I
FOODS
Guide to Standards and Implementation
1997
>
TX
364
A333
1997
gr .07-1S
CURRGDHT
/dlberra
education
Curriculum Standards Branch
ALBERTA EDUCATION CATALOGUING IN PUBLICATION DATA
Alberta. Alberta Education. Curriculum Standards Branch.
Foods : guide to standards and implementation.
(Career and Technology Studies)
0-7732-5283-5
I. Food — Study and teaching — Alberta. 2. Home economics — Study
and teaching — Alberta. 3. Vocational education — Alberta. I. Title.
II. Series: Career and Technology Studies Program.
TX364.A333
1997
641.3007
This document was prepared for:
Administrators
V
Counsellors
/
General Audience
Parents
Students
Teachers
V
Ex LIBRIS
UNIVERSITATIS
ALBERT^NSIS
Program/Level: Career and Technology Studies/Secondary
i
Copyright ©1997, the Crown in Right of Alberta, as represented by the Minister of Education. Permission is given by the
copyright owner for any person to reproduce this publication or any part thereof for educational purposes and on a non-profit
basis.
This document supersedes all previous versions of the Career & Technology Studies Guide to Standards and Implementation.
This publication is a support document. The advice and direction offered is suggestive except where it duplicates
the Program of Studies. The Program of Studies — a prescriptive description of the expectations of student
learning, focusing on what students are expected to know and be able to do — is issued under the authority of the
Minister of Education pursuant to section 25(1) of the School Act, Statutes of Alberta, 1988, Chapter S— 3.1 as
amended, and is required for implementation. Within this document, the Program of Studies is shaded so that
the reader may readily identify all prescriptive statements or segments.
Every effort has been made to acknowledge original sources and comply with copyright regulations.
Education if there are cases where this has not been done.
Please notify Alberta
Questions or comments about this Guide to Standards and Implementation are welcome and should be directed to:
Career and Technology Studies Unit, Curriculum Standards Branch, Alberta Education, Devonian Building,
1 1 160 Jasper Avenue, Edmonton, Alberta, T5K 0L2.
Telephone: (403) 422^872, Fax: (403)422-0576.
Outside of Edmonton dial 310-0000 to be connected toll free.
i
Career and Technology Studies
TABLE OF CONTENTS
Page
Program Rationale and Philosophy A.l
General Learner Expectations A.3
Program Organization A.3
Curriculum Structure A.3
Levels of Achievement ; A.4
Curriculum and Assessment Standards A.5
Types of Competencies A.5
Basic Competencies Reference Guide A. 6
Foods
Strand Rationale and Philosophy B.l
Strand Organization B.3
Themes B.3
Concepts B.4
Levels B.4
Scope and Sequence ., B.5
Module Descriptions B.6
Planning for Instruction
Planning for CTS C.l
Planning for Foods C.3
Module Curriculum and Assessment Standards: Introductory Level D.l
Module Curriculum and Assessment Standards: Intermediate Level E.l
Module Curriculum and Assessment Standards: Advanced Level .' F. 1
Assessment Tools G.l
Linkages/Transitions H.l
Learning Resource Guide 1.1
Sample Student Learning Guides J.l
Acknowledgements K.l
UNIVERSITY LIBRARY . "
UNIVERSITY OF ALBERTA
CAREER AND
TECHNOLOGY
STUDIES
A. PROGRAM RATIONALE AND PHILOSOPHY
Through Career and Technology Studies (CTS),
secondary education in Alberta is responding to
the many challenges of modern society, helping
young people develop daily living skills and
nurturing a flexible, well-qualified work force.
In Canada's information society, characterized by
rapid change in the social and economic
environment, students must be confident in their
ability to respond to change and successfully meet
the challenges they face in their own personal and
work lives. In particular, they make decisions about
what they will do when they finish high school.
Many students will enter the work force, others will
continue their education. All students face the
challenges of growing independence and
responsibility, and of entering post-secondary
programs and/or the highly competitive workplace.
Secondary schools also face challenges. They must
deliver, on a consistent basis, high quality,
cost-effective programs that students, parents and
the community find credible and relevant.
CTS helps schools and students meet these
challenges. Schools can respond more efficiently
and effectively to student and community needs and
expectations by taking advantage of the
opportunities in the CTS curriculum to design
courses and access school, community and distance
learning resources. Students can develop the
confidence they need as they move into adult roles
by assuming increased responsibility for their
©Alberta Education, Alberta, Canada
learning; cultivating their individual talents,
interests and abilities; and by defining and acting on
their goals.
As an important component of education in Alberta
secondary schools, CTS promotes student
achievement by setting clear expectations and
recognizing student success. Students in CTS
develop competencies — the knowledge, skills and
attitudes they are expected to demonstrate, that is,
what they know and what they are able to do.
Acquired competencies can be applied now and in
the future as students make a smooth transition into
adult roles in the family, community, workplace
and/or further education. To facilitate this
transition, clearly stated expectations and standards
have been defined in cooperation with teachers,
business and industry representatives and
post-secondary educators.
CTS offers all students important learning
opportunities. Regardless of the particular area of
study chosen, students in CTS will:
• develop skills that can be applied in their daily
lives, now and in the future
• refine career-planning skills
• develop technology-related skills
• enhance employability skills
• apply and reinforce learnings developed in
other subject areas.
Career and Technology Studies /A.l
(1997)
In CTS, students build skills they can apply in their
everyday lives. For example, in the CTS program,
particularly at the introductory levels, students have
the opportunity to improve their ability to make
sound consumer decisions and to appreciate
environmental and safety precautions.
CAREERS
TECHNOLOGY
I- ;■—-,, ^ — ^ °
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A career encompasses more than activities just
related to a person's job or occupation; it involves
one's personal life in both local and global
contexts; e.g., as a family member, a friend, a
community volunteer, a citizen of the world.
The integration of careers throughout the CTS
program helps students to make effective career
decisions and to target their efforts. CTS students
will have the opportunity to expand their
knowledge about careers, occupations and job
opportunities, as well as the education and/or
training requirements involved. Also, students
come to recognize the need for lifelong learning.
Students in CTS have the opportunity to use and
apply technology and systems effectively and
efficiently. This involves:.
a decision regarding which processes
procedures best suit the task at hand
and
Integrated throughout CTS are employability skills,
those basic competencies that help students develop
their personal management and social skills.
Personal management skills are improved as
students take increased responsibility for their
learning, design innovative solutions to problems
and challenges, and manage resources effectively
and efficiently. Social skills improve through
learning experiences that require students to work
effectively with others, demonstrate teamwork and
leadership, and maintain high standards in safety
and accountability.
As well as honing employability skills, CTS
reinforces and enhances learnings developed in core
and other complementary courses. The curriculum
emphasizes, as appropriate, the effective
application of communication and numeracy skills.
In, addition to the common outcomes described
above, students focusing on a particular area of
study will develop career-specific competencies
that support entry into the workplace and/or related
post-secondary programs. Career-specific
competencies can involve understanding and
applying appropriate terminology, processes and
technologies related to a specific career, occupation
or job.
• the appropriate selection and skilled use of the
tools and/or resources available
• an assessment of and management of the
impact the use of the technology may have on
themselves, on others and on the environment.
A.2/ Career and Technology Studies
(1997)
©Alberta Education, Alberta, Canada
GENERAL LEARNER EXPECTATIONS
General learner expectations describe the basic
competencies integrated throughout the CTS
program.
Within an applied context relevant to personal
goals, aptitudes and abilities; the student in CTS
will:
• demonstrate the basic knowledge, skills and
attitudes necessary for achievement and
fulfillment in personal life
• develop an action plan that relates personal
interests, abilities and aptitudes to career
opportunities and requirements
• use technology effectively to link and apply
appropriate tools, management and processes to
produce a desired outcome
• develop basic competencies (employability
skills), by:
- selecting relevant, goal-related activities,
ranking them in order of importance,
allocating necessary time, and preparing
and following schedules (managing
learning)
- linking theory and practice, using
resources, tools, technology and processes
responsibly and efficiently (managing
resources)
- applying effective and innovative decision-
making and problem-solving strategies in
the design, production, marketing and
consumption of goods and services
(problem solving and innovation)
- demonstrating appropriate written and
verbal skills, such as composition,
summarization and presentation
(communicating effectively)
- participating as a team member by working
cooperatively with others and contributing
to the group with ideas, suggestions and
effort (working with others)
maintaining high standards of ethics,
diligence, attendance and punctuality,
following safe procedures consistently, and
recognizing and eliminating potential
hazards (demonstrating responsibility).
PROGRAM ORGANIZATION
CURRICULUM STRUCTURE
Career and Technology Studies is organized into
strands and modules.
Strands in CTS define competencies that help
students:
• build daily living skills
• investigate career options
• use technology (managing, processes, tools)
effectively and efficiently
• prepare for entry into the workplace and/or
related post-secondary programs.
In general, strands relate to selected industry sectors
offering positive occupational opportunities for
students. Some occupational opportunities require
further education after high school, and some allow
direct entry into the workplace. Industry sectors
encompass goods-producing industries, such as
agriculture, manufacturing and construction; and
service-producing industries, such as business,
health, finance and insurance.
Modules are the building blocks for each strand.
They define what a student is expected to know and
be able to do (exit-level competencies). Modules
also specify prerequisites. Recommendations for
module parameters, such as instructional
qualifications, facilities and equipment can be
found in the guides to implementation.
The competencies a student must demonstrate to
achieve success in a module are defined through the
module learner expectations. Senior high school
students who can demonstrate the module learner
expectations; i.e., who have the designated
competencies, will qualify for one credit toward
their high school diploma.
©Alberta Education, Alberta, Canada
Career and Technology Studies /A.3
(1997)
Specific learner expectations provide a more
detailed framework for instruction. Within the
context of module learner expectations, the specific
learner expectations further define the knowledge,
skills and attitudes the student should acquire.
The following chart shows the 22 strands that
comprise the CTS program and the number of
modules available in each strand.
Strand
No. of
Modules
1 . Agriculture
33
2. Career Transitions
28
3. Communication Technology
33
4. Community Health
31
5. Construction Technologies
46
6. Cosmetology
58
7. Design Studies
31
8. Electro-Technologies
37
9. Energy and Mines
26
10. Enterprise and Innovation
8
1 1 . Fabrication Studies
41
12. Fashion Studies
29
13. Financial Management
14
14. Foods
37
15. Forestry
21
16. Information Processing
48
17. Legal Studies
13
18. Logistics
12
19. Management and Marketing
19
20. Mechanics
54
21. Tourism Studies
24
22. Wildlife
17
LEVELS OF ACHIEVEMENT
Modules are organized into three levels of
achievement: introductory, intermediate and
advanced. As students progress through the levels,
they will be expected to meet higher standards and
demonstrate an increased degree of competence, in
both the general learner expectations and the
module learner expectations.
Introductory level modules help students build
daily living skills and form the basis for further
learning. Introductory modules are for students
who have no previous experience in the strand.
Intermediate level modules build on the
competencies developed at the introductory level.
They provide a broader perspective, helping
students recognize the wide range of related career
opportunities available within the strand.
Advanced level modules refine expertise and help
prepare students for entry into the workplace or a
related post-secondary program.
The graph below illustrates the relative emphasis on
the aspects of career planning at each of the levels.
1
i
n
«
M
.1
••■
.
^
Introductory Level Intermediate Level Advanced Level
I Personal Use
| H Career Awareness/Exploration
^nnSJ Preparation for the Workplace or Further Education
A.4/ Career and Technology Studies
(1997)
©Alberta Education, Alberta, Canada
CURRICULUM AND ASSESSMENT
STANDARDS
Curriculum standards in CTS define what
students must know and be able to do.
Curriculum standards are expressed through
general learner expectations for CTS, and through
module and specific learner expectations for each
strand.
Career-specific competencies relate to a particular
strand. These competencies build daily living skills
at the introductory levels and support the smooth
transition to the workplace and/or post-secondary
programs at the intermediate and advanced levels.
The model below shows the relationship of the two
types of competencies within the 22 strands of the
CTS program.
Assessment standards define how student
performance is to be judged. In CTS, each
assessment standard defines the conditions and
criteria to be used for assessing the competencies
of each module learner expectation. To receive
credit for a module, students must demonstrate
competency at the level specified by the
conditions and criteria defined for each module
learner expectation.
Students throughout the province receive a fair
and reliable assessment as they use the standards
to guide their efforts, thus ensuring they
participate more effectively and successfully in
the learning and assessment process. Standards at
advanced levels are, as much as possible, linked to
workplace and post-secondary entry-level
requirements.
CAREER-SPECIFIC
>
TYPES OF COMPETENCEES
Two types of competencies are defined within the
CTS program: basic and career-specific.
Basic competencies are generic to any career area
and are developed within each module. Basic
competencies include:
• personal management; e.g., managing learning,
being innovative, ethics, managing resources
• social; e.g., communication, teamwork,
leadership and service, demonstrating
responsibility (safety and accountability).
©Alberta Education, Alberta, Canada
Career and Technology Studies /A.5
(1997)
BASIC COMPETENCIES REFERENCE GUIDE
The chart below outlines basic competencies that students endeavour to develop and enhance in each of the CTS strands and modules.
Students' basic competencies should be assessed through observations involving the student, teacher(s), peers and others as they complete the
requirements for each module. In general, there is a progression of task complexity and student initiative as outlined in the Developmental
Framework * . As students progress through Stages 1, 2, 3 and 4 of this reference guide, they build on the competencies gained in earlier
stages. Students leaving high school should set themselves a goal of being able to demonstrate Stage 3 performance.
Suggested strategies for classroom use include:
• having students rate themselves and each other
• using in reflective conversation between teacher and student
• highlighting areas of strength
tracking growth in various CTS strands
highlighting areas upon which to focus
maintaining a student portfolio.
Stage 1 — The student:
Stage 2 — The student:
Stage 3 — The student:
Stage 4 — The student:
Managing Learning
□ comes to class prepared for
D ► ►
a ► ►
D >, ^
learning
D follows basic instructions, as
D follows instructions, with limited
D follows detailed instructions on
D » ►
directed
direction
an independent basis
□ sets goals and establishes steps
D sets clear goals and establishes
D demonstrates self-direction in
to achieve them, with direction
steps to achieve them
learning, goal setting and goal
achievement
D acquires specialized knowledge,
□ applies specialized knowledge,
□ transfers and applies specialized
D transfers and applies learning in
skills and attitudes
skills and attitudes in practical
knowledge, skills and attitudes
new situations; demonstrates
situations
in a variety of situations
commitment to lifelong learning
□ identifies criteria for evaluating
□ identifies and applies a range of
□ uses a range of critical thinking
D thinks critically and acts
choices and making decisions
effective strategies for solving
skills to evaluate situations,
logically to evaluate situations,
problems and making decisions
solve problems and make
solve problems and make
decisions
decisions
□ uses a variety of learning
□ explores and uses a variety of
□ selects and uses effective
□ ► ►
strategies
learning strategies, with limited
learning strategies
direction
D cooperates with others in the
D provides leadership in the
effective use of learning
effective use of learning
strategies
strategies
Managing Resources
D adheres to established timelines;
D creates and adheres to timelines,
□ creates and adheres to detailed
D creates and adheres to detailed
uses time/schedules/planners
with limited direction; uses time/
timelines on an independent
timelines; uses time/schedules/
effectively
schedules/planners effectively
basis; prioritizes task; uses time/
planners effectively; prioritizes
schedules/planners effectively
tasks on a consistent basis
D uses information (material and
□ accesses and uses a range of
□ accesses a range of information
D uses a wide range of information
human resources), as directed
relevant information (material
(material and human resources),
(material and human resources)
and human resources), with
and recognizes when additional
in order to support and enhance
limited direction
resources are required
the basic requirement
D uses technology (facilities,
□ uses technology (facilities,
□ selects and uses appropriate
□ recognizes the monetary and
equipment, supplies), as
equipment, supplies), as
technology (facilities,
intrinsic value of managing
directed, to perform a task or
- appropriate, to perform a task or
equipment, supplies) to perform
technology (facilities,
provide a service
provide a service, with minimal
a task or provide a service on an
equipment, supplies)
assistance and supervision
independent basis
□ maintains, stores and/or disposes
□ maintains, stores and/or disposes
□ maintains, stores and/or disposes
D demonstrates effective
of equipment and materials, as
of equipment and materials, with
of equipment and materials on
techniques for managing
directed
limited assistance
an independent basis
facilities, equipment and
supplies
Problem Solving and Innovatioi
I
D participates in problem solving
□ identifies the problem and
□ thinks critically and acts
D identifies and resolves problems
as a process
selects an appropriate problem-
logically in the context of
efficiendy and effectively
□ learns a range of problem-
solving approach, responding
problem solving
solving skills and approaches
appropriately to specified goals
and constraints
D practices problem-solving skills
D applies problem-solving skills to
□ transfers problem-solving skills
D identifies and suggests new ideas
by responding appropriately to a
a directed or a self-directed
to real-life situations, by
to get the job done creatively,
clearly defined problem, speci-
activity, by:
generating new possibilities
by:
fied goals and constraints, by:
- generating alternatives
□ prepares implementation plans
- combining ideas or
- generating alternatives
- evaluating alternatives
□ recognizes risks
information in new ways
- evaluating alternatives
- selecting appropriate
- making connections among
- selecting appropriate
altemative(s)
seemingly unrelated ideas
alternative(s)
— taking action
- seeking out opportunities in
• taking action
an active manner
A.6/ Career and Technology Studies
(1997)
©Alberta Education, Alberta, Canada
Stage 1 — The student:
Stage 2 — The student:
Stage 3 — The student:
Stage 4 — The student:
Communicating Effectively
D uses communication skills; e.g..
D
communicates thoughts, feelings
□
prepares and effectively presents
D negotiates effectively, by
reading, writing, illustrating,
and ideas to justify or challenge
accurate, concise, written, visual
working toward an agreement
speaking
a position, using written, oral
and/or oral reports providing
that may involve exchanging
-
and/or visual means
reasoned arguments
specific resources or resolving
divergent interests
D uses language in appropriate
D
uses technical language
□
encourages, persuades.
□ negotiates and works toward a
context
appropriately
convinces or otherwise
motivates individuals
consensus
D listens to understand and leam
D
listens and responds to
D
listens and responds to
D listens and responds to under-
understand and leam
understand, learn and teach
stand, learn, teach and evaluate
□ demonstrates positive
D
demonstrates positive
D
demonstrates positive
□ promotes positive interpersonal
interpersonal skills in selected
interpersonal skills in many
interpersonal skills in most
skills among others
contexts
contexts
contexts
Working with Others
fc. fc
D fulfills responsibility in a group
□
w w
□
seeks a team approach, as
D leads, where appropriate,
project
appropriate, based on group
needs, and benefits; e.g., idea
potential, variety of strengths,
sharing of workload
mobilizing the group for high
performance
□ works collaboratively in
D
cooperates to achieve group
D
works in a team or group:
D understands and works within
structured situations with peer
results
- encourages and supports
the c.ontext of the group
members
team members
D acknowledges the opinions and
D
maintains a balance between
- helps others in a positive
D prepares, validates and
contributions of others in the
speaking, listening and
manner
implements plans that reveal
group
responding in group discussions
— provides leadership/
new possibilities
□
respects the feelings and views
of others
followership as required
— negotiates and works toward
consensus as required
Demonstrating Responsibility
Attendance
□ demonstrates responsibility in
□
► ►
► . ►
□ ► ►
attendance, punctuality and task
completion
Safety
□ follows personal and
□
recognizes and follows personal
D
establishes and foll&ws personal
D transfers and applies personal
environmental health and safety
and environmental health and
and environmental health and
and environmental health and
procedures
safety procedures
safety procedures
safety procedures to a variety of
environments and situations
D identifies immediate hazards and
□
identifies immediate and
D
► ►
□ ► ►
their impact on self, others and
potential hazards and their
the environment
impact on self, others and the
environment
D follows appropriate/emergency
□
► ►
□
► ►
□ ► ►
response procedures
□ demonstrates accountability for
actions taken to address
immediate and potential hazards
Ethics
D makes personal judgements
□
assesses how personal
□
assesses the implications of
□ analyzes the implications of
about whether or not certain
judgements affect other peer
personal/group actions within
personal/group actions within
behaviours/actions are right or
members and/or family; e.g.,
the broader community; e.g.,
the global context
wrong
home and school
workplace
□ states and defends a personal
code of ethics as required
* Developmental Framework
• Simple task
• Task with limited variables
• Task with multiple variables
• Complex task
• Structured environment
• Less structured environment
• Flexible environment
• Open environment
• Directed learning
• Limited direction
• Self-directed learning,
seeking assistance as required
• Self-directed/self-motivated
©Alberta Education, Alberta, Canada
Career and Technology Studies /A.7
(1997)
A. 8/ Career and Technology Studies
( \ 997) ©Alberta Education, Alberta, Canada
FOODS
B. STRAND RATIONALE AND PHILOSOPHY
Food is one of our most basic personal needs. In
addition, food plays a major role in our family,
•community and careers. In a constantly changing
society, our food needs will be met in an
increasing variety of ways.
Aside from its essential role in nutrition, food
plays a very important role in the provincial and
national economies. In Alberta, the agriculture
and food industry, which provides quality food for
people in the province and around the world, is a
major force in the economy. One of every three
jobs in Alberta is related to the agriculture and
food industry.
An important part of the food industry in Canada
is the food services industry, which employs over
600 000 people. This number is expected to rise
to almost 800 000 by the year 2000. Occupations
in this industry vary widely, as do educational or
training requirements. The industry relies heavily
on young people to meet its staffing needs.
Nearly 50 per cent of individuals working in food
and beverage preparation, and related occupations,
are between 15 and 24 years of age. About 30 per
cent of the adult population in Canada has spent at
least some time working in the food services
industry.
By developing basic, integrated and career-
specific knowledge, skills and attitudes in the
context of foods, students will have the ability to
adapt to the challenges of change with increased
flexibility and confidence. Foods, a strand in
Career and Technology Studies, uses the student-
Strand Rationale and Philosophy
©Alberta Education, Alberta, Canada
centred process approach, combining thinking
processes and concrete experience with as realistic
an environment as possible, whether that be in an
individual, family or workplace context.
Within the philosophy of Career and Technology
Studies, students in Foods will:
• develop an interest in the broad base of food
in such a way that they are motivated to
continue practising and learning about foods
• develop an awareness of the nutritional
importance of food and its role in physical
maintenance and wellness
• develop basic knowledge, skills and attitudes
through the preparation of a variety of foods
in order to lead richer and more fulfilled lives
or to enter the food service industry with
increased confidence and success
• practise safe and sanitary food handling, and
realize the consequences of failing to do so
• foster an understanding and knowledge of the
multicultural richness and varied social
customs in the preparation and sharing of food
• develop management skills in the selecting,
preparing and servicing of food, and assess the
impact these decisions might have on the
global community.
CTS, Foods /B.l
(1997)
<<
B.2/ Foods, CTS ©Alberta Education, Alberta, Canada
(1997)
STRAND ORGANIZATION
The Foods Curriculum development model, below,
illustrates the integration of program dimensions.
The front face of the cube shows the concepts that
are integrated throughout. The themes indicated
in the scope and sequence chart provide a
framework through which the learning of the
knowledge, skills and attitudes may be facilitated.
The meaningful, life skill context in which the
knowledge, skills and attitudes are applied is
shown on the side of the cube. The context
provides the relevance according to diverse
interests of learners.
THEMES
Foods has major themes on which the modules
have been developed:
• nutrition
• preparation and presentation
• management
• social and cultural.
Each theme is based on commonalities within the
topics emphasized by the module. Although these
are convenient groupings, they should not be seen
as exclusive, as the modules in all the themes
complement each other. For example, all modules
have "management" and "preparation"
components to provide hands-on orientation.
"Nutritional" considerations and "cultural"
applications are integrated whenever appropriate.
KNOWLEDGE, SKILLS AND ATTITUDES
I
N
T
E
G
R
A
T
I
N
G
C
O
N
C
E
P
T
S
BASIC
CAREER-
SPECIFIC
NATURE OF FOOD
NUTRITION/HEALTH
MANAGEMENT
SAFETY, SANITATION AND EQUIPMENT
PREPARATION OF FOOD
PRESENTATION/SERVICE
CONSUMERISM/FOOD SELECTION
MULTICULTURAL ASPECTS OF FOOD
FOOD AND ECOLOGY
CAREER EXPLORATION/PORTFOLIO
Strand Organization
©Alberta Education, Alberta, Canada
CTS, Foods /B.3
(1997)
CONCEPTS
Certain concepts important in the Foods strand are
integrated throughout the modules. Emphasis
varies on the module content and context. These
concepts are:
• Nature of Food: Students learn how to
select, prepare and serve foods. As well, they
also understand "why" by learning about the
physical and chemical characteristics,
composition and structure of food, function of
ingredients and principles involved during
preparation.
• Nutrition/Health: The nutritional importance
of food and its role in physical maintenance
and wellness is important to all Foods
students, with both personal and workplace
relevance.
• Management: The management process of
decision making, problem solving and
analyzing is an integral part of all Foods
modules. There are extensive opportunities
for students to develop management skills in
the selection, preparation and service of food.
• Multicultural Aspects of Food: Three
modules specifically target this concept.
However, students also have the opportunity
to study and experience multicultural foods in
many other modules. For example, in
Creative Baking, students prepare various
specialty desserts representative of the
world's great cuisines.
• Food and Ecology: Concern for the
environment has provided incentive for
students to understand ecological issues
concerning efficient use of resources in food
production, development and use for home
and for commercial situations.
• Career Exploration/Portfolio: Career
exploration is integrated throughout the Foods
strand with a focus on adaptability and labour
market dimensions rather than on specific
occupations. In a rapidly changing society,
with labour market dynamics in a state of flux,
it is important to give the students an
opportunity to assess "what is important now"
and "what will be important in the future." A
carefully prepared portfolio becomes an
invaluable communication tool for students.
• Safety, Sanitation and Equipment: Students
practise safe and sanitary food handling and
safe use of equipment in all Foods modules.
• Preparation of Food/Presentation/Service:
The modules that are within the theme
"Preparation and Presentation" emphasize
these concepts. However, the modules within
the themes "Nutrition, Management and
Social/Cultural" also involve food preparation
and presentation.
• Consumerism/Food Selection: Whenever
appropriate, consumerism strategies are
included: e.g., evaluating fast food outlets
and convenience foods, interpreting laws and
labelling relevant to consumers, and
developing food selection criteria to assess
and compare a variety of food products.
LEVELS
As students progress through various modules
within the introductory, intermediate and
advanced levels, they are provided opportunities
to use the management process (decision making,
problem solving and analyzing) in a variety of
applied learning contexts.
As the students progress from the introductory
level to advanced level, it is expected that they
become less dependent on the teacher for direction
and actively manage their own learning.
At all levels, modules may be combined into
relevant courses. At the advanced level, specific
modular groupings would facilitate a smooth
transition into particular post- secondary or
workplace opportunities.
B.4/ Foods, CTS
(1997)
Strand Organization
©Alberta Education, Alberta, Canada
SCOPE AND SEQUENCE
FOODS
INTRODUCTORY INTERMEDIATE ADVANCED
THEME
Nutrition
Food Basics *
FODI010
Food & Nutrition Basics
FOD2010
Food for the Life Cycle
FOD3010
Nutrition & the Athlete
FOD2020
Nutrition & Digestion
FOD3020
Food Decisions & Health
FOD2030
Preparation
and
Presentation
Cake & Pastry
FOD2040
Creative Baking
FOD3030
Baking Basics
FODI020
Yeast Breads & Rolls
FOD2050
Advanced Yeast Products
FOD3040
Milk Products & Eggs
FOD2060
Stocks, Soups & Sauces
FOD2070
Advanced Soups & Sauces
FOD3050
Snacks & Appetizers
FOD1030
Vegetables/Fruits/Grains
FOD2080
Food Presentation
FOD3060
Creative Cold Foods
FOD2090
Short Order Cooking
FOD3070
Basic Meat Cookery
FOD2100
Advanced Meat Cookery
FOD3080
Fish & Poultry
FOD2110
Basic Meat Cutting
FOD3090
Meal Planning 1
FODI040
Meal Planning 2
FOD2120
Entertaining with Food
FOD3I00
Management
Vegetarian Cuisine
FOD2130
Food Processing
FOD3110
Fast & Convenience Foods
FOD1050
Rush Hour Cuisine
FOD2140
Food Evolution/Innovation
FOD3I20
Food Safety & Sanitation
FOD2150
Food Venture
FOD2160
The Food Entrepreneur
FOD3130
Social and
Cultural
Canadian Heritage Foods
FOD1060
International Cuisine 1
FOD2J70
International Cuisine 2
FOD3140
Prerequisite
* Prerequisite to all modules in th.
s stranc
. . Recommended sequence
Scope and Sequence
©Alberta Education, Alberta, Canada
CTS, Foods /B.5
(1997)
MODULE DESCRIPTIONS
Module FOD1010: Food Basics
Students learn to make wise food choices and to
understand recipes, equipment, care in handling
food, and the importance of safe and efficient
work habits.
Module FOD1020: Baking Basics
Students develop an understanding of basic baking
ingredients, by combining them in a variety of
ways to make cookies, cakes, muffins and biscuits.
Module FOD1030: Snacks & Appetizers
Students apply the importance of snacking to the
way we eat, by making nutritious, as well as
delicious, snacks and appetizers.
Module FOD1040: Meal Planning 1
Students begin to develop an understanding of
eating and meal requirements through the creative
planning, preparing and serving of food
Module FOD1050: Fast & Convenience Foods
Students consider budget, time, quality of food
and food alternatives, by making wise choices in
the buying, using and preparing of fast foods and
convenience foods.
Module FOD1060: Canadian Heritage Foods
Students become aware of how food in Canada
today reflects the country's history and origins, by
examining food patterns and customs, and by
analyzing and preparing ethnic foods.
Module FOD2030: Food Decisions & Health
Students learn how to balance the energy
equation, using strategies for food intake analysis,
and by preparing appropriate foods that help the
body be the best it can.
Module FOD2040: Cake & Pastry
Students expand their knowledge and skills in the
production of a variety of cakes and pastries.
Module FOD2050: Yeast Breads & Rolls
Students describe the role of ingredients and use
specialized skills in working with yeast.
Module FOD2060: Milk Products & Eggs
Students develop skills with milk products and
eggs, and compare the various products available,
what they contribute to cooked foods and how
they are best used.
Module FOD2070: Stocks, Soups & Sauces
Students combine stocks with various thickening
agents to produce basic stocks, hearty soups and
foundation sauces.
Module FOD2080: Vegetables/Fruits/Grains
Students learn about the wide range of vegetable,
fruit and grain products available, and how to
retain their nutritional value and quality through a
variety of cooking methods.
Module FOD2090: Creative Cold Foods
Students learn to combine nutrition and creativity
in the preparation of salads and sandwiches.
Module FOD2010: Food & Nutrition Basics
Students learn which foods are crucial to wellness;
how such foods affect current performance and
future health; and discover how to choose and
prepare nutritious, tasty foods.
Module FOD2020: Nutrition & the Athlete
Students learn to prepare foods that help athletes
to meet their training and performance nutritional
needs.
Module FOD2100: Basic Meat Cookery
Students learn to differentiate between cuts of
meat, and apply this to tenderizing and cooking
methods.
