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Culinary Arts

Wethersfield Public Schools

Course Outline

Course Name: Culinary Arts

Department: Family & Consumer Sciences

Grade(s): 11-12

Level(s): unleveled

Course Number(s): 70404

Credits: 1

Pre Requisites: Food & Nutrition I & II

Course Description: This course description also appears in the course catalogue.

Culinary Arts explores the competencies, characteristics and expectations of careers in foodservice and

hospitality management. This course is intended for students who want to explore the possibility of a

career in the foodservice industry. The course includes topics such as sanitation, fundamentals of

cooking & baking, planning, purchasing, preparation, presentation & marketing of foods. Students will

investigate leadership competencies essential to success in the work world. The class will emphasize

employability competencies and develop marketable skills for future employment in the foodservice and

hospitality operations.

Required Instructional Materials: Name, author, date. (publisher and edition)

Culinary Essentials, Johnson & Wales University

Glencoe McGraw-Hill, 2002

Revised/Approval Date: February 24, 2011

Approved Administrative Team January 11, 2012

Approved Student Programs and Services March 6, 2012

Approved Board of Education March 13, 2012

Authors/Contributors: Heather A. Begina/ FCS Teacher

Culinary Arts

Overarching Skills This section includes 21st Century skills and discipline focused skills such as inquiry skills, problem solving skills, research skills,

etc. These objectives should be taught and assessed through the integration of the other units. This unit is not meant to be taught

in isolation as a separate unit.

Title: Culinary Arts

Enduring Understandings Essential Questions

Success in the workplace requires the

application of both academic, technical &

interpersonal skills and knowledge.

Success in the workplace requires

understanding and adherence to industry

protocols and standards of quality.


knowledge of workplace systems and the

ability to effectively manage and use

resources, information & technology.

Leadership competencies guide and direct

the attitudes and attributes found in

efficient, effective and productive lives and

careers.


ability to interact effectively with diverse

groups of people.

In what ways are academic, technical, &

interpersonal skills applied in various food

service operations?

What are qualities exhibited by model

workers in various work settings?

What are the standards of quality for food

service operations?

How does food quality affect cost?

What are the standards of presentation of

food in various food service operations?

What are the health and safety precautions

& requirements in foodservice operations?

What are the characteristics of leadership?

What are the standards for behavior and

dress within various food service

operations?

What are the challenges and benefits of

working in teams?

How are work teams organized in various

work settings?

What are strategies for managing conflict

within a team?

How does the ability to work with diverse

people and in diverse settings affect work

and productivity?

What self-management skills are expected

in various work settings?

How do interpersonal skills affect one’s

employability and advancement

opportunities within various work settings?

Objectives (skills) (Show link to standards in parenthesis after objective) The student will:

S.1. Explain the necessity for department of public health regulations over food service operations.

S.2. Identify good employability skills, that would be necessary for a foodservice operation.

S.3. Discuss how to determine food quality and how it relates to costs.

S.3. Demonstrate employability skills in their cooperative groups through-out the course.

S.4. Self-reflect on how to work cooperatively & effectively with others while preparing various food

dishes.

S.5. Share knowledge and skills with others through demonstrations and written skills.

Culinary Arts

Connections to State Standards:

Connecticut Career & Technical Education Performance Standards & Competencies, 2011 Edition

A. Family and Consumer Sciences Skills: Develop a common core of skills related to Family and

Consumer Sciences Education. 1. Describe employability skills used in the community and workplace settings

2. Describe the relationship of the environment to food production, nutrition and hospitality.

Instructional Support Materials

Various websites:

www.epicurious.com

www.cooksillustrated.com

www.culinarycafe.com

Suggested Instructional Strategies

Students will be assigned to work in various cooperative teams throughout the course of the entire

year.

Students will be asked to identify and put into practice use of good employability skills.

Students will identify sanitation rules & potential hazards during labs.

Students will demonstrate correct sanitation procedures based on state and federal guidelines.

Students will examine food quality and recognize how it relates to food costs.

Students will demonstrate public speaking skills as they will give a demonstration of how make a

specific food. (ex. Omelets)

Students will work in teams to write about and share about various recipes for the school newspaper

throughout the year.

Students will be asked to write their own resume and cover letter seeking a possible position in the

food industry.

Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics)

Lab reports throughout the year emphasizing cooperation, respect within their groups.

