphics • (Graphic of a shallow pan on stove) (Part 1) – (file name needed) – SUGGESTED NEW ASSET • (Graphic of item(s) that will be practiced via roasting) (Part 4) – (file name needed) – SUGGESTED NEW ASSET • (Graphics of recipe of choice for lesson for recipe document) (Part 4) – (file name needed) – SUGGESTED NEW ASSET SET Multimedia / Videos • (Video of How to Roast Vegetables) (Part 3) – (file name needed) – SUGGESTED NEW ASSET

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The fourth lesson of the course unit focuses on the groundwork that participants will need to know when it comes to roasting meats, vegetables, and other foods. Like the previous lesson, the approach will begin with learning activities; transition into watching and comprehending the process to understand how to sear; and then finally give them an opportunity to do it themselves.


LO1




Item Focus Description & Details Part 2 – Roasting Fundamentals 1

The second part of the lesson will provide participants the basics they will need to have in the kitchen to execute simple roasting tasks. Specific to this part of the curricula, the roasting of vegetables and preparation of them before the task are highlighted in this lesson.


LO1, LO2, and LO3





Part 3 – Roasting Fundamentals 2

The third part of the lesson will piggyback on the previous part in which participants already have the tools needed to roast and use those to watch the task be performed. The video provided provide reasoning and comprehension as to why it is important to use this method when using an oven as the main heat source and not necessarily a stove top. The goal is for them to comprehend the steps and then follow a simple recipe that is provided in Part 4.


LO2 and LO3


• Online Activity – (Video of How to Roast Vegetables) – (file name needed) – SUGGESTED NEW ASSET

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Asset(s) Used • (Video of How to Roast Vegetables) – (file name needed) – SUGGESTED NEW ASSET


Part 4 – Roasting Technique Application

The fourth part of the lesson will have participants execute the skill they mastered earlier in the lesson and sweat the item(s) of choice provided here in the recipe. This will include deglazing a pan and creating a simple sauce from the drippings and residue. Participants can download the recipe and follow a step-by-step guide on the task at hand. Note that three (3) recipes will be provided to participants to choose from. One will be required whereas the others are optional. Participants may choose to do all of them at their leisure but will require up to three (3) hours (or 180 minutes) of cooking time to practice the skill. Also, a quick reference chart on vegetable cooking times will be provided as a downloadable document for participants to use for this and other parts of the course and in their other cooking exercises.


LO1, LO2, and LO4


• Cooking / Practice Activity – Sweat Knowledge Application

Asset(s) Used

• Recipe & Technique Application Text – (file name needed) – SUGGESTED NEW ASSET • Recipe & Technique Application PDF – (file name needed) – SUGGESTED NEW ASSET • Vegetables Cooking Time Chart PDF – (file name needed) – SUGGESTED NEW ASSET • (Graphic of item(s) that will be practiced via roasting) – (file name needed) – SUGGESTED NEW ASSET • (Graphics of recipe of choice for lesson for recipe document) – (file name needed) – SUGGESTED NEW ASSET SET









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The final part of this lesson summarizes the topic of roasting and how understanding this method will make the other dry-heat cooking techniques easier to comprehend.





Asset(s) Used • Lesson Conclusion Text – Roasting – (file name needed) – SUGGESTED NEW ASSET


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Lesson 5 (CC10021) Searing

Lesson Details


Lesson Overview The fifth lesson of the unit will continue the adventure in dry-heat cooking with the use of the searing method. Participants should note that this method is one that is likely to take place on a stove top via a very high heat source. It is important to pass on to participants to use the burner with the highest ‘strength’ on their stoves to get an optimal sear.

Lesson Outcome(s)

Participants will acquire and master the art of searing to maximize flavor while gaining a delicious crust on meat and/or vegetables cooked via this method.

Learning Objectives

LO1. Review and understand the concept and purpose of searing. LO2. Optimally apply techniques learned to prepare ingredients for searing meat and/or vegetables. LO3. Comprehend and understand why leaving ingredients stationary during the searing process is optimal for best results. LO4. Successfully sear meat and/or vegetables. LO5. Apply the technique to successfully serve item(s) provided in the lesson.



Checklist

✓ The definition and concept of searing is properly identified to participants; including when, how, and why it should be used. ✓ Content (including a video) provided applies to the concept of searing foods properly. ✓ Emphasis is placed on when it is appropriate to sear different types of food. ✓ Provide learners a recipe that is easy to follow with respect to learning how to sweat foods.

Lesson Assets

Documents • Introductory Text (Part 1) – (file name needed) – SUGGESTED NEW ASSET • Kitchenware Overview Text (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Searing Walkthrough Text (Part 3) – (file name needed) – SUGGESTED NEW ASSET • Recipe & Technique Application Text (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Recipe & Technique Application PDF (Part 4) – (file name needed) – SUGGESTED NEW ASSET

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• Vegetables Cooking Time Chart PDF (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Reflection Activity Text (Part 5) – (file name needed) – SUGGESTED NEW ASSET • Lesson Conclusion Text – Searing (Part 6) – (file name needed) – SUGGESTED NEW ASSET • Non-Graded Multiple-Choice Question Activity (Part 5) – (file name needed) – SUGGESTED NEW ASSET

o Note this will be a longer than normal activity which will encompass the first five lessons into a set of 10 questions. All questions are general in nature and apply to all individual parts of a single lesson if taken that way.

Graphics • (Graphic of a shallow pan on stove) (Part 1) – (file name needed) – SUGGESTED NEW ASSET • (Graphic of item(s) that will be practiced via searing) (Part 4) – (file name needed) – SUGGESTED NEW ASSET • (Graphics of recipe of choice for lesson for recipe document) (Part 4) – (file name needed) – SUGGESTED NEW ASSET SET Multimedia / Videos • (Video of How to Roast Vegetables) (Part 3) – (file name needed) – SUGGESTED NEW ASSET

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The fifth lesson of the course unit focuses on the groundwork that participants will need to know when it comes to searing meats, vegetables, and other foods. Like the previous lesson, the approach will begin with learning activities; transition into watching and comprehending the process to understand how to sear; and then finally give them an opportunity to do it themselves.


LO1




Item Focus Description & Details Part 2 – Searing Fundamentals 1

The second part of the lesson will provide participants the basics they will need to have in the kitchen to execute simple searing tasks. Specific to this part of the curricula, the searing of meats and vegetables, and preparation of them before the task are highlighted in this lesson.


LO1, LO2, and LO3





Part 3 – Searing Fundamentals 2

The third part of the lesson will piggyback on the previous part in which participants already have the tools needed to roast and use those to watch the task be performed. The video provided provide reasoning and comprehension as to why it is important to use this method when using an oven as the main heat source and not necessarily a stove top. The goal is for them to comprehend the steps and then follow a simple recipe that is provided in Part 4.


LO2 and LO3


• Online Activity – (Video of How to Roast Vegetables) – (file name needed) – SUGGESTED NEW ASSET

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Asset(s) Used • (Video of How to Roast Vegetables) – (file name needed) – SUGGESTED NEW ASSET


Part 4 – Searing Technique Application

The fourth part of the lesson will have participants execute the skill they mastered earlier in the lesson and sear different items that are provided in a recipe of their choosing. One recipe will be available to participants that is strictly meat only. A second one is applicable to vegetables only whereas a third combine both ingredient sets into item-specific searing tasks. The quick reference chart on vegetable cooking times will be provided as a downloadable document for participants to use for this and other parts of the course and in their other cooking exercises. This was initially presented in Lesson 4 but will be made available here as well (in the event a participant is ONLY taking this course).




• Cooking / Practice Activity – Searing Knowledge Application

Asset(s) Used

• Recipe & Technique Application Text – (file name needed) – SUGGESTED NEW ASSET • Recipe & Technique Application PDF – (file name needed) – SUGGESTED NEW ASSET • Vegetables Cooking Time Chart PDF – (file name needed) – SUGGESTED NEW ASSET • (Graphic of item(s) that will be practiced via searing) – (file name needed) – SUGGESTED NEW ASSET • (Graphics of recipe of choice for lesson for recipe document) – (file name needed) – SUGGESTED NEW ASSET SET







• Online Activity – Non-Graded Multiple-Choice Question Knowledge Check • Online Activity – Reflection Activity Survey

Asset(s) Used • Non-Graded Multiple-Choice Question Activity – (file name needed) – SUGGESTED NEW ASSET • Reflection Activity Text – (file name needed) – SUGGESTED NEW ASSET


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The final part of this lesson summarizes the topic of searing and how understanding this method will make the other dry-heat cooking techniques easier to comprehend. Knowledge gained from this and the previous lessons will be applied to the next lesson on poultry as the main meat staple for this cooking method and the other explained in the unit.





Asset(s) Used • Lesson Conclusion Text – Searing – (file name needed) – SUGGESTED NEW ASSET


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Lesson 6 (CC10022) Poultry

Lesson Details


Lesson Overview

The sixth lesson of the unit focuses on poultry and why it is one of the easiest meats to learn on when gaining cooking knowledge. Learners will get an inside-and-out knowledge base on poultry that they will need to master in order the remaining four (4) lessons of the unit that immediately follow this one. This can also be a concluding course for the dry-heat cooking methods as recipes provided require knowledge of those methods to complete them.

Lesson Outcome(s)

Participants will acquire knowledge and gain understanding of poultry and fundamentals of one of the most popular meat categories persons consume daily.

Learning Objectives

LO1. Review, identify, and understand the most common types of poultry used in everyday cooking. LO2. Comprehend and understand the basic muscle composition of a poultry animal and best methods to cook each part. LO3. Review and differentiate between white meat and dark meat portions. LO4. Successfully break down a raw chicken and carve a cooked one. LO5. Understand and apply methods to safely store and consume poultry. LO6. Apply the technique to successfully serve item(s) provided in the lesson.




Checklist

✓ Provide ample knowledge on a poultry animal including definition of each part, white meat versus dark meat, food safety tips, and other applicable knowledge critical to safe handling of this type of meat.

✓ Content (including a video) provided applies to the concept of carving and breaking down a chicken. ✓ Emphasize the fact that fresh and not frozen poultry will give the best results regardless of cooking method. ✓ Provide learners recipes that are easy to follow with respect to learning how to properly cook poultry.