Module FOD2110: Fish & Poultry
Students learn the nutritional value of fish and
poultry and how to select, handle and prepare
them.
Module FOD2120: Meal Planning 2
Students learn strategies for planning and creating
satisfying meals that accommodate busy schedules
or strained budgets.
B.6/ Foods, CTS
(1997)
Module Descriptions
©Alberta Education, Alberta, Canada
Module FOD2130: Vegetarian Cuisine
Students learn how to create healthy, wholesome
vegetarian diets, by preparing suitable foods in a
variety of ways.
Module FOD2140: Rush Hour Cuisine
Students learn unique and quick ways to create
nutritious and delicious dishes, using simple
ingredients and prepared and convenience foods.
Module FOD2150: Food Safety & Sanitation
Students learn about food-borne illnesses and the
importance of food safety and sanitation training
for anyone handling food in personal, as well as
commercial, applications.
Module FOD2160: Food Venture
Students develop entrepreneurial skills through
the planning and creation of a food venture.
Module FOD2170: International Cuisine 1
Students discover other cultures by exploring their
cuisine. They learn a variety of international
cooking techniques, and use specialized tools to
prepare food for a typical day or for a cultural
event.
Module FOD3010: Food for the Life Cycle
Students describe how life cycle needs change,
and demonstrate how to meet the challenges of
each stage, through preparation techniques and the
adapting of foods to satisfy all ages.
Module FOD3020: Nutrition & Digestion
Students learn about nutrition and how the body
processes food, by appraising current nutritional
theories/issues and dietary needs.
Module FOD3030: Creative Baking
Students learn about specialty cakes and pastry
products, by selecting and creating various
specialty cakes, pastries, desserts and a major
baked project, such as a gingerbread house or a
wedding cake.
Module FOD3040: Advanced Yeast Products
Students further their skills in the handling of
yeast doughs through the preparation of braided
breads, fancy dinner rolls, doughnuts, croissants
and danishes. Consistency in product quality is
emphasized.
Module FOD3050: Advanced Soups & Sauces
Students learn the techniques and ingredients of
classic cuisine through the preparation of
traditional soups and sauces, and by adapting them
for the trend toward lighter eating and nouveau
cuisine.
Module FOD3060: Food Presentation
Students develop creativity and flair while
•learning the techniques of tempting and artistic
food presentation.
Module FOD3070: Short Order Cooking
Students develop foundation skills in the
preparation and principles underlying short order
cookery.
Module FOD3080: Advanced Meat Cookery
Students develop further awareness of the
different types of meats available, and of meat
cookery, through the preparation of a variety of
meat dishes.
Module FOD3090: Basic Meat Cutting
Students gain skills in meat cutting that may be a
stepping-stone to a career in the retail or
wholesale meat cutting industry.
Module FOD3100 Entertaining with Food
Students plan and prepare food for an event, and
develop organizational skills that may be used in
the hospitality industry, at home or in
entrepreneurial endeavours.
Module FOD3 110: Food Processing
Students explore how technology affects our food
supply, by using a variety of methods to process
fresh foods.
Module Descriptions
©Alberta Education, Alberta, Canada
Module FOD3120: Food Evolution/Innovation
Students explore how food has changed and what
foods may be eaten in the future, prepare a wide
variety of foods, and learn how they evolved.
CTS, Foods /B.7
(1997)
Module FOD3130: The Food Entrepreneur
Students plan, test and market a food product or
products.
Module FOD3140: International Cuisine 2
Students explore, in depth, the cuisine of another
country in order to appreciate the richness of its
history and culture. They discover its foods,
experience traditional cooking methods, and learn
about food customs.
B.8/ Foods, CTS Module Descriptions
( 1 "" ' ) ©Alberta Education, Alberta, Canada
SECTION C: PLANNING FOR INSTRUCTION
CTS provides increased opportunity for junior and
senior high schools to design courses based on the
needs and interests of their students and the
circumstances within the school and community.
Some strands may be appropriately introduced at
the junior high school level. Other strands are
more appropriately introduced at the senior high
school level or to Grade 9 students. Refer to this
section for recommendations regarding the Foods
strand, or the Career & Technology Studies
Manual for Administrators, Counsellors and
Teachers for a summary of the recommended
grade levels for each strand.
PLANNING FOR CTS
Defining Courses
Schools determine which strands and modules will
be offered in a particular school, and will combine
modules into courses.
Each module was designed for approximately 25
hours of instruction. However, this time frame is
only a guideline to facilitate planning. The CTS
curricula are competency based, and the student
may take more or less time to gain the designated
competencies within each module.
A course will usually consist of modules primarily
from the same strand but, where appropriate, may
include modules from other CTS strands. Refer to
the Career & Technology Studies Manual for
Administrators, Counsellors and Teachers
(Appendix 4) for more information on course
names and course codes.
Module selection and sequencing should consider:
• prerequisite(s)
• supporting module(s) (other CTS modules that
may enhance the learning opportunities if
offered with the module)
• module parameters
- instructional qualifications, if specialized
- equipment and facility requirements, if
specialized.
Planning for Instruction
©Alberta Education, Alberta, Canada
The module parameters are defined for each
module in Sections D, E and F of this Guide.
Degree of Flexibility
The CTS program, while designed using the
modular structure to facilitate flexible timetabling
and instructional delivery, does not mandate the
degree of flexibility a school or teacher will offer.
The teacher and school will determine the degree
of flexibility available to the student. Within the
instructional plan established by the school, the
student may:
• be given the opportunity to progress at a rate
that is personally challenging
• have increased opportunity to select modules
that develop competencies he or she finds
most relevant.
Integrating Basic Competencies
The basic competencies relate to managing
learning and resources, problem solving and
innovation, communicating effectively, working
with others and demonstrating responsibility are
developed throughout the CTS program, and are
within each module.
Assessment of student achievement on the basic
competencies is integrated throughout the other
module learner expectations. Refer to Section G
(Assessment Tools) of this Guide for the
description of student behaviours expected at each
of the four developmental stages defined for the
basic competencies.
Assessment of basic competencies could include
input and reflection involving the student,
teacher(s), peers and others. Description of the
observed behaviour could be provided through a
competency profile for the module. Positive,
ongoing interaction between the student and
teacher will support motivation for student growth
and improvement.
CTS, Foods /C.l
(1997)
Assessing Student Achievement
Resources
Assessing student achievement is a process of
gathering information by way of observations of
process, product and student interaction.
Where appropriate, assessment tools have been
defined to assist the teacher and student in the
assessment. Refer to Section G (Assessment
Tools) of this Guide for copies of the various tools
(worksheets, checklists, sample questions, etc.).
A suggested emphasis for each module learner
expectation has also been established. The
suggested emphasis provides a guideline to help
teachers determine time allocation and/or the
appropriate emphasis for each MLE and student
grade.
Recognizing Student Achievement
At the high school level, successful demonstration
of the exit-level competencies in a module
qualifies the student for one credit. Refer to
Section A of this Guide for more detailed
information about how curriculum and assessment
standards are defined in CTS. Refer to the Career
& Technology Studies Manual for Administrators,
Counsellors and Teachers (Appendix 12) for more
information on how student achievement can be
recognized and reported at the school and
provincial levels.
Portfolios
When planning for instruction and assessment,
consider a portfolio as an excellent tool to provide
evidence of a student's effort, progress and
achievement. Portfolios will aid students in
identifying skills and interest. They also provide
the receiving teacher, employer and/or
post-secondary institution proof of a student's
accomplishments. The make-up and evaluation of
the portfolio should be a collaborative agreement
between the student and teacher.
A comprehensive resource base, including print,
software and audio-visual, has been identified to
support CTS strands. It is intended that these
resources form the basis of a resource centre,
encouraging teachers and students to access a
wide selection of resources and other information
sources throughout the learning process. Unless
otherwise noted, these resources are considered to
be suitable for both junior and senior high school
students.
Authorized resources may be obtained from the
Learning Resources Distributing Centre or
directly from the publisher or distributor. Refer to
Section I (Learning Resource Guide) of this Guide
for the complete resource list including curriculum
correlations and resource annotations. Additional
sources refer to noncommercial or government
agencies that offer resources that may be of
assistance in this strand.
Sample Student Learning Guides
In addition to the resources, Sample Student
Learning Guides are available (refer to Section J
of this Guide). These samples, designed for
individual student or small group use, provide an
instructional plan for selected modules and
include the following components:
Why take this module?
What are the entry-level competencies?
What are the exit-level competencies?
What resources may be accessed?
What assignments/activities must be completed?
What are the timelines?
How will the final mark be calculated?
Sample Student Learning Guides have been
developed for the following modules in Foods:
• Food Basics
• Fast & Convenience Foods
• Food Venture.
C.2/ Foods, CTS
(1997)
Planning for Instruction
©Alberta Education, Alberta, Canada
PLANNING FOR FOODS
The following suggestions are provided to assist
teachers, school and school system administrators
as they plan to deliver modules from the Foods
strand.
Sensitive Issues
Instructors will need to be sensitive to and
respectful of individual, family, community and
cultural values. Topics that may require special
considerations include body image, food allergies
(celiac), special diet considerations (low salt,
diabetes), religious restrictions and personal food
choices such as vegetarianism and nontraditional
meal patterns.
Related Legislation
Instructors need to be aware of government
legislation that is relevant to modules in the Foods
strand. Such legislation includes:
• Public Health Act
• Occupational Health and Safety Act
• Workplace Hazardous Materials Information
System (WHMIS)
• Fire Protection Act
• waste disposal guidelines
• recycling guidelines.
The instructor can locate legislation at:
• library
• municipal or regional authorities
• Queen's Printer
• various government authorities.
It is the instructor's responsibility to inform
students how to comply with legislation and
ensure compliance takes place.
Safety
Health promotion and illness/injury prevention are
integral concepts integrated throughout the Foods
strand. Instructors should make every effort to
provide a safe environment for their students.
Instructors must also teach the skills necessary to
ensure the health and safety of the student.
Qualifications for Module Delivery
Responsibility for instructional planning and
delivery of modules in Foods will be assumed by
Alberta certified teachers having expertise in the
classroom and lab setting.
It is recommended that commercial programs
should be delivered by qualified journeyman
practitioners.
Selecting Modules
The scope and sequence chart in Section B
provides an overview of the Foods modules,
indicating prerequisites and theme areas. Brief
descriptions of the modules follow the scope and
sequence chart in Section B.
Foods in Junior High
The introductory modules may be offered at junior
high. The number of module learner expectations
completed will vary according to time available
throughout Grade 7, 8 and 9.
Time
Available
Modules
25 hours
• Food Basics
50 hours
• Food Basics
• Baking Basics
75-100 hours
add one or more of the
following introductory level
modules:
• Snacks & Appetizers
• Meal Planning 1
• Fast & Convenience Foods
• Canadian Heritage Foods
Modules may be combined into courses and offered
within a school year or over a span of a few years.
Planning for Instruction
©Alberta Education, Alberta, Canada
CTS, Foods /C.3
(1997)
Foods in Senior High
In addition to all intermediate and advanced level
modules, introductory modules may be offered to
senior high students who do not have the
competencies identified, particularly for the
following introductory modules:
• Food Basics — as it is a prerequisite module
• Baking Basics — as it is a prerequisite module.
Following are a few examples of possible module
groupings into sample courses:
3-credit (no previous
experience)
• Food Basics
• Baking Basics
• Milk Products & Eggs
3-credit (strong junior
high school
transition)
• Food & Nutrition Basics
• Milk Products & Eggs
• Vegetables/Fruits/Grains
5-credit:
personal context
commercial context
add two modules to the
above groupings; e.g.,
• Nutrition & the Athlete
• Rush Hour Cuisine
• Food Safety & Sanitation
• Food Venture
Modules could also be grouped into comprehensive
courses that emphasize a particular theme.
Most modules may be offered in a commercial
context to increase the proficiency level of various
food preparation techniques; it may be advisable to
combine with project modules from the Career
Transitions strand.
Organizing for Learning
Before selecting modules, teachers should check
the module parameters outlined in each module
(see Sections D, E and F of the Guide).
Modules can be delivered sequentially,
concurrently or combined. For example:
Scenario A
J
!ept.
Modules may be taught sequentially,
e.g.:
Baking Basics
1
Cake & Pastry
1
Creative Baking
1
♦
2
♦
3
r
an./June
Scenario B
One module, such as Food Safety &
Sanitation, may be taught
throughout the course (e.g., 20
minutes per class), in conjunction
with two other modules.
Teachers can also allow students to progress at a
rate that is personally challenging; e.g.:
Scenario C
Sept.
t
JanVJune
All students take one or two
modules together (e.g., Food
Basics), then are able to select
modules from a menu of modules.
Scenario D
Sept.
□ □
□ □
□ □
□ □
□
JanVJune
From a list of modules defined by
the teacher, the students select
which ones they will work on and,
in consultation with the teacher,
establish timelines for completion
and submission of assignments, etc.
C.4/ Foods, CTS
(1997)
Planning for Instruction
©Alberta Education, Alberta, Canada
Identifying Linkages
Section H of this Guide describes linkages within
CTS and with core and complementary programs.
Note that project modules from the Career
Transitions strand may be combined with modules
from Foods to provide increased opportunity for
students to develop expertise and refine their
competencies. Project modules are not designed
to be offered as distinct courses and should not be
used to extend Work Experience 15, 25 and 35
courses.
Improving Smooth Transitions to the
Workplace and/or Related Post-secondary
Programs
Refer to Section H of this Guide for potential
transitions students may make into the workplace
and/or related post-secondary programs or other
avenues for further learning.
Planning for Instruction CTS, Foods /C.5
©Alberta Education, Alberta, Canada ( 1 997)
C.6/ Foods, CTS Planning for Instruction
( 1 997) ©Alberta Education, Alberta, Canada
MODULE CURRICULUM AND ASSESSMENT STANDARDS:
SECTION D: INTRODUCTORY LEVEL
The following pages define the curriculum and assessment standards for the introductory level of Foods.
Introductory level modules help students build daily living skills and form the basis for
further learning. Introductory modules are developed for students who have no previous
experience in the strand.
Module learner expectations define the competencies a student must demonstrate to
achieve success in a module. Assessment standards define the criteria and conditions to be
used for assessing the competencies defined in the module learner expectations.
Specific learner expectations provide a detailed framework for instruction to help students
build the competencies defined in the module learner expectations. Additional information
and suggestions for instruction are provided in the Notes column; teachers may wish to use
this space to record their ideas for instruction or student projects.
Module
Module
Module
Module
Module
Module
FOD1010
FOD1020
FOD1030
FOD1040
FOD1050
FOD1060
Food Basics D.3
Baking Basics D.7
Snacks & Appetizers : D.l 1
Meal Planning 1 D.15
Fast & Convenience Foods •. D.19
Canadian Heritage Foods D.23
Introductory
©Alberta Education, Alberta, Canada
CTS, Foods /D.l
(1997)
<
D.2/ Foods, CTS Introductory
/ j 997 \ ©Alberta Education, Alberta, Canada
MODULE FOD1010: FOOD BASICS
Level:
Introductory
Theme:
Nutrition
Prerequisite:
None
Module Description: Students learn to make wise food choices and to understand recipes, equipment,
care in handling food, and the importance of safe and efficient work habits.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
• describe factors relating
to:
- food safety
— safe handling of tools
and equipment
• demonstrate working
knowledge of a food
preparation facility
Assessment of student achievement should be based on:
• concept test consisting of a minimum of 10 questions
in each of the following categories:
- safety and hygiene in food preparation
- tools and equipment.
Assessment Tool
Discovering Food and Nutrition (Teacher
Resource Binder)
Food for Today Testing Program (Teacher
Resource Binder or Testmaker)
Standard
80% for lab safety and safe handling of tools and
equipment
• practical lab experiences in which the student will
prepare a minimum of four foods from choices
provided by the teacher, selecting one from each of
the food groups, each of which meets or exceeds the
standard indicated.
Assessment Tool
Lab Assessment: Introductory Level, FODLAB-1
Product Standard Scorecard: Food Basics,
FOD1010-1
Standard
Achieve a minimum performance rating of 1 in
applicable areas of assessment
10
60
Introductory
©Alberta Education, Alberta, Canada
CTS, Foods /D.3
(1997)
MODULE FOD1010: FOOD BASICS (continued)
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
• demonstrate knowledge
and skills in the
planning, preparing and
evaluating of basic foods
• describe food choices in
relation to Canada 's
Food Guide to Healthy
Eating
• describe the personal
relevance of the
competencies developed
within the module
• demonstrate basic
competencies.
Assessment of student achievement should be based on:
• analysis: For at least one of the products prepared,
the student will complete an analysis of the product.
Assessment Tool
Product Analysis, FODPAN
Standard
All sections have been completed accurately
• analysis of his or her one-day food record according
to Canada 's Food Guide to Healthy Eating.
Assessment Tool
Intake Analysis, FODFIA
The Eating Edge, Challenge Checklist
Food Focus, Nutritional Analysis Program
Standard
All sections have been completed accurately
• module reflection in which the student will complete
one of the following:
— Reflection Log: Introductory Level, FODREF-I
— Field Trip Assessment, FODFTA
— Article or Audio-visual Review, FODAVR.
Standard
All sections have been completed accurately
• observations of individual effort and interpersonal
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
10
10
10
Integrated
throughout
D.4/ Foods, CTS
(1997)
Introductory
©Alberta Education, Alberta, Canada
MODULE FOD1010: FOOD BASICS (continued)
Concept
Specific Learner Expectations
Notes
The student should:
Safety, Sanitation
and Equipment
• practise kitchen safety, including:
- prevention of accidents
- injury treatment
- handling and storage of food
• demonstrate hygienic routines including personal
hygiene and sanitation of equipment and work
areas
Fires, electric shock, cuts,
burns.
Burns, electric shock, cuts,
poison.
• explain reasons for hygienic food-handling
routines
Prevention of food-borne
illness, handling,
storage and holding
foods at safe
temperatures,
prevention of cross-
contamination, loss of
job, business closures.
• identify and correctly interpret hazardous product
symbols
WHMIS.
• demonstrate familiarity with kitchen and lab
routines
• select and safely use tools and equipment when
measuring, preparing, mixing, cooking and
serving
Introduce students to
proper use of ranges,
microwaves, small
appliances, tools,
correct handling of
knives.
Preparation and
Presentation
• use accepted recipe language when planning,
preparing and evaluating basic foods.
Understand quality, yields
and portioning.
Nutrition
• use Canada 's Food Guide to Healthy Eating as a
basis for food choices.
Effect of nutritional status
on appearance, athletic
ability, mental alertness.
Introductory
©Alberta Education, Alberta, Canada
CTS, Foods /D.5
(1997)
MODULE FOD1010: FOOD BASICS (continued)
Concept
Specific Learner Expectations
Notes
The student should:
Career Exploration/
Portfolio
• investigate career options where skills developed
in Food Basics are particularly important.
What coping skills,
attitudes, knowledge
have developed?
How does this relate to the
students' beliefs,
interests and values?
How are these important
now?
How will they be
important in the future?
• develop a food-related personal action plan.
Examples of action plans
might include:
- analyze one's own food
habits
- reduce consumer waste
- expand food repertoire
- enter recipes on home
computer.
D.6/ Foods, CTS
(1997)
Introductory
©Alberta Education, Alberta, Canada
MODULE FOD1020: BAKING BASICS
Level: Introductory
Theme: Preparation and Presentation
Prerequisite: FOD 1010 Food Basics
Module Description: Students develop an understanding of basic baking ingredients, by combining
them in a variety of ways to make cookies, cakes, muffins and biscuits.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Assessment Criteria and Conditions
Suggested
Expectations
Emphasis
The student will:
Assessment of student achievement should be based on:
• describe the preparation
• concept test consisting of questions on:
20
methods and role of key
— measuring techniques
ingredients in cookies,
- safety and correct uses of tools and equipment
quick breads and butter
- function of key baking ingredients
cakes
- quick bread (muffin, biscuit, creaming and one-
bowl shortened cake) methods
- types of cookies.
Assessment Tool
Discovering Food and Nutrition (Teacher
Resource Binder)
Food for Today Testing Program (Teacher
Resource Binder or Testmaker)
Professional Cooking Instructor's Manual
Food Production Principles Instructor's Guide
Standard
Correctly answer a minimum of 50% of questions
• demonstrate correct
• pract-cal lab experiences in which the student will
60
preparation methods in
prepare a minimum of six food products, using the
the production of a
following methods:
variety of cookies, quick
- one muffin method
breads and butter cakes
- one biscuit method
- one cake, using either the creaming method or the
• demonstrate knowledge
one-bowl method
and management skills
- two different types of cookies, one of which must
in the planning,
use the creaming method
preparing and evaluating
- butter cream icing, used with cake or cookies.
of basic baked food
Assessment Tool
products
Lab Assessment Form: Introductory Level,
FODLAB-1
Product Standard Scorecard: Baking Basics,
FODI020-1
Standard
Achieve a minimum performance rating of I in
applicable areas of assessment
Introductory
©Alberta Education, Alberta, Canada
CTS, Foods /D.7
(1997)
MODULE FOD1020: BAKING BASICS (continued)
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
Assessment of student achievement should he based on:
• analysis: the student will complete one product
analysis for each of the following food products
prepared:
- cookies
- quick bread
- butter cake.
10
Assessment Tool
Product Analysis, FODPAN
Standard
All applicable sections have been completed
accurately
• describe the personal
relevance of the
competencies developed
within the module
• module reflection in which the student will complete
one of the following:
— Reflection Log: Introductory Level, FODREF—1
— Field Trip Assessment, FODFTA
— Article or Audio-visual Review, FODAVR.
Standard
All sections have been completed accurately
10
• demonstrate basic
competencies.
• observations of individual effort and interpersonal
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
Integrated
throughout
Concept
Specific Learner Expectations
Notes
Safety, Sanitation
and Equipment
The student should:
• demonstrate safe and correct use of tools and
equipment in the baking area
• recognize the need for accuracy in measuring.
Electric mixer, blender,
food processor, bread
machine.
D.8/ Foods, CTS
(1997)
Introductory
©Alberta Education, Alberta, Canada
MODULE FOD1020: BAKING BASICS (continued)
Concept
Specific Learner Expectations
Notes
Nature of Food
The student should:
• identify the role of quick breads, cookies, cakes
and desserts in the Canadian diet considering
nutrition and culture
• examine the characteristics and functions of key
baking ingredients including:
- flours
- fats
- sugars
- eggs
- liquids
- leavening agents
- flavouring agents
• examine quick breads, categorizing them by their
characteristics and preparation techniques:
- muffin method
- biscuit method
- creaming method
• differentiate between the main types of cookies
• compare the one-bowl method and the creaming
method for shortened cakes.
Bread, all purpose, cake,
pastry flours.
Spices, extracts, etc.
Dropped, rolled, molded,
refrigerator, pressed,
bar.
Preparation and
Presentation
• develop skills and techniques in the preparation of
baked products, demonstrating:
- accuracy in measuring/scaling
- correct mixing procedures
- appropriate pan preparation
- baking and determining doneness
- altering and varying basic recipes according to
instructions
- compensating for failures and defects
• prepare and evaluate baked products including:
- a variety of cookies, employing varied mixing
and makeup techniques
- a variety of quick breads, including muffins
and biscuits
Measuring tools/scales.
Apply identified standards
in product evaluation.
Introductory
©Alberta Education, Alberta, Canada
CTS, Foods /D.9
(1997)
MODULE FOD1020: BAKING BASICS (continued)
Concept
Specific Learner Expectations
Notes
Preparation and
Presentation
(continued)
The student should:
— shortened cake
- basic butter cream icing
• develop skills and techniques in the production
and evaluation of simple desserts.
Creaming and/or one-bowl
methods.
Puddings, custards, gelatin
desserts, crumb crusts.
Career Exploration/
Portfolio
• investigate career options where skills developed
in Baking Basics are particularly important.
What coping skills,
attitudes, knowledge
have developed?
How does this relate to the
students' beliefs,
interests and values?
How are these important
now?
How will they be
important in the future?
D. 10/ Foods, CTS
(1997)
Introductory
©Alberta Education, Alberta, Canada
MODULE FOD1030: SNACKS & APPETIZERS
Level: Introductory
Theme: Preparation and Presentation
Prerequisite: FOD 1010 Food Basics
Module Description: Students apply the importance of snacking to the way we eat, by making
nutritious, as well as delicious, snacks and appetizers.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
• describe factors that
affect snack choices
• describe snacks in
relation to the guidelines
in Canada 's Food Guide
to Healthy Eating
Assessment of student achievement should be based on:
• project in which student analyzes:
- snacking habits of self or a select group of people,
considering choices, influences, frequency and
social role of snacks
- relationship of snacks to Canada 's Food Guide to
Healthy Eating and to wellness
- relative nutritional value of various snacks
(kilojoules, fat, sugar, fibre and sodium content of
snack foods).
Assessment Tool
Project/Survey: Snacks & Appetizers, FOD1030-1
Food Focus, Nutritional Analysis Program
Standard
Achieve a minimum performance rating of 1 in
applicable areas of assessment
20
Introductory
©Alberta Education, Alberta, Canada
CTS, Foods /D. 11
(1997)
MODULE FOD1030: SNACKS & APPETIZERS (continued)
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
Assessment of student achievement should be based on:
• select, prepare and
compare various snacks
and appetizers
• practical lab experiences in which the student will
prepare a minimum of five snack foods representing
each of the food groups and the "extra" group.
60
• describe the suitability
of a variety of snacks
Assessment Tool
Lab Assessment: Introductory Level, FODLAB-1
Product Standard Scorecard: Snacks &
Appetizers, FOD1030-2
Standard
Achieve a minimum performance rating of 1 in
applicable areas of assessment
• analysis: For at least one of the products prepared,
the student will complete an analysis of the product.
Assessment Tool
Product Analysis, FODPAN
Standard
All sections have been completed accurately
10
• describe the personal
relevance of the
competencies developed
within the module
• module reflection in which the student will complete
one of the following:
— Reflection Log: Introductory Level, FODREF-1
— Field Trip Assessment, FODFTA
— Article or Audio-visual Review, FODAVR.
Standard
All sections have been completed accurately
10
• demonstrate basic
competencies.
• observations of individual effort and interpersonal
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
Integrated
throughout
D. 12/ Foods, CTS
(1997)
Introductory
©Alberta Education, Alberta, Canada
MODULE FOD1030: SNACKS & APPETIZERS (continued)
Concept
Specific Learner Expectations
Notes
Food Selection
The student should:
• describe what constitutes a snack and the extent
of snacking in a select group
• prepare, conduct and compile a survey to assess
snacking habits of a select group:
- factors influencing snack choices
- frequency of snacking
- snack chosen
• describe the role of snacks and appetizers in
socializing, considering:
- friendship
- activities
- hospitality.
Nutrition/Health
• describe the positive and negative impacts of
snacks on nutrition and wellness.
Preparation
• prepare and compare a variety of snacks
including:
- nutritional value
- kilocalories, fat, sugar, fibre and sodium
- cost
- time
- skill level required for preparation
- suitability
- environmental issues.
Hand tools and small
kitchen appliances.
Safety, Sanitation
and Equipment
• demonstrate skills and techniques for the safe and
sanitary handling of tool and equipment used for
snack preparation.
Career Exploration/
Portfolio
• identify career options where skills developed in
Snacks & Appetizers are particularly important.
What coping skills,
attitudes, knowledge
have developed?
How does this relate to the
student's beliefs,
interest and values?
How are these important
now?
How will they be
important in the future?
Introductory
©Alberta Education, Alberta, Canada
CTS, Foods /D. 13
(1997)
i
D. 1 4/ Foods, CTS Introductory
(1997) ©Alberta Education, Alberta, Canada
MODULE FOD1040: MEAL PLANNING 1
Level: Introductory
Theme: Management
Prerequisite: FOD 10 10 Food Basics
Module Description: Students begin to develop an understanding of eating and meal requirements
through the creative planning, preparing and serving of food.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
• identify factors
influencing food choices
• describe factors
contributing to
successful meal planning
• demonstrate the
importance of consumer
skills in selecting foods
for meal planning
• plan, prepare and
evaluate healthy meals
for varying lifestyles and
special occasions
Assessment of student achievement should be based on:
• case study and/or concept test consisting of
questions on:
- influences on food choices
- considerations in planning successful meals
- consumer strategies for food selection and
purchasing.
Assessment Tool
Discovering Food and Nutrition, Teacher
Resource Binder
Food For Life, Teacher Resource Binder
Standard
50% achieved on case study and/or concept test
• practical lab experiences in which the student, given
a predetermined budget and time allotment, will plan,
prepare and evaluate four meals:
- breakfast
- bagged lunch
- dinner
- special occasion meal.
Assessment Tool
Lab Assessment: Introductory Level, FODLAB-1
Product Standard Scorecard: Meal Planning 1,
FODJ040-1
Standard
Achieve a minimum performance rating of 1 in
applicable areas of assessment
20
60
Introductory
©Alberta Education, Alberta, Canada
CTS, Foods /D. 15
(1997)
MODULE FOD1040: MEAL PLANNING 1 (continued)
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
• describe the personal
relevance of the
competencies developed
within the module
• demonstrate basic
competencies.
Assessment of student achievement should be based on:
• analysis: For at least one of the meals prepared, the
student will complete an analysis.
Assessment Tool
Product Analysis, FODPAN
Food Focus, Nutritional Analysis Program
Standard
All sections have been completed accurately
• module reflection in which the student will complete
one of the following:
— Reflection Log: Introductory Level, FODREF-1
— Field Trip Assessment, FODFTA
— Article or Audio-visual Review, FODAVR.
Standard
All sections have been completed accurately
• observations of individual effort and interpersonal
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
10
10
Integrated
throughout
Concept
Specific Learner Expectations
Notes
The student should:
Management
• identify factors that affect food choices when
selecting foods and planning meals including:
- nutrition
- human resources
Time, skills, energy.
- nonhuman resources
Money, equipment.
Explain how
coordinating meals can
save resources. Plan
ways to save money in
meal preparation.
- family and/or cultural traditions
D. 16/ Foods, CTS
(1997)
Introductory
©Alberta Education, Alberta, Canada
MODULE FOD1040: MEAL PLANNING 1 (continued)
Concept
Specific Learner Expectations
Notes
Management
(continued)
The student should:
- psychological and sociological influences
- special dietary needs.
Peer pressure, lifestyle,
desire to be thin:
bulimia, anorexia,
obesity.
Diabetes, food allergies.
Consumerism
• describe consumer strategies employed in
selection and purchase of foods, considering:
- types of food supply stores
- store layout
- comparative shopping
- label information
- food grades
- food storage facilities.
Preparation
• plan, prepare and evaluate a breakfast, a bagged
lunch, a dinner and a special occasion meal,
considering such factors as:
- preparing a grocery list
- estimating costs
- buying and storing foods
- managing time
- nutrient value of foods and meals
- preparation techniques
- skill level
- availability of tools and equipment
- presentation of foods.
Incorporate convenience
foods, as appropriate.
Safety, Sanitation
and Equipment
• demonstrate skills and techniques for the safe and
sanitary handling of tools and equipment.
Introductory
©Alberta Education, Alberta, Canada
CTS, Foods /D. 17
(1997)
MODULE FOD1040: MEAL PLANNING 1 (continued)
Concept
Specific Learner Expectations
Notes
Career Exploration/
Portfolio
The student should:
• identify career options where skills developed in
Meal Planning 1 are particularly important.