Classroom demonstrations of good sanitation practices.

Presentations of “how to” make a simple food item for others.

Use technology to create a menu within a specific budget.

Written resumes/ and cover letters.

Creation of articles for the school newspaper, highlighting various recipes.

End of the year class project of planning, preparing, serving & cleaning up a breakfast for the staff

of the high school.

http://www.epicurious.com/

http://www.cooksillustrated.com/

http://www.culinarycafe.com/

Culinary Arts

Unit 1: Sanitation

Time Frame: August/ September

Length of Unit: 2 weeks


Sanitation regulations dictate best practices

that must be utilized in all foodservice

industry and home applications.








Why are foodservice industry operations

regulated by Public Health Department

Regulations?

How do on-sight health department

inspections improve sanitary conditions of

foodservice operations?

Why are most food contaminations caused

by human error?

Which are more difficult to control:

biological, chemical or physical

contaminations?

How does HACCP (Hazard Analysis

Critical Control Points) assist in the

prevention of food borne illness outbreaks?



service operations?


service operations?



Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will:

1.1. Identify the causes and conditions necessary for biological contaminations to occur.

1.2. Explain the common cause of chemical and physical food contaminations.

1.3. Identify the high standards of sanitation required by federal, state or local health departments.

1.4. Apply sanitation practices at all times.

1.5. Analyze HACCP (Hazard Analysis Critical Control Point) guidelines as applied to delivery, storage,

preparation, and service of all food & beverage products.



E. Food Safety: Evaluate factors that affect food safety, from production through consumption. 14. Determine conditions and practices that promote safe food handling and inspection.

15. Identify safety and sanitation practices throughout the food chain.

I. Food Safety & Sanitation: Demonstrate food safety and sanitation procedures. 24. Describe and practice good personal hygiene/health procedures, and report symptoms of illness.

25. Explain and demonstrate methods for properly receiving and storing both raw and prepared foods.

26. Explain and demonstrate techniques for food handling and preparation that prevent cross contamination between

raw, cooked and ready-to-eat foods and between animal or fish sources and other food products.

27. Examine current types and proper uses of cleaning materials and sanitizers.

28. Describe and demonstrate various types of waste disposal and recycling.

Culinary Arts


ServSafe Essentials, National Restaurant Association, 2008

Professional Cooking, Culinary Institute of America, John Wiley & Son, 2003

www.epicurious.com




Demonstration of cooking techniques, by instructor

Modeling good safety & sanitation skills by the instructor

Product-based performance, using class rubric emphasizing good sanitation skills & cooperative

work ethic.

Cooperative learning activities such as various food dishes, students prepare to share with the class,

simple but easy lab (fruit salad)

Classroom Notes

In pairs students will be asked to research one of the following: biological, chemical and physical

contaminations, their prevention, and what to do if they occur. Then give a short presentation to the

class.

Reading various chapters of ServSafe Text.

Reading & summarizing current event articles.


A rubric to grade cooperative lab work

Product evaluations (self/ peer/& instructor)

Notebook check

Short oral group reports/ presentations on biological, chemical and physical contaminations.

Readings of various chapter of ServSafe text with section review questions

Test- **students must earn an 80% or better on to earn their chef coats.

**Students are allowed to take the test as many times as needed to earn their coat.




Culinary Arts

Unit 2: Tools & Equipment

Time Frame: September/ October



Effective & efficient work habits are

essential to health, safety, and sanitation.

Knowledge and use of tools and equipment

will facilitate successful product outcome.

How does appropriate tool/equipment use

affect product outcome?

Why is it important to identify and use

tools correctly?


2.1. Identify cookware, bake ware, cooking tools, and appliances.

2.2. Demonstrate which tools/equipment are necessary for successful product outcomes. In particular

students will…

Recognize the various types of knives.

Demonstrate which knives are used for varying tasks in the kitchen.

Execute various types of cuts (julienne, mince, dice, slice, etc).

2.3. Solve common kitchen conversions by both weight and volume.

Differentiate between liquid and dry product measurements.



J. Food Production Equipment: Demonstrate selecting, using and maintaining food production

equipment. 29. Describe and demonstrate techniques for operating tools and equipment following safety procedures.