Lesson Assets

Documents • Introductory Text (Part 1) – (file name needed) – SUGGESTED NEW ASSET • Poultry Fundamentals Text (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Kitchenware Overview Text (Part 2) – (file name needed) – SUGGESTED NEW ASSET

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• Raw Poultry Breakdown Walkthrough Text (Part 3) – (file name needed) – SUGGESTED NEW ASSET • Recipe & Technique Application Text (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Recipe & Technique Application PDF (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Cooked Poultry Breakdown Walkthrough Text (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Reflection Activity Text (Part 5) – (file name needed) – SUGGESTED NEW ASSET • Non-Graded Multiple-Choice Question Activity (Part 5) – (file name needed) – SUGGESTED NEW ASSET • Lesson Conclusion Text – Poultry (Part 6) – (file name needed) – SUGGESTED NEW ASSET Graphics • (Graphic of raw poultry) (Part 1) – (file name needed) – SUGGESTED NEW ASSET • (Graphics of recipe of choice for lesson for recipe document) (Part 4) – (file name needed) – SUGGESTED NEW ASSET SET Multimedia / Videos • (Video of How to Breakdown a Chicken) (Part 3) – (file name needed) – SUGGESTED NEW ASSET • (Video of How to Carve a Cooked Chicken) (Part 4) – (file name needed) – SUGGESTED NEW ASSET

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The lesson begins with a brief overview of poultry and why it is one of the easiest meats to cook using dry-heat methods. Emphasis in this part of the lesson should also focus on the difference between frozen and fresh poultry to align with the whole foods strategy discussed earlier in the course program.


LO1



Asset(s) Used • Introductory Text – (file name needed) – SUGGESTED NEW ASSET • (Graphic of raw poultry) – (file name needed) – SUGGESTED NEW ASSET


Part 2 – Poultry Fundamentals 1

The second part of the lesson will go into depth of the different parts commonly seen in poultry. Here, each part of the poultry in focus (e.g. a chicken) should provide detail on the basic muscle composition and the best cooking method for that part of the animal (including white meat vs. dark meat). The tools for breaking down a poultry animal will be discussed here to transition into the next part of the lesson.


LO1, LO2, and LO3



Asset(s) Used • Poultry Fundamentals Text – (file name needed) – SUGGESTED NEW ASSET • Kitchenware Overview Text – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 3 – Poultry Fundamentals 2

The third part of the lesson gives learners a visual experience on how to break down a chicken. Prior to this being taught, food safety tips and suggestions for handling raw meats like poultry will be discussed. It is very important to emphasize food safety as raw meats are one of the leading causes of food-borne illnesses today.


LO2, LO3, and LO5


• Online Activity – (Video of How to Breakdown a Chicken) – (file name needed) – SUGGESTED NEW ASSET

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Asset(s) Used • Raw Poultry Breakdown Walkthrough Text – (file name needed) – SUGGESTED NEW ASSET • (Video of How to Breakdown a Chicken) – (file name needed) – SUGGESTED NEW ASSET


Part 4 – Poultry Cooking Application

The fourth part of the lesson will have participants choose one (1) of two (2) recipes provided to them that they will need to complete tasks provided earlier in the lesson. The recipes provided here give participants the option to either roast a whole chicken and then carve the completed product or break down a chicken and then cook it. Participants are welcome to do both tasks if they choose to but only one or the other is required to continue in the course. A video is provided for carving a cooked chicken in this section so that confusion is eliminated from putting it in an earlier section.




• Cooking / Practice Activity – Poultry Knowledge Application

Asset(s) Used

• Recipe & Technique Application Text – (file name needed) – SUGGESTED NEW ASSET • Recipe & Technique Application PDF – (file name needed) – SUGGESTED NEW ASSET • (Video of How to Carve a Cooked Chicken) – (file name needed) – SUGGESTED NEW ASSET • (Graphics of recipe of choice for lesson for recipe document) – (file name needed) – SUGGESTED NEW ASSET SET









Item Focus Description & Details Part 6 – The final part of this lesson summarizes the topic of poultry and how understanding this method will make the other dry-heat

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Lesson Conclusion cooking techniques easier to comprehend. A bridge statement will also be provided here to transition to the moist-heat cooking method which will encompass the remaining five (5) lessons of the unit.





Asset(s) Used • Lesson Conclusion Text – Poultry – (file name needed) – SUGGESTED NEW ASSET


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Lesson 7 (CC10023) Submersion Cooking

Lesson Details


Lesson Overview The seventh lesson of the first unit of cooking techniques transitions to moist-heat cooking methods. This lesson will start with one of the most common moist-heat methods – submersion cooking. Brief information will be provided to participants of the other three (3) different cooking methods that will be talked about to conclude the unit.

Lesson Outcome(s)

Participants will acquire knowledge and gain understanding of how to successfully apply the submersion cooking technique to making perfect vegetables. They will also understand how to boil, poach, and steam foods.

Learning Objectives

LO1. Review, identify, and understand the most common methods of submersion cooking. LO2. Apply knowledge and comprehend the purpose of submersion cooking regardless of method. LO3. Understand the common reasons why poaching and simmering are often more desirable than boiling. LO4. Visually identify the proper water temperatures for poaching, simmering, and boiling various foods. LO5. Apply the technique to successfully serve item(s) provided in the lesson.


Projected Time Required for Lesson: 65 minutes total • Material Reading & Comprehension (including Conclusions): 25 minutes • Cooking Activities / Practice: 30 minutes • Assessment Completion: 10 minutes

Checklist

✓ Provide comprehensive knowledge on different moist-heat cooking techniques while focusing on submersion cooking immediately thereafter.

✓ Give concrete evidence as to why poaching and simmering are superior to boiling foods in terms of desirability. ✓ Explain the different temperatures and provide a simple way to determine the temperature (e.g. a candy/meat thermometer). ✓ Provide learners recipes that are easy to follow with respect to learning how to apply the technique of submersion cooking.

Lesson Assets

Documents • Introductory Text (Part 1) – (file name needed) – SUGGESTED NEW ASSET • Submersion cooking Fundamentals Text (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Kitchenware Overview Text (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Submersion Cooking Walkthrough Text (Part 3) – (file name needed) – SUGGESTED NEW ASSET

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• Recipe & Technique Application Text (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Recipe & Technique Application PDF (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Non-Graded Multiple-Choice Question Activity (Part 5) – (file name needed) – SUGGESTED NEW ASSET • Reflection Activity Text (Part 5) – (file name needed) – SUGGESTED NEW ASSET • Lesson Conclusion Text – Submersion Cooking (Part 6) – (file name needed) – SUGGESTED NEW ASSET Graphics • (Graphic of a Boiling Pot of Water) (Part 1) – (file name needed) – SUGGESTED NEW ASSET • (Graphics of recipe of choice for lesson for recipe document) (Part 4) – (file name needed) – SUGGESTED NEW ASSET SET

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The lesson begins with an overview of the different types of moist-heat cooking techniques participants will become familiar with as they complete the second half of the unit’s requirements. Once this has been discussed, focus will be paid to the concept of submersion cooking. This will include the three (3) methods that will be examined in-depth in this lesson (poaching, steaming, and boiling).


LO1 and LO2



Asset(s) Used • Introductory Text – (file name needed) – SUGGESTED NEW ASSET • (Graphic of a Boiling Pot of Water) – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 2 – Submersion Cooking Fundamentals 1

The second part of the lesson summarizes the three (3) methods of submersion cooking that will be explained here – poaching, simmering, and boiling. Emphasis should be paid with respect why poaching and simmering are more often used than boiling.


LO1, LO2, and LO3




Item Focus Description & Details Part 3 – Submersion Cooking Fundamentals 2

The third part of the lesson provides learners more specific knowledge on each of the three (3) methods and their differences between them. Specifically, the water/liquid temperature each one should be at to achieve that specific submersion cooking type and the purpose as to when to use them.


LO1, LO3, and LO4



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Asset(s) Used • Submersion Cooking Walkthrough Text – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 4 – Submersion Cooking Application

The fourth part of the lesson will have participants practice the skills they learned in the first half of the lesson to different types of foods they can choose from to cook. Participants are must do at least two (2) of the three (3) submersion cooking methods to get credit and move on in the lesson.




• Cooking / Practice Activity – Submersion Cooking Knowledge Application

Asset(s) Used • Recipe & Technique Application Text – (file name needed) – SUGGESTED NEW ASSET • Recipe & Technique Application PDF – (file name needed) – SUGGESTED NEW ASSET • (Graphics of recipe of choice for lesson for recipe document) – (file name needed) – SUGGESTED NEW ASSET SET







• Online Activity – Non-Graded Multiple-Choice Question Activity– (file name needed) – SUGGESTED NEW ASSET • Online Activity – Reflection Activity Survey



The final part of this lesson summarizes the topic of submersion cooking and how understanding this method will make the other moist-heat cooking techniques easier to comprehend.



Activity/Activities LO1, LO2, LO3, LO4, and LO5

115

Applicable

Asset(s) Used • Lesson Conclusion Text – Submersion Cooking – (file name needed) – SUGGESTED NEW ASSET


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Lesson 8 (CC10024) Blanching/Parboiling

Lesson Details


Lesson Overview The eighth lesson of the first unit of cooking techniques moves along to a clever pair of techniques called blanching and parboiling. These techniques can be used to cook foods at a rapid pace while maintaining color and shape of the foods. For the most part, these are common for fruits and vegetables but can be done with meats as well.

Lesson Outcome(s)

Participants will acquire knowledge and gain understanding of how to successfully blanch and parboil foods.

Learning Objectives

LO1. Review, identify, and understand the difference between parboiling and blanching. LO2. Apply knowledge and comprehend the purpose of when to use the methods correctly (e.g. maintain color). LO3. Apply the technique to successfully serve item(s) provided in the lesson.



• Cooking Activities / Practice: 20 minutes • Assessment Completion: 5 minutes

Checklist



Lesson Assets

Documents • Introductory Text (Part 1) – (file name needed) – SUGGESTED NEW ASSET • Blanching / parboiling cooking Fundamentals Text (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Kitchenware Overview Text (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Blanching / Parboiling Cooking Walkthrough Text (Part 3) – (file name needed) – SUGGESTED NEW ASSET • Recipe & Technique Application Text (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Recipe & Technique Application PDF (Part 4) – (file name needed) – SUGGESTED NEW ASSET

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• Reflection Activity Text (Part 5) – (file name needed) – SUGGESTED NEW ASSET • Lesson Conclusion Text – Blanching / Parboiling Cooking (Part 6) – (file name needed) – SUGGESTED NEW ASSET Graphics • (Graphic of a Vegetables Cooking in Pot of Water) (Part 1) – (file name needed) – SUGGESTED NEW ASSET • (Graphics of recipe of choice for lesson for recipe document) (Part 4) – (file name needed) – SUGGESTED NEW ASSET SET

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The lesson begins with an overview of the different types of moist-heat cooking techniques participants will become familiar with as they complete the second half of the unit’s requirements. Once this has been discussed, focus will be paid to the concept of blanching / parboiling cooking.