What coping skills,
attitudes, knowledge
have developed?
How does this relate to the
student's beliefs,
interests and values?
How are these important
now?
How will they be
important in the future?
D. 18/ Foods, CTS
(1997)
Introductory
©Alberta Education, Alberta, Canada
MODULE FOD1050: FAST & CONVENIENCE FOODS
Level:
Theme:
Prerequisite:
Module Description:
Introductory
Management
FOD1010 Food Basics
Students consider budget, time, quality of food and food alternatives, by making
wise choices in the buying, using and preparing of fast foods and convenience
foods.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Assessment Criteria and Conditions
Suggested
Expectations
Emphasis
The student will:
Assessment of student achievement should be based on:
• identify and compare the
• project in which the student compares fast food
20
variety and availability
establishments in terms of:
of fast foods and
- marketing strategies
convenience foods
- nutritional value
- interpreting packaging information/nutrition
labelling
- preparation methods employed in production of
fast foods and convenience foods
- marketplace responses to consumer demands.
Assessment Tool
Comparison Chart: Fast Food Establishment,
FOD1050-1
Standard
All sections have been completed accurately
• prepare various fast
• practical lab experiences in which the student will
60
foods and simple
prepare and evaluate the following four forms of fast
convenience foods
food and simple convenience foods:
• identify decisions, and
- mix
- partially prepared food
evaluate food choices,
- entirely prepared food
relating to fast foods and
- food prepared from scratch.
convenience foods
Assessment Tool
Lab Assessment: Introductory Level, FODLAB-1
Product Standard Scorecard: Fast &
Convenience Foods, FOD1050—2
Comparison Chart: Convenience Food, FOD1050-3
Standard
Achieve a minimum performance rating of 1 in
applicable areas of assessment
All sections have been completed accurately
Introductory
©Alberta Education, Alberta, Canada
CTS, Foods /D. 19
(1997)
MODULE FOD1050: FAST & CONVENIENCE FOODS (continued)
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
• describe the
relevance of
competencie
within the mi
• demonstrate
competencie;
Dersonal
the
3 developed
adule
t>asic
5.
Assessment of student achievement should be based on:
• analysis: For one of the products prepared, the
student will complete a detailed analysis of the
product.
Assessment Tool
Product Analysis, FODPAN
Food Focus, Nutritional Analysis Program
Standard
All sections have been completed accurately
• module reflection in which the student will complete
one of the following:
- Reflection Log: Introductory Level, FODREF-1
- Field Trip Assessment, FODFTA
- Article or Audio-visual Review, FODAVR.
Standard
All sections have been completed accurately
• observations of individual effort and interpersonal
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
10
10
Integrated
throughout
Concept
Specific Learner Expectations
Notes
Consumerism
The student will:
• examine various commercial fast food outlets,
considering:
- commercial food philosophy of "eat with your
eyes"
- competitive advertising and marketing
techniques
- nutritional value of fast foods
- laws regarding safety and sanitation in
commercial food establishments
- specialized equipment used in fast food outlets
How are commercial
outlets improving
nutritional value of
their products? Why?
D.20/ Foods, CTS
(1997)
Introductory
©Alberta Education, Alberta, Canada
MODULE FOD1050: FAST & CONVENIENCE FOODS (continued)
Concept
Specific Learner Expectations
Notes
Consumerism
(continued)
The student will:
• interpret information provided on convenience
food packaging
• describe requirements for nutritional labelling of
convenience foods:
- mandatory
- voluntary
• compare methods of food preparation,
considering:
- purchase of partially or wholly prepared foods
- assembly-line concept
- requirements for specialized equipment
- advantages and disadvantages
- responses to public pressure.
Nutrition, cost,
computerization.
Environmental,
nutritional.
Preparation
• prepare, compare and evaluate a variety of
convenience foods:
- from mixes
- from partially prepared foods
- from entirely prepared foods
- from scratch.
Muffins, cookies,
beverages, pizza, cakes.
Pizza crusts, burger or
chicken patties,
vegetarian burgers, fish
sticks, cookie dough.
Dinners, perogies, fish and
chips, sausage rolls,
samosas, doughnuts,
croissants.
Fried chicken, pizza
roll-ups, chicken
nuggets.
Safety, Sanitation
and Equipment
• demonstrate skills and techniques for the safe and
sanitary handling of tools and equipment.
Introductory
©Alberta Education, Alberta, Canada
CTS, Foods /D.21
(1997)
MODULE FOD1050: FAST & CONVENIENCE FOODS (continued)
Concept
Specific Learner Expectations
Notes
The student will:
Career Exploration/
• identify career options where skills developed in
What coping skills,
Portfolio
Fast & Convenience Foods are particularly
attitudes, knowledge
important.
have developed?
How does this relate to the
student's beliefs,
interest and values?
How are these important
now?
How will they be
important in the future?
Summarize knowledge
gained by studying fast
foods and convenience
foods; come to personal
conclusions regarding
the role of fast foods
and convenience foods
in his or her lifestyle.
D.22/ Foods, CTS
(1997)
Introductory
©Alberta Education, Alberta, Canada
MODULE FOD1060: CANADIAN HERITAGE FOODS
Level:
Theme:
Prerequisite:
Introductory
Social and Cultural
FOD1010 Food Basics
Module Description: Students become aware of how food in Canada today reflects the country's
history and origins, by examining food patterns and customs, and by analyzing
and preparing ethnic foods.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
• identify and describe
ethnic influences on
food and food patterns
within the community
• describe the significance
of food patterns and
food customs in
Canada's past
Assessment of student achievement should be based on:
• project in which the student:
- identifies and describes cultures representative of:
• Canada's past
• a Canadian geographical region
• a defined cultural group in Canada
- explains food patterns and customs and their
significance.
Assessment Tool
Research: Canadian Heritage Foods, FOD 1060-1
Standard
Achieve a minimum performance rating of 1 in
applicable areas of assessment
20
Introductory
©Alberta Education, Alberta, Canada
CTS, Foods /D.23
(1997)
MODULE FOD1060: CANADIAN HERITAGE FOODS (continued)
I
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
Assessment of student achievement should be based on:
• identify and prepare
ethnic foods
• practical lab experiences in which the student will
prepare and evaluate at least three foods to illustrate
influences on Canadian cuisine, including a food
representative of:
- Canada's past
- a Canadian geographical region
- a defined cultural group in Canada.
Assessment Tool
Lab Assessment: Introductory Level, FODLAB-1
Product Standard Scorecard: Canadian Heritage
Foods, FOD1060-2
Standard
Achieve a minimum performance rating of 1 in
applicable areas of assessment
60
• analysis: For at least one of the products prepared,
the student will complete an analysis of the product.
10
Assessment Tool
Product Analysis, FODPAN
Standard
All sections have been completed accurately
• describe the personal
relevance of the
competencies developed
within the module
• module reflection in which the student will complete
one of the following:
- Reflection Log: Introductory Level, FODREF-1
- Field Trip Assessment, FODFTA
- Article or Audio-visual Review, FODAVR.
Standard
All sections have been completed accurately
10
• demonstrate basic
competencies.
• observations of individual effort and interpersonal
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
Integrated
throughout
D.24/ Foods, CTS
(1997)
Introductory
©Alberta Education, Alberta, Canada
MODULE FOD1060: CANADIAN HERITAGE FOODS (continued)
>
Concept
Specific Learner Expectations
Notes
Multicultural
Aspects of Food
The student will:
• research and compare food patterns and food
customs of early Canadian lifestyles
• assess and compare the past and the present in
terms of:
- the availability of foods
- constraints and adaptations of resources for
provisions of food
• research regional Canadian food patterns and food
customs
• identify cultural influence on food patterns and
food customs, considering:
- religion, beliefs, values
- geography, climate of homeland
- family arrangements
- traditions.
Resource suggestions: old
recipes, community
museums, local history
books, novels about
early Canada.
Equipment, skills.
Role expectations, work
patterns.
Hobdays, celebrations,
etiquette, meal patterns.
Preparation and
Presentation
• plan, prepare and evaluate a variety of early
Canadian, regional and/or ethnic Canadian foods,
considering:
- equipment used for preparation/service
- ingredients
- special techniques
- presentation
- styles of service.
Resources include guest
speakers, exchange
students, field trips,
demonstrations.
Unique ingredients,
dominant flavours,
flavour and food
combinations.
Preparation techniques;
adaptations because of
lack of equipment, lack
of ingredients.
Garnishing, table setting
(table coverings, special
utensils, dishes, table
centres or decorations),
seating arrangements.
Eat-on-the-run, sit down,
elders first,
smorgasbord.
Safety, Sanitation
and Equipment
• demonstrate skills and techniques for safe and
sanitary handling of tools and equipment.
Introductory
©Alberta Education, Alberta, Canada
CTS, Foods /D.25
(1997)
MODULE FOD1060: CANADIAN HERITAGE FOODS (continued)
Concept
Specific Learner Expectations
Notes
Management
The student will:
• analyze foods/meals prepared considering:
- nutrition
- cost
- preparation time
- acceptability of food products.
Career Exploration/
Portfolio
• identify career options where skills developed in
Canadian Heritage Foods are particularly
important.
What coping skills,
attitudes, knowledge
have developed? How
does this relate to the
student's beliefs,
interest and values?
How will they be
important in the future?
D.26/ Foods, CTS
(1997)
Introductory
©Alberta Education, Alberta, Canada
>
>
>
MODULE CURRICULUM AND ASSESSMENT STANDARDS:
SECTION E: INTERMEDIATE LEVEL
The following pages define the curriculum and assessment standards for the intermediate level of Foods.
Intermediate level modules help students build on the competencies developed at the
introductory level and focus on developing more complex competencies. They provide a
broader perspective, helping students recognize the wide range of related career
opportunities available within the strand.
Module
Module
Module
Module
Module
Module
Module
Module
Module
Module
Module
Module
Module
Module
Module
Module
Module
FOD2010
FOD2020
FOD2030
FOD2040
FOD2050
FOD2060
FOD2070
FOD2080
FOD2090
FOD2100
FOD2110
FOD2120
FOD2130
FOD2140
FOD2150
FOD2160
FOD2170
Food & Nutrition Basics E.3
Nutrition & the Athlete a E.9
Food Decisions & Health :.... E.15
Cake & Pastry E.19
Yeast Breads & Rolls E.23
Milk Products & Eggs E.27
Stocks, Soups & Sauces ~ E.33
Vegetables/Fruits/Grains E.37
Creative Cold Foods E.43
Basic Meat Cookery E.49
Fish & Poultry E.53
Meal Planning 2 E.59
Vegetarian Cuisine '. E.63
Rush Hour Cuisine E.69
Food Safety & Sanitation .* E.73
Food Venture E.77
International Cuisine 1 :. E.81
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.l
(1997)
E.2/ Foods, CTS Intermediate
(1997) ©Alberta Education, Alberta, Canada
MODULE FOD2010: FOOD & NUTRITION BASICS
Level: Intermediate
Theme: • Nutrition
Prerequisite: FOD 1010 Food Basics
Module Description: Students learn which foods are crucial to wellness; how such foods affect current
performance and future health; and discover how to choose and prepare
nutritious, tasty foods.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Assessment Criteria and Conditions
Suggested
Expectations
Emphasis
The student will:
Assessment of student achievement should be based on:
• identify and describe the
• concept test consisting of a minimum of five
20
interrelationships among
questions in each of the following categories:
food choices, nutrients
- nutrients/foods in Canada 's Food Guide to
and wellness
Healthy Eating
- functions of nutrients in the body
- effect of cooking and processing on nutrients
- importance of high fibre and low fat diets in
ensuring wellness.
Assessment Tool
Food for Today Testing Program (Teacher
Resource Binder or Testmaker)
Food for Life (Teacher's Resource)
Standard
Correctly answer a minimum of 50% of questions
• describe the importance
• analysis in which the student will:
10
of high fibre and low fat
- compare his or her three-day food record to
diets in ensuring
Canada 's Food Guide to Healthy Eating and to
wellness
guidelines for fat and fibre consumption to
recognize positive eating patterns and to identify
possible areas for improvement
— develop plans for one day's meals that provide
improved fat and increased fibre, and meet
Canada 's Food Guide to Healthy Eating
- calculate the percentage of total calories from fat,
carbohydrate and protein for at least one food from
each food group and one "extra" food.
Assessment Tool
Food Focus, Nutritional Analysis Program
DINE Healthy, computerized dietary analysis
Standard
Chart must be completed accurately; fibre must
exceed 20 grams for the day; and fat must
NOT exceed 30% calorie/kilo joule
consumption.
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.3
(1997)
MODULE FOD2010: FOOD & NUTRITION BASICS (continued)
i
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
Assessment of student achievement should be based on:
• interpret nutrition
information
• analysis: the student applies the criteria for reliability
of nutrition information in the analysis of a sample of
accurate nutrition information, and a sample of
misinformation:
- interprets nutrition labels from at least two foods.
Assessment Tool
Nutrition Information Analysis, FODNIA
Food Label Analysis, FOD2010-1
Standard
All sections have been completed accurately
10
• prepare, compare and
analyze a wide variety of
high quality nutritional
foods
• practical lab experiences in which the student
prepares a minimum of six foods in order to:
- examine the effect of fat content on the
acceptability of foods; e.g., types of milk products,
cuts of meat
- examine the effect of preparation method on the
fat content of food
- demonstrate at least two palatable lower fat foods
- demonstrate two palatable higher fibre foods.
Assessment Tool
Lab Assessment: Intermediate Level, FODLAB-2
Standard
Achieve a minimum performance rating of 2 in
. applicable areas of assessment
40
• analysis: For at least one of these products, the
student will complete a detailed analysis of the
product.
Assessment Tool
Product Analysis, FODPAN
Standard
All sections have been completed accurately
10
<
E.4/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2010: FOOD & NUTRITION BASICS (continued)
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
• describe the personal or
career relevance of the
competencies developed
within the module
• demonstrate basic
competencies.
Assessment of student achievement should be based on:
• module reflection in which the student will complete
one of the following:
— Reflection Log: Intermediate Level, FODREF-2
— Field Trip Assessment, FODFTA
— Article or Audio-visual Review, FODAVR
— Career Research: Intermediate Level, FODCAR-2.
Standard
All sections have been completed accurately
• observations of individual effort and interpersonal
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
10
Integrated
throughout
Concept
Specific Learner Expectations
Notes
The student will:
'
Nutrition and Nature
• apply Canada 's Food Guide to Healthy Eating in
of Food
the analysis of eating patterns
• identify sources and explain functions of the
leader nutrients:
- water
- carbohydrates, proteins and fats
- Vitamins A and D
- Vitamin C, thiamine, riboflavin and niacin
- iron and calcium
• relate energy value of foods to the body as an
energy balance system
• explain the effect of cooking and processing on
nutrients
• appraise the nutritional adequacy of individual
foods, meals and eating patterns
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.5
(1997)
MODULE FOD2010: FOOD & NUTRITION BASICS (continued)
Concept
Specific Learner Expectations
Notes
Nutrition and Nature
of Food
(continued)
The student will:
• predict the impact on nutritional status of various
factors that influence food choices
• describe the relationship of lower fat and high
fibre diets with wellness, heart disease, cancers,
arthritis, obesity and diabetes
• explain the risk factors for heart disease with
particular reference to the amount and quality of
dietary fat and sodium consumption
• differentiate between monounsaturated,
polyunsaturated and saturated fats and explain
their impact on serum cholesterol levels
• identify sources and explain the functions of
soluble and insoluble fibres.
Uninformed dieting,
irregular eating
patterns, excessive
reliance on fast foods,
extremely low fat diets,
etc.
Nutrition and
Consumerism
• describe indicators of reliable nutrition
information
• analyze reliable and unreliable nutrition
information
• analyze misinformation in the area of fat and fibre
• interpret nutrition labelling
• compare the fat content of foods
• analyze the fibre content of foods.
Concern over red meats,
dairy products.
Ice cream versus ice milk,
lean versus higher fat
cuts of meat.
Whole grains versus
processed, legumes,
types of bread, etc.
E.6/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2010: FOOD & NUTRITION BASICS (continued)
Concept .
Specific Learner Expectations
Notes
Nutrition and
Preparation
The student will:
• plan, prepare and evaluate foods and meals that
meet the recommendations in Canada 's Food
Guide to Healthy Eating
• compare the impact on fat content of different
preparation and processing methods of a variety
of foods
• describe the impact of fat and fibre on the sensory
qualities of foods
• modify recipes, prepare and evaluate to achieve
reduced fat and increased fibre.
Safety, Sanitation
and Equipment
• demonstrate skills and techniques for the safe and
sanitary handling of tools and equipment.
,
Career Exploration/
Portfolio
• describe career options where skills developed in
Food & Nutrition Basics are particularly
important.
What coping skills,
attitudes, knowledge
have developed?
How does this relate to the
student's beliefs,
interests and values?
What competencies have
been developed
(technical skills,
knowledge, attitudes)?
How are these important
now?
How will they be
important in the future?
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.7
(1997)
E.8/ Foods, CTS Intermediate
(1997) ©Alberta Education, Alberta, Canada
MODULE FOD2020: NUTRITION & THE ATHLETE
Level: Intermediate
Theme:
Prerequisite:
Nutrition
FOD1010 Food Basics
Module Description: Students learn to prepare foods that help athletes to meet their training and
performance nutritional needs.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Assessment Criteria and Conditions
Suggested
Expectations
Emphasis
The student will:
Assessment of student achievement should be based on:
• describe the role of food
• concept test consisting of questions on:
20
and nutrients in athletic
— role of Canada 's Food Guide to Healthy Eating,
performance
foods and nutrients in athletic performance
- digestion, absorption, metabolism
- energy use in the body
- role of water in the body
- protein and muscle development
- athlete's versus non-athlete's nutritional needs'
- athlete's body composition
- nutritional needs during training, pfe-event and
during the event.
Assessment Tool
Food for Today (section quizzes, chapter and unit
tests)
Food for Life (Teacher's Resource)
Sport Nutrition for the Athletes of Canada
Workbook for Athletes
Standard
Correctly answer a minimum of 50% of questions
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.9
(1997)
MODULE FOD2020: NUTRITION & THE ATHLETE (continued)
i
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
Assessment of student achievement should be based on:
• identify and describe
• analysis in which the student will plan meals that
10
strategies for achieving
satisfy Canada 's Food Guide to Healthy Eating and
optimal nutrition for the
meet the athlete's energy requirements and
athlete
motivational needs with an appropriate balance of
carbohydrates, fats and proteins, including:
- training diet for three days
- precompetition meal eaten at home
- precompetition meal eaten "on the road."
Assessment Tool
Training Diet Assessment/Precompetition Meal
Assessment, FOD2020-1
Standard
All sections have been completed accurately
• interpret nutrition
• analysis in which the student applies established
10
information and
criteria in the analysis of nutrition information
misinformation directed
directed to athletes.
to the athlete
Assessment Tool
Nutrition Information Analysis, FODNIA
DINE Healthy, computerized dietary analysis
Standard
Achieve a minimum performance rating of 2 in
applicable areas of assessment
• select, prepare and
• practical lab experiences in which the student
40
evaluate foods that will
prepares foods to satisfy the athlete's food needs for
meet the athlete's needs
five of the following contexts:
- high carbohydrate intake
- adequate protein intake
- pre-event nutrition
- nutrition during event
- post-event nutrition
- pre-event nutrition when eating "on the road."
Assessment Tool
Lab Assessment: Intermediate Level, FODLAB—2
Product Standard Scorecard: Nutrition & the
Athlete, FOD2020-2
Standard
Achieve a minimum performance rating of 2 in
applicable areas of assessment
<
E. 10/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2020: NUTRITION & THE ATHLETE (continued)
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
Assessment of student achievement should be based on:
• analysis: For at least three of the products prepared,
10
the student will complete an analysis of the product.
Assessment Tool
Product Analysis, FODPAN
Standard
All sections have been completed accurately
• describe the personal or
• module reflection in which the student will complete
10
career relevance of the
one of the following: ,
competencies developed
- Reflection Log: Intermediate Level, FODREF-2
within the module
- Field Trip Assessment, FODFTA
- Article or Audio-visual Review, FODAVR
- Career Research: Intermediate Level, FODCAR-2.
Standard
All sections have been completed accurately
• demonstrate basic
• observations of individual effort and interpersonal
Integrated
competencies.
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above ,
throughout
Concept
Specific Learner Expectations
Notes
The student will:
Nutrition
• appraise the role of nutrition as a key factor in
enhancing athletic performance
• relate Canada 's Food Guide to Healthy Eating to
achievement of optimal nutrition
• describe the role of digestion, absorption and
metabolism in the utilization of nutrients in food
• describe the athlete's energy requirements
_. ..
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E. 11
(1997)
MODULE FOD2020: NUTRITION & THE ATHLETE (continued)
i
Concept
Specific Learner Expectations
Notes
Nutrition
(continued)
The student will:
• relate energy release systems in the body to the
nature of physical activity and to nutrient
availability, including:
- availability and use of glucose and glycogen
- aerobic versus anaerobic energy systems
- intensity and duration of physical activity
- carbohydrate content in the diet
- impact of training on energy utilization
• relate water loss during exercise to the need for
adequate fluid intake in preventing dehydration
• explain protein structure and function within the
context of muscle development
• explain the tendency toward inadequate calcium
and iron intakes among certain groups of athletes
• compare the nutritional needs of an athlete in
training with those of all healthy individuals
• describe normal and/or ideal body composition
considering the demands of specific activities.
Contact versus endurance
sports.
Nutrition and
Management
• list and describe the nutrition objectives of the
athlete's training diet
• list and describe the nutrition objectives of foods
immediately before and during competition
• compare the impact of short duration and
endurance events on the athlete's nutrition needs
• appraise and revise strategies for altering energy
balance in order to achieve healthy weight loss
and weight gain
• describe factors that influence the athlete's eating
patterns, including:
— psychological needs
- beliefs, taboos, superstitions
— acceptability of food
- availability of foods
Competition anxiety.
Personal preferences,
familiar versus
unfamiliar foods
Eating "on the road," fast
foods, restaurants.
E. 12/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2020: NUTRITION & THE ATHLETE (continued)
Concept
Specific Learner Expectations
Notes
Nutrition and
Management
(continued)
The student will:
• relate the impact of eating patterns to nutritional
status
• identify methods of maintaining and enhancing
nutritional status, within the constraints imposed
by various eating patterns.
Preparation
• plan, prepare and evaluate foods to satisfy
athletes needs for:
- high carbohydrate intake
- adequate protein intake *
- pre-event nutrition
- nutrition during event
- post-event nutrition
- pre-event nutrition when eating "on the road."
Food Selection and
Consumerism
• compare foods using nutrition labelling
• identify criteria for the athlete to use in evaluating
nutrition information and misinformation
• identify and appraise nutrition information and
misinformation directed toward athletes
• plan, prepare and evaluate foods, snacks, meals
and diets for achieving optimal nutrition within
various contexts.
Advertising that promotes
commercial products;
e.g., amino acid
supplements, sports
drinks.
Nutritional ergogenic
(performance
enhancing) aids; e.g.,
bee pollen.
Promotion of diets that
eliminate certain foods;
e.g., beef, milk.
High carbohydrate intake,
weight loss or weight
gain, adequate protein
intake for increasing
muscle mass, pre-event
nutrition, nutrition
during an event, post-
event nutrition, eating
"on the road."
Safety, Sanitation
and Equipment
• demonstrate skills and techniques for the safe and
sanitary handling of tools and equipment.
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods IE. 13
(1997)
MODULE FOD2020: NUTRITION & THE ATHLETE (continued)
i
Concept
Specific Learner Expectations
Notes
The student will:
Career Exploration/
Portfolio
• describe career options where skills developed in
Nutrition & the Athlete are particularly important.
What coping skills,
attitudes, knowledge
have developed?
How does this relate to the
student's beliefs,
interests and values?
What competencies have
been developed
(technical skills,
knowledge, attitudes).
How are these important
now?
How will they be
important in the future?
E. 14/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2030: FOOD DECISIONS & HEALTH
Level: Intermediate
Theme: Nutrition
Prerequisite:
Module Description:
FOD1010 Food Basics
Students learn how to balance the energy equation, using strategies for food
intake analysis, and by preparing appropriate foods that help the body be the best
it can.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
Assessment of student achievement should be based on:
• describe the
• project in which the student:
30
relationships among
- analyzes three eating disorders in terms of:
body image, body
• factors that influence body image
composition, wellness
• healthy versus unhealthy body composition
and eating disorders
- completes a three-day food and activity self-
• describe strategies for
achieving and
maintaining healthy
body composition
analysis, which demonstrates understanding of:
• effect of energy input and energy output on
energy balance equation
• variables for energy input and energy output
• effect of energy balance equation on body
weight/composition
• realistic goals for weight loss or gain
• changes to energy input/output to achieve goals
for weight loss or gain.
Assessment Tool
Research: Food Decisions & Health, FOD2030—1
DINE Healthy, computerized dietary analysis
Standard
Achieve a minimum performance rating of 2 in
applicable areas of assessment
• identify and critique
• analysis in which the student evaluates at least one
10
diets and diet aids
weight loss program considering short-term and long-
term impact on the individual.
Assessment Tool
Weight Loss Program Analysis, FOD2030-2
Standard
All sections have been completed accurately
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E. 15
(1997)
MODULE FOD2030: FOOD DECISIONS & HEALTH (continued)
<
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
• select, prepare and
evaluate foods suitable
for achieving and
maintaining weight loss
or weight gain
• describe the personal or
career relevance of the
competencies developed
within the module
• demonstrate basic
competencies.
Assessment of student achievement should be based on:
• practical lab experiences in which the student
selects, prepares and evaluates at least five foods
suitable for weight loss or weight gain demonstrating:
- appropriate cooking methods
- appropriate ingredients
- suitable snack foods.
Assessment Tool
Lab Assessment: Intermediate Level, FODLAB-2
Product Standard Scorecard: Food Decisions &
Health, FOD2030-3
Standard
Achieve a minimum performance rating of 2 in
applicable areas of assessment
• analysis: For at least three of the products prepared,
the student will complete an analysis of the product.
Assessment Tool
Product Analysis, FODPAN
Standard
All sections have been completed accurately
• module reflection in which the student will complete
one of the following:
- Reflection Log: Intermediate Level, FODREF-2
- Field Trip Assessment, FODFTA
- Ariicle or Audio-visual Review, FODAVR
- Career Research: Intermediate Level, FODCAR-2.
Standard
All sections have been completed accurately
• observations of individual effort and interpersonal
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
40
10
<
10
Integrated
throughout
E. 16/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2030: FOOD DECISIONS & HEALTH (continued)
Concept
Specific Learner Expectations
Notes
The student will:
Nutrition and Health
• identify psychological and social factors that
Sensitivity is required
influence body image
when discussing topics
relating to body image.
• describe body composition considering the
following factors:
- health costs of overweight or underweight
- body weight versus body composition
- methods of measuring body composition
- body composition
- variables in ideal body composition
Gender, activity (contact
*
sports, ballet).
• describe body composition and body silhouette
-
• predict the impact on the energy balance equation
of changes in energy input and energy output:
— evaluate factors influencing energy input
- analyze the significance of food patterns in
altering energy input
- differentiate between factors that affect energy
Age, body size, gender,
output
basic metabolic rate,
physical activity.
- compare energy output required for different
Anaerobic versus aerobic,
types and levels of physical activity
high intensity versus
low intensity.
- discuss goals for achieving and maintainirig
health body composition
• analyze personal energy balance equation
• differentiate between short- and long-term
consequences in the analysis of diets, diet aids
and support groups:
- formulate and apply criteria for evaluation of
diets
- compare diet aids with other methods for
achieving ideal weight
- distinguish aspects of support groups that
enhance weight management
• describe prevalence and impact of eating
disorders on individuals:
- differentiate between anorexia nervosa,
bulimia and overeating
- compare development, recognition and
treatment of eating disorders.
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods IE. 17
(1997)
MODULE FOD2030: FOOD DECISIONS & HEALTH (continued)
i
Concept
Specific Learner Expectations
Notes
Nutrition and
Preparation
The student will:
• plan, prepare and evaluate foods or meals to assist
with achievement of:
- weight loss or weight gain
- snacking within the context of weight loss or
weight gain
• plan, prepare and evaluate the effectiveness of
foods in meeting the goals of weight loss or
weight gain, considering:
- different cooking methods
- varying ingredients
• evaluate and compare the energy value of a
variety of foods.
Safety, Sanitation
and Equipment
• demonstrate skills and techniques for the safe and
sanitary handling of tools and equipment.
Career Exploration/
Portfolio
• describe career options where skills developed in
Food Decisions & Health are particularly
important.
What coping skills,
attitudes, knowledge
have developed?
How does this relate to the
student's beliefs,
interests and values?
What competencies have
been developed
(technical skills,
knowledge, attitudes).
How are these important
now?
How will they be
important in the future?
I
E. 18/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2040: CAKE & PASTRY
Level: Intermediate
Theme: Preparation and Presentation
Prerequisite: FOD 1010 Food Basics
Module Description: Students expand their knowledge and skills in the production of a variety of
cakes and pastries.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Assessment Criteria and Conditions
Suggested
Expectations
Emphasis
The student will:
Assessment of student achievement should be based on:
• identify the role of cakes
• concept test consisting of questions on:
20
and pastries in Canadian
- nutritive and social value
cuisine, considering
- function of ingredients
nutrition, cultural and
- mixing methods
social traditions
- quality standards.
• describe the function of
Assessment Tool
ingredients in the
Food for Today Testing Program (Teacher
Resource Binder or Testmaker)
production of cakes and
Professional Cooking Instructor's Manual
pastries
Food Production Principles Instructor's Guidfi
Standard
Correctly answer a minimum of 50% of questions
• prepare and evaluate
• practical lab experiences in which the student will
60
cakes and pastries,
produce a minimum of five of the following products,
demonstrating
each of which meets or exceeds the standard
conventional techniques
indicated:
- shortened cake using the two-stage method
- foam cake
- short crust pastry product
- choux paste product
- puff pastry product
- filling, frosting or icing
- decorated cake.
Assessment Tool
Lab Assessment: Intermediate Level, FODLAB-2
Product Standard Scorecard: Cake, FOD2040-1
Product Standard Scorecard: Pastry, FOD2040-2
Standard
Achieve a minimum performance rating of 2 in
applicable areas of assessment
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E. 19
(1997)
MODULE FOD2040: CAKE & PASTRY (continued)
i
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
• describe the personal or
career relevance of the
competencies developed
within the module
• demonstrate basic
competencies.
Assessment of student achievement should be based on:
• analysis: For at least one of the products prepared,
the student will complete an analysis of the product.
Assessment Tool
Product Analysis, FODPAN
Standard
All sections have been completed accurately
• module reflection in which the student will complete
one of the following:
— Reflection Log: Intermediate Level, FODREF-2
— Field Trip Assessment, FODFTA
— Article or Audio-visual Review, FODAVR
— Career Research: Intermediate Level, FODCAR-2.
Standard
All sections have been completed accurately
• observations of individual effort and interpersonal
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
10
10
Integrated
throughout
Concept
Specific Learner Expectations
Notes
The student will:
Nutrition/
Multicultural
Aspects of Food
• discuss the nutritive value of cakes and pastries,
considering:
- sugar and fat content
- energy value
- variances in nutritional value of cakes and
pastries
• discuss the role of cakes and pastries for social
occasions and/or with cultural traditions.
