Grade 10 Hospitality and Tourism

TFJ2O1


Curriculum Development for Technological
Education
October 2013
Created By: Blair Passafiume
Instructor: Bernie Burns


The following unit details a ten hour plan based on the Grade 10 Hospitality and Tourism
Curriculum (TFJ2O1). As noted in the Ontario Curriculum Guidelines; students will study
culinary techniques of food handling and preparation, health and safety standards, the use of
tools and equipment [and] the origins of foods (87). This unit focuses on nutritional
information required to cook efficiently and how that information can be applied to various
salad construction.

This unit will incorporate many literacy skills publicized in the Ontario Curriculum Guidelines.
The students will be required to follow specific directions and instructions with regards to both
food labels and salad creation. Students will be taught a new form of literacy reading
Nutritional Food Labels. Students will be required to communicate, written and orally, their
knowledge of proper food handling and knife safety.

This unit will also contain numeracy skills illustrated by the Ontario Curriculum Guidelines.
Students will be required to compare the percentages and quantities on Nutritional Food Labels.
Students will also need to measure specific ingredients and calculate necessary time spans to
successfully execute various recipes.

This unit plan embraces differentiated instruction techniques (thoroughly discussed on page 1)
to ensure student success for all. Students will demonstrate various learning techniques;
common methods will be: group work, demonstration, practical application, personal reflection,
audio and visual stimuli, and discussions.



i
The following resources were used to develop the unit plan:
Addy, Robert J., Henderson, Clare, Knox, William G. Curriculum Development, Course
ETS1040
ETS1040Y / ETA1040Y Curriculum Development Reader, Instructor, Bernie Burns
OISE, R3, Technological Studies, Student Profiles
The Ontario Curriculum, Grades 9 and 10, Technological Education, 2009

In addition to the above resources this unit plan has been constructed based on personal
experience. I am a Red Seal Certified Chef and hold the Food Handlers Safety Certificate. I
have been a teacher in the kitchen for the past ten years. I have experience in both small
restaurants and large hotels, fast food kitchens and find dining restaurants. I constructed the
lessons based on my knowledge of successful techniques and methods.

I would like to acknowledge the assistance of the following OISE instructors: Bernie Burns,
Michael Tudor and Sarah McKitrick. Their knowledge, support and direction were crucial in
completing this unit plan.


Blair Passafiume
October 2013
ii
iii
Preface i
Table of Contents iii
Differentiated Learning Summary 1
Unit Plan 2
Sequence of Presentation 5
Lesson Plan 6
Forms to Evaluate 8

How They Learn Teaching Strategies
Type
One:
WHY
-Interpersonal and intrapersonal experiences
-Prefer to view the information
-Require proof
-Need a reason for lesson
-Why am I doing this?
-Quiet reflection
-Group discussion
-Visual aids
Type
Two:
WHAT
-Prefer clear direction
-Need direct expectations
-Require facts
-What do we need to do?
-Provide lists or rubrics or outlines
-Clearly state, even write requirements for
lesson/ assignment
Type
Three:
HOW
-Want to be fee to explore the information
-Kinesthetic learner
-Need parameters
-Need affirmation
-How can I use this information?
-Give all the facts
-Provide manipulatives
-List clear time frames and due dates
-Positive reinforcement
Type
Four:
IF
-Kinesthetic learner
-Logical learner
-Enjoys being a leader
-Prefers to experiment self discovery
-If I do this
-Provide manipulatives
-Group work (IF as the leader)
-Emphasize the motivation for the lesson
Differentiated instruction ensures that the maximum amount of students are successful in ones
class. Differentiated instruction incorporates as many learning styles, if not all learning styles,
in one lesson plan. Differentiated learning can mean accessing all students though their
multiple intelligences, 4MAT Learning or their Personality Dimensions. For the purpose of this
unit plan, I will be differentiating my lessons based on 4MAT Learning; which are: Why?
What? How? and If? the breakdown of these learning types are categorized in the chart
below.
In my various lesson plans I will utilize many different teaching methods that match the
learning styles of the students in my class. I will integrate group work, discussions, visual aids,
individual tasks, group teaching and jigsaw techniques into my unit plan. Culinary arts is an
innately visual and kinesthetic learning process, so my strategy is to embrace this.
1
2
3

5
Food handling and knife safety
(Hospitality and tourism skills/Professional Practices
and career opportunities, Rubric Evaluation through
observation)
1 hr.
Food labeling
(Numeracy and Literacy)
1.5 hrs.
Food Additives/preservatives
(Numeracy and Literacy)
1.5 hrs.
Vegetables and vegetable cookery
(Techniques, Methods and Assessment)
2 hrs.
Dressings and vinaigrettes
(Numeracy, Literacy, Techniques, Methods and
Assessment)
2 hrs.
Create a Salad with Report
(Numeracy, Literacy, Techniques, Methods and
Evaluation)
2 hrs.
LESSON TOPIC: To read food labels
TYPE OF LESSON: Development GRADE: 10
TYPE: Open
SPECIFIC EXPECTATIONS:
Read an ingredient list
Decipher the scientific terminology listed on the labels
Read caloric / daily values on labels
Interpret label dates

RECALL QUESTIONS:
What are the requirements of food packaging in Canada?
What is the importance of knowing the ingredients in
food products?