LO1 and LO2



Asset(s) Used • Introductory Text – (file name needed) – SUGGESTED NEW ASSET • (Graphic of a Vegetables Cooking in Pot of Water) – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 2 – Blanching / Parboiling Cooking Fundamentals 1

The second part of the lesson summarizes the two (2) methods and how they differentiate from each other. Additional focus will be provided with respect to how these methods preserve the foods’ color and shape.


LO1, LO2, and LO3



Asset(s) Used • Blanching / Parboiling Fundamentals Text – (file name needed) – SUGGESTED NEW ASSET • Kitchenware Overview Text – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 3 – Blanching / Parboiling Cooking Fundamentals 2

The third part of the lesson provides learners more specific knowledge on the specific occasions one would want to use blanching or parboiling techniques and what types of foods are common to these techniques.

Lesson Objective(s) LO2 and LO3

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Asset(s) Used • Blanching / Parboiling Cooking Walkthrough Text – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 4 – Blanching / Parboiling Cooking Application

The fourth part of the lesson will have participants practice the skills they learned in the first half of the lesson to different types of foods they can choose from to cook. Participants are must do at least one (2) of the two (2) blanching / parboiling cooking methods to get credit and move on in the lesson.


LO1, LO2, and LO3


• Cooking / Practice Activity – Blanching / parboiling Cooking Knowledge Application






LO1, LO2, and LO3





The final part of this lesson summarizes the topic of blanching / parboiling cooking and how understanding this method will make the other moist-heat cooking techniques easier to comprehend.

Lesson Objective(s) None; content used for this part of the module is informative and is article-based.

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LO1, LO2, and LO3

Asset(s) Used • Lesson Conclusion Text – Blanching / Parboiling – (file name needed) – SUGGESTED NEW ASSET


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Lesson 9 (CC10025) Steaming

Lesson Details


Lesson Overview The second to final lesson of the first unit of cooking techniques focuses on the art of steaming foods. This method of cooking is common especially with vegetables but also fish and poultry in some cases. Focus will be placed on temperature control and how flavors can be developed through this method.

Lesson Outcome(s)

Participants will acquire knowledge and gain understanding of how to successfully steam foods.

Learning Objectives

LO1. Review, identify, and understand the steaming method of cooking. LO2. Understand the common reasons why steaming is a preferred technique for vegetables, rice, and fish. LO3. Visually identify the proper water temperatures for steaming various foods. LO4. Apply the technique to successfully serve item(s) provided in the lesson.


Projected Time Required for Lesson: 60 minutes total • Material Reading & Comprehension (including Conclusions): 25 minutes • Cooking Activities / Practice: 30 minutes • Assessment Completion: 5 minutes

Checklist



Lesson Assets

Documents • Introductory Text (Part 1) – (file name needed) – SUGGESTED NEW ASSET • Steaming Fundamentals Text (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Kitchenware Overview Text (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Steaming Walkthrough Text (Parts 3 & 4) – (file name needed) – SUGGESTED NEW ASSET • Recipe & Technique Application Text (Part 5) – (file name needed) – SUGGESTED NEW ASSET

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• Recipe & Technique Application PDF (Part 5) – (file name needed) – SUGGESTED NEW ASSET • Non-Graded Multiple-Choice Question Activity (Part 5) – (file name needed) – SUGGESTED NEW ASSET • Reflection Activity Text (Part 5) – (file name needed) – SUGGESTED NEW ASSET • Lesson Conclusion Text – Steaming (Part 6) – (file name needed) – SUGGESTED NEW ASSET Graphics • (Graphic of a Bamboo Steamer) (Part 1) – (file name needed) – SUGGESTED NEW ASSET • (Graphics of recipe of choice for lesson for recipe document) (Part 4) – (file name needed) – SUGGESTED NEW ASSET SET

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The lesson begins with an overview of steaming and why it is an important technique to master. Focus will be placed and dependent on the fact that one is comfortable with other types of moist-heat cooking methods as some of the techniques learned in previous lessons apply here.


LO1 and LO2



Asset(s) Used • Introductory Text – (file name needed) – SUGGESTED NEW ASSET • (Graphic of a Bamboo Steamer) – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 2 – Steam Cooking Fundamentals 1

The second part of the lesson summarizes the tools needed to steam food properly. Presented here are different options that one can do to achieve this task (e.g. a bamboo steamer, steam basket, etc.).


LO1, LO2, and LO3



Asset(s) Used • Steaming Fundamentals Text – (file name needed) – SUGGESTED NEW ASSET • Kitchenware Overview Text – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 3 – Steam Cooking Fundamentals 2

The third part of the lesson provides learners more specific knowledge on each of the art of steaming foods. A brief interlude is provided which leads to the final lesson of the unit with respect to reheating foods. Steaming is one way that it can be achieved. Focus here should also be paid to the fact that steaming is a gradual process and the appropriate temperature needed for the liquid used (commonly water) must be regulated.


LO1, LO3, and LO4


124

Applicable

Asset(s) Used • Steaming Walkthrough Text – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 4 – Steaming Cooking Application

The fourth part of the lesson will have participants practice the skills they learned in the first half of the lesson to different types of foods they can choose from to cook. Participants are must do at least two (2) of the three (3) steaming methods to get credit and move on in the lesson.




• Cooking / Practice Activity – Steaming Knowledge Application








• Online Activity – Non-Graded Multiple-Choice Question Activity– (file name needed) – SUGGESTED NEW ASSET • Online Activity – Reflection Activity Survey



The final part of this lesson summarizes the topic of steaming and how understanding this method will make the other moist-heat cooking techniques easier to comprehend.



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Asset(s) Used • Lesson Conclusion Text – Steaming – (file name needed) – SUGGESTED NEW ASSET


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Lesson 10 (CC10026) Reheating

Lesson Details


Lesson Overview The final lesson of the unit will capstone knowledge learned and introduce new food categories that will be explained in the fifth unit of the course program. This lesson focuses on the fundamentals of reheating food on a stove top or in an oven. Participants will be strongly discouraged to use a microwave oven in this lesson so that the food is as close to what it was when it was first prepared as possible.

Lesson Outcome(s)

Participants will acquire knowledge and gain understanding of how to reheat foods properly.

Learning Objectives

LO1. Review, identify, and understand the most common types of foods that are reheated. LO2. Apply knowledge on how to reheat vegetables properly. LO3. Understand and apply knowledge as to how to reheat meats properly. LO4. Comprehend the delicate process needed to reheat rice, grains, and pastas properly. LO5. Apply the techniques of reheating various types of foods from dishes already prepared up to this point or ones they are comfortable with already.


Projected Time Required for Lesson: 85 minutes total • Material Reading & Comprehension (including Conclusions): 20 minutes • In-Lesson Video Presentation: 30 minutes


Checklist ✓ Provide ample knowledge on how to reheat each type of food group with stimulating and relevant videos. ✓ Emphasize the fact that foods freshly prepared can still taste like they did the first time around. ✓ Strongly suggest that using a microwave oven will not get the desired results and result in food being undercooked or overcooked.

Lesson Assets

Documents • Introductory Text (Part 1) – (file name needed) – SUGGESTED NEW ASSET • Kitchenware Overview Text (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Food Reheat Text (Part 3) – (file name needed) – SUGGESTED NEW ASSET • Recipe & Technique Application Text (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Recipe & Technique Application PDF (Part 4) – (file name needed) – SUGGESTED NEW ASSET

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• Reflection Activity Text (Part 5) – (file name needed) – SUGGESTED NEW ASSET • Non-Graded Multiple-Choice Question Activity (Part 5) – (file name needed) – SUGGESTED NEW ASSET • Lesson Conclusion Text – Reheating Foods (Part 6) – (file name needed) – SUGGESTED NEW ASSET Graphics • (Graphic of cooked food) (Part 1) – (file name needed) – SUGGESTED NEW ASSET Multimedia / Videos • (Video of How to Reheat Vegetables) (Part 3) – (file name needed) – SUGGESTED NEW ASSET • (Video of How to Reheat Meats) (Part 3) – (file name needed) – SUGGESTED NEW ASSET • (Video of How to Reheat Rice, Grains, & Pasta) (Part 3) – (file name needed) – SUGGESTED NEW ASSET

128


The lesson begins with a brief overview of reheating foods and why it is important to pay careful attention to how cooked foods are brought back up to temperature properly. Emphasis here should be provided with using the tools from previous recipes, lessons, and skill acquirements and NOT a microwave oven.


LO1



Asset(s) Used • Introductory Text – (file name needed) – SUGGESTED NEW ASSET • (Graphic of cooked food) – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 2 – Reheating Foods 1

The second part of the lesson goes into depth on the most common tools that one should use when reheating different types of foods. This may include saucepans, baking sheets, and other like equipment.


LO1, LO2, and LO3





Part 3 – Reheating Foods 2

The third part of the lesson gives learners visual experiences on how to reheat vegetables, meats, rice, grains, and pasta in three different videos. Participants will be recommended to take notes by hand in this section, so they can apply the skill to the second half of the lesson.


LO2, LO3, and LO4


• Online Activity – (Video of How to Reheat Vegetables) – (file name needed) – SUGGESTED NEW ASSET • Online Activity – (Video of How to Reheat Meats) – (file name needed) – SUGGESTED NEW ASSET • Online Activity – (Video of How to Reheat Rice, Grains, & Pasta) – (file name needed) – SUGGESTED NEW ASSET

Asset(s) Used • Food Reheat Text – (file name needed) – SUGGESTED NEW ASSET • (Video of How to Reheat Vegetables) – (file name needed) – SUGGESTED NEW ASSET

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• (Video of How to Reheat Meats) – (file name needed) – SUGGESTED NEW ASSET • (Video of How to Reheat Rice, Grains, & Pasta) – (file name needed) – SUGGESTED NEW ASSET


Part 4 – Reheating Food Application

The fourth part of the lesson will have participants choose one (1) of two (2) recipes that they have executed before in previous lessons OR apply the skills to foods they have already prepared but need reheated. Alternately, a simple recipe set will be provided to participants as to how to reheat food from each of the five (5) focus areas. Participants should do at least two (2) of the three (3) options.




• Cooking / Practice Activity – Reheating Food Knowledge Application


Item Focus Description & Details Part 5 – Cooking Experience Survey









The final part of this lesson and unit summarizes the topic of reheating foods. A summarized statement on the dry-heat and moist-heat cooking methods should also be placed here. Conclusively, a bridge statement to the next set of lessons in unit five (5) is recommended as the focus shifts to three (3) other food groups that round out the fundamentals of cooking curricula.

Lesson Objective(s) None; content used for this part of the module is informative and is article-based.

130



Asset(s) Used • Lesson Conclusion Text – Reheating Foods – (file name needed) – SUGGESTED NEW ASSET


131


Assessment Details



Lesson Outcome(s)

Participants that successfully complete this assessment will receive credit for the fourth unit of the CooksCourse.com Basic Cooking Skills Curriculum.