Angel food cake versus
shortened cakes.
E.20/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2040: CAKE & PASTRY (continued)
Concept
Specific Learner Expectations
Notes
Nature of Food
The student will:
• identify the role of key ingredients in the
preparation of:
- shortened cakes
- foam cakes
- short crust pastry
- choux paste
- puff pastry
• compare methods of mixing cakes including:
- creaming method
- two-stage (high-ratio) method
- foam cakes
• describe methods used in the production of:
- short crust pastry
- choux paste
- puff pastry.
Preparation
• demonstrate baking skills including:
- accuracy in scaling/measurement techniques
- correct mixing procedures
- correct pan preparation
- baking and determining doneness
- altering and varying basic recipes
- compensating for failures and defects
• demonstrate skills and techniques in the
production of a cross-section of cakes using a
variety of methods including:
- two- stage method
- foam cakes
• prepare a variety of fillings, frostings and icings
• demonstrate appropriate skills, tools and
techniques in the assembly and artistic decoration
of a cake
• demonstrate skills and techniques in the
production of:
- a variety of short crust pastry products
- choux paste
Angel food, sponge,
chiffon cakes.
Pies and tarts, sweet and
savory items with
varied ethnic origins.
Cream puffs, eclairs.
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.21
(1997)
MODULE FOD2040: CAKE & PASTRY (continued)
Concept
Specific Learner Expectations
Notes
Preparation
(continued)
The student will:
- puff pastry.
Sweet and savory items,
with various ethnic
origins.
Safety, Sanitation
and Equipment
• demonstrate safe hygienic work habits and the
correct use of tools and equipment
• identify and demonstrate safety concerns, both
food and equipment, significant to Cake & Pastry.
Commercial: Large
mixer, portion scale,
oven.
Management
• describe cake and pastry products according to
identified quality standards.
Career Exploration/
Portfolio
• describe career options where skills developed in
Cake & Pastry are particularly important.
What coping skills,
attitudes, knowledge
have developed?
How does this relate to the
student's beliefs,
interests and values?
What competencies have
been developed
(technical skills,
knowledge, attitudes).
How are these important
now?
How will they be
important in the future?
E.22/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2050: YEAST BREADS & ROLLS
Level: Intermediate
Theme:
Prerequisite:
Preparation and Presentation
FOD1010 Food Basics
Module Description: Students describe the role of ingredients and use specialized skills in working
with yeast.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
Assessment of student achievement should be based on:
• identify and describe the
factors involved in the
preparation of yeast
products
• concept test consisting of questions on:
- function of ingredients
- steps in production
- mixing methods
- surface treatments
- various yeast dough products
- storage and handling
Assessment Tool
Food for Today Testing Program (Teacher
Resource Binder or Testmaker)
Professional Cooking Instructor's Manual
Food Production Principles Instructor's Guide
Standard
Correctly answer a minimum of 50% of questions
20
• prepare and evaluate a
variety of yeast products
• practical lab experiences in which the student will
produce a minimum of four different yeast products
including breads, rolls and sweet dough products,
each of which meets or exceeds the standard
indicated.
Assessment Tool
Lab Assessment: Intermediate Level, FODLAB—2
Product Standard Scorecard: Yeast Breads &
Rolls, FOD2050-I
Standard
Achieve a minimum performance rating of 2 in
applicable areas of assessment
60
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.23
(1997)
MODULE FOD2050: YEAST BREADS & ROLLS (continued)
i
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
• describe the personal or
career relevance of the
competencies developed
within the module
• demonstrate basic
competencies.
Assessment of student achievement should be based on:
• analysis: For at least three of the products prepared,
the student will complete an analysis of the product.
Assessment Tool
Product Analysis, FODPAN
Standard
All sections have been completed accurately
• module reflection in which the student will complete
one of the following:
— Reflection Log: Intermediate Level, FODREF-2
— Field Trip Assessment, FODFTA
— Article or Audio-visual Review, FODAVR
— Career Research: Intermediate Level, FODCAR—2.
Standard
All sections have been completed accurately
• observations of individual effort and interpersonal
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
10
10
Integrated
throughout
i
Concept
Specific Learner Expectations
Notes
The student will:
Nature of Food
• demonstrate a basic understanding of yeast and
the stages involved in the preparation of a variety
of yeast products including:
- the types of yeast and their use
- the correct handling of yeast and doughs
- fermentation and proofing
• compare yeast products considering:
— the proportion of ingredients
Sweet dough versus bread
dough.
- the impact of ingredients on the product
Whole wheat versus white
flours.
Bread flour versus all
purpose.
E.24/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2050: YEAST BREADS & ROLLS (continued)
Concept
Specific Learner Expectations
Notes
Nature of Food
(continued)
The student will:
• compare mixing methods employed in the
preparation of yeast doughs:
- traditional method
- rapid-mix method
- bread machine
• compare various surface treatments used with
yeast breads and rolls.
Regular yeast.
Rapid action yeast.
Strains developed
specifically for bread
machines.
Preparation of Food
• demonstrate baking skills important in the
production of yeast breads and rolls including:
- accuracy in scaling/measurement techniques
- correct mixing procedures
- correct pan preparation
- baking and determining doneness
- altering and varying basic recipes
- compensating for failures and defects
• demonstrate skills and techniques in the
production of a wide variety of yeast breads, rolls
and sweet dough products:
- various mixing methods
- a variety of shaping techniques
- various surface treatments.
Sweet dough products
such as cinnamon buns,
butterhorns.
Safety, Sanitation
and Equipment
• demonstrate safe hygienic work habits and the
correct use of tools and equipment
• identify and resolve safety concerns, both food
and equipment, significant to Yeast Breads &
Rolls.
Commercial: Proofer, bun
divider, mixer, oven,
scales.
Management
• describe yeast breads, rolls and sweet dough
products according to identified quality standards
• identify appropriate storage and handling of
baked yeast products.
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.25
(1997)
MODULE FOD2050: YEAST BREADS & ROLLS (continued)
I
Concept
Specific Learner Expectations
Notes
The student will:
Career Exploration/
Portfolio
• describe career options where skills developed in
Yeast Breads & Rolls are particularly important.
What coping skills,
attitudes, knowledge
have developed?
How does this relate to the
student's beliefs,
interest and values?
What competencies have
been developed
(technical skills,
knowledge, attitudes).
How are these important
now?
How will they be
important in the future?
E.26/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2060: MILK PRODUCTS & EGGS
Level:
Theme:
Prerequisite:
Intermediate
Preparation and Presentation
FOD1010 Food Basics
Module Description: Students develop skills with milk products and eggs, and compare the various
products available, what they contribute to cooked foods and how they are best
used.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
Assessment of student achievement should be based on:
• identify and compare
• concept test consisting of questions on:
20
various milk products,
- nutritional value of milk products and eggs'
considering nutritive
- various forms of milk products
value, processing and
- processing methods for milk products
handling
- care, handling and storage of milk products and
• describe the nutritive
eggs
value, grading and
— specific food safety concerns with milk products
handling of eggs
• describe the role of eggs
and eggs
- rationale for, methods and effect of cooking on
milk and eggs
in various cooking
applications
- functions of eggs in cooking.
Assessment Tool
Food for Today Testing Program (Teacher
Resource Binder or Testmaker)
Professional Cooking Instructor's Manual
Food Production Principles Instructor's Guide
Standard
Correctly answer a minimum of 50% of questions
• demonstrate the
• practical lab experiences in which the student will
60
principles of milk
produce a minimum of five of the following products,
cookery and egg cookery
each of which meets or exceeds the standard
in the preparation and
indicated:
evaluation of a variety of
- cooked milk product; e.g., milk sauce, cream soup
products
or pudding
- cooked cheese dish; e.g., cheesecake, macaroni
and cheese
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.27
(1997)
MODULE FOD2060: MILK PRODUCTS & EGGS (continued)
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
Assessment of student achievement should be based on:
- egg dishes that demonstrate different functions of
eggs:
• thickening; e.g., quiche, custard sauce
• leavening; e.g., foam cake, souffle
• emulsifying; e.g., hollandaise sauce or
mayonnaise
• binding; e.g., chicken fingers, hamburgers
- cooked egg, using moist or dry heat
- omelette or variation.
Assessment Tool
Lab Assessment: Intermediate Level, FODLAB-2
Product Standard Scorecard: Milk Products &
Eggs, FOD2060-1
Standard
Achieve a minimum performance rating of 2 in
applicable areas of assessment
• analysis: For at least one of these milk products and
one of these egg products, the student will complete
an analysis of the product.
10
Assessment Tool
Product Analysis, FODPAN
Standard
All sections have been completed accurately
• describe the personal or
career relevance of the
competencies developed
within the module
• modnle reflection in which the student will complete
one of the following:
— Reflection Log: Intermediate Level, FODREF-2
— Field Trip Assessment, FODFTA
— Article or Audio-visual Review, FODA VR
— Career Research: Intermediate Level, FODCAR-2.
Standard
All sections have been completed accurately
10
• demonstrate basic
competencies.
• observations of individual effort and interpersonal
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
Integrated
throughout
i
i
E.28/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2060: MILK PRODUCTS & EGGS (continued)
Concept
Specific Learner Expectations
Notes
Nutrition
The student will:
• identify the nutritional importance of milk and
milk products, including:
- significant nutrients including calcium,
complete protein and vitamins A and D
- role of calcium from milk in regulating blood
pressure and maintaining integrity of bone
mass
- role of cheese in decreasing dental caries
- problems with lactose intolerance
• describe the availability of a wide range of milk
products with varying fat levels
• describe the composition and nutritional
importance of eggs including:
- eggs as a source of complete protein
- concerns regarding cholesterol.
Osteoporosis.
Product development such
as "cholesterol-free"
eggs.
Nature of Food
• describe the many available milk products
including:
- key steps in the production and processing of
milk products
- many forms of milk products
• identify principles for milk cookery:
- relating milk to principles of protein cookery
- accounting for problems that may develop
when milk is heated and/or exposed to
chemical agents including acids, tannins and
salt
• describe the process for making cheese
Fortification,
ho'mogenization,
pasteurization.
Fluid, dried, canned,
yogurts, ice cream, etc.
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.29
(1997)
MODULE FOD2060: MILK PRODUCTS & EGGS (continued)
Concept
Specific Learner Expectations
Notes
The student will:
Nature of Food
• identify various types of cheese considering:
Cheese texture:
(continued)
- nutritional value
- milk used to produce
- texture (soft, semi-soft, hard, etc.)
• unripened
• ripened
• ripened semi-soft
• semi-soft cured
- country of origin
- shape
- odour
- mouth feel
- texture
- regional and cultural significance
• semi-hard
• hard
• grating cheeses
• process cheeses.
Varieties of cheese:
• parmesan
• gruyere
• Cheddar
• brie
• gorgonzola
• cream
• cottage
• oka
• port salut
• mozzarella
• ricotta
• blue
• camembert
• identify principles for cheese cookery:
- relating cheese to principles of protein cookery
- accounting for problems that may develop
during cooking
• identify principles of egg cookery:
- relating eggs to the principles of protein
cookery .
- addressing concerns regarding cooking
temperature and prolonged cooking
• identify the functions of eggs in cooking,
including:
- thickening agent
Quiche, liaison.
- leavening agent
Souffle.
- emulsifying agent
- binding and/or coating agent.
<
i
(
E.30/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2060: MILK PRODUCTS & EGGS (continued)
Concept
Specific Learner Expectations
Notes
Preparation
The student will:
• apply knowledge of milk cookery in the
preparation and evaluation of a variety of cooked
milk dishes
• apply the principles of egg cookery in the
preparation of eggs and egg dishes, using dry and
moist heat cooking methods
• apply the principles of cheese cookery in the
preparation of foods containing cheese.
Milk sauces, cream soups.
Safety, Sanitation
and Equipment
•
• demonstrate safe hygienic work habits and the
correct use of tools and equipment
• identify and resolve safety concerns, both food
and equipment, significant to Milk Products &
Eggs-
Commercial: Double
boiler, grater-
mechanical, steam-
jacketed kettle.
Presentation/Service
• describe the many ways in which cheese and
cheese products are used in foods, snacks and
menus, highlighting:
- proper service of cheese
- correct storage of cheese.
•
Consumerism
• identify consumer skills for purchasing and
consumption of milk products and eggs including
understanding of:
- grades
- appropriate handling and storage
- market forms
- dating systems
- food safety concerns.
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.31
(1997)
MODULE FOD2060: MILK PRODUCTS & EGGS (continued)
%
Concept
Specific Learner Expectations
Notes
Career Exploration/
Portfolio
The student will:
• describe career options where skills developed in
Milk Products & Eggs are particularly important.
What coping skills,
attitudes, knowledge
have developed?
How does this relate to the
student's beliefs,
interests and values?
What competencies have
been developed
(technical skills,
knowledge, attitudes).
How are these important
now?
How will they be
important in the future?
•
I
E.32/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2070: STOCKS, SOUPS & SAUCES
Level: Intermediate
Theme:
Prerequisite:
Preparation and Presentation
FOD1010 Food Basics
Module Description: Students combine stocks with various thickening agents to produce basic stocks,
hearty soups and foundation sauces.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
Assessment of student achievement should be based on:
• identify the ingredients
• concept test consisting of questions on:
20
used in the preparation
- role of stocks and sauces in cuisine
of white and brown
- ingredients in and preparation of stocks
stocks
- key thickening agents, uses and methods of
• describe the key
thickening and
preparation
- finishing techniques: reduction and straining
flavouring agents in the
production of sauces and
soups
- ingredients and preparation methods for the four
foundation sauces
- clear, cream and self-thickened soups
- flavouring agents in stocks and soups.
Assessment Tool
Food for Today Testing Program (Teacher
Resource Binder or Testmaker)
Professional Cooking Instructor's Manual
Food Production Principles Instructor's Guide
Standard
Correctly answer a minimum of 50% of questions
• demonstrate correct
• practical lab experiences in which the student will
60
techniques in the
produce a minimum of the following products, each
preparing and safe
of which meets or exceeds the standard indicated:
handling of white and
- one of white or brown stock
brown stocks
- one each of clear, cream or self-thickened soup
• prepare and evaluate
clear and cream soups
- one each of bechamel, veloute, brown, tomato or
hollandaise sauce.
and foundation sauces
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.33
(1997)
MODULE FOD2070: STOCKS, SOUPS & SAUCES (continued)
t
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
Assessment of student achievement should be based on:
Assessment Tool
Lab Assessment: Intermediate Level, FODLAB-2
Product Standard Scorecard: Stocks, Soups &
Sauces, FOD2070-1
Standard
Achieve a minimum performance rating of 2 in
applicable areas of assessment
• analysis: For at least the stock and one of the sauces
prepared, the student will complete an analysis of the
product.
10
Assessment Tool
Product Analysis, FODPAN
Standard
All sections have been completed accurately
• describe the personal or
career relevance of the
competencies developed
within the module
• module reflection in which the student will complete
one of the following:
- Reflection Log: Intermediate Level, FODREF-2
- Field Trip Assessment, FODFTA
- Article or Audio-visual Review, FODAVR
- Career Research: Intermediate Level, FODCAR-2.
Standard
All sections have been completed accurately
10
• demonstrate basic
competencies.
• observations of individual effort and interpersonal
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
Integrated
throughout
i
I
E.34/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2070: STOCKS, SOUPS & SAUCES (continued)
Concept
Specific Learner Expectations
Notes
The student should:
Nature of Food
• describe stock including:
- basic stock ingredients
- preparation of stocks
- importance of stock to cuisine
• identify thickening agents, including:
- roux — white, blond, brown
- starch — corn, arrowroot, waxy maize
- beurre manie
- their function
White, brown, fish and
vegetable.
•
- method of preparation •
- applications for which they are most suited
• describe the finishing techniques of reduction and
straining
• describe the foundation sauces including:
-
- bechamel, veloute, brown, tomato
- key ingredients
- methods of preparation
- importance of cuisine
• describe soups including:
- clear soups, such as broths, bouillons,
*
consommes
- cream soups
- self-thickened soups
• identify flavouring agents used in stocks and
soups.
Pureed soups:
— studded onion
— bouquet garni
— miriepoix.
Preparation
• prepare and evaluate a variety of stocks
Using wholesome and
appropriate ingredients:
— seasonings
— bouquet garni
— sachet.
Correct technique and
simmering time.
Straining tools and fat-
removal techniques.
Safe handling practices.
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.35
(1997)
MODULE FOD2070: STOCKS, SOUPS & SAUCES (continued)
Concept
Specific Learner Expectations
Notes
Preparation
(continued)
The student should:
• describe and use convenience stock products
• prepare, and use in a variety of applications:
- roux
- whitewash
- cornstarch
• prepare and evaluate clear, cream and self-
thickened soups
• prepare and evaluate a variety of sauces.
Garnishes and vegetables
cut attractively and
uniformly.
Rich and flavourful.
Differences in cooking
times.
Ingredients not
overcooked.
Small batch cooking.
Correct serving
temperature.
Bechamel, veloute,
espagnole, tomato.
Safety, Sanitation
and Equipment
• demonstrate safe hygienic work habits and the
correct use of tools and equipment
• identify and resolve safety concerns, both food
and equipment, significant to Stocks, Soups &
Sauces.
Commercial: Steam
kettle, blender/
processes.
Career Exploration/
Portfolio
• describe career options where skills developed in
Stocks, Soups & Sauces are particularly
important.
What coping skills,
attitudes and knowledge
have developed?
How does this relate to the
student's beliefs,
interest and values?
What competencies have
been developed
(technical skills,
knowledge, attitudes)?
How are these important
now?
How will they be
important in the future?
E.36/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2080: VEGETABLES/FRUITS/GRAINS
Level: Intermediate
Theme: Preparation and Presentation
Prerequisite: FOD 1010 Food Basics
Module Description: Students learn about the wide range of vegetable, fruit and grain products
available, and how to retain their nutritional value and quality through a variety
of cooking methods.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
Assessment of student achievement should be based on:
• describe vegetable, fruit
• concept test consisting of questions about vegetables,
20
and grain products in
potatoes, fruits and grain products on:
terms of:
- forms and types (including multicultural)
- variety of types and
- season, care, handling and storage
forms
- grading
- care, handling and
- rationale, methods and effect of cooking
storage
- nutritional value.
— nutritional value
— methods and effects
of cooking
Assessment Tool
Food for Today Testing Program (Teacher
Resource Binder or Testmaker)
Professional Cooking Instructor's Manual
Food Production Principles Instructor's Guide
Standard
Correctly answer a minimum of 50% of questions
• prepare and evaluate
• practical lab experiences in which the student will
60
vegetable, fruit and grain
demonstrate the following techniques, each of which
products, using a variety
meets or exceeds the standard indicated:
of cooking methods
- one moist heat cooking method for vegetables or
fruits; e.g., blanching, parboiling, boiling,
steaming, braising, stewing
- one moist and one dry method of preparing
potatoes
- two dry heat cooking methods for vegetables or
fruits; e.g., baking, sauteing, broiling, deep-frying,
stir-frying
- one example of microwave cookery of vegetables
or fruits
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.37
(1997)
MODULE FOD2080: VEGETABLES/FRUITS/GRAINS (continued)
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
Assessment of student achievement should be based on:
- one rice dish
- one pasta dish
- preparation of a vegetable, fruit, grain or pasta
dish that illustrates an ethnic or regional influence.
Assessment Tool
Lab Assessment: Intermediate Level, FODLAB-2
Product Standard Scorecard:
Vegetables/Fruits/Grains, FOD2080-1
Standard
Achieve a minimum performance rating of 2 in
applicable areas of assessment
• analysis: For at least one of the products prepared,
the student will complete an analysis of the product.
10
Assessment Tool
Product Analysis, FODPAN
Standard
All sections have been completed accurately
• describe the personal or
career relevance of the
competencies developed
within the module
• module reflection in which the student will complete
one of the following:
— Reflection Log: t Intermediate Level, FODREF-2
— Field Trip Assessment, FODFTA
- Article or Audio-visual Review, FODAVR
- Career Research: Intermediate Level, FODCAR-2.
Standard
All sections have been completed accurately
10
• demonstrate basic
competencies.
• observations of individual effort and interpersonal
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
Integrated
throughout
E.38/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2080: VEGETABLES/FRUITS/GRAINS (continued)
Concept
Specific Learner Expectations
Notes
The student should:
Nature of Food
• differentiate vegetables and fruits into meaningful
categories according to:
- the part of the plant used
- moisture content
• high-moisture, moist-starchy, dry-starchy
- flavour
• mild flavoured
• strong flavoured
- colour (pigmentation)
• white — flavones
• green — chlorophyll '
• red — anthocyanins
• yellow — carotinoids
• identify and classify potatoes into meaningful .
categories according to:
- moisture content
- suitability to moist or dry preparation methods
- moist and dry preparation techniques
• describe the changes that occur in vegetables and
fruits when they are subjected to factors such as
,
heat, varying cooking conditions and chemicals
• using the above information, identify and
demonstrate a repertoire of general rules for
vegetables and fruit cookery
• describe the history, the ingredients and the
production methods used in the making of quality
pasta products
• inventory the variety in the types of rice
Characteristics, suitability,
in various recipe
applications.
• describe and evaluate the many market forms of
rice available.
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.39
(1997)
MODULE FOD2080: VEGETABLES/FRUITS/GRAINS (continued)
Concept
Specific Learner Expectations
Notes
Consumerism and
Food Selection
The student should:
• compare the various market forms of vegetable
and fruits, demonstrating the correct care,
handling and storage in each case
• describe the seasonal nature of many vegetables
and fruits
• interpret the grading system used with fresh,
frozen and canned vegetables and fruits.
Nutrition
• appraise the nutritive value and importance of
vegetables, fruits and grains considering:
- complex carbohydrates
- as rich sources of vitamins and minerals
- as sources of fibre
- fat content
- caloric value.
Preparation and
Presentation
• apply a wide range of moist and dry heat cooking
methods in the preparation of fresh, frozen and
dried vegetable and fruit dishes
• use a variety of cutting techniques in the
preparation of fresh vegetables
• use a variety of cooking methods in the
preparation of potato dishes
• use a variety 01 cooking methods and recipe styles
in the preparation of rice and rice dishes
• describe pasta varieties through the preparation of
pasta dishes such as appetizers, accompaniments
or entree courses
• devise and use criteria and quality standards for
judging cooked vegetable and fruit dishes.
Vegetable cutting
techniques: slice, dice,
brunoise, julienne,
batonnet, paysanne,
chateau, concasse,
mirepoix, mince, etc.
Potatoes: duchesse,
chateau, scalloped,
lyonnaise, baked, roast,
deep-fried, hash
browns, boiled,
fondant, macaire.
Safety, Sanitation
and Equipment
• demonstrate safe hygienic work habits and the
correct use of tools and equipment
• identify and resolve safety concerns, both food
and equipment, significant to Vegetables/Fruits/
Grains.
Commercial: Deep fryer,
steamer, grill/tilt skillet,
steam-jacketed kettle.
i
i
E.40/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2080: VEGETABLES/FRUITS/GRAINS (continued)
Concept
Specific Learner Expectations
Notes
Multicultural
Aspects
The student should:
• describe the many varieties, shapes and ethnic/
regional origins of pasta
• demonstrate increased multicultural awareness
through the preparation and serving of a variety of
vegetable, fruit and grain products.
Career Exploration/
Portfolio
• describe career options where skills developed in
Vegetables/Fruits/Grains are particularly
important.
•
What coping skills,
attitudes, knowledge
have developed?
How does this relate to the
student's beliefs,
interests and values?
What competencies have
been developed
(technical skills,
-knowledge, attitudes).
How are these important
now?
How will they be
important in the future?
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.41
(1997)
i
E.42/ Foods, CTS Intermediate
/ 1 qq7>> ©Alberta Education, Alberta, Canada
MODULE FOD2090: CREATIVE COLD FOODS
Level:
Theme;
Prerequisite:
Intermediate
Preparation and Presentation
FOD1010 Food Basics
Module Description: Students learn to combine nutrition and creativity in the preparation of salads
and sandwiches.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Expectations
Assessment Qriteria and Conditions
Suggested
Emphasis
The student will:
• describe salad, salad
dressing and sandwich
ingredients in terms of:
— types
- availability
- handling
— nutritional value and
nutrition concerns
• identify and compare the
various roles that salads
may play in a meal or
menu
Assessment of student achievement should be based on:
• concept test consisting of questions on:
- types and components of salads
- availability, quality, cost, sensory qualities and
types of salad ingredients
- ingredients and types of salad dressings
- handling and types of bread for sandwiches
- safe handling, portioning and alternatives for
sandwich fillings
- types of sandwiches
- management of time and resources in sandwich
production
- nutritional value and nutritional concerns for •
salads and sandwiches
- presentation of salads and sandwiches.
Assessment Tool
Food for Today Testing Program (Teacher
Resource Binder or Testmaker)
Professional Cooking Instructor's Manual
Food Production Principles Instructor's Guide
Standard
Correctly answer a minimum of 50% of questions
20
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.43
(1997)
MODULE FOD2090: CREATIVE COLD FOODS (continued)
Module Learner
Assessment Criteria and Conditions
Suggested
Expectations
Emphasis
The student will:
Assessment of student achievement should be based on:
• prepare and evaluate a
• practical lab experiences in which the student will
60
variety of salads, salad
produce and garnish a minimum of eight of the
dressings and
following products, each of which meets or exceeds
sandwiches, using
the standard indicated:
diverse ingredients
- two different salads: appetizer, accompaniment,
main course, dessert
- two different salad dressings: mayonnaise and
classic French or a variation
— two different sandwiches, demonstrating moist and
dry fillings:
• grilled cheese
• clubhouse
• egg salad
• open-faced hot roast beef/turkey sandwich
— two different platters:
• cheese tray
• fruit tray
• meat tray
• canape tray.
Assessment Tool
Lab Assessment: Intermediate Level, FODLAB-2
Product Standard Scorecard: Creative Cold
Foods, FOD2090-1
Standard
Achieve a minimum performance rating of 2 in
applicable areas of assessment
• analysis: For at least one salad, including the
10
dressing and one sandwich, the student will complete
an analysis of the product.
Assessment Tool
Product Analysis, FODPAN
Standard
All sections have been completed accurately
• describe the personal or
• module reflection in which the student will complete
10
career relevance of the
one of the following:
competencies developed
- Reflection Log: Intermediate Level, FODREF-2
within the module
- Field Trip Assessment, FODFTA
- A rticle or A udio-visual Review, FODA VR
- Career Research: Intermediate Level, FODCAR-2.
Standard
All sections have been completed accurately
EMI Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2090: CREATIVE COLD FOODS (continued)
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
• demonstrate basic
competencies.
Assessment of student achievement should be based on:
• observations of individual effort and interpersonal
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
Integrated
throughout
Concept
Specific Learner Expectations
Notes
" 1
The student should:
Nature of Food
• identify the four parts of a typical salad
Base, body, garnish,
dressing.
• compare various types of salads
Appetizer,
- accompaniment, main
course, dessert.
• describe salad ingredients, considering:
Season.
- availability, quality and cost
— varying flavours, textures and colours
- imported and exotic produce
— herbs, fruits, floral blossoms, etc.
• describe salad dressings, including:
- various oils, vinegars and flavouring agents
used in dressings
- permanent and temporary emulsions
- basic French dressing and derivatives
- mayonnaise and derivatives
• describe baked products used for sandwiches,
considering:
— the use of various types of bread
Include ethnic breads.
- maintaining freshness
- using leftover and stale bread
• describe the importance of spreads in sandwich
preparation
• describe sandwich fillings, including:
- freshness
- safe food handling
- portioning of solid and moist fillings
- protein alternatives
- vegetables
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.45
(1997)
MODULE FOD2090: CREATIVE COLD FOODS (continued)
Concept
Specific Learner Expectations
Notes
The student should:
Nature of Food
• describe the variety in types of sandwiches and
(continued)
preparation techniques, considering:
- management of time and resources
- multicultural influences.
Nutrition
• compare the nutritive value of various types of
salad dressings, considering:
- amount and type of fat used in dressings
Discuss "light" dressings.
- quantity of dressing used in salads
- palatability.
Caesar, potato, pasta,
Greek, garden, tossed,
waldorf salads.
Preparation
• demonstrate the correct handling, washing and
storage of salad ingredients, including:
- correct procedure for washing greens
- "crisping up" wilted produce
• prepare, using diverse ingredients, and evaluate a
Salads:
variety of salads including:
• caesar
- appetizer salads
• potato
• caesar
• pasta
- accompaniment salads
• potato
• pasta
• coleslaw
• chef
• coleslaw
• fruit
• spinach
• jellied
- main course salads
• marinated
• chef
- dessert salads
• fruit
• prepare basic French dressing and variations,
using a variety of oils, vinegars and flavouring
ingredients
• demonstrate correct procedure in the production
Mayonnaise:
of mayonnaise and derivatives:
- caesar dressing
- thousand island
• caesar
• thousand island
• blue cheese
• ranch
• prepare a variety of sandwiches and fillings,
Vinaigrette:
using:
• Italian
- various breads and rolls
• Greek
- solid and moist fillings.
I
E.46/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2090: CREATIVE COLD FOODS (continued)
Concept
Specific Learner Expectations
Notes
Safety, Sanitation
and Equipment
The student should:
• demonstrate safe and hygienic work habits when
preparing cold foods
• demonstrate safe hygienic work habits and the
correct use of tools and equipment
• identify and resolve safety concerns, both food
and equipment, significant to Creative Cold
Foods.
Commercial:
Grater/slicer —
mechanical, meat sheer,
mixer, food processor.
Presentation
• demonstrate the appropriate use of various tools
in creating garnishes for use with cold foods
• demonstrate creativity and flair in the assembly,
presentation and garnishing of various salads and
sandwiches focusing on:
- creating eye appeal and appetizing colour,
flavour and texture combinations
— efficient use of time and resources.
-
Career Exploration/
Portfolio
• describe career options where skills developed in
Creative Cold Foods are particularly important.
What coping skills,
attitudes, knowledge
have developed?
How does this relate to the
student's beliefs,
interests and values?
What competencies have
been developed
(technical skills,
knowledge, attitudes).
How are these important
now?
How will they be
important in the future?
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.47
(1997)
i
E.48/ Foods, CTS Intermediate
, , qqh\ ©Alberta Education, Alberta, Canada
MODULE FOD2100: BASIC MEAT COOKERY
Level: Intermediate
Theme: Preparation and Presentation
Prerequisite: FOD 1010 Food Basics
Module Description: Students learn to differentiate between cuts of meat, and apply this to tenderizing
and cooking methods.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Assessment Criteria and Conditions
Suggested
Expectations
Emphasis
The student will:
Assessment of student achievement should be based on:
• describe the importance
• concept test consisting of questions on:
20
of inspecting and
- safe handling procedures
grading of meat
- processing of animal into saleable carcass
- grading system
• identify and describe the
- criteria for evaluating meat quality.
factors that affect the
- nutritional value and health concerns with meat
tenderness of meat, both
- wholesale and retail cuts
- factors affecting tenderness of meats
before and as a result of
- moist and dry heat cooking methods appropriate
cooking
for a variety of cuts
- effect of heat, chemical and mechanical
• identify and describe
tenderizing on meat.
appropriate cooking
methods for a wide
Assessment Tool
variety of cuts of meat
Food for Today Testing Program (Teacher
Resource Bihder or Testmaker)
Professional Cooking Instructor 's Manual
Food Production Principles Instructor's Guide
Standard
Correctly answer a minimum of 50% of questions
• prepare and evaluate
• practical lab experiences in which the student will
60
various cuts of meat,
use the following methods in the preparation of meats,
employing moist and dry
each of which meets or exceeds the standard
heat cooking methods
indicated:
- two different moist heat methods
• demonstrate safe
- two different dry heat methods
practices in the handling
- one example of chemical tenderizing
and preparing of meats
- one example of mechanical tenderizing.