30. Describe and demonstrate the process for maintaining tools and equipment following safety procedures.

31. Describe and demonstrate the proper procedures for storing equipment and tools.

L. Food Preparation: Demonstrate preparation for all menu categories to produce a variety of food

products. 34. Describe and demonstrate the appropriate skills used in knife, tool, and equipment handling.


Classroom equipment: Various types of knives, cutting boards, baker’s scales, digital scales, etc.

Food (various fruits/ vegetables) to demonstrate to students the various cuts made with the

knives.

Various fruits/ vegetables for the students to practice making the various cuts.

Handout “classroom tools” (contains pictures of various equipment)

Handout “the knife” (a picture of the French knife, the students label the parts)

Handout “Common Kitchen vocabulary”.

Kitchen math handout/ conversion chart


Demonstrating how to use the knife properly, proper cleaning & care.

Modeling use of various kitchen equipment. (Ex. Convection ovens, gas stoves, etc.)

Demonstration and practice of various cuts with the knife & terms.

Pre-assessment of various types of cuts/ vocabulary terms

Cooperative learning- Students work together to find kitchen equivalents.

Group project/ lab (apple crisp)

Culinary Arts

Classroom discussions

Problem solving- common kitchen conversions- students complete an activity demonstrating their

knowledge of basic conversions individually.


Quiz on kitchen conversions, and use of convection/ conventional ovens.

Lab, veggie pizzas, with rubric emphasizing use of the knife skills & working with others in their

group.

At end of unit, students will work together as a class to make & sell apple crisps to the staff at the

high school.

Culinary Arts

Unit 3: Baking

Time Frame: October/ on-going throughout the year

Length of Unit: 2-3 weeks


Baking methodologies require the

application of scientific principles while

encouraging culinary creativity.

Nutritional principles impact foodservice

industry menu offerings and everyday diet

choices.



groups of people.

How do precise measurements affect

product outcome?

How does varied temperatures affect

product outcome?

How do ingredient substitutions affect the

final product?

Must recipes be followed exactly?

How have nutritional choices and requests for diet-driven modifications affected the foodservice industry?


working in teams?


work settings?


within a team?



and productivity?




3.1. Explain how different methods of heat transfer directly affect the final product

outcome.

3.2. Determine the differences between liquid and dry product ingredients, and the affects they have on a

baked product.

3.3. Explore scientific principles that affect the chemistry of food combinations.

3.4. Identify the varied properties of most baking ingredients.




products. 42. Describe and demonstrate the process for preparing baked goods and desserts.


Professional Baking, Culinary Institute of America, John Wiley & Son, 1996.

Kitchen tools, equipment

Baking products to make various cookies, cinnamon rolls, etc.

www.epicurious.com




Culinary Arts


Demonstration of baking techniques.

Modeling good safety & sanitation skills by the instructor

Discuss various baking ingredients and how they interact with each other.

Current Event article readings

Website articles.

Modeling use of kitchen equipment (kitchen aid mixers, the Hobart, convection oven, etc).

Observe & describe what occurs when we cook baked products using the convection and

conventional ovens/ microwaves, etc.

Group project: Various groups are to make cookies with varied ingredients (baking powder or

baking powder, margarine/butter etc.) and hypothesize and predict what will happen.

Product-based performance emphasizing good sanitations skills and cooperative work ethic.


Chapter readings section review questions.

Student’s will analyze and draw conclusions on what happened when we made the cookies with

varied ingredients. Lab worksheet to be graded.

Labs: Product-based performance, using class rubric emphasizing good sanitation skills &

cooperative work ethic.

o Working with yeast: cinnamon rolls, stuffed breads or calzones

o baking soda & baking powder: various types of cookies

Classroom Notes/ notebook check

Students will work in cooperative groups making various types of cookies for the sports award

ceremonies (3x a year- Fall, Winter, Spring)

Culinary Arts

Unit 4: Soups/ Hors d’oeuvres & Appetizers

Time Frame: End of Oct/ November/ December

Length of Unit: 4-5 weeks/ Note: Multiple breaks in the schedule & students serve Fall Sports Awards in

early December.


Cooking methodologies require the





groups of people.

How does the application of scientific

principles affect the final food product?

How does the selection of moist heat

and/or dry heat methods affect cooking

chemistry?


working in teams?


work settings?


within a team?



and productivity?


4.1. Compare & Contrast the differences between stock, broth and sauces.

Identify the various types of soups- clear broths, chowders, cream, etc.