Lesson Assets


** END OF UNIT 4 **

Notes / Comments

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CooksCourse.com Blueprint Structure Unit 5 – Cooking Methods – Part 2 Total Number of Lessons (Lessons): 9 Total Number of Graded Assessments: 1

Lesson Introduction Details Topic: Cooking Methods – Part 2

Text: Now armed with the knowledge of different cooking techniques, we will meander over to cooking different types of food. In this section, we will

look at three (3) main categories of foods people commonly eat. These include grains & pasta, wheat & glutens, and salads & their accompanying dressing. Within each of these three parts, we will look at how to make these tricky foods taste like they came from a five-star gourmet restaurant.

Once these skills are consumed, you will have all the necessary knowledge to complete the final assessment and exercise that is provided in the final unit of the lesson. Much like the last unit on cooking methods, it is strongly recommended to set aside sufficient time to complete all offline activities to grasp all concepts provided. • Lessons 1 – 4 focuses grains & pasta • Lessons 5 – 6 focuses on wheat & grains • Lessons 7 – 9 focuses on salads & dressings

Projected Time Required for Lesson: 585 minutes total (inclusive of all lessons) • Material Reading & Comprehension (including Conclusions): 205 minutes • In-Lesson Activities: 170 minutes • Offline Lesson Activities / Practice: 120 minutes • Assessment Completion: 90 minutes Modular Breakdown: 9 Lessons Total • Lesson 1: Perfect Grains: 50 minutes

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• Lesson 2: Rice, Pilaf, & Couscous: 90 minutes • Lesson 3: Lentils: 90 minutes • Lesson 4: Pasta Fundamentals: 90 minutes • Lesson 5: Fundamentals of Wheat & Gluten: 30 minutes • Lesson 6: Health Eating Considerations: 30 minutes • Lesson 7: Preparing Greens: 55 minutes • Lesson 8: Oils & Vinegars: 90 minutes • Lesson 9: Dressings & Vinaigrettes: 30 minutes • Assessment: Unit 5 Review: 30 Minutes

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Lesson 1 (CC10027) Perfect Grains

Lesson Details


Lesson Overview

The final lesson of the unit here focuses on the fundamentals of grains and pastas. Emphasis and focus will be provided on rice and other types of grains. Optimal cooking methods for grains will close out the course prior to an application activity done offline. Note that this first lesson is more informative to set the foundation for the next four (4) lessons which will be more interactive to this part of the unit.

Lesson Outcome(s)

Participants will acquire knowledge and gain understanding of what types of grains are commonly in the marketplace and ways to cook them.

Learning Objectives

LO1. Review, identify, and understand the most common types of grains that one would likely see in a supermarket. LO2. Review, comprehend, and identify the basic anatomy of rice and different types of it. LO3. Introduce and apply different cooking methods that can be used to cook grains perfectly.




Checklist

✓ Provide ample knowledge on the different types of grains one may commonly see in a kitchen and would use to cook. ✓ Explain the anatomy of rice and how each type of rice grain differs from one another. ✓ Set the stage for the remaining four (4) lessons that follow this one which will go into more detail about different grains and how to

cook them properly.

Lesson Assets

Documents • Introductory Text (Part 1) – (file name needed) – SUGGESTED NEW ASSET • Grain Fundamentals Text (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Rice Fundamentals Text (Part 3) – (file name needed) – SUGGESTED NEW ASSET • Grain Cooking Methods Overview Text (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Non-Graded Matching Activity (Part 5) – (file name needed) – SUGGESTED NEW ASSET • Lesson Conclusion Text – Perfect Grains (Part 6) – (file name needed) – SUGGESTED NEW ASSET

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Graphics • (Graphic of wheat field) (Part 1) – (file name needed) – SUGGESTED NEW ASSET Multimedia / Videos • (Video of How to Cook Grains – General Overview) (Part 4) – (file name needed) – SUGGESTED NEW ASSET

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The lesson begins with a brief overview of reheating foods and why it is important to pay careful attention to how cooked foods are brought back up to temperature properly. Emphasis here should be provided with using the tools from previous recipes, lessons, and skill acquirements and NOT a microwave oven.


LO1



Asset(s) Used • Introductory Text – (file name needed) – SUGGESTED NEW ASSET • (Graphic of wheat field) – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 2 – Grain Fundamentals

The second part of the lesson provides an overview of core fundamentals about grains and why they are important to have in one’s diet. Additionally, distinction should be paid between rice, pasta, and lentils since those are the ones covered in this part of the unit and program.


LO1, and LO2



Asset(s) Used • Grain Fundamentals Text – (file name needed) – SUGGESTED NEW ASSET


Part 3 – Rice Fundamentals

The third part of the lesson begins with the first of the three (3) main grain groups that will be reviewed and analyzed in the unit and course program. Here, an overview of rice should be provided to participants with respect to the common types of it and the characteristics they possess (e.g. short grain vs. long grain). Note that this will be explain in depth in the next lesson so a summarized paragraph or two is best recommended here. Though not provided here, it is recommended to perhaps have graphics of short-grain rice and long-grain rice compared side-by-side if the designer/owner thinks it would be good to have as part of the explanation.


LO1 and LO2

137


• None; content used for this part of the module is informative and is article-based.

Asset(s) Used • Rice Fundamentals Text – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 4 – General Grain Cooking Methods

The fourth part of the lesson will explain in a general sense the best ways to cook grains. Participants in this part of the lesson will watch a video giving instruction on best strategies they can use to cook grains such as rice, pasta, and lentils properly and correctly.


LO1, LO2, and LO3


• Online Activity – (Video of How to Cook Grains – General Overview) – (file name needed) – SUGGESTED NEW ASSET

Asset(s) Used • Grain Cooking Methods Overview Text – (file name needed) – SUGGESTED NEW ASSET • (Video of How to Cook Grains – General Overview) – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 5 – Knowledge Check

The second to final part of the lesson gives participants an opportunity to test their knowledge in a matching activity on the material provided here. Since rice is the first grain category that will be discussed, it is recommended that it would be the focus of the matching activity.


LO1, LO2, and LO3


• Online Activity – Non-Graded Matching Activity – (file name needed) – SUGGESTED NEW ASSET

Asset(s) Used • Non-Graded Matching Activity Text – (file name needed) – SUGGESTED NEW ASSET



The final part of this lesson and unit summarizes the topic of grains and will provide the foundation for the this and the other two (2) major categories that will be covered in the unit. A bridge statement transitioning to cooking rice is recommended for a smooth transition to the next part of the unit.




LO1, LO2, and LO3

Asset(s) Used • Lesson Conclusion Text – Grain Fundamentals – (file name needed) – SUGGESTED NEW ASSET

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139

Lesson 2 (CC10028) Rice, Pilaf, & Couscous

Lesson Details


Lesson Overview The second lesson of the unit focuses on cooking rice to perfection. When cooking this grain, there are two (2) different methods that are commonly used – pilaf and steaming. These will be both explained to participants as well as post-cooking strategies such as letting rice rest before serving.

Lesson Outcome(s)

Participants will acquire knowledge and gain understanding of how to cook rice (including couscous) properly.

Learning Objectives

LO1. Review, identify, and understand the most common types of rice and ones that will be of focus for the lesson at hand. LO2. Apply knowledge on how to cook rice properly not including rinsing/soaking grains ahead of time and letting it rest after cooking. LO3. Describe and comprehend the different types of cooking methods rice can be made. LO4. Comprehend the reasoning behind the liquid to grain ratios and how to enhance flavors to rice dishes. LO5. Apply the techniques of cooking rice and couscous properly as a side dish or part of a main entree.




Checklist

✓ Provide ample knowledge on how to cook rice via the methods provided in the lesson. ✓ Emphasize the fact that the liquid to grain ratio is critically important when making rice dishes. ✓ Provide tips and strategies to enhance the flavor of rice as it is commonly flavorless and/or limited in flavor to begin with. ✓ Strongly suggest that trying different types of rice when practicing dishes provided will help expand one’s cooking skill set.

Lesson Assets

Documents • Introductory Text (Part 1) – (file name needed) – SUGGESTED NEW ASSET • Kitchenware Overview Text (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Rice Preparation (Part 3) – (file name needed) – SUGGESTED NEW ASSET • Recipe & Technique Application Text (Part 4) – (file name needed) – SUGGESTED NEW ASSET

140

• Recipe & Technique Application PDF (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Reflection Activity Text (Part 5) – (file name needed) – SUGGESTED NEW ASSET • Non-Graded Multiple-Choice Question Activity (Part 5) – (file name needed) – SUGGESTED NEW ASSET • Lesson Conclusion Text – Rice, Pilaf, & Couscous (Part 6) – (file name needed) – SUGGESTED NEW ASSET Graphics • (Graphic of a bowl of rice) (Part 1) – (file name needed) – SUGGESTED NEW ASSET Multimedia / Videos • (Video of How to Steam Rice) (Part 3) – (file name needed) – SUGGESTED NEW ASSET • (Video of How to Boil Rice) (Part 3) – (file name needed) – SUGGESTED NEW ASSET • (Video of How to Cook Rice Via a Pilaf Method) (Part 3) – (file name needed) – SUGGESTED NEW ASSET

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The lesson begins with a brief overview of rice and how couscous is similar in nature but different when it comes to cooking them. Emphasis here should be provided on the fact that different types of rice require slightly different cooking methods to be produced properly. Hence, the introduction of the steaming and pilaf methods will kick start the lesson and be explained in detail later.


LO1



Asset(s) Used • Introductory Text – (file name needed) – SUGGESTED NEW ASSET • (Graphic of a bowl of rice) – (file name needed) – SUGGESTED NEW ASSET


Part 2 – Rice Cooking 1

The second part of the lesson goes into depth on the most common tools that one should use when cooking rice. This may include pots, pans, wooden (or plastic) spoons, a large bowl for soaking, and other equipment that would be applicable to the cause.