Assessment Tool
Lab Assessment: Intermediate Level, FODLAB-2
Product Standard Scorecard: Basic Meat
Cookery, FOD2I00-1
Standard
Achieve a minimum performance rating of 2 in
applicable areas of assessment
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.49
(1997)
MODULE FOD2100: BASIC MEAT COOKERY (continued)
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
• describe the personal or
career relevance of the
competencies developed
within the module
• demonstrate basic
competencies.
Assessment of student achievement should be based on:
• analysis: For at least one of the products prepared,
the student will complete an analysis of the product.
Assessment Tool
Product Analysis, FODPAN
Standard
All sections have been completed accurately
• module reflection in which the student will complete
one of the following:
— Reflection Log: Intermediate Level, FODREF-2
— Field Trip Assessment, FODFTA
— Article or Audio-visual Review, FODAVR
— Career Research: Intermediate Level, FODCAR-2.
Standard
All sections have been completed accurately
• observations of individual effort and interpersonal
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
10
10
Integrated
throughout
Concept
Specific Learner Expectations
Notes
The student should:
Consumerism and
Food Selection
• examine the scope and importance of Alberta's
meat industry
• identify the key steps in transforming the live
animal into wholesale and retail cuts
Including inspection and
grading.
• discuss criteria for evaluating meat quality
• interpret the grading system for beef.
4
E.50/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2100: BASIC MEAT COOKERY (continued)
Concept
Specific Learner Expectations
Notes
Nutrition
The student should:
• describe the nutritional importance of meat
including:
- complete protein
- varying levels and types of fat
- iron
• describe current health concerns about meat
including:
- myths about consumption of red meats
- cholesterol.
Nature of Food
• describe the factors that contribute to the
tenderness of meat
• describe the key divisions (wholesale cuts) and
the retail cuts of the carcass, identifying the
degree of tenderness of each cut
• describe the effect of heat on liquids, proteins and
fats in meat
• compare moist and dry heat cooking methods,
examining their effect on meat
• categorize and describe the various types of dry
and moist heat cooking used with meat
• explain chemical and mechanical methods of
tenderizing meat prior to cooking including:
— marinating in acid
— enzymative tenderizers
— pounding, scoring and grinding.
•
Preparation
• prepare various cuts of meat, employing a cross-
section of moist and dry heat cooking methods,
focusing on:
- preserving tenderness in tender cuts
- developing tenderness in less tender cuts
- maximizing yields
- determining portion sizes
- achieving optimum flavour and palatability
- identifying and achieving correct doneness
according to internal temperature
Moist heat methods:
• braise, poach, steam,
boil, stew.
Dry heat methods:
• saute, panfry, deep fry,
bake, roast, grill, broil,
barbecue
Doneness:
• blue rare
• rare
• medium rare
• medium
• medium well
• well
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.51
(1997)
MODULE FOD2100: BASIC MEAT COOKERY (continued)
Concept
Specific Learner Expectations
Notes
Preparation
(continued)
The student should:
• use a variety of chemical and mechanical methods
to tenderize meats prior to cooking.
Safety, Sanitation
and Equipment
• demonstrate safe hygienic work habits and the
correct use of tools and equipment
• identify and resolve safety concerns, both food
and equipment, significant to Basic Meat
Cookery.
Commercial: Oven,
boiler, grill, deep fryer,
delicater (electric meat
tenderizer), portion
scale.
Career Exploration/
Portfolio
• describe career options where skills developed in
Basic Meat Cookery are particularly important.
What coping skills,
attitudes, knowledge
have developed?
How does this relate to the
student's beliefs,
interests and values?
What competencies have
been developed
(technical skills,
knowledge, attitudes).
How are these important
now?
How will they be
important in the future?
i
E.52/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2110: FISH & POULTRY
Level: Intermediate
Theme: . Preparation and Presentation
Prerequisite: FOD 10 10 Food Basics
Module Description: Students learn the nutritional value of fish and poultry and how to select, handle
and prepare them.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Assessment Criteria and Conditions
Suggested
Expectations
Emphasis
The student will:
Assessment of student achievement should be based on:
• identify and describe the
• concept test consisting of questions on:
20
variety of fish and
- particular food safety concerns and handling
poultry products
procedures for fish, seafood and poultry
available, considering:
- nutritional value of fish and poultry
- inspection and grading of poultry products
- types, forms and
- forms of poultry, fish and seafood .
grades
— quality criteria for fish and seafood
— nutritional value
- classify fish and seafood according to skeletal
— methods and effects
formation, habitat, body shape and fat content
of cooking
- classify poultry as domestic or game
- effect of the moist and dry heat cooking methods
- safe handling and
used with poultry, fish and seafood.
appropriate storage
Assessment Tool
Food for Today Testing Program (Teacher
Resource Binder or Testmaker)
Professional Cooking Instructor's* Manual
Food Production Principles Instructor's Guide
Standard
Correctly answer a minimum of 50% of questions
• demonstrate boning,
• practical lab experiences in which the student will
30
filleting, carving,
demonstrate a minimum of four of the following
finishing and presenting
methods in the preparation of fish, seafood and
techniques, using a
poultry, each of which meets criteria for quality
variety of fish and
poultry products
products:
- fillet, bone and portion fish and seafood
- cut and bone poultry
- preparatory skills and techniques to the cooking of
fish, seafood and poultry
- carving cooked poultry.
Assessment Tool
Lab Assessment: Intermediate Level, FODLAB-2
Product Standard Scorecard: Fish & Poultry,
FOD2 110-1
Standard
Achieve a minimum performance rating of 2 in
applicable areas of assessment
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.53
(1997)
MODULE FOD2110: FISH & POULTRY (continued)
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
Assessment of student achievement should be based on:
• prepare and evaluate a
variety of fish and
poultry products, using
moist and dry cooking
methods
• practical lab experiences in which the student will
demonstrate the following methods in the preparation
of fish, seafood and poultry, each of which meets or
exceeds the standard indicated:
- coating, breading or battering fish, seafood or
poultry
- one dry heat method for cooking fish or seafood
- one moist heat method for cooking fish or seafood
- one dry heat method for cooking poultry
- one moist heat method for cooking poultry.
Assessment Tool
Lab Assessment: Intermediate Level, FODLAB—2
Product Standard Scorecard: Fish & Poultry,
FOD2 110-1
Standard
Achieve a minimum performance rating of 2 in
applicable areas of assessment
30
• analysis: For at least one of the fish or seafood and
one of the poultry products prepared, the student will
complete an analysis of the product.
10
Assessment Tool
Product Analysis, FODPAN
Standard
All sections have been completed accurately
• describe the personal or
career relevance of the
competencies developed
within the module
• module reflection in which the student will complete
one of the following:
- Reflection Log: Intermediate Level, FODREF-2
- Field Trip Assessment, FODFTA
- Article or Audio-visual Review, FODAVR
- Career Research: Intermediate Level, FODCAR-2.
Standard
All sections have been completed accurately
10
• demonstrate basic
competencies.
• observations of individual effort and interpersonal
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
Integrated
throughout
E.54/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2110: FISH & POULTRY (continued)
Concept
Specific Learner Expectations
Notes
Nutrition
The student should:
• describe the nutritional value of fish, seafood and
poultry, including:
- complete protein
- amount and type of fat
- concerns over cholesterol
- effect of preparation method on nutritional
value.
Deep-fried versus
poached.
Consumerism, and
Food Selection
• describe the many domestic and game birds
available as inspected and graded products in
Alberta
• compare various poultry products available
considering:
- grading
- forms of poultry
- range of convenience products
• categorize fish and seafood considering:
- important commercial varieties
- basic market forms
• identify criteria for distinguishing fish and
seafood quality and freshness.
Quality standards for fish:
• bright eyes
• firmness of flesh
• colour
• odour
• gills
• scales.
Quality standards for
shellfish:
• odour
• mobility
• firmness of shell.
Safety and
Sanitation and
Equipment
• relate the perishable nature of fish, seafood and
poultry with safe and sanitary handling practices
and the prevention of food-borne illness
• demonstrate correct handling and storage
procedures for fish and seafood handling:
- safeguarding against odour
- avoiding cross-contamination
• demonstrate safe hygienic work habits and the
correct use of tools and equipment
• identify and resolve safety concerns, both food
and equipment, significant to Fish & Poultry.
Commercial: Deep fryer.
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.55
(1997)
MODULE FOD2110: FISH & POULTRY (continued)
Concept
Nature of Food
Specific Learner Expectations
The student should:
• describe the composition and structure of poultry
• compare the effect of moist and dry heat cooking
methods on various forms of poultry
• describe the composition and structure of fish and
seafood
• compare the effect of moist and dry heat cooking
methods on various types of fish and seafood.
Notes
Preparation and
Presentation
E.56/ Foods, CTS
(1997)
demonstrate a variety of skills and techniques
preparatory to the cooking of poultry dishes
demonstrate a repertoire of moist and dry heat
cooking methods, highlighting:
- methods well suited to poultry
- popular preferences
- multicultural influences
describe how to determine doneness in cooked
poultry (physical characteristics and temperature)
demonstrate appropriate carving and presentation
techniques for cooked poultry
use both flat arid round fish in the production of
ready-to-cook fish products demonstrating:
- dressing and filleting
- boning
- peeling, deveining and seasoning
demonstrate a repertoire of fish and seafood
dishes that utilize moist and dry heat cooking
methods and reflect traditional and popular dishes
from around the world
use appropriate tests for doneness recognizing the
unique nature of fish and seafood
demonstrate varied finishing and presentation
techniques for fish and seafood including
accompaniments and garnishes:
- compound butter
- bonne femme
- vin blanc
- thermodore.
Cutting and boning;
trussing, barding;
stuffings and bread
dressings; coatings,
breadings and batters.
Moist heat: poach, steam,
boil.
Dry heat: saute, fry, bake,
grill, broil.
Stuffed and baked whole
fish, pan frying, baking,
and steaming.
I
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2110: FISH & POULTRY (continued)
Concept
Specific Learner Expectations
Notes
The student should:
Career Exploration/
Portfolio
• describe career options where skills developed in
Fish & Poultry are particularly important.
What coping skills,
attitudes, knowledge
have developed?
How does this relate to the
student's beliefs,
interests and values?
What competencies have
been developed
(technical skills,
knowledge, attitudes).
■
t
How are these important
now?
How will they be
important in the future?
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.57
(1997)
i
i
E.58/ Foods, CTS Intermediate
, I nnn\ ©Alberta Education, Alberta, Canada
MODULE FOD2120: MEAL PLANNING 2
Level: Intermediate
Theme:
Prerequisite:
Management
FOD1010 Food Basics
Module Description: Students learn strategies for planning and creating satisfying meals that
accommodate busy schedules or strained budgets.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
• describe the impact of
evolving eating trends
on individuals, families
and the community
• identify and describe
strategies for food
planning to
accommodate the
various needs of
individuals and families
Assessment of student achievement should be based on:
• analysis: the student demonstrates understanding of:
- internal and external factors that affect eating
patterns of the individual, family and community
- analyzes the impact of a given eating pattern on a
family.
Assessment Tool
Analysis: Adapting Meal Planning to Lifestyles,
FOD2120-1
Standard
All sections have been completed accurately
• project in which the student applies the principles of
food planning to develop healthy menus for one week
for a family with a selected constraint:
- limited budget
- limited time
- staggered family schedules
- eating away from home
- limited cooking facilities.
Assessment Tool
Research: Adapting Meal Planning to Lifestyles,
FOD2120-2
Standard
Achieve a minimum performance rating of 2 in
applicable areas of assessment
10
30
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.59
(1997)
MODULE FOD2120: MEAL PLANNING 2 (continued)
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
Assessment of student achievement should be based on:
• plan, prepare and
evaluate foods and meals
to accommodate the
various needs of
individuals and families
• practical lab experiences in which the student
selects, prepares and evaluates at least three meals to
demonstrate strategies for coping with different
limitations including:
- limited budget
- limited time
- staggered family schedules
- eating away from home
- limited cooking facilities.
Assessment Tool
Lab Assessment: Intermediate Level, FODLAB-2
Product Standard Scorecard: Meal Planning 2,
FOD2120-3
Standard
Achieve a minimum performance rating of 2 in
applicable areas of assessment
40
• analysis: For at least two of these meals, the student
will complete an analysis of the product.
10
Assessment Tool
Product Analysis, FODPAN
Standard
All sections have been completed accurately
• describe the personal or
career relevance of the
competencies developed
within the module
• module reflection in which the student will complete
one of the following:
— Reflection Log: Intermediate Level, FODREF-2
— Field Trip Assessment, FODFTA
— Article or Audio-visual Review, FODAVR
— Career Research: Intermediate Level, FODCAR-2.
Standard
All sections have been completed accurately
10
• demonstrate basic
competencies.
• observations of individual effort and interpersonal
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
Integrated
throughout
E.60/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2120: MEAL PLANNING 2 (continued)
Concept
Specific Learner Expectations
Notes
Consumerism and
Food Selection
The student should:
• describe the relationship eating patterns of
individuals and families with factors including:
- values and goals
- resources
- culture
- stages in the life cycle
• describe the impact on eating patterns of
individuals and families of external factors such
as:
- media
- marketplace
- availability of foods
• differentiate eating patterns that have evolved .
from lifestyles in the local community
• relate eating patterns to psychological, social and
cultural needs of individuals, families and
communities
• compare alternatives for eating out, discussing the
various aspects of eating patterns
• analyze marketing strategies employed in food
stores and/or eating out.
Money, time, skills.
Fine dining, family-style
restaurants, fast foods,
etc.
Nutrition
• analyze whether eating patterns satisfy nutritional
needs.
What effect does income
have on nutritional
value of foods chosen?
Compare food choices
(and nutritional value)
for families of varying
socioeconomic status.
Management
• create and appraise meals through application of
principles for food planning
• devise strategies to enhance flexibility in
managing resources and satisfying the food needs
of individuals and families
• assess his or her own diet through application of
principles for food planning
Limited budget, limited
time, limited skills.
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.61
(1997)
MODULE FOD2120: MEAL PLANNING 2 (continued)
Concept
Specific Learner Expectations
Notes
Management
(continued)
The student should:
• formulate alternatives for satisfactorily meeting
the food needs of individuals and families within
the constraints of various eating patterns and
lifestyles.
Plan a week of healthy
menus within a given
budget, e.g., limited
budget, limited time,
staggered family
schedules, living alone,
eating away from home.
Preparation
• apply the principles of cookery in the preparation
of foods and meals for different limitations.
Safety, Sanitation
and Equipment
• demonstrate safe hygienic work habits and the
correct use of tools and equipment
• identify and resolve safety concerns, both food
and equipment, significant to Meal Planning 2.
Career Exploration/
Portfolio
• describe career options where skills developed in
Meal Planning 2 are particularly important.
What coping skills,
attitudes, knowledge
have developed?
How does this relate to the
student's beliefs,
interests and values?
What competencies have
been developed
(technical skills,
knowledge, attitudes).
How are these important
now?
How will they be
important in the future?
I
E.62/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2130: VEGETARIAN CUISINE
Level: Intermediate
Theme:
Prerequisite:
Management
FOD1010 Food Basics
Module Description: Students learn how to create healthy, wholesome vegetarian diets, by preparing
suitable foods in a variety of ways.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Assessment Criteria and Conditions
Suggested
Expectations
Emphasis
The student will:
Assessment of student achievement should be based on:
• describe the rationales
• concept test consisting of questions on:
15
for various vegetarian
- spectrum of and motivating factors for vegetarian
eating patterns
eating patterns
- barriers to wholesome vegetarian eating patterns
• identify the critical
- protein and protein complementarity
nutritional elements of
- calories, fat, fibre, iron, calcium and Vitamin Bn
wholesome vegetarian
in vegetarian eating patterns
eating
- nutritional value, palatability, cost, cooking and
uses for tofu and legumes
- nutritional value of foods for ovo/lacto and vegan
vegetarians
- availability, nutritional value, palatability and role
of meat substitutes
- food selection for eating out with a vegetarian
euang pattern
- acceptability of foods for vegetarian eating
pattern.
Assessment Tool
Food for Today Section Quizzes
Standard
Correctly answer a minimum of 50% of questions
• describe meal plans
• project in which the student develops and analyzes
15
suitable to vegetarian
meal plans for ovo/lacto or vegan vegetarians for at
eating patterns
least three days.
Assessment Tool
Analysis: Vegetarian Cuisine, FOD2130-1
Standard
All applicable sections have been completed
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.63
(1997)
MODULE FOD2130: VEGETARIAN CUISINE (continued)
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
Assessment of student achievement should be based on:
• prepare and evaluate
foods within the context
of vegetarian meal
planning
• practical lab experiences in which the student
prepares, presents and evaluates a minimum of five of
the following foods for vegetarian eating patterns,
each of which meets criteria for quality products:
- dish featuring tofu
- main course dish featuring legumes
- soup, salad or dip featuring legumes
- dish emphasizing milk products
- dish emphasizing eggs
- "portable" food
- soy product.
Assessment Tool
Lab Assessment: Intermediate Level, FODLAB—2
Product Standard Scorecard: Vegetarian Cuisine,
FOD2130-2
Standard
Achieve a minimum performance rating of 2 in
applicable areas of assessment
50
• analysis: For at least two of the foods prepared, the
student will complete an analysis of the product.
10
Assessment Tool
Product Analysis, FODPAN
Standard
All sections have been completed accurately
• describe the personal or
career relevance of the
competencies developed
within the module
• module reflection in which the student will complete
one of the following:
- Reflection Log: Intermediate Level, FODREF-2
- Field Trip Assessment, FODFTA
- Article or Audio-visual Review, FODAVR
- Career Research: Intermediate Level, FODCAR-2.
Standard
All sections have been completed accurately
10
• demonstrate basic
competencies.
• observations of individual effort and interpersonal
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
Integrated
throughout
I
E.64/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2130: VEGETARIAN CUISINE (continued)
Concept
Specific Learner Expectations
Notes
Nature of Food
The student should:
• differentiate between vegetarian eating patterns
including:
- vegan
- ovo
- lacto
- ovo/lacto
- incorporation of vegetarian foods within
conventional eating pattern
• compare factors that motivate individuals and
groups to follow vegetarian eating patterns,
including:
- traditional dietary patterns
- religion
- ethical/moral considerations
- health concerns
- economic
• assess barriers to wholesome vegetarian eating
patterns, considering:
- reliability of nutrition information
- palatability
- conventional attitudes toward eating patterns
- time required for preparation of some pulses.
-
Nutrition
• describe the provision of adequate proteins
considering factors including:
- essential amino acids
- non-essential amino acids
- protein complementarity
- biological value of protein foods
• describe the provision of adequate:
- Vitamin B 12
- iron
- calcium
- calories
through vegetarian eating patterns
•
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.65
(1997)
MODULE FOD2130: VEGETARIAN CUISINE (continued)
Concept
Specific Learner Expectations
Notes
Nutrition
(continued)
Management
The student should:
• assess the nutritional advantages of vegetarian
eating patterns, considering:
- fat content
- fibre content
• analyze tofu as a vegetarian food choice,
considering factors including:
- nutritional value
- palatability
- availability
- cultural significance
- cost
• list and evaluate meat substitutes, considering
factors including:
- availability
- nutrition labelling and information
- palatability
- cost
- convenience
- need for and role of additives
- adaptability to conventional meal patterns
• assess alternatives for following a vegetarian food
pattern when eating out, considering factors
including:
- diversity of choice
- palatability
- reliability of nutrition information
- cost.
• identify strategies for increasing the acceptability
of vegetarian foods, considering factors such as:
- familiarity of foods and dishes
- personal biases about foods
- conventional notions about meal planning
- sensory appeal foods
• adapt meal plans to incorporate vegetarian protein
sources.
"Meat and potatoes.
E.66/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2130: VEGETARIAN CUISINE (continued)
Concept
Specific Learner Expectations
Notes
Preparation and
Presentation
The student should:
• demonstrate a repertoire of vegetarian foods
through selection, planning, preparation,
presentation and evaluation of a variety of foods
including:
- dishes containing tofu
- dishes containing legumes
- dishes appropriate for ovo/lacto eating
patterns
- foods that demonstrate protein
complementarity
- "portable" foods appropriate for vegetarian
eating patterns
- soy product.
Drinks, stir-fried, in
casseroles.
Soups, dips, salads, main
courses.
Quiches, souffles, frittatas,
omelets.
Nut/bean, grain/bean
combinations.
Sandwich fillings, dips.
Safety, Sanitation
and Equipment
• demonstrate safe hygienic work habits and the
correct use of tools and equipment
• identify and resolve safety concerns, both food
and equipment, significant to Vegetarian Cuisine.
Career Exploration/
Portfolio
• describe career options where skills developed in
Vegetarian Cuisine are particularly important.
What coping skills,
attitudes, knowledge
have developed?
How does this relate to the
student's beliefs,
interests and values?
What competencies have
been developed
(technical skills,
knowledge, attitudes).
How are these important
now?
How will they be
important in the future?
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.67
(1997)
4
%
4
E.68/ Foods, CTS Intermediate
( 1 997) ©Alberta Education, Alberta, Canada
MODULE FOD2 140: RUSH HOUR CUISINE
Level:
Theme:
Prerequisite:
Intermediate
Management
FOD1010 Food Basics
Module Description: Students learn unique and quick ways to create nutritious and delicious dishes,
using simple ingredients and prepared and convenience foods.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
Assessment of student achievement should be based on:
• describe the influence of
• research project in which the student analyzes:
30
lifestyle and resources
- effect of lifestyle on eating patterns and nutritional
on the provision of
status
nutritious and satisfying
- use of resources in provision of food
foods
- factors influencing use of prepared and
• identify and describe
alternatives to enhance
convenience foods
- three different prepared or convenience foods
the ease and speed of
- a time-saving appliance or piece of equipment.
food preparation
Assessment Tool
Research: Rush Hour Cuisine, FOD2140-1
Comparison: Time-saving Techniques/
Adaptations, FOD2140-2
Standard
Achieve a minimum performance rating of 2 in
applicable areas of assessment
All sections have been completed accurately
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.69
(1997)
MODULE FOD2140: RUSH HOUR CUISINE (continued)
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
• adapt, prepare and
evaluate foods to
enhance the ease and
speed of preparation
• describe the personal or
career relevance of the
competencies developed
within the module
demonstrate basic
competencies.
Assessment of student achievement should be based on:
• practical lab experiences in which the student
prepares, presents and evaluates foods to demonstrate
speed and ease of preparation, each of which meets or
exceeds the standard indicated including:
- three foods demonstrating different techniques
using time-saving appliances or equipment
- three dishes adapted to incorporate prepared
and/or convenience foods.
Assessment Tool
Lab Assessment: Intermediate Level, FODLAB—2
Product Standard Scorecard: Rush Hour Cuisine,
FOD2140-3
Standard
Achieve a minimum performance rating of 2 in
applicable areas of assessment
• module reflection in which the student will complete
one of the following:
- Reflection Log: Intermediate Level, FODREF-2
— Field Trip Assessment, FODFTA
— Article or Audio -visual Review, FODAVR
— Career Research: Intermediate Level, FODCAR-2.
Standard
All sections have been completed accurately
• observations of individual effort and interpersonal
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
60
10
Integrated
throughout
E.70/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2140: RUSH HOUR CUISINE (continued)
Concept
Specific Learner Expectations
Notes
The student should:
Nutrition,
• analyze the effect of lifestyle on the eating
Management,
patterns and the nutritional status of individuals
Consumerism and
and families
Food Selection
• compare alternatives in management of resources
Equipment, eating out,
of the provision of food
prepared, convenience
foods.
• evaluate prepared and convenience foods,
considering:
- availability
- nutritional value ,
"
- resource use
Time, money, skill,
equipment.
•
- palatability
• describe the role of food additives in prepared and
convenience foods
*
• describe technologies employed in the processing
of prepared and convenience foods
• evaluate equipment and appliances that facilitate
food preparation tasks and cooking considering:
,
- comparison with conventional methods/
equipment
- function
- time and energy savings
- cost
- versatility.
Preparation and
• describe prepared and convenience foods through
Presentation
application of basic principles of cookery and
comparison to conventional foods
• modify, prepare and evaluate foods and/or food
preparation techniques to satisfy the demands of
rush hour cuisine through:
- adapting foods and techniques for time-saving
Food processors,
appliances and equipment
microwave, convection
ovens.
- incorporating prepared and convenience foods
Evaluate for nutrition,
resource use and
palatability.
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.71
(1997)
MODULE FOD2140: RUSH HOUR CUISINE (continued)
Concept
Specific Learner Expectations
Notes
Preparation and
Presentation
(continued)
The student should:
• demonstrate methods of enhancing the palatability
and aesthetic appeal of foods through varied
presentation techniques.
Safety, Sanitation
and Equipment
• demonstrate skills and techniques for the safe and
sanitary handling of tools and equipment.
Career Exploration/
Portfolio
• describe career options where skills developed in
Rush Hour Cuisine are particularly important.
What coping skills,
attitudes, knowledge
have developed?
How does this relate to the
student's beliefs,
interests and values?
What competencies have
been developed
(technical skills,
knowledge, attitudes).
How are these important
now?
How will they be
important in the future?
E.72/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2150: FOOD SAFETY & SANITATION
Level: Intermediate
Theme:
Prerequisite:
Management
FOD1010 Food Basics
Module Description: Students learn about food-borne illnesses and the importance of food safety and
sanitation training for anyone handling food in personal, as well as commercial,
applications.
Note 1: Because of the theoretical emphasis in this module, consideration might be
given to complementing it with a more practical or project module.
Note 2: Tourism Studies students may achieve the competencies in this module
without participating in preparation.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
• describe the
relationships among
foods, micro-organisms
and food-borne illness
• describe measures to
prevent food
contamination and to
control the growth of
micro-organisms in food
• describe the role of
regulatory agencies and
safety programs, such as
the Workplace
Hazardous Materials
Information System
(WHMIS), in
maintaining a safe and
sanitary environment
Assessment of student achievement should be based on:
• concept test consisting of questions on:
- composition of foods and potential for food-borne
illness
- growth and reproduction of micro-organisms -
risks, types, symptoms and prevention of food-
borne illness
- food safety procedures for receiving, handling and
storage of food and equipment
- Workplace Hazardous Materials Information
System (WHMIS)
- regulatory agencies, legislation and inspection
procedures.
Assessment Tool
Professional Cooking Instructor's Manual
National Sanitation Training Program Instructor's
Manual
Standard
Score 65% on assigned questions
40
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.73
(1997)
MODULE FOD2150: FOOD SAFETY & SANITATION (continued)
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
Assessment of student achievement should be based on:
• demonstrate the safe
handling of food in a
manner consistent with
section 43 of the Public
Health Act Food
Regulation
• practical lab experiences in which the student
analyzes and/or demonstrates appropriate food safety
knowledge, skills and attitudes in:
- handling and storing food
- preparing food
- cooking food
- serving food
- maintaining an existing quality control program.
Assessment Tool
Lab Assessment: Intermediate Level, FODLAB-2
Safety and Sanitation Checklist, FODSSC
Standard
Meet applicable criteria on FODSSC — a minimum
of four times
50
• describe the personal or
career relevance of the
competencies developed
within the module
• module reflection in which the student will complete
one of the following:
- Reflection Log: Intermediate Level, FODREF-2
- Field Trip Assessment, FODFTA
- Article or Audio-visual Review, FODAVR
- Career Research: Intermediate Level, FODCAR-2.
Standard
All sections have been completed accurately
10
• demonstrate basic
competencies.
• observations of individual effort and interpersonal
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
Integrated
throughout
i
E.74/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2150: FOOD SAFETY & SANITATION (continued)
Concept .
Specific Learner Expectations
Notes
The student should:
Nature of Food
• relate the composition of foods to their potential
for food-borne illness, including:
- moisture content and pH
- foods with natural protective barriers
- normal micro-organisms associated with
foods.
Safety, Sanitation
• differentiate between enzymes and various micro-
Bacteria, yeasts, molds,
and Equipment
organisms, considering:
- their potential for causing food spoilage and/or
food-borne illness
- the useful role played by some of these with
foods
parasites and viruses.
• describe growth and reproduction of micro-
organisms considering:
- hospitable environments
- effect of temperature (hot or cold)
- effect of pH
— presence/absence of oxygen
- chemicals
• differentiate between food infection and food •
intoxication
• identify significant micro-organisms responsible
•-
for food-bomc illness, considering:
- sources of the micro-organisms
- symptoms of food-borne illness
• demonstrate control of food contamination and
Discuss refusing products
growth of micro-organisms in food through
and avoiding products.
measures including:
- personal hygiene
- cross-contamination
- temperature control
- pest and garbage control
- cleaning and sanitation of equipment and
utensils
• identify procedures for receiving, handling and
storage of food and equipment
• explain the importance of WHMIS.
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.75
(1997)
MODULE FOD2150: FOOD SAFETY & SANITATION (continued)
Concept
Specific Learner Expectations
Notes
Management
The student should:
• identify potentially high risk food preparation
areas
• describe and manage a program of quality
controls and assurances, through identification
and monitoring of critical control points
• describe the role of the public health inspector,
federal, provincial and local food regulations and
other regulatory legislation.
Preparation and
Presentation
• analyze and/or demonstrate methods of storing,
preparing, cooking and serving foods in a safe and
sanitary manner.
Career Exploration/
Portfolio
• describe career options where skills developed in
Food Safety & Sanitation are particularly
important.
What coping skills,
attitudes, knowledge
have developed?
How does this relate to the
student' s beliefs,
interests and values?
What competencies have
been developed
(technical skills,
knowledge, attitudes).
How are these important
now?
How will they be
important in the future?
I
E.76/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2160: FOOD VENTURE
Level: Intermediate
Theme: Management
Prerequisite: FOD 1010 Food Basics
Module Description: Students develop entrepreneurial skills through the planning and creation of a
food venture.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Assessment Criteria and Conditions
Suggested
Expectations
»
Emphasis
The student will:
Assessment of student achievement should be based on:
• identify and describe the
• concept test consisting of questions on:
15
safety issues relating to
- sanitation standards, safe handling practices and
the preparation of food
appropriate storage of foods
for a customer
- safe use of tools and equipment.
Assessment Tool
Food for Today Testing Program (Teacher
Resource Binder)
Standard
Correctly answer a minimum of 50% of the
questions
• show a project plan for a
• project plan: Alone or as a group, students will plan
25
simple food venture
a food venture including:
- description of product/service
- description of customer and/or target market
- food and/or menu plans
- suppliers
- initial and operating costs
- sales projection
- management systems and standards
- financial analyses
- revisions to the plan based on the strengths and
weaknesses identified after implementation of the
venture.