4.2. Identify various vocabulary terms and explain meaning, relating to…

Soups, stocks, sauces

Hors d’oeuvres & appetizers

4.3 Know how to prepare some basic hors d’oeuvres & appetizers.



L. Food Preparation: Demonstrate preparation for all menu categories to produce a variety of

food products. 38. Describe and demonstrate the process for preparing various stocks, soups, and sauces.

41. Describe and demonstrate the process for preparing sandwiches, canapés, and appetizers.


o Professional Cooking, John Wiley & Sons, Inc. 2003

o Kitchen tools, equipment

o Food to make the various recipes

Websites:

o www.epicurious.com

o www.cooksillustrated.com

o www.allrecipes.com


Demonstration of cooking techniques.



http://www.allrecipes.com/

Culinary Arts

Modeling good safety & sanitation skills.

Vocabulary pre-quiz in both soups & appetizers.

Discuss different ingredients for stocks, sauces & soups.

Cooperative groups to make various types of soups and appetizers.

Current event articles/ handouts/ Website articles.

Product-based performance emphasizing good sanitations skills and cooperative work ethic.


Chapter readings & section review questions.

Vocabulary Quizzes (one for stocks/sauces & one on appetizers & hors d’oeuvres)



o Soups: Cream of Broccoli, Minestrone, Tortellini soup

o Appetizers/ Hors d’oeuvres: tomato brochettes, bell pepper nachos, potato skins, buffalo

chicken dip, spicy chicken dumplings, artichoke spinach dip.

Classroom Notes/ notebook check

Students will work in cooperative groups to make 4 batches of the minestrone soup for the Antique

Show put on by the Wethersfield Historical Society in mid/ late November.

Culinary Arts

Unit 5: Eggs

Time Frame: January (usually this can be done just before mid-year exams)








choices



groups of people.





chemistry?



working in teams?


work settings?


within a team?



and productivity?


5.1. Describe the composition of eggs & the major differences between grades.

5.2. Prepare the following egg items: hard & soft cooked eggs, various fried eggs (sunny side up, over

easy & over hard), scrambled eggs & omelets.

5.3. Prepare French toast, and identify common variations possible by changing the basic ingredients.



A. Family and Consumer Sciences Skills: Develop a common core of skills related to Family and

Consumer Sciences Education 4. Identify and demonstrate communication skills that contribute to positive relationships.

5. Describe the roles of teamwork and leadership skills in the family, workplace, and community


products. 43. Describe and demonstrate the process for preparing breakfast meats, eggs, cereals, and batter products.


Professional Cooking, John Wiley & Sons, Inc. 2003

Food to prepare various egg dishes, and French toast.



Modeling good safety & sanitation.

Practice demonstration skills in front of peers.

Cooperative group work emphasizing good sanitations skills and cooperative work ethic.

Culinary Arts


Chapter readings & section review questions.

Quiz: Diagram of the egg/ differences in grades of eggs



o Eggs: Groups will be asked to make various forms: hard & soft cooked eggs, various

fried eggs (sunny side up, over easy & over hard), scrambled eggs & omelets.

o French Toast- Each group will be asked to make a different form, and then compare &

contrast

Each student will need to teach a lesson preparing one type of egg dish from above to an audience

of their peers.

Use of school wide rubric on effective communication to asses teaching lesson.

Culinary Arts

Unit 6: Cakes/ Pastry

Time Frame: Late January/ February leading into break



Baking methodologies require the





choices.



groups of people.

How do precise measurements affect

product outcome?

How does varied temperatures affect

product outcome?

How do ingredient substitutions affect the

final product?

Must recipes be followed exactly?



working in teams?


work settings?


within a team?



and productivity?




6.1 Describe the five basic cake mixing methods.

6.2. Describe the characteristics of high fat and low fat cakes.

6.3. Prepare one of the following types of cakes: high-fat, shortened, low-fat or foam cakes.

6.4. Prepare puff pastry for éclairs.



A. Family and Consumer Sciences Skills: Develop a common core of skills related to Family

and Consumer Sciences Education 4. Identify and demonstrate communication skills that contribute to positive relationships.

5. Describe the roles of teamwork and leadership skills in the family, workplace, and community


products. 42. Describe and demonstrate the process for preparing baked goods and desserts.