Part 3 – Rice Cooking 2

The third part of the lesson gives learners visual experiences on how to properly cook rice and couscous. The concept of rinsing and soaking rice ahead of time must be provided here as it can make the difference in a final product consumed. Additionally, liquid management and the optimal ratios of liquid to rice grains should be commented about here too. The methods of steaming, boiling, and pilaffing are provided in videos which participants can apply the experience they gain from them to their offline application


LO2, LO3, and LO4

Activity/Activities • Online Activity – (Video of How to Steam Rice) – (file name needed) – SUGGESTED NEW ASSET

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Applicable • Online Activity – (Video of How to Boil Rice) – (file name needed) – SUGGESTED NEW ASSET • Online Activity – (Video of How to Cook Rice Via a Pilaf Method) – (file name needed) – SUGGESTED NEW ASSET

Asset(s) Used

• Food Reheat Text – (file name needed) – SUGGESTED NEW ASSET • (Video of How to Steam Rice) – (file name needed) – SUGGESTED NEW ASSET • (Video of How to Boil Rice) – (file name needed) – SUGGESTED NEW ASSET • (Video of How to Cook Rice Via a Pilaf Method) – (file name needed) – SUGGESTED NEW ASSET


Part 4 – Rice Cooking

The fourth part of the lesson will have participants choose one (1) of two (2) recipes provided which focus on the concept of cooking rice and couscous. Note that these recipes may include elements from the previous unit to build one’s skill set. Alternately, a simple recipe set will be provided to participants as to how to cook rice and couscous. Participants should do at least two (2) of the three (3) options provided in the third part of the lesson (e.g. boiling, pilaffing, and/or steaming). Flavor should also be emphasized here as it is important to not just cook rice or couscous itself but enhance them in some way.




• Cooking / Practice Activity – Rice & Couscous Cooking Knowledge Application • Online Activity – Non-Graded Matching Activity – (file name needed) – SUGGESTED NEW ASSET


Item Focus Description & Details Part 5 – Cooking Experience Survey







143



The final part of this lesson and unit summarizes the topic of cooking rice and couscous. It should be commented here that the techniques learned will be like lentils and pasta except for the liquid to grain ratio. Additional commentary should be provided to learners that this type of grain can serve as part of a course or a delicious side dish.





Asset(s) Used • Lesson Conclusion Text – Reheating Foods – (file name needed) – SUGGESTED NEW ASSET


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Lesson 3 (CC10029) Lentils

Lesson Details


Lesson Overview The third lesson of the unit focuses on lentils; the best way to cook them, and why they are often confused with beans. Emphasis will be provided on the best way to purchase and cook lentils as they are often a type of food people shy away from because of how unique it is to the grain and pasta food group.

Lesson Outcome(s)

Participants will acquire knowledge and gain understanding of how to cook lentils properly.

Learning Objectives

LO1. Review, identify, and understand the most common types of lentils. LO2. Apply knowledge on how to cook lentils properly not including rinsing/soaking ahead of time and resting after cooking. LO3. Describe and comprehend the different types of cooking methods lentils can be made. LO4. Apply the techniques of cooking rice and couscous properly as a side dish or part of a main entree.




Checklist ✓ Provide ample knowledge on how to cook lentils via the methods provided in the lesson. ✓ Provide tips and strategies to enhance the flavor of rice as it is commonly flavorless and/or limited in flavor to begin with. ✓ Strongly suggest that trying different types of lentils when practicing dishes provided will help expand one’s cooking skill set.

Lesson Assets

Documents • Introductory Text (Part 1) – (file name needed) – SUGGESTED NEW ASSET • Kitchenware Overview Text (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Lentils Preparation Text (Part 3) – (file name needed) – SUGGESTED NEW ASSET • Recipe & Technique Application Text (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Recipe & Technique Application PDF (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Reflection Activity Text (Part 5) – (file name needed) – SUGGESTED NEW ASSET • Non-Graded Multiple-Choice Question Activity (Part 5) – (file name needed) – SUGGESTED NEW ASSET

145

• Lesson Conclusion Text – Lentils, Pilaf, & Couscous (Part 6) – (file name needed) – SUGGESTED NEW ASSET Graphics • (Graphic of a bowl of lentils) (Part 1) – (file name needed) – SUGGESTED NEW ASSET Multimedia / Videos • (Video of How to Steam Lentils) (Part 3) – (file name needed) – SUGGESTED NEW ASSET • (Video of How to Boil Lentils) (Part 3) – (file name needed) – SUGGESTED NEW ASSET

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The lesson begins with an introduction on lentils and how they are considered a grain even though they are like different types of beans. There’s commonly confusion between them and an explanation should be provided for learners to understand how they fit into this food group category. Suggested Website Reference: Lentils Explanation in Brief


LO1



Asset(s) Used • Introductory Text – (file name needed) – SUGGESTED NEW ASSET • (Graphic of a bowl of lentils) – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 2 – Lentil Cooking 1

The second part of the lesson goes into depth on the most common tools that one should use when cooking lentils This may include pots, pans, wooden (or plastic) spoons, a large bowl for soaking, and other equipment that would be applicable to the cause.







Part 3 – Lentil Cooking 2

The third part of the lesson gives learners visual experiences on how to properly cook lentils. The concept of rinsing and soaking them ahead of time must be provided here as it can make the difference in a final product consumed. Though the two (2) most common methods – steaming and boiling are provided, one can also blanch them until tender for some time and then use them in a salad (explained towards the end of the unit) or a cold side dish.


LO2, LO3, and LO4


• Online Activity – (Video of How to Steam Lentils) – (file name needed) – SUGGESTED NEW ASSET • Online Activity – (Video of How to Boil Lentils) – (file name needed) – SUGGESTED NEW ASSET

http://www.cookingbites.com/threads/legumes-pulses-beans-peas-and-lentils.5179/

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Asset(s) Used • Lentils Preparation Text – (file name needed) – SUGGESTED NEW ASSET • (Video of How to Steam Lentils) – (file name needed) – SUGGESTED NEW ASSET • (Video of How to Boil Lentils) – (file name needed) – SUGGESTED NEW ASSET


Part 4 – Lentil Cooking Application

The fourth part of the lesson will have participants choose one (1) of two (2) recipes provided which focus on the concept of cooking lentils. Note that these recipes may include elements from the previous unit to build one’s skill set. Participants should do at least one (1) of the two (2) options provided in the third part of the lesson (e.g. specifically steaming or boiling). Flavor should also be emphasized here as it is important to not just cook the lentils themselves but enhance them in some way.




• Cooking / Practice Activity – Lentils Cooking Knowledge Application








• Online Activity – Reflection Activity Survey • Online Activity – Non-Graded Matching Activity – (file name needed) – SUGGESTED NEW ASSET

Asset(s) Used • Reflection Activity Text – (file name needed) – SUGGESTED NEW ASSET • Non-Graded Matching Activity Text – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 6 – The final part of this lesson and unit summarizes the topic of cooking rice and couscous. It should be commented here that

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Lesson Conclusion the techniques learned will be like lentils and pasta except for the liquid to grain ratio. Additional commentary should be provided to learners that this type of grain can serve as part of a course or a delicious side dish.





Asset(s) Used • Lesson Conclusion Text – Lentils – (file name needed) – SUGGESTED NEW ASSET


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Lesson 4 (CC10030) Pasta Fundamentals

Lesson Details


Lesson Overview

The fourth lesson of the unit focuses on pasta. As one of the most common foods eaten by persons worldwide in some shape or form, it is important to understand how it’s made and how it can be paired up with other foods to make fantastic main entrees, delicious side dishes, and/or salads. While making pasta can be a difficult chore, picking out the right pasta may be an even tougher experience and exercise. Thus, this lesson will review the different processes used to make pasta and why some are higher quality than others; perfecting the art of cooking pasta, and matching pasta types with their applicable sauces.

Lesson Outcome(s)

Participants will acquire knowledge and gain understanding of how to cook pasta properly.

Learning Objectives

LO1. Review, identify, and understand the most common types of pasta. LO2. Learn the tips and tricks to purchase the best dried pasta at a store. LO3. Comprehend and apply knowledge on how to cook pasta properly. LO4. Apply the techniques of cooking pasta properly as a side dish or part of a main entree. LO5. Understand that different types of pasta are paired better with specific types of sauces (e.g. white/blanc sauce, marinara, meat, etc.).



• In-Lesson Video Presentation: 30 minutes • Cooking Activities / Practice: 30 minutes


Checklist

✓ Provide ample knowledge on how to cook pasta via the methods provided in the lesson. ✓ Provide tips and strategies to enhance the flavor of pasta as it is commonly flavorless and/or limited in flavor to begin with. ✓ Explain that different sauces complement different pasta types better than others. ✓ Provide easy-to-follow videos on cooking pasta to perfection. ✓ Strongly suggest that trying different types of pasta when practicing dishes provided will help expand one’s cooking skill set.

Documents

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Lesson Assets

• Introductory Text (Part 1) – (file name needed) – SUGGESTED NEW ASSET • Kitchenware Overview Text (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Pasta Preparation (Part 3) – (file name needed) – SUGGESTED NEW ASSET • Recipe & Technique Application Text (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Recipe & Technique Application PDF (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Reflection Activity Text (Part 5) – (file name needed) – SUGGESTED NEW ASSET • Non-Graded Multiple-Choice Question Activity (Part 5) – (file name needed) – SUGGESTED NEW ASSET • Lesson Conclusion Text – Pasta (Part 6) – (file name needed) – SUGGESTED NEW ASSET Graphics • (Graphic of a bowl of pasta) (Part 1) – (file name needed) – SUGGESTED NEW ASSET Multimedia / Videos • (Video of How to Choose the Best Pasta) (Part 3) – (file name needed) – SUGGESTED NEW ASSET • (Video of How to Boil Pasta) (Part 3) – (file name needed) – SUGGESTED NEW ASSET

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The lesson begins with an introduction on pasta and provides details why it is one of the most consumed grain byproducts people eat daily. The stage here will set up conversations for the remainder of the lesson on how it is made and choosing the best pasta available to one, best practices to cook pasta perfectly, and pairing it with the right sauce.


LO1



Asset(s) Used • Introductory Text – (file name needed) – SUGGESTED NEW ASSET • (Graphic of a bowl of pasta) – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 2 – Pasta Cooking 1

The second part of the lesson goes into depth on the most common tools that one should use when cooking pasta This may include pots, pans, wooden (or plastic) spoons, a large bowl for soaking, and other equipment that would be applicable to the cause.


LO1, LO2, and LO3





Part 3 – Pasta Cooking 2

The third part of the lesson gives learners visual experiences on how to properly cook pasta. Within this part of the lesson, emphasis should be provided on the different processes pasta is made and why choosing the best ingredients will net an optimal result. Emphasis should be provided in this part of the lesson of the dangers of overcooking pasta as it can be done very easily if one is not careful.