Assessment Tool
Framework for Assessing a Project Plan: Food
Venture, FOD2 160-1
Standard
Achieve a minimum performance rating of 2 in
applicable areas of assessment
All sections have been completed accurately
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.77
(1997)
MODULE FOD2160: FOOD VENTURE (continued)
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
Assessment of student achievement should be based on:
• prepare and evaluate
food for a food venture
• practical lab experiences in which the student
selects, prepares, adapts if necessary, presents and
evaluates food for the venture. During the production
phase, proper food safety and sanitation techniques
will be followed and food will consistently meet
criteria for quality products.
Assessment Tool
Product Testing Scorecard: Food Venture,
FOD2160-2
Safety and Sanitation Checklist, FODSSC
Standard
Achieve a minimum performance rating of 2 in
applicable areas of assessment
40
• analysis: For at least one of the products prepared,
the student will complete an analysis of the product.
10
Assessment Tool
Product Analysis, FODPAN
Standard
All sections have been completed accurately
• describe the personal or
career relevance of the
competencies developed
within the module
• module reflection in which the student will complete
one of the following:
- Reflection Log: Intermediate Level, FODREF-2
- Field Trip Assessment, FODFTA
- Article or Audio-visual Review, FODAVR
- Career Research: Intermediate Level, FODCAR-2.
Standard
All sections have been completed accurately
10
• demonstrate basic
competencies.
• observations of individual effort and interpersonal
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
Integrated
throughout
E.78/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2160: FOOD VENTURE (continued)
Concept •
Specific Learner Expectations
Notes
Safety and
Sanitation
The student should:
• explain and demonstrate the need for sanitation
standards to produce and serve food
• demonstrate safe use of tools and equipment
• demonstrate safe handling and storage of food
including:
- shelf life
- stock rotation
- storage temperatures and conditions
- handling and serving precautions.
Management
• describe existing food ventures within the school
and community
• research and describe student-directed food
venture opportunities
• prepare a business plan for a food venture
including:
- initial cost
- operating cost
- operating standards
- food and/or menu plans
- marketing strategies
- financing possibilities
• devise monitoring procedures for the production
of food:
- implementing quality controls
- monitoring inventory.
Identify the customer.
Where are the
customers?
Motivational strategies.
Ecology
• describe ecological concerns relevant to the food
venture.
Packaging materials,
recycling, disposables
versus reusables, etc.
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.79
(1997)
MODULE FOD2160: FOOD VENTURE (continued)
Concept
Specific Learner Expectations
Notes
Preparation and
Presentation
The student should:
• prepare, evaluate and adapt test foods,
considering:
- appropriateness to the food venture
- adaptations necessary for the food venture
- describing standards for the food
- packaging and presentation
• demonstrate consistency and efficiency in the
preparation, presentation/packaging of the food
product to the consumer.
Will it keep? Is it
appealing to the
customer? What are the
costs?
Portioning, controls?
Adjustments to recipe,
methods, etc.?
What will increase the
food's appeal? What is
the function of the
packaging?
Career Exploration/
Portfolio
• describe career options where skills developed in
Food Venture are particularly important.
What coping skills,
attitudes, knowledge
have developed?
How does this relate to the
student's beliefs,
interests and values?
What competencies have
been developed
(technical skills,
knowledge, attitudes).
How are these important
now?
How will they be
important in the future?
E.80/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2170: INTERNATIONAL CUISINE 1
Level: Intermediate
Theme: Social and Cultural
Prerequisite:
FOD1010 Food Basics
Module Description: Students discover other cultures by exploring their cuisine. They learn a variety
of international cooking techniques, and use specialized tools to prepare food for
a typical day or for a cultural event.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
• describe the relationship
of food to culture
• identify and compare the
foods of a variety of
cultures
Assessment of student achievement should be based on:
• research project in which the student examines and
compares a minimum of two international cuisines in
terms of:
- availability of foods
- acceptability of foods
- role of food in transmitting culture
- food sensibilities
- nutritional role of foods by comparing the manner
in which two or more cuisines satisfy nutritional
needs, considering energy requirements,
carbohydrates, protein, fat and two vitamins or
minerals.
Assessment Tool
Research: International Cuisine, FOD21 70-1
Standard
Achieve a minimum performance rating of 2 in
applicable areas of assessment
40
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods IE. 81
(1997)
MODULE FOD2170: INTERNATIONAL CUISINE 1 (continued)
Module Learner
Assessment Criteria and Conditions
Suggested
Expectations
Emphasis
The student will:
Assessment of student achievement should be based on:
• prepare foods
• practical lab experiences in which the student
50
representative of a
prepares and presents cultural foods, each of which
variety of cultures
meets or exceeds the standard indicated including:
- preparation techniques characteristic of two
cuisines
- compares typical foods representative of a
minimum of two food groups from two cuisines
- two foods from different cuisines to demonstrate
the commonality of foods across cultures; e.g.,
wrapped foods
- one dish that represents the symbolic value of
food.
Assessment Tool
Lab Assessment: Intermediate Level, FODLAB-2
Product Standard Scorecard: International
Cuisine, FOD2I70-2
Standard
Achieve a minimum performance rating of 2 in
applicable areas of assessment
• describe the personal or
• module reflection in which the student will complete
10
career relevance of the
one of the following:
competencies developed
- Reflection Log: Intermediate Level, FODREF-2
within the module
- Field Trip Assessment, FODFTA
- Article or Audio-visual Review, FODAVR
- Career Research: Intermediate Level, FODCAR-2.
Standard
All sections have been completed accurately
• demonstrate basic
• observations of individual effort and interpersonal
Integrated
competencies.
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
throughout
«
E.82/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
MODULE FOD2170: INTERNATIONAL CUISINE 1 (continued)
Concept
Specific Learner Expectations
Notes
Food Selection and
Multicultural
Aspects of Food
The student should:
• describe factors that determine the availability of
foods in a variety of cultures including:
- climate, geography: staple foods
- economy
- infrastructure (transportation)
- technology
- regionalization of foods
- food preparation and preservation techniques
• describe factors that influence the acceptability of
foods in a variety of cultures including:
- values
- religion
- superstitions, taboos, beliefs
- history
- ethnicity
• describe the role of food in transmitting culture
including:
- significance of food in maintaining traditions
- role of food in celebrations
- traditional meal patterns
- traditional gender roles in acquisition and .
preparation of foods.
-
Nutrition
• compare means by which nutritional needs are
met within cultures.
Preparation and
Presentation
• analyze and apply principles of cookery in the
preparation of cultural foods
• describe food aesthetics within cultures,
considering:
- seasonings
- characteristic food and flavour combinations
• demonstrate preparation techniques characteristic
of various cultures
• describe specialized equipment used in food
preparation
• compare types of foods found across cultures.
Breads, wrapped foods,
etc.
Intermediate
©Alberta Education, Alberta, Canada
CTS, Foods /E.83
(1997)
MODULE FOD2170: INTERNATIONAL CUISINE 1 (continued)
r
Concept
Specific Learner Expectations
Notes
Safety, Sanitation
and Equipment
The student should:
• demonstrate safe hygienic work habits and the
correct use of tools and equipment
• identify and resolve safety concerns, both food
and equipment, significant to International
Cuisine 1.
Career Exploration/
Portfolio
• describe career options where skills developed in
International Cuisine 1 are particularly important.
What coping skills,
attitudes, knowledge
have developed?
How does this relate to the
student's beliefs,
interests and values?
What competencies have
been developed
(technical skills,
knowledge, attitudes).
How are these important
now?
How will they be
important in the future?
%
E.84/ Foods, CTS
(1997)
Intermediate
©Alberta Education, Alberta, Canada
I
MODULE CURRICULUM AND ASSESSMENT STANDARDS:
SECTION F: ADVANCED LEVEL
The following pages define the curriculum and assessment standards for the advanced level of Foods.
Advanced level modules demand a higher level of expertise and help prepare students for
entry into the workplace or a related post- secondary program.
Module FOD3010: Food for the Life Cycle F.3
Module FOD3020: Nutrition & Digestion F.7
Module FOD3030: Creative Baking : F.13
Module FOD3040: Advanced Yeast Products : F.17
Module FOD3050: Advanced Soups & Sauces .• F.21
Module FOD3060: Food Presentation F.25
Module FOD3070: Short Order Cooking F.29
Module FOD3080: Advanced Meat Cookery F.35
Module FOD3090: Basic Meat Cutting F.39
Module FOD3100: Entertaining with Food , F.43
Module FOD31 10: Food Processing F.47
Module FOD3120: Food Evolution/Innovation F.51
Module FOD3130: The Food Entrepreneur F.55
Module FOD3140: International Cuisine 2 F.61
Advanced CTS , Foods /F. 1
©Alberta Education, Alberta, Canada (1997)
*l
*
F.2/ Foods, CTS Advanced
(1997) ©Alberta Education, Alberta, Canada
MODULE FOD3010: FOOD FOR THE LIFE CYCLE
Level: Advanced
Theme:
Prerequisite:
Nutrition
FOD1010 Food Basics
Module Description: Students describe how life cycle needs change, and demonstrate how to meet the
challenges of each stage, through preparation techniques and the adapting of
foods to satisfy all ages.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Assessment Criteria and Conditions
Suggested
Expectations
Emphasis
The student will:
Assessment of student achievement should be based on:
• describe the role food
• research project in which the student researches and
40
plays in the
plans a one-day menu for a minimum of two of the
development,
following:
enhancement and
- pregnant woman
maintenance of physical,
- infant
emotional and social
- toddler
wellness throughout the
- senior
life cycle and for
- diabetic
individuals with special
- individual with food allergies
needs
- individual with an eating disorder.
Menu should include age-appropriate foods to achieve
optimum nutrition.
Assessment Tool
Research: Life Cycle Menu Development,
FOD3010-1
DINE Healthy, computerized dietary analysis
Standard
Achieve a minimum performance rating of 3 in
applicable areas of assessment
Advanced
©Alberta Education, Alberta, Canada
CTS, Foods /F.3
(1997)
MODULE FOD3010: FOOD FOR THE LIFE CYCLE (continued)
Module Learner
Assessment Criteria and Conditions
Suggested
Expectations
Emphasis
The student will:
Assessment of student achievement should be based on:
• prepare and evaluate
• practical lab experiences in which the student
40
foods for the
prepares and evaluates foods from four of the
enhancement of wellness
following situations:
throughout the life cycle
- adapt a family meal to incorporate the preparation
of baby food
- incorporate a food or food-related activity to
contribute to a toddler's intellectual or motor
development
- enhance calcium intake for a pregnant or
breastfeeding woman
- accommodate a constraint such as homebound,
eating for one or dental problems
- meet the needs of an individual with special food
needs such as diabetes or allergies, etc.
- meet the food needs of an individual with
challenges related to mobility, dexterity, vision,
etc.
Assessment Tool
Lab Assessment: Advanced Level, FODLAB-3
Product Analysis: Special Needs, FODPAS
Standard
Achieve a minimum performance rating of 3 in
applicable areas of assessment
All sections have been completed accurately
• identify and describe
• research project in which the student analyzes a
10
community nutrition
community nutrition program.
programs
Assessment Tool
Research: Community Nutrition Program
, Analysis, FOD3010-2
Standard
Achieve a minimum performance rating of 3 in
applicable areas of assessment
• describe the personal or
• module reflection in which the student will complete
10
career relevance of the
one of the following:
competencies developed
- Career Research: Advanced Level, FODCAR—3
within the module, and
- Job Shadow Assessment, FODJS
identify labour market
dynamics that may be
significant for career
- Career Profile Guide, FODCPG
— Evaluation of Oral Presentation or Demonstration,
FODPRES.
choices
Standard
All sections have been completed accurately
«
F.4/ Foods, CTS
(1997)
Advanced
©Alberta Education, Alberta, Canada
MODULE FOD3010: FOOD FOR THE LIFE CYCLE (continued)
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
• demonstrate basic
competencies.
Assessment of student achievement should be based on:
• observations of individual effort and interpersonal
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
Integrated
throughout
Concept
Specific Learner Expectations
Notes
Nutrition
The student should:
• apply basic nutrition concepts in the analysis of
food needs at various stages in the life cycle,
including:
- prenatal development
- infants
- toddlers
- children
- adolescents
- adults
- seniors
• appraise the nutritional adequacy of individual
foods, meals and eating patterns.
-
Management
• describe barriers to adequate nutrition at various
stages in the life cycle and formulate plans to
improve nutritional status of individuals
• devise plans for enhancing the intellectual and
physical development of infants and young
manipulative
• describe the role of feeding in meeting emotional
and social needs at various stages in the life cycle
• appraise the impact on the individual of social
interactions involving food at various stages in
the life cycle
Activities such as
handling food enhance
development of eye/
hand coordination, or
gross and small motor
development.
Advanced
©Alberta Education, Alberta, Canada
CTS, Foods /F.5
(1997)
MODULE FOD3010: FOOD FOR THE LIFE CYCLE (continued)
¥
Concept
Specific Learner Expectations
Notes
Management
(continued)
The student should:
• describe the role of feeding with the development
and maintenance of self-esteem at various stages
in the life cycle
• outline methods to maintain and enhance
emotional and social wellness through food at
various stages in the life cycle
• research and evaluate community nutrition
programs considering:
- target group
- program rationale
- delivery strategies
- program effectiveness.
Community kitchens,
Meals on Wheels,
Nutrition at School
programs, Canadian
Diabetic Association,
health units, community
nutritionist, public
health nurse, day cares
and pre-schools, senior
citizen complexes,
nursing homes, home
economics, human
ecology, dietetics.
Preparation and
Presentation
• plan, prepare, present and evaluate foods with a
view to enhancing physical, psychological and
social wellness through food at various stages in
the life cycle
• adapt foods, food patterns and food preparation
techniques to meet particular needs of individuals
• describe the physical and emotional effect of
dietary restrictions on individuals and their
families.
Safety, Sanitation
and Equipment
• demonstrate safe hygienic work habits and the
correct use of tools and equipment
• identify and resolve safety concerns, both food
and equipment, significant to Food for the Life
Cycle.
Career Exploration/
Portfolio
• describe career options where skills developed in
Food for the Life Cycle are particularly important
• describe various occupational and entrepreneurial
roles related to this module.
F.6/ Foods, CTS
(1997)
Advanced
©Alberta Education, Alberta, Canada
MODULE FOD3020: NUTRITION & DIGESTION
Level: Advanced
Theme:
Prerequisite:
Nutrition
FOD1010 Food Basics
Module Description: Students learn about nutrition and how the body processes food, by appraising
current nutritional theories/issues and dietary needs.
Note: This module will be appropriate for Community Health students interested
in developing understanding of nutrition and digestion. Practical
experiences in meeting food needs of various individuals may not require
the student to prepare the foods.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
Assessment of student achievement should be based on:
• describe the processes of
• concept test consisting of questions on:
20
digestion, absorption and
- digestion, absorption and metabolism of
metabolism in relation to
carbohydrates, fats and proteins and corresponding
nutrient composition
changes in their structures
• explain the role of water,
minor vitamins and
minerals in achieving
and maintaining
wellness
- chemical structure, fuel factors of carbohydrates,
fats and proteins
- roles of glucose, glycogen, high- and low-density
lipoproteins, complete and incomplete proteins
- role of water in the body
- functions, sources and deficiency symptoms of:
Vitamins E, K, B 6 , B )2 , Folacin, sodium,
potassium, phosphorous, iodine, zinc
- factors that affect nutrient intake
- effect of cooking and processing on nutrients.
Assessment Tool
Food for Today Testing Program
Food for Life Teacher Resource
Standard
Correctly answer a minimum of 50% of questions
Advanced
©Alberta Education, Alberta, Canada
CTS, Foods /F.7
(1997)
MODULE FOD3020: NUTRITION & DIGESTION (continued)
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
Assessment of student achievement should be based on:
• describe nutrient intake,
• research project in which the student:
30
food patterns and diet
- plans meals for a minimum of two days, which
therapies, considering
achieve the guidelines for carbohydrate, fat and
the prevention and
protein intake described in the Nutrition
management of disease
Recommendations for Canadians
• interpret current
nutrition controversies
- plans meals for a minimum of one day within the
constraints of a selected diet-related disease
- interprets nutrition labels from a minimum of three
foods representative of three food groups
- evaluates a current nutrition controversy or food
practice.
Assessment Tool
Food Label Analysis, FOD2010-1
Intake Analysis, FODFIA
Research: Nutrition & Digestion, FOD3020-1
Nutrition Information Analysis, FODNIA
DINE Healthy, computerized dietary analysis
Standard
Achieve a minimum performance rating of 3 in
applicable areas of assessment
All sections have been completed accurately
• prepare meal plans with
• practical lab experiences in which the student
40
specified nutrient
prepares and evaluates the following foods, each of
composition
which meets criteria for quality products:
• prepare and evaluate
foods for specified meal
plans
- a food appropriate for dietary management of a
diet-related disease
- at least three foods selected to improve the intake
of different nutrients
- a food that demonstrates an acceptable
carbohydrate/fat/protein ratio.
Assessment Tool
Lab Assessment: Advanced Level, FODLAB-3
Product Analysis: Special Needs, FODPAS
Standard
Achieve a minimum performance rating of 3 in
applicable areas of assessment
All sections have been completed accurately
i
F.8/ Foods, CTS
(1997)
Advanced
©Alberta Education, Alberta, Canada
MODULE FOD3020: NUTRITION & DIGESTION (continued)
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
Assessment of student achievement should be based on:
• describe the personal or
• module reflection in which the student will complete
10
career relevance of the
one of the following:
competencies developed
- Career Research: Advanced Level, FODCAR-3
within the module, and
— Job Shadow Assessment, FODJS
identify labour market
- Career Profile Guide, FODCPG
dynamics that may be
significant for career
choices
- Evaluation of Oral Presentation or Demonstration,
FODPRES.
Standard
All sections have been completed accurately
•
• demonstrate basic
• observations of individual effort and interpersonal
Integrated
competencies.
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
throughout
Concept
Specific Learner Expectations
Notes
Nutrition
The student should:
relate the organs of the digestive system with the
physical and chemical breakdown of nutrients
explain the role of enzymes in the digestive
process
describe food sources of carbohydrates, fats and
proteins and the body's need for these nutrients
relate changes in the structure of carbohydrates,
fats and proteins with their digestion, absorption
and metabolism
compare fuel factors for carbohydrate, fat and
protein
differentiate between monosaccharides,
disaccharides and polysaccharides
describe the roles of glucose and glycogen in the
body
Advanced
©Alberta Education, Alberta, Canada
CTS, Foods /F.9
(1997)
MODULE FOD3020: NUTRITION & DIGESTION (continued)
Concept
Specific Learner Expectations
Notes
The student should:
Nutrition
• describe the storage of excess energy as fat in the
(continued)
body
• differentiate between the impact of high-density
and low-density lipoproteins on the health of the
heart and blood vessels
• differentiate between dietary and serum
cholesterol in predicting the risk of heart disease
• compare essential and non-essential amino acids
• contrast the digestion, absorption and utilization
of vitamins and minerals with the energy
providing nutrients
• describe the role of water in the body
• explain the function and identify sources of the
minor vitamins:
- Vitamin E
- Vitamin K
— Vitamin B$
— Vitamin B 12
- Folacin
• relate inadequate intake of these vitamins with
deficiency symptoms and/or diseases
• explain the function and identify sources of
minerals:
- sodium
- potassium
- phosphorous
- iodine
- zinc
• relate inadequate intake of these minerals with
deficiency symptoms and/or diseases
• identify factors that contribute to inadequate
intake of vitamins and minerals.
RIO/ Foods, CTS
(1997)
Advanced
©Alberta Education, Alberta, Canada
MODULE FOD3020: NUTRITION & DIGESTION (continued)
Concept
Specific Learner Expectations
Notes
Management
The student should:
• describe the role of dietary management in
various diet-related diseases
• assess the psychological and social impact on
individuals of adherence to diet therapy
• identify strategies for increasing the acceptability
of diet therapy to individuals.
Diabetes, food allergies,
celiac disease, lactose
intolerance,
hypertension.
Interview diabetic student.
Consumerism
• interpret nutrition labelling
• evaluate nutrient content of foods and meal plans
according to Recommended Nutrient Intake tables
• identify criteria for evaluating nutrition
information and misinformation
• list and describe current nutrition controversies
• evaluate given food practices for nutrition
implications.
Vitamin and mineral
supplements, nutrition
claims for specific food
products, e.g., bee
pollen.
Use of fcmino acid
supplements by
athletes.
Preparation and
Presentation
• compare the impact of cooking and processing on
nutrient content of foods
• plan, prepare and evaluate foods and meals:
- within the guidelines for carbohydrate, fat and
protein intake
- within the context of dietary management of
diet-related diseases
• prepare and evaluate a variety of foods in order to
improve intake of specific nutrients.
Community Health
students may develop
these competencies in
settings such as day
cares or nursing homes,
where they have the
opportunity to evaluate
the nutrient value and
the acceptabiUty and
appropriateness of
foods without
participating in
preparation of the
foods.
Low sodium foods, high
protein foods, high fibre
foods, lower fat foods,
etc.
Advanced
©Alberta Education, Alberta, Canada
CTS, Foods /F. 11
(1997)
MODULE FOD3020: NUTRITION & DIGESTION (continued)
Concept
Specific Learner Expectations
Notes
Safety, Sanitation
and Equipment
The student should:
• demonstrate safe hygienic work habits and the
correct use of tools and equipment
• identify and resolve safety concerns, both food
and equipment, significant to Nutrition &
Digestion.
Career Exploration/
Portfolio
• describe career options where skills developed in
Nutrition & Digestion are particularly important
• describe various occupational and entrepreneurial
roles related to this module.
Dietitian, nutritionist, diet
consultant, food
scientist, home
economist, foods
teacher.
F. 12/ Foods, CTS
(1997)
Advanced
©Alberta Education, Alberta, Canada
MODULE FOD3030: CREATIVE BAKING
Level: Advanced
Theme:
Prerequisite:
Preparation and Presentation
FOD1010 Food Basics
Module Description: Students learn about specialty cakes and pastry products, by selecting and
creating various specialty cakes, pastries, desserts and a major baked project,
such as a gingerbread house or a wedding cake.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Assessment Criteria and Conditions
Suggested
Expectations
Emphasis
The student will:
Assessment of student achievement should be based on:
• prepare a variety of
• practical lab experiences in which the student ^will
40
specialty cakes, pastries
prepare a minimum of four specialty baked products,
and yeast products that
each of which meets criteria for quality products,
emphasize refinement of
including:
baking knowledge and
- one specialty cake
skills
- one specialty pastry item
• prepare various specialty
- one advanced yeast product
desserts, representative
- one specialty dessert.
of the world's great
Assessment Tool
cuisines
Lab Assessment: Advanced Level, FODLAB-3
• demonstrate creativity
Product Standard Scorecard: Creative Baking,
and flair in the
■ FOD3030-1
presentation of specialty
Standard
baking
Achieve a minimum performance rating of 3 in
applicable areas of assessment
• analysis of the cost of production of one specialty
10
baked item, including labour and materials costs and a
comparison to the cost of a similar purchased
product.
Assessment Tool
Product Comparison, FODCOM
Standard
All sections have been completed accurately
Advanced
©Alberta Education, Alberta, Canada
CTS, Foods /F. 13
(1997)
MODULE FOD3030: CREATIVE BAKING (continued)
Module Learner
Assessment Criteria and Conditions
Suggested
Expectations
Emphasis
The student will:
Assessment of student achievement should be based on:
• prepare a major project
• practical lab experience in which the student will
40
that demonstrates
design, produce and evaluate a major project that
advanced baking skills
demonstrates advanced baking skills and creativity in
and creativity in
presentation.
presentation
Assessment Tool
Lab Assessment: Advanced Level, FODLAB-3
Product Standard Scorecard: Creative Baking,
FOD3030-1
Standard
Achieve a minimum performance rating of 3 in
applicable areas of assessment
• describe the personal or
• module reflection in which the student will complete
10
career relevance of the
one of the following:
competencies developed
- Career Research: Advanced Level, FODCAR—3
within the module, and
— Job Shadow Assessment, FODJS
identify labour market
— Career Profile Guide, FODCPG
dynamics that may be
— Evaluation of Oral Presentation or Demonstration,
significant for career
FODPRES.
choices
Standard
All sections have been completed accurately
• demonstrate basic
• observations of individual effort and interpersonal
Integrated
competencies.
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
throughout
Concept
Specific Learner Expectations
Notes
Preparation and
Presentation
The student should:
• prepare and evaluate:
— a variety of specialty desserts from the world's
classic cuisine
- a variety of specialty pastries, cakes, tortes and
petite four.
Advanced choux products
such as
croquembouche, gateau
St. Honore; tortes such
as sacher torte, dobos
tortes; specialties for
seasonal celebrations,
such as buche de Noel.
i
F. 14/ Foods, CTS
(1997)
Advanced
©Alberta Education, Alberta, Canada
MODULE FOD3030: CREATIVE BAKING (continued)
Concept
Specific Learner Expectations
Notes
Preparation and
Presentation
(continued)
The student should:
• design and create one or more major projects that
combine artistry and imagination and build on the
foundation of the student's techniques and skills
Project should reflect
student's interests and
motivations, available
resources and expertise.
Project may reflect ethnic
or multicultural theme.
Project suggestions:
wedding cake,
gingerbread house, or
marzipan work.
Safety, Sanitation
. and Equipment
• demonstrate safe hygienic work habits and the
correct use of tools and equipment
• identify and resolve safety concerns, both food
and equipment, significant to Creative Baking.
Management
• calculate the cost of production of at least one
specialty baked item.
Draw on expertise
available in and outside
of the school.
Consider labour,
materials, tools,
equipment. Compare
cost to a similar
purchased item.
Career Exploration/
Portfolio
• describe career options where skills developed in
Creative Baking are particularly important
• describe various occupational and entrepreneurial
roles related to this module.
Advanced
©Alberta Education, Alberta, Canada
CTS, Foods /F. 15
(1997)
F. 1 6/ Foods, CTS Advanced
( 1 997) ©Alberta Education, Alberta, Canada
MODULE FOD3040: ADVANCED YEAST PRODUCTS
Level:
Advanced
Theme:
Preparation and Presentation
Prerequisite:
FOD1010 Food Basics
Module Description:
Students further their skills in the handling of yeast doughs through the
preparation of braided breads, fancy dinner rolls, doughnuts, croissants and
danishes. Consistency in product quality is emphasized.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
•
Assessment Criteria and Conditions
' Suggested
Expectations
Emphasis
The student will:
Assessment of student achievement should be based on:
• explain and apply the
• concept test consisting of questions on:
10
knowledge and skills
- types of yeast and their uses
necessary to the
- production stages and appropriate handling
production of a variety
techniques
of advanced yeast
- shaping and preparation techniques
products
- standards
- troubleshooting solutions.
Assessment Tool
Food for Today Testing Program (Teacher
Resource Binder or Testmaker)
Professional Cooking Instructor's Manual
Food Production Principles Instructor's Guide
Standard
Correctly answer a minimum of 50% of questions
• identify multicultural
• research project: Report on typical yeast products
10
influences on yeast
within an international cuisine including discussion of
products
ingredients, stages in production and preparation
techniques and cultural role of the product.
Assessment Tool
Research: Advanced Yeast Products, FOD3040-1
Standard
Achieve a minimum performance rating of 3 in
applicable areas of assessment
Advanced
©Alberta Education, Alberta, Canada
CTS, Foods /F. 17
(1997)
MODULE FOD3040: ADVANCED YEAST PRODUCTS (continued)
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
Assessment of student achievement should be based on:
• prepare and evaluate
• practical lab experiences in which the student will
70
various advanced yeast
prepare at least five of the following advanced yeast
products
products, each of which meets criteria for quality
products:
- advanced sweet dough
- complex braid or roll
- whole grain dough
- rolled- in dough
- deep-fried yeast product
- yeast product representative of an international
cuisine.
Assessment Tool
Lab Assessment: Advanced Level, FODLAB—3
Product Standard Scorecard: Advanced Yeast
Products, FOD3040-2
Standard
Achieve a minimum performance rating of 3 in
applicable areas of assessment
• describe the personal or
• module reflection in which the student will complete
10
career relevance of the
one of the following:
competencies developed
— Career Research: Advanced Level, FODCAR-3
within the module, and
identify labour market
— Job Shadow Assessment, FODJS
— Cateer Profile Guide, FODCPG
dynamics that may be
significant for career
choices
— Evaluation of Oral Presentation or Demonstration,
FODPRES.
Standard
All sections have been completed accurately
• demonstrate basic
• observations of individual effort and interpersonal
Integrated
competencies.
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
throughout
«
F.1&7 Foods, CTS
(1997)
Advanced
©Alberta Education, Alberta, Canada
MODULE FOD3040: ADVANCED YEAST PRODUCTS (continued)
Concept .
Specific Learner Expectations
Notes
Nature of Food
The student should:
• demonstrate an understanding of principles of
preparation of advanced yeast products,
including:
- types of yeast and their uses
- ingredients
- correct handling of yeasts and doughs
- fermentation and proofing
- shaping and preparation techniques for yeast
products
- standards for yeast products.
Analyze photos from texts,
cookbooks to determine
techniques and
procedures used.
Multiculturalism
• describe yeast products representative of a variety
of the world' s cuisine.
Preparation and
Presentation
• prepare and evaluate a variety of advanced yeast
products:
— advanced sweet doughs
— complex breads and rolls
— one whole grain, multigrain or specialty grain
bread or roll
— rolled in doughs
— deep-fried yeast products
• describe the importance of and develop
consistency in the production of high quality
yeast products through practice
• demonstrate skills and techniques in the
production of a cross-section of yeast products
that reflect multicultural awareness.
Braids and/or rings.
Brioche, clover leaf, fans,
parkerhouse rolls, etc.
Danish/croissant.
Doughnuts.
Safety, Sanitation
and Equipment
• demonstrate safe hygienic work habits and the
correct use of tools and equipment
• identify and resolve safety concerns, both food
and equipment, significant to Advanced Yeast
Products.
Commercial: proofer, bun
divider, oven, bread
sheer.
Advanced
©Alberta Education, Alberta, Canada
CTS, Foods /F. 19
(1997)
MODULE FOD3040: ADVANCED YEAST PRODUCTS (continued)
Concept
Specific Learner Expectations
Notes
Career Exploration/
Portfolio
The student should:
• describe career options where skills developed in
Advanced Yeast Products are particularly
important
• describe various occupational and entrepreneurial
roles related to this module.
Compile a portfolio of
photos of projects
created.