44. Describe and demonstrate techniques for food presentation.



Kitchen Equipment: cake pans, racks, pastry bags, tips, etc.

Food materials to make cakes and éclairs.

Culinary Arts


Demonstration of baking techniques.


Current event/ website articles-descriptions of “how to” make various cakes.

Review of what types of cakes are “in style” at the moment.

Cooperative Lab work to make various cakes, and éclairs.


Quiz: 5 methods of making cakes/ characteristics of high & low-fat cakes.



o Cakes: Groups will be asked to make various cakes: high-fat, shortened, low-fat or foam

cakes.

o Puff Pastry- Each group will make éclairs.

Culinary Arts

Unit 7: Meat & Poultry Basics

Time Frame: Late February/ March/ early April

Length of Unit: 3 to 4 weeks / Note: Interruptions to schedule: Finishing cookies for Winter Sports

Awards & a faculty lunch (if possible)/ CAPT testing changes our schedule during this time frame.







choices.



groups of people.





chemistry?



working in teams?


work settings?


within a team?



and productivity?


7.1. Prepare basic meat & poultry dishes that will benefit them college and the world beyond.

7.2 Apply good sanitation practices at all times.

7.3. Analyze how to change a recipe to serve a large group

7.4. Determine cost of a recipe.

7.5 Recognize many of the varied food choices people make in relation to meat/ meat products in

relationship to health.




products. 35. Describe and demonstrate a variety of cooking methods (e.g., roasting, baking, broiling, smoking, grilling,

sautéing, frying, deep frying, braising, stewing, poaching, steaming, woking, convection, microwaving, and

other emerging technologies).

36. Describe the fundamentals of time and temperature as they relate to cooking, cooling, and reheating of a variety

of foods

37. Describe and demonstrate the process for preparing various meats, seafood, and poultry.



Kitchen equipment: woks, stock pots, skillets, grill pans, broiler pans, etc.

Food to make the various recipes

Culinary Arts




In small groups read/ and share article readings on various choices people make in regards to meat

& meat products

Guided practice individually and in cooperative groups to problem solve changing a recipe for a

crowd.

Discussion of evaluating cost to a recipe

Research information on cost of food to determine total cost.


Summarize some of the many varied choices people make in regards to meat & meat products.

Quiz on changing a recipe for a crowd.

Research assignment to figure cost of a recipe and the budget it would take to feed that particular

recipe to set number of people.

Use of the school wide rubric on problem solving



o Students will work in groups to make some basic meat dishes that they can take with

them to college. (Chicken- stir fry, buffalo chicken sandwiches, chicken Sammie’s, taco

burgers, chili, beef stir-fry).

Culinary Arts

Unit 8: Pasta

Time Frame: April

Length of Unit: 2 to 3 weeks







choices.



groups of people.





chemistry?



working in teams?


work settings?


within a team?



and productivity?


8.1. Experiment with making homemade fresh pasta.

8.2. Explain the different characteristics of fresh pasta versus dried pasta.

8.3. Produce a pasta dish for a large group.

8.4. Plan, prepare and serve a faculty lunch with the pasta dish.

8.5 Demonstration of basic table service.



D. Acquisition, Handling & Use of Foods: Demonstrate ability to acquire, handle and use foods to

meet nutrition and wellness needs of individuals and families across the life span. 11. Demonstrate ability to select, store, prepare, and serve nutritious foods

H. Service: Apply concepts of service to meet customer expectations. 21. Describe and practice various service methods.

22. Determine the relationship between an employee’s actions and customer satisfaction.

23. Describe and implement strategies for resolving complaints.


products. 44. Describe and demonstrate techniques for food presentation.



Kitchen Equipment: large stock pots, colanders, sheet pans, convection oven

Food to make the various pasta dishes

Food to serve the faculty lunch

Culinary Arts

Serving equipment to serve faculty lunch

Time to be worked out within the current schedule to prepare & serve the lunch




Overview of table service.

Cooperative groups to set the table and practice serving one another.

Opportunities to make and then compare and contrast both fresh and dried pastas.

Small group work to plan, prepare & serve faculty lunch. (all three lunch waves)


Quiz: Explaining the differences of working with fresh and dried pastas and how they are stored.

Demonstration of setting the table and basic table service.