LO2, LO3, and LO4


• Online Activity – (Video of How to Choose the Best Pasta) – (file name needed) – SUGGESTED NEW ASSET • Online Activity – (Video of How to Boil Pasta) – (file name needed) – SUGGESTED NEW ASSET

Asset(s) Used • Food Reheat Text – (file name needed) – SUGGESTED NEW ASSET

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• (Video of How to Choose the Best Pasta) – (file name needed) – SUGGESTED NEW ASSET • (Video of How to Boil Pasta) – (file name needed) – SUGGESTED NEW ASSET


Part 4 – Pasta Cooking Application

The fourth part of the lesson will have participants choose one (1) of two (2) recipes provided which focus on the concept of cooking pasta. Additional text should be provided here which emphasizes the concept of sauce pairings with different types of pasta. The recipes chosen should reflect the appropriate sauce and should include one red sauce and one white/blanc sauce. Participants are recommended to do at least one of the recipes but will be encouraged to do both, so they can see how the sauce pairings make a difference when adding them to various types of pasta. Flavor should also be emphasized here as it is important to not just cook the pasta themselves but enhance them in some way.




• Cooking / Practice Activity – Pasta Cooking Knowledge Application











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The final part of this lesson and unit summarizes the topic of cooking pasta. While there are many ways that pasta can be made, it is important for participants to understand that pairing the right sauces with the correct pasta will provide the best dining experience in a short amount of time. Additionally, being able to properly cook pasta can enhance dishes that one already knows to a new level of creative cooking.





Asset(s) Used • Lesson Conclusion Text – Pasta – (file name needed) – SUGGESTED NEW ASSET


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Lesson 5 (CC10031) Fundamentals of Wheat & Gluten

Lesson Details


Lesson Overview The fifth lesson of the unit shifts to the second major category and that is wheat and glutens. To begin the second subpart of here, the fundamentals of this food type will be comprehensive provided to participants. The knowledge gained here will be used to tag along the next pair of lessons on when to best apply it to one’s diet and controlling carbs.

Lesson Outcome(s)

Participants will acquire knowledge and gain understanding of what wheat and gluten are and how they can be managed successfully in one’s diet.

Learning Objectives

LO1. Review, identify, and understand the composition of wheat. LO2. Understand what gluten is, where it comes from, and when it is desirable or not. LO3. Apply knowledge gained as to what are common types of flour and when it is best to use them. LO4. Apply best practices on when best to use glutens in recipes.



• In-Lesson Activities: 15 minutes • Cooking Activities / Practice: 0 minutes • Assessment Completion: 0 minutes

Checklist ✓ Provide ample knowledge on the topics of wheat and gluten. ✓ Create and provide an appealing presentation to participants on the different types of flour one can use and their purposes. ✓ Give participants reasoning when gluten is good for them and when it is not.

Lesson Assets

Documents • Introductory Text (Part 1) – (file name needed) – SUGGESTED NEW ASSET • Wheat Text (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Flour Text (Part 3) – (file name needed) – SUGGESTED NEW ASSET • Fundaments of Flour Presentation – (Part 3) (file name needed) – SUGGESTED NEW ASSET • Fundamentals of Flour Presentation Text (Part 3) – (file name needed) – SUGGESTED NEW ASSET • Lesson Conclusion Text – Wheat and Glutens (Part 4) – (file name needed) – SUGGESTED NEW ASSET

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Graphics • (Graphic of wheat in a field) (Part 1) – (file name needed) – SUGGESTED NEW ASSET

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The lesson begins with an introduction on wheats and glutens and why they are important to have in one’s diet. Since wheat is one of the core ingredients of flour and other items that one would likely have in their pantry, the lesson will start off with a brief introduction of that before getting to gluten.


LO1



Asset(s) Used • Introductory Text – (file name needed) – SUGGESTED NEW ASSET • (Graphic of wheat in a field) – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 2 – Wheat Fundamentals

The second part of the lesson goes into depth what wheat is and specifically what it is composed of. Special focus should be provided on how it is used to assist in the creation of glutens and flours that are a common staple in one’s pantry. Additionally, the topic of glutens should be brought back up with respect to when it should be desired and when it shouldn’t.


LO1, and LO2



Asset(s) Used • Wheat Text – (file name needed) – SUGGESTED NEW ASSET


Part 3 – Flour Fundamentals

The third part of the lesson gives an opportunity to understand how wheat and glutens are used to create various types of flour one would use in their everyday cooking recipes. Within this part of the lesson as well, participants will explore the various types of flour that one may commonly use in cooking. This will likely include all-purpose, bleached, buckwheat, cake, and pre-sifted flour amongst others that are showcased in this part of the lesson.


LO2, LO3, and LO4


• In-Lesson Activity – Fundamentals of Flour Presentation

Asset(s) Used • Flour Text – (file name needed) – SUGGESTED NEW ASSET

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• Fundamentals of Flour Presentation Text – (file name needed) – SUGGESTED NEW ASSET



The final part of this lesson and unit summarizes the topic of wheat, grains, and flour. It is important to understand that these items are one of the most important building blocks of most foods we eat and consume daily. However, the placement of this lesson is important as the conversation transitions into strategies one can use to embark on healthy eating next.





Asset(s) Used • Lesson Conclusion Text – Wheat and Glutens – (file name needed) – SUGGESTED NEW ASSET


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Lesson 6 (CC10032) Healthy Eating Considerations

Lesson Details


Lesson Overview

The sixth lesson of the unit transitions between learning about rice, pasta, wheat, and glutens to bring some awareness to healthy eating strategies. As obesity is on the rise not only in the United States but elsewhere in the world, the urgency to get the word out about eating healthier is more and more important. This lesson will go over some general strategies that are tied to the food groups already discussed as well as the final part of the unit which talks about salads and dressings.

Lesson Outcome(s)

Participants will acquire knowledge and gain understanding that healthier eating and controlling carbs, fats, & sugars are critically important to maintain a healthy eating palette.

Learning Objectives

LO1. Provide and give understanding that a 2,000-calorie diet is recommended for most persons daily. LO2. Stress that each person’s dietary intake will be different, and a doctor or physician is the best contact to determine the number of calories one should consume daily. LO3. Provide reasoning why controlling carbs and fat intake are critically important to leading a healthy eating lifestyle. LO4. Discuss various types of diets that people commonly have (e.g. standard, vegetarian, and vegan).


Projected Time Required for Lesson: 30 minutes total • Material Reading & Comprehension (including Conclusions): 30 minutes • In-Lesson Activities: 0 minutes


Checklist

✓ Provide sufficient knowledge and justification on the components of a 2,000-calorie diet and suggested intake levels of carbs and fats.

✓ Emphasize that contacting one’s doctor is recommended to get their accurate suggested daily calorie intake and information provided is for informative purposes and is not medical advice.

✓ Provide suggestions on how to have a whole food diet to maintain a healthy eating balance.

Lesson Assets

Documents • Introductory Text (Part 1) – (file name needed) – SUGGESTED NEW ASSET • Calorie Intake Text (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Carb Control Text (Part 3) – (file name needed) – SUGGESTED NEW ASSET

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• Whole Food Eating Approach Text – (Part 4) (file name needed) – SUGGESTED NEW ASSET • Lesson Conclusion Text – Healthy Eating Considerations (Part 5) – (file name needed) – SUGGESTED NEW ASSET Graphics • (Graphic of fruit and vegetables in a basket) (Part 1) – (file name needed) – SUGGESTED NEW ASSET

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The lesson begins with an introduction emphasizing that utilizing a whole foods approach is the way to eat healthier and more notorious foods. Doing that requires moderation and a better understanding of what one’s diet is comprised of. This short lesson is a bridging gap between rice, pasta, wheat, and glutens which tend to have high amounts of carbohydrates (carbs) and to more pleasant foods like salads and accompanying dressings.


LO1



Asset(s) Used • Introductory Text – (file name needed) – SUGGESTED NEW ASSET • (Graphic of fruits and vegetables in a basket) – (file name needed) – SUGGESTED NEW ASSET


Part 2 – Calorie Intake Review

The second part of the lesson goes provides an overview as to what a normal 2000-calorie diet consists of. Most people think that the calories are the only important thing that should be looked at when, in fact, it is more than just that. Explanation provided here will go over calorie intake as well as carb and fat recommendations. It will be noted though that heeding one’s physician or doctor’s advice is recommended above anything else.


LO1, and LO2



Asset(s) Used • Calorie Intake Text – (file name needed) – SUGGESTED NEW ASSET


Part 3 – Carb Control & You

The third part of the lesson expands on the information provided in the previous section with respect to controlling carbs. Since this is potentially one of the easiest ways to control via a whole foods strategy, tips and tricks will be provided to participants with respect to this. Additionally, conversation about controlling fats will round out this part of the lesson.


LO3



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Asset(s) Used • Carb Control Text – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 4 – Whole Foods Approach & Common Dietary Options

The fourth part of the lesson focuses on how one can apply the whole foods approach to different types of diets. Commonly, the most common dietary types are a standard diet, vegetarian, and vegan (to name a few). While each one of these are unique in what they represent from a food perspective, it is important to say that using wholesome foods regardless of diet choice will likely lead to a healthier eating lifestyle.


LO4



Asset(s) Used • Whole Food Eating Approach Text – (file name needed) – SUGGESTED NEW ASSET



The final part of this lesson and unit summarizes the topic of healthy eating considerations one should use to get the nutrients they need through the foods they eat. The healthy spin of this lesson concludes with a transition in the final sub-section of this unit which turns focus to salads, oils, vinegars, dressings, and vinaigrettes.





Asset(s) Used • Lesson Conclusion Text – Healthy Eating Considerations – (file name needed) – SUGGESTED NEW ASSET


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Lesson 7 (CC10033) Preparing Greens

Lesson Details


Lesson Overview

The seventh lesson of the unit brings us to the third and final subsection that will be covered in the cooking methods part of the curriculum. Here, the subject of salads and dressing will occupy the participant’s attention from here on out. In this lesson, however, the discussion on the main ingredient – greens, will be the topic of discussion. This includes some general tips as to what type of greens one may see in a market as well as best practices to prepare and store them.

Lesson Outcome(s)

Participants will acquire knowledge and gain understanding of what kinds of greens are common in salads and best practices to prepare and store them.

Learning Objectives

LO1. Provide and give understanding as to what are the most common types of greens and how they differ from each other. LO2. Understand the difference between mild, bold, and bitter salad greens. LO3. Apply best suggestions on how to find the best greens in the marketplace. LO4. Comprehend the reasoning why greens should be dried when preparing and storing them for future use.


Projected Time Required for Lesson: 30 minutes total • Material Reading & Comprehension (including Conclusions): 30 minutes • In-Lesson Activities: 0 minutes • Cooking Activities / Practice: 0 minutes • Assessment Completion: 0 minutes

Checklist ✓ Provide sufficient knowledge and justification on greens that are commonly used in salads. ✓ Explain in detail the reason why drying greens will lead to fresher salads when prepared. ✓ Research and provide participants best practices on finding fresh salad greens in the market.