F.20/ Foods, CTS
(1997)
Advanced
©Alberta Education, Alberta, Canada
MODULE FOD3050: ADVANCED SOUPS & SAUCES
Level: Advanced
Theme:
Prerequisite:
Module Description:
Preparation and Presentation
FOD1010 Food Basics
Students learn the techniques and ingredients of classic cuisine through the
preparation of traditional soups and sauces, and by adapting them for the trend
toward lighter eating and nouveau cuisine.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
Assessment of student achievement should be based on:
• identify the ingredients
• concept testing: consisting of questions on:
20
and describe the
— ingredients and techniques for soups and sauces
techniques for the
— the structure of sauces
production of a complete
- thickening agents
repertoire of soups, the
foundation sauces and
their derivatives
— finishing techniques
— the foundation sauces and respective derivatives
— standards for quality for sauces
• describe the nutritional
- adaptations to sauces and soups to satisfy the
implications of various
health-conscious consumer.
adaptations to soups and
Assessment Tool
sauces
Professional Cooking Instructors Manual CH8/9
Test questions
Standard
Correctly answer a minimum of 50% of questions
asked
• prepare and evaluate a
• practical lab experiences in which the student will
70
repertoire of soups, the
prepare and present the following products:
foundation sauces and
- at least three different soups chosen from:
their derivatives
consommes, chowders, cold soups, specialty or
ethnic soups
- at least one derivative of the following foundation
sauces: bechamel, veloute, espagnole, tomato
- emulsified butter sauce (hollandaise) and a
derivative
Advanced
©Alberta Education, Alberta, Canada
CTS, Foods /F.21
(1997)
MODULE FOD3050: ADVANCED SOUPS & SAUCES (continued)
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
Assessment of student achievement should be based on:
— at least one soup or sauce that is adapted to the
tastes of the health-conscious consumer.
Assessment Tool
Lab Assessment: Advanced Level, FODLAB-3
Product Standard Scorecard: Classic and
Nouveau Soups, FOD3050-1
Product Standard Scorecard: Classic and
Nouveau Sauces, FOD3050-2
Standard
Achieve a minimum performance rating of 3 in
applicable areas of assessment
• describe the personal or
career relevance of the
competencies developed
within the module, and
identify labour market
dynamics that may be
significant for career
choices
• module reflection in which the student will complete
one of the following:
— Career Research: Advanced Level, FODCAR-3
— Job Shadow Assessment, FODJS
— Career Profile Guide, FODCPG
— Evaluation of Oral Presentation or Demonstration,
FODPRES
Standard
All sections have been completed accurately
10
• demonstrate basic
competencies.
• observations of individual effort and interpersonal
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
Integrated
throughout
F.22/ Foods, CTS
(1997)
Advanced
©Alberta Education, Alberta, Canada
MODULE FOD3050: ADVANCED SOUPS & SAUCES (continued)
Concept -
Specific Learner Expectations
Notes
The student should:
Nature of Food
• describe the role of sauces in classic and nouveau
cuisine
• explain the structure of sauces and demonstrate
increased understanding of thickening agents
including:
- beurre manie
- arrowroot and tapioca
- liaison
• demonstrate increased understanding of finishing
techniques including:
- reduction
- deglazing
• describe the relationship of foundation sauces
with their derivatives
Bechamel — Mornay;
Veloute — Curry;
Espagnole —
Mushroom; Tomato —
Creole.
• describe role of ingredients and preparation
techniques for emulsified sauces
Hollandaise and bearnaise.
• identify standards of quality for sauces
•
• identify key ingredients and production
techniques for a cross-section of soups including:
- consommes
- chowders
- cold soups
- specialty and ethnic soups
• describe ingredients and techniques for adapting
sauces and soups to satisfy the health-conscious
consumer.
Lower fat sauces;
emphasis on creative
presentation and
reduced quantity of
sauces, etc.
Multiculturalism
• demonstrate increased awareness of multicultural
influences on the repertoire of sauces and soups.
Advanced
©Alberta Education, Alberta, Canada
CTS, Foods /F.23
(1997)
MODULE FOD3050: ADVANCED SOUPS & SAUCES (continued)
Concept
Specific Learner Expectations
Notes
Preparation and
Presentation
The student should:
• demonstrate understanding and skills in the use of
thickening agents and methods, and finishing
techniques for the preparation of a wide range of
sauces and soups
• prepare and evaluate derivatives of each of the
foundation sauces:
- bechamel
- veloute
- espagnole
- tomato
- butter
• prepare and evaluate a variety of soups including:
- consommes
- chowders
- cold soups
- specialty and ethnic soups
• display creativity and flair in the presentation of
sauces and soups with appropriate foods,
accompaniments and garnishes.
Suggestion for sequencing
of labs:
Day 1 : preparation of
stocks for soups and
foundation sauces.
Day 2: soup or foundation
sauce #1.
Day 3: derivative of
foundation sauce #1.
(Use a similar sequence
for each foundation and
derivative sauce.)
Safety, Sanitation
and Equipment
• demonstrate safe hygienic work habits and the
correct use of tools and equipment
• identify and resolve safety concerns, both food
and equipment, significant to Advanced Soups &
Sauces.
Commercial: Steam
jacketed kettle, blender/
processor.
Career Exploration/
Portfolio
• describe career options where skills developed in
Advanced Soups & Sauces are particularly
important
• describe various occupational and entrepreneurial
roles related to this module.
i
¥.24/ Foods, CTS
(1997)
Advanced
©Alberta Education, Alberta, Canada
MODULE FOD3060: FOOD PRESENTATION
Level: Advanced
Theme: Preparation and Presentation
Prerequisite: FOD 1010 Food Basics
Module Description: Students develop creativity and flair while learning the techniques of tempting
and artistic food presentation.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Assessment Criteria and Conditions
Suggested
Expectations
,
Emphasis
The student will:
Assessment of student achievement should be based on:
• identify the principles of
• concept test: in which the student demonstrates:
20
design and their
- understanding of the elements of design
application to the
- analysis of examples to identify incorporation of
preparation and
elements of design
presentation of foods
- application of guidelines for appropriate
• identify costs involved
presentation and garnishing of foods
in the presentation of
- understanding of implications for resources of
foods
food presentation and garnishing.
Assessment Tool
Professional Baking Instructor's Manual
Professional Cooking Instructor's Manual
Food for Today Testing Program (Teacher
Resource Binder or Testmaker)
Stanc-.rd
Correctly answer a minimum of 50% of questions
• demonstrate a variety of
• practical lab experiences in which the student will
70
techniques for the
develop a portfolio of techniques for creative
creative presentation of
presentation of foods which includes:
foods
- two foods or products in which the focus is on the
colour and arrangement of individual elements;
e.g., fruit tray, dessert or baking tray
- six different techniques for cutting, shaping or
portioning foods
- garnishing and/or presentation techniques for:
• hors d'oeuvres
• canapes
Advanced
©Alberta Education, Alberta, Canada
CTS, Foods /F.25
(1997)
MODULE FOD3060: FOOD PRESENTATION (continued)
Module Learner
Assessment Criteria and Conditions
Suggested
Expectations
Emphasis
The student will:
Assessment of student achievement should be based on:
- garnishing and/or presentation techniques for at
least three of the following groups of foods:
• soups
• salads
• hot vegetables
• hot meats
• pastas
• sauces
• desserts.
Assessment Tool
Lab Assessment: Advanced Level, FODLAB—3
Product Standard Scorecard: Food Presentation,
FOB3060-1
Standard
Achieve a minimum performance rating of 3 in
applicable areas of assessment
• describe the personal or
• module reflection in which the student will complete
10
career relevance of the
one of the following:
competencies developed
- Career Research: Advanced Level, FODCAR-3
within the module, and
— Job Shadow Assessment, FODJS
identify labour market
- Career Profile Guide, FODCPG
dynamics that may be
- Evaluation of Oral Presentation or Demonstration,
significant for career
FODPRES.
choices
Standard
All sections have been completed accurately
• demonstrate basic
• observations of individual effort and interpersonal
Integrated
competencies.
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
throughout -
F.26/ Foods, CTS
(1997)
Advanced
©Alberta Education, Alberta, Canada
MODULE FOD3060: FOOD PRESENTATION (continued)
Concept
Specific Learner Expectations
Notes
Design
The student should:
• explain how attention to the elements of design
including:
- arrangement
- colour
- proportion
- balance
- harmony
may enhance food during preparation and
presentation
• describe guidelines for appropriate garnishing and
presentation of foods
• describe the elements of design incorporated in
the presentation of a wide variety of foods.
Considering temperatures,
flavour, etc.
Students collect and
analyze photos of food
to depict each element
of design.
Nature of Food
• identify and explain canapes in terms of:
- components
- varieties
- compound butters
- bases
• identify and explain hors d'oeuvres and appetizers
in terms of:
- varieties
- sauces and dips
Canapes:
• Components: base,
body, garnish.
• Varieties: smoked
fish/meats, seafood,
caviar, eggs, pate,
cream cheese,
vegetable/fruit.
• Compound Butters:
maitre d'hotel,
anchovy, lemon,
chive/shallots.
• Bases: croutons,
bouchees, specialty
breads, vol au vent,
profiteroles.
Hors d'oeuvres:
• Varieties: rumaki, deep
fried, mushrooms,
shrimp cocktail,
escargots, oyster-glacie.
Preparation and
Presentation
• creatively manipulate factors including colour and
arrangement to enhance the visual appeal of a
variety of foods
• identify and demonstrate use of specialized tools
for the cutting and shaping of foods as well as for
attractively presenting and for portioning foods
Fruit, vegetable, cheese,
meat trays, fuit pizza.
Advanced
©Alberta Education, Alberta, Canada
CTS, Foods /F.27
(1997)
MODULE FOD3060: FOOD PRESENTATION (continued)
Concept
Specific Learner Expectations
Notes
The student should:
• demonstrate a range of advanced cutting, slicing,
and manipulative techniques in a variety of
applications
• employ advanced garnishing and preparation
techniques in the presentation of foods.
Safety, Sanitation
and Equipment
• demonstrate safe hygienic work habits and the
correct use of tools and equipment
• identify and resolve safety concerns, both food
and equipment, significant to Food Presentation.
Management
• calculate resource costs including:
- materials
- labour, skill, time
- wastage of foods
- changes in food value
incurred in the preparation and presentation of
foods.
Career Exploration/
Portfolio
• describe career options where skills developed in
Food Presentation are particularly important
• describe various occupational and entrepreneurial
roles related to this module.
Food stylist, food
photographer, caterer,
personal fulfillment.
I
F.28/ Foods, CTS
(1997)
Advanced
©Alberta Education, Alberta, Canada
MODULE FOD3070: SHORT ORDER COOKING
Level:
Theme:
Prerequisite:
Advanced
Preparation and Presentation
FOD1010 Food Basics
Module Description: Students develop foundation skills in the preparation and principles underlying
short order cookery.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Assessment Criteria and Conditions
Suggested
Expectations
• Emphasis
The student will:
Assessment of student achievement should be based on:
• identify and apply
• concept test in which the student demonstrates
20
knowledge of foods
understanding of:
prepared, techniques
— nutritional concerns
employed and equipment
- cooking methods and mediums
used in the operation of
- cooking properties, costs and handling of fats
the short order kitchen
- correct and safe operation of equipment
- organization of the short order kitchen
- differences between convenience foods and those
made from scratch
- technological developments in food and
equipment.
Assessment Tool
Food for Today Testing Program (Teacher
Resource Binder or Testmaker)
Professional Cooking Instructor's Manual
Standard
Correctly answer a minimum of 50% of questions
asked
Advanced
©Alberta Education, Alberta, Canada
CTS, Foods /F.29
(1997)
MODULE FOD3070: SHORT ORDER COOKING (continued)
Module Learner
Assessment Criteria and Conditions
Suggested
Expectations
Emphasis
The student will:
Assessment of student achievement should be based on:
• demonstrate skills for
• practical lab experiences in which the student will
70
the safe and efficient
demonstrate:
operation of the short
- the correct application of at least five cooking
order kitchen
methods chosen from: broil/barbecue, poach/
• demonstrate the skills
steam, grill/griddle, microwave/bake
and techniques
(conventional/convection oven), fry /saute, deep-
necessary to the
fry, toast
preparation and cooking
- preparation and presentation of at least five
of a large variety of
different short order food items chosen from:
short order items
sandwiches, breakfast foods, meats, fish/seafood,
poultry, potatoes and vegetable and cultural foods
— preparation from scratch of a battered or breaded
short order item
- preparation of one short order convenience food.
Assessment Tool
Lab Assessment: Advanced Level, FODLAB-3
Product Standard Scorecard: Short Order
Cooking, FOD3070-1
Standard
Achieve a minimum performance rating of 3 in
applicable areas of assessment — A minimum
of 5 different cooking methods must be
employed
• describe the personal or
• module reflection in which the student will complete
10
career relevance of the
one of the following:
competencies developed
— Career Research: Advanced Level, FODCAR-3
within the module, and
— Job Shadow Assessment, FODJS
identify labour market
- Career Profile Guide, FODCPG
.
dynamics that may be
- Evaluation of Oral Presentation or Demonstration,
significant for career
FODPRES.
choices
Standard
All sections have been completed accurately
• demonstrate basic
• observations of individual effort and interpersonal
Integrated
competencies.
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
throughout
«
F.30/ Foods, CTS
(1997)
Advanced
©Alberta Education, Alberta, Canada
MODULE FOD3070: SHORT ORDER COOKING (continued)
Concept
Specific Learner Expectations
Notes
Nature of Food
The student should:
• compare the cooking methods and mediums used
by the short order cook including:
- poaching
- steaming
- sauteing
- grilling
- broiling/barbecuing
- deep frying
- microwaving
- baking
• compare fats used in short order cooking,
considering cooking properties, nutritional
concerns, costs and handling.
Nutrition
• explain the need for quality food items in the
short order kitchen
• demonstrate that foods prepared in the short order
kitchen can address most nutritional concerns.
Management
• explain the organization of the short order kitchen
in various settings, including hotel kitchens,
restaurants, catering and fast food outlets
• prepare and compare short order convenience
foods with those made from scratch including
various potato products and prebreaded and/or
prebattered fish, poultry and vegetables
• compare short order items and preparation
techniques, considering:
- time management and resources
- nutritional concerns and consumer demands
- new developments in food and equipment.
Discuss mise en place:
• preparation
• organization
• being prepared.
Advanced
©Alberta Education, Alberta, Canada
CTS, Foods /F.31
(1997)
MODULE FOD3070: SHORT ORDER COOKING (continued)
Concept
Specific Learner Expectations
Notes
Preparation and
Presentation
The student should:
• prepare and serve short order items applying
appropriate cooking methods including:
- broil/barbecue
- poach/steam
- grill/griddle
- microwave
- oven
- fry/saute
- deep fry
- toast
• prepare, serve and evaluate short order items
requiring breading and battering
• prepare and evaluate short order items including:
- hot and/or cold sandwiches
- breakfast foods
- meats
- fish and seafood
- poultry
- potatoes and vegetables
- cultural foods
• prepare, serve and evaluate appropriate garnishes
and accompaniments for short order items.
Eggs, breakfast meats,
fish.
Steaks, chops, cutlets,
burgers.
Wings, fingers, cut up.
Pizza, tacos, egg rolls, etc.
Safety, Sanitation
and Equipment
• demonstrate correct and safe use of all equipment
used in the short order kitchen including:
- steamers
- poachers
- grills
- deep fryers
- broilers/barbecues
- microwaves
- ovens
- griddles
• demonstrate proper equipment maintenance and
cleaning
• demonstrate thorough understanding of kitchen
sanitation
Convection ovens
«
F.32/ Foods, CTS
(1997)
Advanced
©Alberta Education, Alberta, Canada
MODULE FOD3070: SHORT ORDER COOKING (continued)
Concept .
Specific Learner Expectations
Notes
Safety, Sanitation
and Equipment
(continued)
The student should:
• demonstrate safe hygienic work habits and the
correct use of tools and equipment
• identify and resolve safety concerns, both food
and equipment, significant to Short Order
Cooking.
Career Exploration/
Portfolio
• define short order cooking and examine its scope
in today's food industry
• describe career options where "skills developed in
Short Order Cooking are particularly important
• describe various occupational and entrepreneurial
roles related to this module.
Hotel kitchens,
restaurants, catering,
fast food outlets.
Advanced
©Alberta Education, Alberta, Canada
CTS, Foods /F.33
(1997)
<
F.34/ Foods, CTS Advanced
( 1 997) ©Alberta Education, Alberta, Canada
MODULE FOD3080: ADVANCED MEAT COOKERY
Level: Advanced
Theme:
Prerequisite:
Preparation and Presentation
FOD1010 Food Basics
Module Description: Students develop further awareness of the different types of meats available, and
of meat cookery, through the preparation of a variety of meat dishes.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
• Emphasis
The student will:
• identify the composition
and structure of
domestic meat products,
and select appropriate
cooking methods for
them
• identify and describe
moist and dry heat
cookery methods
Assessment of student achievement should be based on:
• concept test in which the student demonstrates
understanding of:
- primal and retail cuts of beef, pork, veal and lamb
- tenderness of cuts of beef, pork, veal and lamb
- factors that influence tenderness of meats
- variety meats including tenderness and
appropriate cooking methods
- dry and moist heat cooking methods including:
roasting, broiling, pan-broiling, frying, griddling,
sauteing, braising, pot-roasting, stewing,
simmering, poaching and fricasseeing
- appropriate cooking methods for specific cuts
- criteria for quality cooked meats
- techniques for enhancing the palatability of meats
cooked by various moist and dry heat methods
- methods for determining doneness of cooked
meats.
Assessment Tool
Professional Cooking Instructor's Manual
Standard
Correctly answer a minimum of 50% of questions
20
Advanced
©Alberta Education, Alberta, Canada
CTS, Foods /F.35
(1997)
MODULE FOD3080: ADVANCED MEAT COOKERY (continued)
Module Learner
Assessment Criteria and Conditions
Suggested
Expectations
Emphasis
The student will:
Assessment of student achievement should be based on:
• prepare and evaluate a
• practical lab experiences in which the student will
70
wide range of cuts of
demonstrate a minimum of five of the following
meat and meat products
methods of meat cookery using at least four different
representative of a cross
meat types (beef, veal, pork, lamb, goat, variety meats,
section of meat species
rabbit). Each product will meet quality criteria:
• prepare a meat dish
representative of a
specific culture
- roasting including preparation of pan gravy or jus
- broiling or pan-broiling to meet predetermined
doneness
- frying, griddling or sauteing, including a finishing
technique
- stewing
- braising or pot-roasting
— poaching or fricasseeing
- an ethnic meat dish.
Assessment Tool
Lab Assessment: Advanced Level, FODLAB-3
Product Standard Scorecard: Advanced Meat
Cookery, FOD3080-1
Standard
Achieve a minimum performance rating of 3 in
applicable areas of assessment
• describe the personal or
• module reflection in which the student will complete
10
career relevance of the
one of the following:
competencies developed
— Career Research: Advanced Level, FODCAR-3
within the module, and
— Job Shadow Assessment, FODJS
identify labour market
- Career Profile Guide, FODCPG
dynamics that may be
— Evaluation of Oral Presentation or Demonstration,
significant for career
FODPRES.
choices
Standard
All sections have been completed accurately
• demonstrate basic
• observations of individual effort and interpersonal
Integrated
competencies.
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
throughout
assessment tools noted above
«
F.36/ Foods, CTS
(1997)
Advanced
©Alberta Education, Alberta, Canada
MODULE FOD3080: ADVANCED MEAT COOKERY (continued)
Concept
Specific Learner Expectations
Notes
The student should:
Nature of Food
• compare cuts of beef, lamb, veal and pork,
considering tenderness of the cuts and the factors
that influence tenderness of meats
• describe tenderness of various variety meats and
select appropriate cooking methods for them
• describe roasting with preparation and evaluation
of meats, emphasizing:
- criteria for evaluating quality and determining
suitability of meats for roasting
- methods for enhancing flavour and
palatability
- oven and temperature choice
- determining doneness, carry-over cooking and
satisfying a variety of tastes
-
• describe broiling and pan-broiling focusing on:
- suitability of meats for broiling and/or pan-
broiling
- achieving and determining correct doneness in
varied thicknesses of meats
.
- seasoning
• describe frying, griddling and sauteing
considering:
- suitability of meats for frying, griddling and
sauteing
— various methods of meat preparation
— correct temperature and cooking procedures
— various finishing techniques
• describe suitability of meats for moist heat
cooking methods and knowledge of techniques for
enhancing palatability of meats cooked by:
— braising and pot-roasting
- stewing
- simmering, fricasseeing and poaching.
Advanced
©Alberta Education, Alberta, Canada
CTS, Foods /F.37
(1997)
MODULE FOD3080: ADVANCED MEAT COOKERY (continued)
Concept
Specific Learner Expectations
Notes
Preparation and
Presentation
The student should:
• prepare, present and evaluate roasted meats,
including:
- preparing pan gravy and/or jus
- stewing
- simmering, fricasseeing and poaching
• prepare, present and evaluate broiled and/or pan-
broiled meats, including:
- achieving correct doneness
- broiler-marking steaks
• prepare, present and evaluate fried, griddled
and/or sauteed meats, demonstrating various
finishing techniques
• prepare, present and evaluate meats using moist
heat cooking methods including:
- braising or pot-roasting
- stewing
- fricasseeing and/or poaching.
Safety, Sanitation
and Equipment
• demonstrate safe hygienic work habits and the
correct use of tools and equipment
• identify and resolve safety concerns, both food
and equipment, significant to Advanced Meat
Cookery.
Commercial: Broiler/grill,
delicater (electric meat
tenderizer),
barbecue, fondue.
Multiculturalism
• describe, through recipe choices and cooking
methods, meat dishes from culturally diverse
origins.
•
Career Exploration/
Portfolio
• describe career options where skills developed in
Advanced Meat Cookery are particularly
important
• describe various occupational and entrepreneurial
roles related to this module.
I
F.38/ Foods, CTS
(1997)
Advanced
©Alberta Education, Alberta, Canada
MODULE FOD3090: BASIC MEAT CUTTING
Level:
Theme:
Prerequisite:
Advanced
Preparation and Presentation
FOD1010 Food Basics
Module Description: Students gain skills in meat cutting that may be a stepping-stone to a career in
the retail or wholesale meat cutting industry.
Module Parameters: Meat cutting equipment and meat cutting expertise.
Curriculum and Assessment Standards
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
Assessment of student achievement should be based on:
• identify the processing
and handling practices in
the transformation of the
carcass into cuts
• concept test consisting of questions on:
- inspection, grading, aging
- tools, equipment and safety practices
- food safety concerns and sanitation practices
20
• describe the wholesale
and retail cuts of various
carcasses
- appropriate handling and storage of meats
- bones, meat/muscle seams and seam structures
- wholesale and retail cuts of beef, pork, veal and/or
lamb
- methods of enhancing tenderness and palatability
prior to cooking.
Assessment Tool
Professional Cooking Instructor's Manual
Standard
Correctly answer a minimum of 50% of questions
Advanced
©Alberta Education, Alberta, Canada
CTS, Foods /F.39
(1997)
MODULE FOD3090: BASIC MEAT CUTTING (continued)
Module Learner
Assessment Criteria and Conditions
Suggested
Expectations
Emphasis
The student will:
Assessment of student achievement should be based on:
• demonstrate the correct
• practical lab experiences in which the student will
70
breakdown of beef, pork,
demonstrate meat cutting, packaging and labelling and
lamb and/or veal
the achievement of quality products including:
carcasses into wholesale
- breakdown of at least five different wholesale cuts
and retail cuts
into retail cuts
• demonstrate skills in the
— three different tied roasts
preparation of meats for
- two different examples of boneless cuts
cooking
- cubed meat
— sliced meat
• demonstrate proficient
— ground meat.
and safe operation of
power and hand tools
Assessment Tool
used by the butcher
Lab Assessment: Advanced Level, FODLAB-3
Product Standard Scorecard: Basic Meat Cutting,
FOD3090-1
Standard
Achieve a minimum performance rating of 3 in
applicable areas of assessment
• describe the personal or
• module reflection in which the student will complete
10
career relevance of the
one of the following:
competencies developed
- Career Research: Advanced Level, FODCAR-3
within the module, and
— Job Shadow Assessment, FODJS
identify labour market
- Career Profile Guide, FODCPG
dynamics that may be
— Evaluation of Oral Presentation or Demonstration,
significant for career
FODPRES.
choices
Standard
All sections have been completed accurately
• demonstrate basic
• observations of individual effort and interpersonal
Integrated
competencies.
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
throughout
I
F.40/ Foods, CTS
(1997)
Advanced
©Alberta Education, Alberta, Canada
MODULE FOD3090: BASIC MEAT CUTTING (continued)
Concept
Specific Learner Expectations
Notes
Consumerism
The student should:
• describe criteria for assessing meat quality in
order to satisfy consumer demands, including:
- inspection and grading processes
- methods to enhance tenderness and
palatability of meats prior to cooking.
Nature of Food,
Preparation and
Presentation
• demonstrate competence in the breakdown of
beef, pork, veal and/or lamb carcasses into
wholesale, primal, and/or retail cuts including:
- identifying bones, meat/muscle seams and
seam structures
- knife-cutting through muscle seams and bone
structure joints
- producing saleable retail cuts from block-
ready wholesale cuts
- employing current meat nomenclature
• demonstrate proficiency in meat cutting skills and
techniques including:
- boning and trimming for retail cuts
- tying roasts
- dicing, slicing, grinding, tenderizing.
-
Safety, Sanitation
and Equipment
• explain the need to protect the health of the
consumer and maintain the merchandising appeal
of meats through:
- prevention of food-borne illness
- observing and practising safe and hygienic
handling skills
- employing appropriate storage methods and
times for varying cuts
• safely and correctly use detergents and sanitizing
agents in cleaning work areas, tools and
equipment
• demonstrate safe use and knowledge of tools and
equipment for meat cutting.
Commercial: Power and
hand saws, delicater,
meat grinder, smoker,
sausage maker.
Advanced
©Alberta Education, Alberta, Canada
CTS, Foods /F.41
(1997)
MODULE FOD3090: BASIC MEAT CUTTING (continued)
Concept
Specific Learner Expectations
Notes
Career Exploration/
Portfolio
The student should:
• describe career options where skills developed in
Basic Meat Cutting are particularly important
• describe various occupational and entrepreneurial
roles related to this module.
F.42/ Foods, CTS
(1997)
Advanced
©Alberta Education, Alberta, Canada
MODULE FOD3100: ENTERTAINING WITH FOOD
Level: Advanced
Theme: Management
Prerequisite: FOD 1010 Food Basics
Module Description: Students plan and prepare food for an event, and develop organizational skills
that may be used in the hospitality industry, at home or in entrepreneurial
endeavours.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Assessment Criteria and Conditions
Suggested
Expectations
Emphasis
The student will:
Assessment of student achievement should be based on:
• identify and describe
• concept test in which student demonstrates
10
. safe food handling
understanding of rationale and procedures for
procedures involved in
ensuring food safety during entertaining, emphasizing
large-scale food events
large-scale food production, safe transport of foods
and monitoring of "danger zone" guidelines during
preparation and service.
Assessment Tool
Professional Cooking Instructor's Manual
Food for Today Testing Program (Teacher
Resource Binder or Testmaker)
Standard
Correctly answer a minimum of 80% of questions
• identify and describe the
• project plan: Working individually, of as a group,
20
factors of planning and
students will plan an entertainment event that includes
staging an entertainment
the selection, planning and preparation of food.
event that includes food
Students will document the following factors of
planning and staging the event:
- identifying parameters
- incorporating a theme
- developing a budget
- testing foods/recipes for appropriateness
- planning a menu
- developing a management plan
- decorating
- preparing food
- hosting
- cleaning up
- evaluating the success.
Assessment Tool
Framework for Assessing a Project Plan:
Entertaining with Food, FOD3100-1
Standard
Achieve a minimum performance rating of 3 in
applicable areas of assessment
Advanced
©Alberta Education, Alberta, Canada
CTS, Foods /F.43
(1997)
MODULE FOD3100: ENTERTAINING WITH FOOD (continued)
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
Assessment of student achievement should be based on:
• plan, prepare and
evaluate food for an
• practical lab experiences in which the student
prepares and evaluates food for an entertainment
60
entertainment event
event.
Assessment Tool
Lab Assessment: Advanced Level, FODLAB—3
Product Standard Scorecard: Entertaining with
Food, FOD3100-2
Standard
Achieve a minimum performance rating of 3 in
applicable areas of assessment
• describe the personal or
• module reflection in which the student will complete
10
career relevance of the
one of the following:
competencies developed
— Career Research: Advanced Level, FODCAR—3
within the module, and
identify labour market
— Job Shadow Assessment, FODJS
— Career Profile Guide, FODCPG
dynamics that may be
significant for career
choices
— Evaluation of Oral Presentation or Demonstration,
FODPRES.
Standard
All sections have been completed accurately
• demonstrate basic
• observations of individual effort and interpersonal
Integrated
competencies.
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
throughout
Concept
Specific Learner Expectations
Notes
Safety and
Sanitation
The student should:
• appraise food safety concerns that may arise
during handling, preparation and presentation of
food for special events, for example:
- large-scale food production
- safe transport of foods
- safe storage of foods
- enforcing "danger zone" guidelines during
service of foods
• describe and resolve equipment safety concerns
significant to Entertaining with Food.
i
F.44/ Foods, CTS
(1997)
Advanced
©Alberta Education, Alberta, Canada
MODULE FOD3100: ENTERTAINING WITH FOOD (continued)
Concept
Specific Learner Expectations
Notes
The student should:
Management
• assess the appropriateness of foods for use on
particular occasions, considering factors such as
the impact of advance preparation and/or standing
time on quality and nutrition of foods
• analyze factors that influence the nature of an
entertainment event, including:
- the occasion
- host's lifestyle
- available resources
- number and age of guests ,
- level of formality
• describe conventions associated with entertaining
including:
- etiquette
- responsibilities of host and guest
-
• devise and carry out a management plan for an
event, including:
- theme
Menu, decorations,
invitations, table
appointments and
centre pieces.
- resources.
Time, energy, money,
equipment, staff and
student skills. Develop
a budget including
food, and other costs
including garnishes.
Presentation and
• plan and prepare a menu for an event by applying
Presentation
the principles of meal planning and food costing
• devise and carry out a management plan for an
event, including:
- food preparation and presentation
Style of service: buffet,
- hosting responsibilities
family style,
- food services
continental, blue plate,
ethnic styles of service.
- clean up
Including mobilization of
leftovers.
• evaluate the success of the event and make
recommendations for future events.
Advanced
©Alberta Education, Alberta, Canada
CTS, Foods /F.45
(1997)
MODULE FOD3100: ENTERTAINING WITH FOOD (continued)
Concept
Specific Learner Expectations
Notes
Career Exploration/
Portfolio
The student should:
• describe career options where skills developed in
Entertaining with Food are particularly important
• describe various occupational and entrepreneurial
roles related to this module.
Catering, tourism, hotel,
bed and breakfast.
F.46/ Foods, CTS
(1997)
Advanced
©Alberta Education, Alberta, Canada
MODULE FOD31 10: FOOD PROCESSING
Level:
Theme:
Prerequisite:
Advanced
Management
FOD1010 Food Basics
Module Description: Students explore how technology affects our food supply, by using a variety of
methods to process fresh foods.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
Assessment of student achievement should be based on:
• describe factors
• concept test or project in which the student
20
affecting food safety and
demonstrates understanding of the following
food spoilage in
concepts:
processed foods
- micro-organisms and prevention of food-borne
• identify and describe
various ways of
processing and
preserving food
illness
- maintenance of food quality through processing
and during storage
- function of ingredients, methods and rationale for
a minimum of five ways of processing and
• identify the impact of
preserving food
technological
- effect of processing on nutritive value of foods
developments on foods
- role of food additives
and the food supply
- technological developments and their impact on
food supply.