MOTIVATION:
To avoid poisoning yourself,
loved ones or guests
TEACHING POINTS:
1. Nutrition Facts
List serving size and caloric count and daily values
per serving



2. Ingredients
List ingredients in order of weight. Nutrients may
appear under multiple names

3. Dating
Look at best before date
Look at Expiration Date

CHALKBOARD/
OVERHEAD WORK:
1. Sample Nutrition Facts
Table on overhead/PPT
(#1 in chalkboard /
overhead plan); highlight
serving size and caloric
count
2. Order of ingredients (#2
in chalkboard / overhead
plan)

3. Best before and
Expiration date label for
overhead

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SAFETY: N/A AIDS:
Food item labels
Hand out
APPLICATION:
In groups of four or five, give each group a label from a
box of Kraft Dinner, a carton of milk, a block of cheese
and a package of macaroni noodles. Explain to the
students that they are to compare the premade (Kraft
Dinner) with the rudimentary ingredients needed to
make macaroni and cheese from scratch. Have students
compare the Nutrition Fact Table on the box of Kraft
Dinner with the Nutrition Fact Tables on the milk,
cheese and macaroni. Remind them that they will need to
adjust the serving sizes so that they are comparing
ingredients equally. (15mins)

As a class discuss the additional ingredients in the
premade macaroni and cheese product versus the
rudimentary ingredients. Discuss the differences in the
Nutrition Facts Tables. Discuss the nutritional implications
of making a premade dish versus a dish using the
rudimentary ingredients. (10mins)

Now that students are aware of the Nutritional Facts for
Kraft Dinner, ask students how they feel about it. The
idea is that students are shocked by the unnecessary
ingredients found in Kraft Dinner and that they start
thinking about the unnecessary ingredients that may be
found in foods they eat regularly. This leads smoothly into
the homework assignment. (5mins)

SUMMARY QUESTIONS:
1. What should you look for
when reading an
ingredient list?
2. How do you decipher the
scientific terminology
listed on the labels?
3. What titles do you need
to keep in mind when
reading the caloric and
daily values on food
labels?
4. What is important to
know when you are
looking at a label date?

ASSIGNMENT:
Bring in labels from your
favourite food items to the
next class for discussion
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CURRICULUM DEVELOPMENT ETS/ETA 1040Y
GRADE 10 UNIT OUTLINE EVALUATION CHECK LIST

Grade 10 Unit Outline:

1. Presentation or Form: . 10%

a) Binding and Cover Page ________________________________

b) Preface ________________________________

c) Table of Contents ________________________________



2. Differentiated Learning Summary: .. 15%

a) Characteristics of Student Learning _______________________________

b) Teaching Strategies _______________________________



3. Unit Plan: 30%

_________________________________________________________________

_________________________________________________________________


4. Sequence of Presentation: ... 15%

____________________________________________________________

_________________________________________________________________


5. Sample Lesson Plan: .. 30%

_________________________________________________________________

_________________________________________________________________


=================================================================
Date:

Name: __________________________________________________________________
8
CURRICULUM DEVELOPMENT ETS 1040Y

UNIT OUTLINE EVALUATION

Grade 10 Unit Outline:

Unit Outline, Grade 10, Open, 10 Hours, (1 period = 1 hour).
Reference: The Ontario Curriculum, Grades 9 and 10, Technological Education, Ontario
Ministry of Education, 2009; OISE, R3, Student Profiles.

1. Presentation or Form: .. 10%

a) Binding and Cover Page
b) Preface
c) Table of Contents

2. Differentiated Learning Summary: .. 15%

a) Characteristics of Student Learning
b) Teaching Strategies


3. Unit Plan: .... 30%


4. Sequence of Presentation: . 15%


5. Sample Lesson Plan: .. 30%





Name: _________________________ Subject: _______________________ Date: _________

Instructors Comments:
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EVALUATION:

_______ Well prepared report, contains virtually no errors or omissions.

_______ Well prepared report, contains a few minor errors or omissions with possibly one
specific area of concern.

_______ Body of report has been prepared satisfactorily but contains some errors and/or
omissions and has at least one specific area of concern.

_______ Body of report is acceptable but contains several errors and/or omissions and has
one or more specific areas of concern.

_______ Report lacks organization and/or completeness.

_______ Report was late by __ days. (See course outline for Late Policy).

According to my interpretation of the stated requirements for this assignment, in
relationship to the work you have submitted in fulfillment of these requirements, I
would evaluate your report at a ____ level. (Grading practices policy is based on
page 59 of the OISE Calendar).

Should you disagree with this grade, please see me or notify me in writing within
five school days of receipt of this evaluation. If you have not contacted me within
the time stipulated, it shall be construed that you are in agreement with the stated
evaluation. (See Appeals Procedures, page 79, OISE/UT Calendar).

Any teacher candidate wishing to see me regarding my evaluation comments may
do so at any mutually convenient time.

All teacher candidates receiving a grade of C or less are requested to see me as
soon as possible.

GRADE DESCRIPTION NUMERICAL MARK (%) ACTUAL (%)

A + 90 100 95%
A EXCELLENT 85 89 87%
A - 80 84 82%
B + 77 79 78%
B GOOD 73 76 75%
B - 70 72 71%
C + 67 69 68%
C ADEQUATE 63 66 65%
C - 60 62 61%
D + 57 59 58%
D MARGINAL 53 56 55%
D - 50 52 51%
F INADEQUATE 00 49 25%
_____________________________________________________________________________________________
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