Lesson Assets

Documents • Introductory Text (Part 1) – (file name needed) – SUGGESTED NEW ASSET • Salad Greens Overview Text (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Greens Maintenance Text (Part 3) – (file name needed) – SUGGESTED NEW ASSET • Greens Preparation Text – (Part 4) (file name needed) – SUGGESTED NEW ASSET • Lesson Conclusion Text – Preparing Greens (Part 5) – (file name needed) – SUGGESTED NEW ASSET

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Graphics • (Graphic of a salad bowl with a prepared salad) (Part 1) – (file name needed) – SUGGESTED NEW ASSET

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The lesson begins with an introduction on salads and dressings. Commentary will be provided to the participant that this and the following two (2) lessons will cover salads and dressings that can accompany them. However, this one will emphasize salad greens and how to find the best ones in the market; know the differences between them; and best practices to store and use them.


LO1



Asset(s) Used • Introductory Text – (file name needed) – SUGGESTED NEW ASSET • (Graphic of a salad bowl with a prepared salad) – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 2 – Salad Green Overview

The second part of the lesson goes provides an overview as to what a salad green is classified as and the different types one may commonly see in a grocery market. Focus in this section will be more definitional but informative to the point that a salad can combine different greens to get a specific flavor palette.


LO1, and LO2



Asset(s) Used • Salad Greens Overview Text – (file name needed) – SUGGESTED NEW ASSET


Part 3 – Greens Maintenance

The third part of the lesson expands on the information provided in the previous section with respect to maintaining the freshest greens possible. This includes the recommendation to dry greens prior to use, storing them properly in the refrigerator, and other recommended techniques stated to participants. Though not present here, it is potentially recommended that a presentation slide show be provided here to show the steps on washing and drying greens properly.


LO3 and LO4

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Asset(s) Used • Greens Maintenance Text – (file name needed) – SUGGESTED NEW ASSET


Part 4 – Preparing Greens

The second to last part of the lesson focuses on best practices to prepare greens for salads. This should include options for traditional salads and ones that may be considered warm salads which have a component that is done on the stove. At a minimum, participants should have exposure and comprehension of preparing greens for general salads.


LO4



Asset(s) Used • Greens Preparation Text – (file name needed) – SUGGESTED NEW ASSET



The final part of this lesson and unit summarizes the topic of preparing greens and gives a preview of the final two (2) lessons of the unit. Though greens are the most important ingredient of a salad (in most cases), the dressing or vinaigrette that goes with it is just as important. However, to make then, the first thing that participants should understand are oils and vinegars. That will be discussed next.





Asset(s) Used • Lesson Conclusion Text – Preparing Greens – (file name needed) – SUGGESTED NEW ASSET


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Lesson 8 (CC10034) Oils & Vinegars

Lesson Details


Lesson Overview

The eighth and second to final lesson in the unit brings focus to one of the most important pair of ingredients for dressings and vinaigrettes – oils and vinegars. In this lesson, participants will get a better understanding of common types of oil that should be used in salad preparation (and likely in many other forms of cooking as well). Emphasis will be provided on olive oils as it is one of the most common components of salad dressings outside of other items explained.

Lesson Outcome(s)

Participants will acquire knowledge and gain understanding of the most common types of oils and vinegars commonly used in salad dressings and other applicable forms of cooking.

Learning Objectives

LO1. Provide and give understanding different types of oil and vinegar one would regularly see in the supermarket. LO2. Comprehend and gain knowledge on why olive oil is one of the most common oils used in dressings. LO3. Gain understanding and learn the most common types of olive oil used today. LO4. Learn the most basic types of vinegars used in dressings and some types of cooking. LO5. Analyze and apply the reasoning why combining oil and vinegar in a dressing leads to a better flavor combination.


Projected Time Required for Lesson: 55 minutes total • Material Reading & Comprehension (including Conclusions): 30 minutes • In-Lesson Activities: 15 minutes


Checklist ✓ Provide sufficient knowledge and justification on greens that are commonly used in salads. ✓ Explain in detail the reason why drying greens will lead to fresher salads when prepared. ✓ Research and provide participants best practices on finding fresh salad greens in the market.

Lesson Assets

Documents • Introductory Text (Part 1) – (file name needed) – SUGGESTED NEW ASSET • Oil & Vinegars Text (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Olive Oil Text (Part 3) – (file name needed) – SUGGESTED NEW ASSET • Olive Oil Fundamentals Presentation Text (Part 3) – (file name needed) – SUGGESTED NEW ASSET • Vinegar Text – (Part 4) (file name needed) – SUGGESTED NEW ASSET

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• Oil & Vinegar Mixers Text – (Part 4) (file name needed) – SUGGESTED NEW ASSET • Lesson Conclusion Text – Oils & Vinegar (Part 5) – (file name needed) – SUGGESTED NEW ASSET • Online Activity - Non-Graded Matching Activity Text – (file name needed) – SUGGESTED NEW ASSET Graphics • (Graphic of bottles of oil and vinegar) (Part 1) – (file name needed) – SUGGESTED NEW ASSET Multimedia / Videos • (Video of Oils and Vinegars) (Part 2) – (file name needed) – SUGGESTED NEW ASSET • Online Activity - Olive Oil Fundamentals Presentation (Part 3) – (file name needed) – SUGGESTED NEW ASSET

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The lesson begins with an overview of oils and vinegars along with reasons why they are the foundational building blocks of making delicious dressings and vinaigrettes. This lesson will review the most common oils and vinegars one would use for salads. Specifically, olive oil, a staple for the cause, is highlighted in the third part of the lesson.


LO1



Asset(s) Used • Introductory Text – (file name needed) – SUGGESTED NEW ASSET • (Graphic of bottles of oil and vinegar) – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 2 – Oils & Vinegars Explained

The second part of the lesson expands and provides detail as to the difference between oils and vinegars. While standalone, their part in a dressing or vinaigrette is important, their combination can make for some tasty combinations. A video presentation highlighting differences and variations of the two kitchen staples is provided for participants to watch.


LO1, and LO2


• Online Activity – (Video of Oils and Vinegars) – (file name needed) – SUGGESTED NEW ASSET

Asset(s) Used • Oil & Vinegars Text – (file name needed) – SUGGESTED NEW ASSET


Part 3 – Olive Oil Deep Dive

The third part of the lesson expands into one of the most common items used in dressings and vinaigrettes – olive oil. Here, participants will walk through a presentation highlighting the most common types of olive oil. Within the presentations, the differences between themselves, comprehending labels, and finding the best olive oil at the market are emphasized amongst other topics. Though olive oil is a staple for salads and salad dressings, it is also a critical component for many other cooking activities one may have gone through up to this point if they have taken the entire course program thus far.


LO3 and LO4


• In-Lesson Activity –Olive Oil Variations Presentation

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Asset(s) Used • Olive Oil Fundamentals Text – (file name needed) – SUGGESTED NEW ASSET • Olive Oil Text – (file name needed) – SUGGESTED NEW ASSET


Part 4 – Vinegar Deep Dive & Dressing Mixers

The fourth part of the lesson switches gears to vinegars. This part of the lesson will provide participants understanding and comprehension on the most common types of vinegar that are likely to be paired up with oil in a dressing or vinaigrette. Once this is explained to participants, they are brought together to show that these two ingredients work well together and can make for some delicious accompaniments to salads as explained in the last lesson of the unit.


LO4 and LO5



Asset(s) Used • Vinegar Text – (file name needed) – SUGGESTED NEW ASSET • Oil & Vinegar Mixers Text – (file name needed) – SUGGESTED NEW ASSET



The final part of this lesson and unit summarizes the topic of oils and vinegars and how both are critical building blocks to build great dressings and vinaigrettes for salads and other related side dishes. This lesson transitions participants into the final part of the unit which is the application of knowledge gained thus far into making a simple salad, dressing and/or vinaigrette.


Online Activity – Non-Graded Matching Activity – (file name needed) – SUGGESTED NEW ASSET



Asset(s) Used • Lesson Conclusion Text – Oils & Vinegars – (file name needed) – SUGGESTED NEW ASSET • Non-Graded Matching Activity Text – (file name needed) – SUGGESTED NEW ASSET


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Lesson 9 (CC10035) Dressings & Vinaigrettes

Lesson Details


Lesson Overview

The final lesson of the second unit on cooking methods applies knowledge gained from the previous pair of lessons on salads, oils, and vinegars. This one brings the knowledge together to show participants how to create a salad and simple dressing or vinaigrette. The lesson will provide participants videos on how to make a simple salad and dressing and given them an opportunity to do it themselves before moving on to the final course examination and capstone cooking activity.

Lesson Outcome(s)

Participants will acquire knowledge and gain understanding of how to make a salad, simple dressing, and/or a vinaigrette.

Learning Objectives

LO1. Review, identify, and understand the most common types of pasta. LO2. Learn the tips and tricks to purchase the best dried pasta at a store. LO3. Comprehend and apply knowledge on how to cook pasta properly. LO4. Apply the techniques of cooking pasta properly as a side dish or part of a main entree. LO5. Understand that different types of salad greens are paired better with different types of dressings and vinaigrettes.




Checklist

✓ Provide ample knowledge on how to combine salads and dressings/vinaigrettes properly. ✓ Provide tips and strategies to enhance the flavor of salads using different flavor combinations. ✓ Explain the benefit of having salad dressing on the side versus pouring it onto it ahead of time. ✓ Provide easy-to-follow videos on cooking pasta to perfection. ✓ Strongly suggest that trying different types of salad greens and fruits/vegetable combinations when practicing dishes provided will

help expand one’s cooking skill set.

Lesson Assets

Documents • Introductory Text (Part 1) – (file name needed) – SUGGESTED NEW ASSET • Kitchenware Overview Text (Part 2) – (file name needed) – SUGGESTED NEW ASSET

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• Salad Preparation Text (Part 3) – (file name needed) – SUGGESTED NEW ASSET • Recipe & Technique Application Text (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Recipe & Technique Application PDF (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Reflection Activity Text (Part 5) – (file name needed) – SUGGESTED NEW ASSET • Non-Graded Multiple-Choice Question Activity (Part 5) – (file name needed) – SUGGESTED NEW ASSET • Lesson Conclusion Text – Salads, Dressings, & Vinaigrettes (Part 6) – (file name needed) – SUGGESTED NEW ASSET Graphics • (Graphic of a salad bowl) (Part 1) – (file name needed) – SUGGESTED NEW ASSET Multimedia / Videos • (Video of How to Make a Salad) (Part 3) – (file name needed) – SUGGESTED NEW ASSET • (Video of How to Make a Dressing) (Part 3) – (file name needed) – SUGGESTED NEW ASSET • (Video of How to Make a Vinaigrette) (Part 3) – (file name needed) – SUGGESTED NEW ASSET

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The lesson begins with an introduction on salad creation and how pairing proper selection of greens and other fruits and vegetables to them will provide the base for a delicious side dish or main course. Emphasis is also provided to participants on the use of dressings and vinaigrettes modestly with respect to the timing of when they are placed in the salad and how they are used.