Class project: To plan, prepare & serve a faculty lunch (1 test grade)



o Fresh fettuccini & ravioli (homemade)

o Lasagna & stuffed shells (dried pasta)

Use of school wide rubric, effective communication skills.

Culinary Arts

Unit 9: Vegetables & Salads

Time Frame: May/ plus making cookies for Spring Sports Awards & Academic Awards

Length of Unit: 2 to 3 weeks




choices.



groups of people.



service operations?







working in teams?


work settings?


within a team?



and productivity?


9.1. Identify and describe five different salad types (appetizer, accompaniment, main course, separate

course & dessert)

9.2. Identify the four basic parts of a salad.

9.3. Prepare and arrange salads for maximum eye appeal.

9.4. Identify the major salad dressing ingredients.



D. Acquisition, Handling & Use of Foods: Demonstrate ability to acquire, handle and use foods to

meet nutrition and wellness needs of individuals and families across the life span. 11. Demonstrate ability to select, store, prepare, and serve nutritious foods


products. 34. Describe and demonstrate the appropriate skills used in knife, tool, and equipment handling.

40. Describe and demonstrate the process for preparing various salads, dressings, marinades, and seasonings

44. Describe and demonstrate techniques for food presentation.



Kitchen Equipment: knives, cutting boards, serving bowls, dressing cups, etc.

Food to make the various salads & dressings.

Culinary Arts



Modeling good safety & sanitation skills

Discussion of various ingredients in salads and determination of quality.

Current Event articles regarding eye appeal of food/ presentation

Websites:

o www.epicurious.com

o www.cooksillustrated.com

o www.allrecipes.com


Research various types of salads to make in each category.

Quiz on salad types and when they would be served.


cooperative work ethic

o Each group will make one of the following salads along with complimentary dressings:

mixed Italian salad, spinach salad, waldorf salad, Caesar, broccoli salad, potato salads

(cold & hot).




Culinary Arts

Unit 10: Culminating Unit

Time Frame: 2 weeks.

Length of Unit: June/ Plus final project of making breakfast for the staff



application of both academic, technical &

interpersonal skills and knowledge.








Leadership competencies guide and direct

the attitudes and attributes found in

efficient, effective and productive lives and

careers.



groups of people.



service operations?

What are qualities exhibited by model

workers in various work settings?


service operations?






What are the characteristics of leadership?

What are the standards for behavior and

dress within various food service

operations?


working in teams?


work settings?


within a team?



and productivity?



How do interpersonal skills affect one’s

employability and advancement

opportunities within various work settings?


10.1.Create new menu offerings for a restaurant.

10.2. Determine ordering lists and costs for a particular recipe to serve that meal to 50 people.

10.3. Determine cost to charge customers, and calculate profit.

10. 4. Draw conclusions on other options the restaurant must do to improve customer confidence.


Research materials/ computer lab time

Case Studies of 2 to 3 restaurants noting things that have gone “wrong”

Information on profit/ loss

Websites:

Culinary Arts


www.epicurious.com

www.allrecipes.com



Overview of price points of various types of restaurants (fine-dining, family style, fast food, etc.)

Review with students profit/ loss information regarding pricing of menus

Review conversion charts

Group review of case-studies/ determine pit falls and problems as a group/ present to class.


Final Written Project:

Students will be given a few different case studies of restaurants that have gone wrong. Students

will need to assess the issues and pitfalls these restaurants fell into and come up with solutions to

fix the problems.

o Create 3 new menu options for that restaurant with one of the menu offerings being low-

fat or vegetarian.

o Choose one of those menu options to create an ordering list to serve 50 people.

o Determine cost of the menu to make a profit for the restaurant.

Summarize in a written paper some other steps to take to improve consumer confidence in the

restaurant.

o Example staff retraining/ cleaning & sanitizing the restaurant.

Use of the school wide rubric to grade project on technology skills.

Use the information & technology literacy framework PreK-12 to create rubric

Connections to: Information & Technology Literacy Framework PreK-12 January 2006

o Content Standard 2-Information Strategies: What are the learning skills and strategies

that students need to successfully find information?

Students will (by Grade 12)…routinely and efficiently use online information

resources to meet the needs to research, publications and communications.

o Content Standard # 3 How do students evaluate and use information resources?

Students will (by Grade 12) organize, analyze and synthesize information to draw

meaningful conclusions through written, oral, numeric and visual

communications independently.





Culinary Arts

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