LO1



Asset(s) Used • Introductory Text – (file name needed) – SUGGESTED NEW ASSET • (Graphic of a salad bowl) – (file name needed) – SUGGESTED NEW ASSET

Item Focus Description & Details Part 2 – Salad Prep 1

The second part of the lesson goes into depth on the most common tools that one should use when preparing salads This may include bowls, whisk, a pair of spoons or utensils to toss salads, and other related equipment.


LO1, LO2, and LO3





Part 3 – Salad Prep 2

The third part of the lesson gives learners visual experiences on how to properly make salads with a dressing and/or a vinaigrette (dependent on one’s taste). Within this part of the lesson, emphasis should be provided on the different ways salads can be enhanced to provide maximum flavor and limit time making them. Emphasis should be provided in this part of the lesson of the dangers of wilting greens as dressings should be poured on at the last minute in almost every case.


LO2, LO3, and LO4


• Online Activity – (Video of How to Make a Salad) – (file name needed) – SUGGESTED NEW ASSET • Online Activity – (Video of How to Make a Dressing) – (file name needed) – SUGGESTED NEW ASSET • Online Activity – (Video of How to Make a Vinaigrette) – (file name needed) – SUGGESTED NEW ASSET

Asset(s) Used • Salad Preparation Text – (file name needed) – SUGGESTED NEW ASSET

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• (Video of How to Make a Salad) – (file name needed) – SUGGESTED NEW ASSET • (Video of How to Make a Dressing) – (file name needed) – SUGGESTED NEW ASSET • (Video of How to Make a Vinaigrette) – (file name needed) – SUGGESTED NEW ASSET


Part 4 – Salad, Dressing, & Vinaigrette Application

The fourth part of the lesson will have participants choose one (1) of two (2) recipes provided which focus on the concept of making salads, dressings, and/or vinaigrettes. Participants are recommended to do at least one of the recipes but will be encouraged to do both, so they can repeat the techniques presented in the previous two (2) lessons to the cooking activity here.
















The final part of this lesson and unit summarizes the topic of creating salads as well as making delicious dressings and vinaigrettes. This lesson concludes the second of two (2) major units on learning how to cook. Participants will be asked to complete a final assessment activity and examination to receive certification and credit for all courses enrolled in through the

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CooksCourse.com Academy. Lesson Objective(s) Applicable




Asset(s) Used • Lesson Conclusion Text – Salads, Dressings, & Vinaigrettes – (file name needed) – SUGGESTED NEW ASSET


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Assessment Details



Lesson Outcome(s)

Participants that successfully complete this assessment will receive credit for the fifth unit of the CooksCourse.com Basic Cooking Skills Curriculum.







Lesson Assets


** END OF UNIT 5 **

Notes / Comments

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CooksCourse.com Blueprint Structure Unit 6 – CooksCourse.com Conclusions Total Number of Lessons (Lessons): 1 Total Number of Graded Assessments: 1 Total Number of Surveyed Assessments: 1

Lesson Introduction Details Topic: CooksCourse.com Conclusions Text: Congratulations! You have made it to the end of the CooksCourse.com program. In this series of lessons, we have looked at many different topics about food, how to cook, and how to stock your pantry with wholesome ingredients. To conclude the lesson, there are two (2) activities that you will need to complete to gain credit for lessons taken and be certified in this program. If you would like to review information that you have studied up to this point, it is recommended to do such prior to taking the final assessment and completing the Dinner Party activity. So, grab an apron, a friend or family member or two, all the necessary tools, and get ready to cook some delicious food!

Projected Time Required for Lesson: 370 minutes total (inclusive of all lessons) • Material Reading & Comprehension (including Conclusions): 30 minutes • In-Lesson Activities: 20 minutes • Offline Lesson Activities / Practice: 240 minutes • Assessment Completion: 80 minutes Modular Breakdown: 1 Lesson Total • Lesson 1: Dinner Party Activity: 300 minutes • Assessment: Unit 6 Review: 60 Minutes • Survey: Lesson Feedback Survey: 10 Minutes

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Lesson 1 (CC10036) Dinner Party Activity

Lesson Details


Lesson Overview

The capstone lesson for the CooksCourse.com introductory ‘Learn How to Cook’ program asks participants to complete a dinner party activity for friends, family, or other guests they may have over. Within this lesson, information will be provided to participants on proper setting of a table as well as suggestions and tips to prepare oneself for a dinner party properly. Reflections from this activity will be captured with recommendations of pictures emailed to the CooksCourse.com staff so they can use that as part of the feedback given to students if they request it via the survey.

Lesson Outcome(s)

Participants will acquire knowledge and gain understanding of how to properly set a table and execute the task of creating a balanced and healthy meal for guests of their choosing.

Learning Objectives

LO1. Review, identify, and understand the proper way to set a dinner table as part of the dinner party experience. LO2. Choose a balanced menu for guests that include at least three (3) of the methods provided in the course lessons. LO3. Execute a dinner party flawlessly and with limited assistance or help from others. LO4. Enjoy the experience of cooking and spending time with guests once the meal has been prepared. LO5. Apply knowledge gained from this point to this and future cooking adventures beyond the course.



Checklist

✓ Provide ample knowledge on how to properly set a dinner table. ✓ Encourage the students to use recipes provided in the course lessons for their dinner activity or encourage them to try some they

find elsewhere. ✓ Stress to participants to pace themselves for their meal preparation and table setting. ✓ Request to have pictures provided of their dinner activity once completed.

Lesson Assets

Documents • Introductory Text (Part 1) – (file name needed) – SUGGESTED NEW ASSET • Table Setting 101 Text (Part 2) – (file name needed) – SUGGESTED NEW ASSET

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• Meal Preparation Tips Text (Part 3) – (file name needed) – SUGGESTED NEW ASSET • Dinner Party Activity Text (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Dinner Party Application PDF (Part 4) – (file name needed) – SUGGESTED NEW ASSET • Reflection Activity Text (Part 5) – (file name needed) – SUGGESTED NEW ASSET • Lesson Conclusion Text – Dinner Party Activity (Part 6) – (file name needed) – SUGGESTED NEW ASSET Graphics • (Graphic of a set dinner table) (Part 1) – (file name needed) – SUGGESTED NEW ASSET Multimedia / Videos • (Video of How to Set a Dinner Table) (Part 2) – (file name needed) – SUGGESTED NEW ASSET

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The lesson begins with an introduction on the dinner activity that participants are required to complete once they have met all course certification requirements up to this point. Prior to going into the activity, participants will be provided an understanding of how to set up a dinner table. Once this has been learned, they will dive into the activity required as part of the course certification requirements.


LO1



Asset(s) Used • Introductory Text – (file name needed) – SUGGESTED NEW ASSET • (Graphic of a set dinner table) – (file name needed) – SUGGESTED NEW ASSET


Part 2 – Table Setting 101

The second part of the lesson provides participants knowledge on how to properly set a dinner table for guests they will have over for a formal meal. Participants are encouraged to use this skill as part of the activity they will complete here. Often overlooked, this can enhance a well-prepared meal into a memorable experience for all. Note that this may be dependent on the items prepared by participants and can vary slightly from one participant to the next.


LO1, LO2, and LO5


• Online Activity – (Video of How to Set Up a Dinner Table) – (file name needed) – SUGGESTED NEW ASSET

Asset(s) Used • Table Setting 101 Text – (file name needed) – SUGGESTED NEW ASSET • (Video of How to Set Up a Dinner Table) – (file name needed) – SUGGESTED NEW ASSET


Part 3 – Dinner Party Meal Preparation

The third part of the lesson provides text to participants with respect to strategies they can execute to enjoy the dinner party experience. This includes tips and suggestions for prepping items ahead of time if possible, having all essential ingredients available, and other small but helpful hints and tips. The goal of this part of the lesson is to reduce stress and anxiety that may otherwise be present when performing the capstone activity.


LO2, LO3, and LO4

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Asset(s) Used • Meal Preparation Tips Text – (file name needed) – SUGGESTED NEW ASSET


Part 4 – Dinner Party Execution & Activity

The fourth part of the lesson requires participants to apply the skills they have learned up to this point to execute a dinner party for at least three (3) guests. Participants can choose to have as many guests as they feel comfortable with and are encouraged to use at least three (3) recipes learned up to this point they mastered through the CooksCourse.com library. If participants want to choose their own recipes, they are welcome to as well. Since recipe times vary greatly, it is recommended for participants to dedicate four (4) hours to this activity from start to finish. If they need additional time, it should be noted and commented in the feedback survey provided to them in the next part of the lesson. Additionally, photos of the dinner party activity will be required and sent to the CooksCourse.com staff so they can provide positive feedback and constructive help to encourage additional learning beyond the activity.





Asset(s) Used • Dinner Party Application Text – (file name needed) – SUGGESTED NEW ASSET • Dinner Party Application PDF – (file name needed) – SUGGESTED NEW ASSET









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The final part of this lesson and unit summarizes the dinner party activity and congratulates participants on complete the necessary tasks to move on to the final examination to get certification in the course program. Encouragement should be given to participants to continue to expand their culinary skill set by trying out additional cooking techniques or sharing their experience with others.





Asset(s) Used • Lesson Conclusion Text – Dinner Party Activity – (file name needed) – SUGGESTED NEW ASSET


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Lesson Details

Assessment 10006 – Final Assessment (Unit 6 Review; A10006) Assessment Overview


Lesson Outcome(s)

Participants that successfully complete this assessment will receive full credit for the CooksCourse.com Basic Cooking Skills Curriculum and be awarded a certificate of completion.







Lesson Assets


** END OF UNIT 6 **

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Lesson Details

Survey 10001 – Lesson Feedback (S10001) Assessment Overview

In this assessment, participants will be required to answer 10 questions applicable to their experience within the CooksCourse.com platform. This survey is an optional requirement and does not have to be taken by participants if they request to.

Survey Outcome(s)

The purpose of the survey is to gather quantitative and qualitative data from participants on bettering lessons for future use.


Yes. However, participation is voluntary and is not required


Recommended Time: 10 minutes to complete the 10 questions

Lesson Assets

Documents • CooksCourse.com Feedback Survey - (file name needed) – SUGGESTED NEW ASSET

** COOKSCOURSE.COM COURSE PROGRAM COMPLETION **

Notes / Comments

CooksCourse.com Blueprint Structure Introduction to Cooking … · 2020-03-03 · 3 CooksCourse.com...

Documents

Transcript of CooksCourse.com Blueprint Structure Introduction to Cooking … · 2020-03-03 · 3 CooksCourse.com...