Assessment Tool
Food for Today Testing Program (Teacher
Resource Binder or Testmaker) or
Framework for Assessing a Project Plan: Food
Processing, FOD3 110-1
Standard
Correctly answer a minimum of 50% of questions
or
Achieve a minimum performance rating of 3 in
applicable areas of assessment
Advanced
©Alberta Education, Alberta, Canada
CTS, Foods /F.47
(1997)
MODULE FOD3110: FOOD PROCESSING (continued)
Module Learner
Assessment Criteria and Conditions
Suggested
Expectations
Emphasis
The student will:
Assessment of student achievement should be based on:
• employ basic technology
• practical lab experiences in which the student will
70
in the processing and
use five methods to process or preserve a variety of
preserving of a wide
foods, of which one must be a brine or marinade:
variety of foods
- canning
- freezing
- drying
- brine and pickling (moist and dry)
- marinades (cooked and instant)
• meat
• fish
• salad
- jam-making
- jelly-making.
Assessment Tool
Lab Assessment: Advanced Level, FODLAB-3
Product Standard Scorecard: Food Processing,
FOD3 110-2
Standard
Achieve a minimum performance rating of 3 in
applicable areas of assessment
• describe the personal or
• module reflection in which the student will complete
10
career relevance of the
one of the following:
competencies developed
- Career Research: Advanced Level, FODCAR—3
within the module, and
— Job Shadow Assessment, FODJS
identify labour market
— Career Profile Guide, FODCPG
dynamics that may be
- Evaluation of Oral Presentation or Demonstration,
significant for career
FODPRES.
choices
Standard
All sections have been completed accurately
• demonstrate basic
• observations of individual effort and interpersonal
Integrated
competencies.
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
throughout
i
F.4S7 Foods, CTS
(1997)
Advanced
©Alberta Education, Alberta, Canada
MODULE FOD3110: FOOD PROCESSING (continued)
Concept .
Specific Learner Expectations
Notes
Safety, Sanitation
and Equipment
The student should:
• compare the positive and negative impact of
micro-organisms and enzymes on foods
• distinguish between prevalent micro-organisms
responsible for food-borne illness considering:
- source of micro-organism
- environment favouring growth of micro-
organism
- causes and symptoms of food-borne illness
• compare the mechanics of maintaining food safety
and food quality over extended periods of time,
for various food processing methods, considering:
- impact of processing method on enzymes and
micro-organisms
- function of ingredients in preservation of
foods
- significance of packaging materials
- appropriate storage conditions and storage
time
• identify and resolve equipment safety concerns
related to Food Processing.
Commercial: Canner,
pressure cooker,
dehydrator, smoker,
vacuum packer.
Nature of Food
• describe the methods and the rationale for
processing or preserving foods.
Freezing, pickling,
marinating, canning,
drying, jam- and
jelly-making.
• Marinades: cooked and
instant, oil and acid, oil
and spice, salt and
liquid, acid and spice,
sweet, dry.
Nutrition
• describe the impact of various food processing
methods on the nutritional value of foods.
Consumerism
• describe food additives and their influence on
food and the food supply.
Advanced
©Alberta Education, Alberta, Canada
CTS, Foods /F.49
(1997)
MODULE FOD3110: FOOD PROCESSING (continued)
Concept
Specific Learner Expectations
Notes
Management
The student should:
• relate small-scale food preservation to the
technology employed in commercial food
processing
• describe the impact technological developments
may have on foods and the food supply
considering factors such as:
- preservation
- enhancement of foods
- nutritive value
- safety issues and concerns
• identify and evaluate such technological
innovations as:
- packaging techniques
- production methods
- preserving methods.
Tetrapak.
Fish farming.
Food irradiation.
Preparation and
Presentation
• plan, prepare and evaluate processed foods,
demonstrating understanding of various
processing methods.
Freezing, pickling,
marinating, canning,
drying, jam- and
jelly-making.
Career Exploration/
Portfolio
• describe career options where skills developed in
Food Processing are particularly important
• describe various occupational and entrepreneurial
roles related to this module.
Food science, food
research, food vendors;
specialty food shops,
marketing.
*
F.50/ Foods, CTS
(1997)
Advanced
©Alberta Education, Alberta, Canada
MODULE FOD3120: FOOD EVOLUTION/INNOVATION
Level:
Theme:
Prerequisite:
Advanced
Management
FOD1010 Food Basics
Module Description: Students explore how food has changed and what foods may be eaten in the
future, prepare a wide variety of foods, and learn how they evolved.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
• Emphasis
The student will:
• describe the impact of
food acquisition on the
culture and society in
which people live
• describe how food
patterns, especially those
in Canada, have evolved
through the interaction
of cultures and people
• identify relationships
among consumers,
marketplace and
technology as food
evolves
Assessment of student achievement should be based on:
• concept test in which the student demonstrates
understanding of:
- impact on society as changing food acquisition has
evolved
- historical and cultural influences on the evolution
of food
- factors that stimulate food innovation
- present-day food trends and technological
advances in food
- consumer acceptance of innovation in foods and
food technology
- influences on foods of the future.
Assessment Tool
Food for Today Testing Program (Teacher
Resource Binder or Testmaker)
Food for Life (Teacher's Resource)
Standard
Correctly answer a minimum of 50% of questions
20
Advanced
©Alberta Education, Alberta, Canada
CTS, Foods /F.51
(1997)
MODULE FOD3120: FOOD EVOLUTION/INNOVATION (continued)
Module Learner
Assessment Criteria and Conditions
Suggested
Expectations
Emphasis
The student will:
Assessment of student achievement should be based on:
• identify factors
• practical lab experiences in which the student will
70
influencing food
prepare foods that meet criteria for quality products
patterns: past, present
and represent at least four of the following:
and future
- evolution of the ways through which food is
acquired (hunted/gathered versus processed)
• prepare and evaluate
foods that are examples
of food evolution
- historical influence on the evolution of food
- cultural influence on the evolution of food
- evolution of contemporary Canadian cuisine
- present-day food trend or technological advance in
food
- food of the future.
Assessment Tool
Lab Assessment: Advanced Level, FODLAB-3
Product Standard Scorecard: Food Evolution/
Innovation, FOD3120-1
Product Comparison FODCOM
Standard
Achieve a minimum performance rating of 3 in
applicable areas of assessment
All sections have been completed accurately
• describe the personal or
• module reflection in which the student will complete
10
career relevance of the
one of the following:
competencies developed
- Career Research: Advanced Level, FODCAR-3
within the module, and
— Job Shadow Assessment, FODJS
identify labour market
— Career Profile Guide, FODCPG
dynamics that may be
— Evaluation of Oral Presentation or Demonstration,
significant for career
FODPRES.
•
choices
Standard
All sections have been completed accurately
• demonstrate basic
• observations of individual effort and interpersonal
Integrated
competencies.
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
throughout
F.52/ Foods, CTS
(1997)
Advanced
©Alberta Education, Alberta, Canada
MODULE FOD3120: FOOD EVOLUTION/INNOVATION (continued)
Concept
Specific Learner Expectations
Notes
The student should:
Multiculturalism
• describe historical influences that have led to
interaction of cultures and peoples and
consequent evolution of food, including:
— exploration
— political climate
— economic conditions
• describe factors that contribute to the evolution of
contemporary Canadian cuisine including:
— recognition of Native Peoples
— profiles of immigrants to Canada
• describe influences of one culture on another
Chinese and Italian pastas
through planning, preparation and evaluation of a
demonstrate the
wide variety of foods.
influence of Marco
Polo. Catherine de
Medici brought Italian
food to the French
court. Columbus
brought tomatoes, corn
and other Mexican
foods to Spain. Cajun
and creole foods are
influenced by the
Acadians in Louisiana.
Alberta cuisine reflects
waves of immigrants —
from the Germans and
Ukrainians to
Vietnamese to Chileans.
Consumerism
• describe current trends in acquisition of foods in
Poster "Science and
Albertan and Canadian cuisine
Technology Milestones
in Food Production" is
• describe factors that stimulate food innovation,
available from Alberta
such as:
Agriculture (see
- technology
Section I-Learning
Resources: Additional
— supply and demand
Sources).
— profitability
- demographics
• describe consumer acceptance of innovative
foods, including:
— needs
- values
- knowledge
- media and advertising.
Advanced
©Alberta Education, Alberta, Canada
CTS, Foods /F.53
(1997)
MODULE FOD3120: FOOD EVOLUTION/INNOVATION (continued)
Concept
Specific Learner Expectations
Notes
Food and Ecology
The student should:
• describe factors that will influence food of the
future, including:
- ecological concerns
- nutrition and health concerns
- technological changes
- changes in society and values.
Organic farming.
Processing techniques.
Eating out, cocooning.
Preparation and
Presentation
• plan, prepare and evaluate foods to demonstrate
evolution in the means through which food is
acquired
• compare the centrality of food to society in the
evolution from hunter/gatherer to farmer to
merchant, considering:
- acquisition of food
- preservation of food
- development of culture
- social structures
• plan, prepare and evaluate foods that represent
trends and/or technological advances in food.
Using foods obtained from
nature (hunting, berry
picking) grinding grain
for use in baked
products, preservation
techniques such as
drying and salting.
Compare gathered versus
processed.
Availability and variety of
foods, supply and
demand in the
marketplace,
megastores, ethnic
stores; trends in
restaurants.
Sugar and fat substitutes,
"engineered foods."
Safety, Sanitation
and Equipment
• demonstrate safe hygienic work habits and the
correct use of tools and equipment
• identify and resolve safety concerns, both food
and equipment, significant to Food Evolution/
Innovation.
Career Exploration/
Portfolio
• describe career options where skills developed in
Food Evolution/Innovation are particularly
important
• describe various occupational and entrepreneurial
roles related to this module.
Food science, food
technology, food design
and development,
cultural, historical sites.
F.54/ Foods, CTS
(1997)
Advanced
©Alberta Education, Alberta, Canada
MODULE FOD3130: THE FOOD ENTREPRENEUR
Level:
Theme:
Advanced
Management
Prerequisite: FOD 1010 Food Basics
Module Description: Students plan, test and market a food product or products.
Note: The Food Entrepreneur focuses on development, testing and/or marketing
of a food product. Management skills emphasized in "Managing the
Venture" will enhance student success in this module.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Expectations
Assessment Criteria and Conditions
. Suggested
Emphasis
The student will:
• identify and describe a
variety of food trends
• identify food ventures
within the community
• identify appropriate
regulations and describe
procedures for ensuring
food safety in the
implementation of a
particular food venture
Assessment of student achievement should be based'on:
• research project in which the student describes and
explains:
- trends in food and eating patterns
- influences on and acceptance of food trends
- food ventures in the community
- regulations and procedures for ensuring food
safety and for labelling and sale of foods.
Assessment Tool
Research: The Food Entrepreneur, FOD3130—1
Standard
Achieve a minimum performance rating of 3 in
applicable areas of assessment
20
Advanced
©Alberta Education, Alberta, Canada
CTS, Foods /F.55
(1997)
MODULE FOD3130: THE FOOD ENTREPRENEUR (continued)
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
Assessment of student achievement should be based on:
• select, plan, prepare and
• project plan: Working individually or as a group,
30
analyze a food venture
students will plan a food venture. Students will
• show a project plan for a
food venture describing
the entrepreneurial
document each stage including:
- description of product/service
- target market
potential
- budget
- marketing plan
- food testing
- selection of appropriate packaging
- production plan
- quality control procedures.
Assessment Tool
Framework for Assessing a Project Plan: The
Food Entrepreneur, FOD3 130-2
Standard
Achieve a minimum performance rating of 3 in
applicable areas of assessment
• prepare and evaluate
• practical lab experiences in which the student
40
food for the venture
prepares and evaluates the food for the venture. All
food will meet or exceed the criteria for quality
products.
Assessment Tool
Lab Assessment: Advanced Level, FODLAB—3
Product Standard Scorecard: The Food
Entrepreneur, FOD3130-3
Safety and Sanitation Checklist, FODSSC
Standard
Achieve a minimum performance rating 3 in
applicable areas of assessment
All sections have been completed accurately
•
• describe the personal or
• module reflection in which the student will complete
10
career relevance of the
one of the following:
competencies developed
- Career Research: Advanced Level, FODCAR-3
within the module, and
identify labour market
— Job Shadow Assessment, FODJS
- Career Profile Guide, FODCPG
dynamics that may be
significant for career
choices
— Evaluation of Oral Presentation or Demonstration,
FODPRES.
Standard
All sections have been completed accurately
#
F.56/ Foods, CTS
(1997)
Advanced
©Alberta Education, Alberta, Canada
MODULE FOD3130: THE FOOD ENTREPRENEUR (continued)
Module Learner
Expectations
Assessment Criteria and Conditions
Suggested
Emphasis
The student will:
• demonstrate basic
competencies.
Assessment of student achievement should be based on:
• observations of individual effort and interpersonal
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
Integrated
throughout
Concept
Specific Learner Expectations
Notes
Nature of Food
The student should:
• describe trends in foods, considering aspects such
as:
- origin of foods
- production methods
- processing methods
- packaging techniques
- nutritional significance
- emotive significance of foods
- prestige value.
Locally produced versus
imported; ethnic foods.
Comfort foods.
Consumerism/
Ecology
• describe trends in eating patterns, considering
aspects such as:
- traditional meal patterns
- percentage of food dollar spend on eating
away from home
- alternatives for eating out
- patterns influenced by social and ecological
issues
- patterns influenced by health concerns
• inventory factors that contribute to the evolution
of food trends, such as:
- needs
- wants
- culture
- demographics
- psychographics
- geographies
Fast food, food fairs, fine
dining, etc.
Environmentalism, global
concerns.
Vegetarian.
Education, income, age.
Lifestyle, buying habits,
attitudes, opinions.
Advanced
©Alberta Education, Alberta, Canada
CTS, Foods /F.57
(1997)
MODULE FOD3130: THE FOOD ENTREPRENEUR (continued)
Concept
Specific Learner Expectations
Notes
Consumerism/
Ecology
(continued)
The student should:
• relate food trends with psychological, social and
cultural needs of individuals and families
• describe changes in the last five years including
reasons for such changes
• predict changes in the coming five years,
considering pitfalls and opportunities these trends
present.
Management
• identify food ventures in the community,
considering:
- food services and/or food products provided
- market niche occupied
- marketing strategies
- criteria for success
• propose a food venture, including:
- mission statement
- food services and/or food products provided
- target market
- criteria for success
• create, carry out and evaluate a marketing plan for
a food venture
• create, test and adapt a production plan
• create and implement quality control procedures
• describe financing availability for the venture
• assess the strengths and weaknesses of the food
venture.
Caterers, restaurants, food
stores, specialty food
stores, farmers markets.
Venture may include
cafeteria menu, after
school or snack break
sales, restaurant
catering for school
functions or sports
events, outside catering
(weddings, office
parties, etc.).
May include layout of
kitchen, eating area, etc.
Safety, Sanitation
and Equipment
• identify procedures for ensuring food safety
• identify food labelling regulations
• identify regulations governing the sales of foods
• demonstrate procedures for maintaining food
safety
• identify and resolve equipment safety and
sanitation as it pertains to The Food Entrepreneur.
F.5S7 Foods, CTS
(1997)
Advanced
©Alberta Education, Alberta, Canada
MODULE FOD3130: THE FOOD ENTREPRENEUR (continued)
Concept
Specific Learner Expectations
Notes
Preparation and
Presentation
The student should:
• prepare and package or present food items
suitable for the food venture, demonstrating:
- efficiency in production
- consistency in quality
- monitoring and control of inventory
• evaluate the success of the food item for the
planned venture.
Compare packaging
techniques to consumer
response
Consider taste/
palatability, cost,
quality, suitability.
Career Exploration/
Portfolio
• describe career options where skills developed in
The Food Entrepreneur are particularly important
• describe various occupational and entrepreneurial
roles related to this module.
Advanced
©Alberta Education, Alberta, Canada
CTS, Foods /F.59
(1997)
I
F.60/ Foods, CTS Advanced
(1997) ©Alberta Education, Alberta, Canada
MODULE FOD3140: INTERNATIONAL CUISINE 2
Level: Advanced
Theme:
Prerequisite:
Module Description:
Social and Cultural
FOD1010 Food Basics
Students explore, in depth, the cuisine of another country in order to appreciate
the richness of its history and culture. They discover its foods, experience
traditional cooking methods, and learn about food customs.
Module Parameters: Personal or commercial food preparation facility.
Curriculum and Assessment Standards
Module Learner
Expectations
Assessment Criteria and Conditions
• Suggested
Emphasis
The student will:
• identify and describe the
various roles that food
plays within a specific
culture
Assessment of student achievement should be based on:
• research project in which the student will describe
the following concepts:
- availability of foods including climate, geography,
economy, infrastructure, technology, staple foods,
regionalization of foods
- acceptability of foods, including social structure,
values, religion, beliefs, history, ethnicity
- role of food in culture, including symbolism,
traditions, manners, meal patterns, celebrations,
gender roles
- food presentation including food planning
principles, seasonings, food and flavour
combinations
- nutritional role of foods.
Assessment Tool
Research: International Cuisine 2, FOD3 140-1
Standard
Achieve a minimum performance rating of 3 in
applicable areas of assessment
40
Advanced
©Alberta Education, Alberta, Canada
CTS, Foods /F.61
(1997)
MODULE FOD3140: INTERNATIONAL CUISINE 2 (continued)
Module Learner
Assessment Criteria and Conditions
Suggested
Expectations
Emphasis
The student will:
Assessment of student achievement should be based on:
• prepare and evaluate
• practical lab experiences in which the student
50
foods and meals
prepares, presents and evaluates four cultural dishes,
representative of a
which meet the criteria for quality products:
specific culture
- two characteristic preparation techniques
- typical foods that represent a minimum of three
food groups
- a meal or an event including food, which
demonstrates cultural foods.
Assessment Tool
Lab Assessment: Advanced Level, FODLAB-3
Product Standard Scorecard: International
Cuisine 2, FOD3140-2
Standard
Achieve a minimum performance rating 3 in
applicable areas of assessment
• describe the personal or
• module reflection in which the student will complete
10
career relevance of the
one of the following:
competencies developed
- Career Research: Advanced Level, FODCAR-3
within the module, and
— Job Shadow Assessment, FODJS
identify labour market
— Career Profile Guide, FODCPG
dynamics that may be
- Evaluation of Oral Presentation or Demonstration,
significant for career
FODPRES.
choices
Standard
All sections have been completed accurately
• demonstrate basic
• observations of individual effort and interpersonal
Integrated
competencies.
interaction during the learning process.
Assessment Tools
Basic Competencies Reference Guide and any
assessment tools noted above
throughout
F.62/ Foods, CTS
(1997)
Advanced
©Alberta Education, Alberta, Canada
MODULE FOD3140: INTERNATIONAL CUISINE 2 (continued)
Concept
Specific Learner Expectations
Notes
The student should:
Multicultural
• describe factors that determine the availability of
Aspects of Food
foods including:
- climate, geography
Staple foods.
— regional food patterns
- economy
- infrastructure
- technology
Transportation.
• describe factors that influence the acceptability of
foods including:
- social structure
- values
- religion
- beliefs, taboos, superstitions
- history
- ethnicity
• describe the role of food in transmitting culture
including:
- food and symbolism
- relationship of food with traditions
,
- role of food in celebration
- traditional meal patterns
- traditional gender roles in acquisition and
preparation of foods
• describe changes in foods, food patterns and food
preparation tecnniques as people adapt to new
cultures, such as:
- accessibility of traditional and non-traditional
foods
- access to and understanding of nutrition
information
- role of food in retaining cultural heritage
- role of food in adapting to new cultural
environment
• evaluate the physical, psychological and social
impact of evolving food patterns as individuals
and families adapt to an adopted culture.
Advanced
©Alberta Education, Alberta, Canada
CTS, Foods /F.63
(1997)
MODULE FOD3140: INTERNATIONAL CUISINE 2 (continued)
Concept
Specific Learner Expectations
Notes
Nature of Food
The student should:
• describe food sensibilities (aesthetics)
considering:
- food planning principles
- seasonings
- characteristic food and flavour combinations.
Nutrition
• analyze how nutritional needs are met through the
food patterns of the culture.
Preparation and
Presentation
• demonstrate and evaluate a wide variety of
preparation techniques characteristic of the
culture
• research and demonstrate specialized equipment
used in food preparation.
Safety, Sanitation
and Equipment
• demonstrate safe hygienic work habits and the
correct use of tools and equipment
• identify and resolve safety concerns, both food
and equipment, significant to International
Cuisine 2.
Career Exploration/
Portfolio
• describe career options where skills developed in
International Cuisine 2 are particularly important
• describe various occupational and entrepreneurial
roles related to this module.
Heritage sites, ethnic
restaurants, import
businesses, wholesale
and retail, tourism,
institutional food
services.
<
F.64/ Foods, CTS
(1997)
Advanced
©Alberta Education, Alberta, Canada
FOODS
SECTION G: ASSESSMENT TOOLS
The following pages comprise background information and strategies for assessing
student achievement and the assessment tools that are listed in Sections D, E and F of this
Guide.
This section of the Guide to Standards and Implementation
has been designed to provide a common base of understanding
about the level of competencies students are expected to
demonstrate to successfully complete a module. The goal is
to establish assessment standards for junior and senior high
school students that are fair, credible and challenging.
These tools will assist teachers throughout the province to
more consistently assess student achievement. The purpose of
expanding on the assessment standards is to:
• increase confidence among students, parents, business/
industry and post-secondary that students can demonstrate
the competencies specified in the modules they have
completed
• encourage fairness and equity in how students' efforts are
judged
• enable learners to focus effort on key learnings
• support teachers and community partners in planning and
implementing CTS.
These tools were validated during the optional stage of CTS
implementation.
Assessment Tools
©Alberta Education, Alberta, Canada
CTS, Foods /G.l
(1997)
TABLE OF CONTENTS
ASSESSING STUDENT ACHIEVEMENT
Assessing Student Achievement in CTS G.4
Assessing Student Achievement in Foods G.6
Assessment Tools Generic to CTS:
Basic Competencies Reference Guide G.8
Generic Rating Scale G.10
Frameworks for Assessment:
CTSISS: Issue Analysis G.ll
CTSLAB: Lab Investigations G.12
CTSNEG: Negotiation and Debate G.13
CTSPRE: Presentations/Reports G.14
CTSRES: Research Process G.15
Assessment Tools
FODAVR:
FODCPG:
FODCAR-1:
FODCAR-2:
FODCAR-3:
FODPRES:
FODFTA:
FODFIA:
FODJS:
FODLAF:
FODLAB-1
FODLAB-2:
FODLAB-3:
FODNIA:
FODPAN:
FODPAS:
FODCOM:
FODREF-1:
FODREF-2:
FODREF:
FODSSC:
Generic to Foods Strand:
Article or Audio- visual Review G.16
Career Profile Guide ; G.17
Career Research: Introductory Level G.18
Career Research: Intermediate Level G.19
Career Research: Advanced Level G.20
Evaluation of Oral Presentation or Demonstration G.21
Field Trip Assessment G.22
Intake Analysis G.23
Job Shadow Assessment G.24
Lab Assessment Framework G.25
Lab Assessment: Introductory Level G.26
Lab Assessment: Intermediate Level G.27
Lab Assessment: Advanced Level G.28
Nutrition Information Analysis G.29
Product Analysis G.30
Product Analysis: Special Needs G.31
Product Comparison: Introductory, Intermediate, Advanced G.32
Reflection Log: Introductory Level G.33
Reflection Log: Intermediate Level G.34
Reflection Record Assessment G.35
Safety and Sanitation Checklist G.36
Assessment Tools Specific to Modules in the Foods Strand:
FOD1010-1
FOD1020-1
FOD 1030-1
FOD 1030-2
FOD 1040-1
FOD 1050-1
FOD 1050-2
FOD 1050-3
FOD 1060-1
FOD 1060-2
G.2/ Foods, CTS
(1997)
Product Standard Scorecard: Food Basics G.37
Product Standard Scorecard: Baking Basics G.38
Project/Survey: Snacks & Appetizers G.39
Product Standard Scorecard: Snacks & Appetizers G.40
Product Standard Scorecard: Meal Planning 1 G.41
Comparison Chart: Fast Food Establishments G.42
Product Standard Scorecard: Fast & Convenience Foods G.43
Comparison Chart: Convenience Food G.44
Research: Canadian Heritage Foods G.45
Product Standard Scorecard: Canadian Heritage Foods G.46
Assessment Tools
©Alberta Education, Alberta, Canada
FOD2010-1: Food Label Analysis G.47
FOD2020-1 : Training Diet Assessment/ Precompetition Meal Assessment G.48
FOD202O-2: Product Standard Scorecard: Nutrition & the Athlete G.49
FOD2030-1: Research: Food Decisions & Health G.50
FOD2030-2: Weight Loss Program Analysis G.51
FOD2030-3: Product Standard Scorecard: Food Decisions & Health G.52
FOD2040-1: Product Standard Scorecard: Cake G.53
FOD2040-2: Product Standard Scorecard: Pastry G.54
FOD2050-1: Product Standard Scorecard: Yeast Breads & Rolls G.55
FOD2060-1: Product Standard Scorecard: Milk Products & Eggs G.56
FOD2070-1: Product Standard Scorecard: Stocks, Soups & Sauces G.57
FOD2080-1: Product Standard Scorecard: Vegetables/Fruits/Grains G.58
FOD209O-1: Product Standard Scorecard: Creative Cold Foods G.59
FOD2100-1: Product Standard Scorecard: Basic Meat Cookery G.60
FOD2110-1: Product Standard Scorecard: Fish & Poultry , G.61
FOD2 120-1: Analysis: Adapting Meal Planning to Lifestyle G.62
FOD2120-2: Research: Adapting Meal Planning to Lifestyle G.63
FOD2120-3: Product Standard Scorecard: Meal Planning 2 G.64
FOD2130-1: Analysis: Vegetarian Cuisine G.65
FOD2130-2: Product Standard Scorecard: Vegetarian Cuisine G.66
FOD2140-1: Research: Rush Hour Cuisine G.67
FOD2140-2: Comparison: Time-saving Techniques/ Adaptations....". G.68
FOD2 140-3: Product Standard Scorecard: Rush Hour Cuisine G.69
FOD2 160-1: Framework for Assessing a Project Plan: Food Venture G.70
FOD2160-2: Product Testing Scorecard: Food Venture G.71
FOD2170-1: Research: International Cuisine G.72
FOD2170-2: Product Standard Scorecard: International Cuisine , G.73
FOD3010-1: Research: Life Cycle Menu Development G.74
FOD3010-2: Research: Community Nutrition Program Analysis G.75
FOD3020-1: Research: Nutrition and Digestion G.76
FOD3030-1 : Product Standard Scorecard: Creative Baking G.77
FOD3040-1 : Research: Advanced Yeast Products G.78
FOD3040-2: Product Standard Scorecard: Advanced Yeast Products G.79
FOD3050-1 : Product Standard Scorecard: Classic and Nouveau Soups G.80
FOD305O-2: Product Standard Scorecard: Classic and Nouveau Sauces G.81
FOD3060-1 : Product Standard Scorecard: Food Presentation G.82
FOD3070-1: Product Standard Scorecard: Short Order Cooking G.83
FOD3080-1: Product Standard Scorecard: Advanced Meat Cookery G.84
FOD3090-1: Product Standard Scorecard: Basic Meat Cutting G.85
FOD3100-1: Framework for Assessing a Project Plan: Entertaining with Food....G.86
FOD3 100-2: Product Standard Scorecard: Entertaining with Food G.87
FOD31 10-1: Framework for Assessing a Project Plan: Food Processing G.88
FOD3 110-2: Product Standard Scorecard: Food Processing G.89
FOD3120-1 : Product Standard Scorecard: Food Evolution/Innovation G.90
FOD3130-1: Research: The Food Entrepreneur G.91
FOD3 130-2: Framework for Assessing a Project Plan: The Food Entrepreneur.... G.92
FOD3 130-3: Product Standard Scorecard: The Food Entrepreneur G.93
FOD3140-1: Research: International Cuisine 2 G.94
FOD3 140-2: Product Standard Scorecard: International Cuisine 2 G.95
Assessment Tools
©Alberta Education, Alberta, Canada
CTS, Foods /G.3
(1997)
ASSESSING STUDENT
ACHIEVEMENT IN CTS
The CTS assessment standards assess two basic
forms of competency:
• What can a student do?
• make a product (e.g., wood bowl, report,
garment)
• demonstrate a process
• strand-related competencies (e.g.,
keyboarding, hair cutting, sewing
techniques, lab procedures)
• basic competencies (e.g., resource
use, safety procedures, teamwork).
• What does a student know?
• knowledge base needed to demonstrate a
competency (link theory and practice).
CTS Defines Summative Assessment Standards
The assessment standards and tools defined for the
CTS modules, referenced in Sections D, E and F
of this Guide, focus on the final (or summative)
assessment of student achievement.
Assessment throughout the learning period
(formative assessment) will continue to evaluate
how students are progressing. Teachers direct and
respond to students' efforts to learn — setting and
marking tasks and assignments, indicating where
improvement is needed, sending out interim
reports, congratulating excellence, etc.
Teachers will decide which instructional and
assessment strategies to apply during the
formative learning period. As formative and
summative assessment are closely linked, some
teachers may wish to modify the tools included in
this section to use during the instructional process.
Teachers may also develop their own summative
assessment tools as long as the standards are
consistent with the minimum expectations
outlined by Alberta Education.
Grading and Reporting Student Achievement
When a student can demonstrate ALL of the exit-
level competencies defined for the module
(module learner expectations), the teacher will
designate the module as "successfully completed."
The teacher will then use accepted grading
practices to determine the percentage grade to be
given for the module — a mark not less than 50%.
The time frame a teacher allows a student to
develop the exit-level competency is a local
decision. NOTE: The Senior High School
Handbook specifies that students must have access
to 25 hours of instruction for each credit.
Students may, however, attain the required
competencies in less time and may proceed to
other modules.
Teachers are encouraged to consult their
colleagues to ensure grading practices are as
consistent as possible. High school teachers may
wish to refer to "Directions for Reporting Student
Achievement in CTS" for information on how to
use the CTS course codes to report the credits that
students have earned to Alberta Education.
(Copies of this document have been forwarded to
superintendents and senior high school
principals.)
Components of Assessment Standards in CTS
The following components are included in each
module:
• module learner expectations (in the shaded
left column of the module) define the exit-
level competencies students are expected to
achieve to complete a module. Each MLE
defines and describes critical behaviours that
can be measured and observed. The student
must meet the standard specified for ALL
MLEs within a module to be successful.
• suggested emphasis (right column of the
module) provides a guideline for the relative
significance of each MLE and can be used to
organize for instruction.
G.4/ Foods, CTS
(1997)
Assessment Tools
©Alberta Education, Alberta, Canada
criteria and conditions (middle column of
the module) set the framework for the
assessment of student competency, specifying
the minimum standard for performance and
including a reference to assessment tools ,
where appropriate.
Criteria define the behaviours that a student
must demonstrate to meet the designated
standard. For example, the criteria could
describe the various techniques that must be
demonstrated when using a tool, and/or
describe the minimum components of a
project the student must complete.
Conditions outline the specifications under
which a student's competency can be judged.
For example, the conditions could specify
whether the assessment should be timed or
not, or if the student should be allowed to
access to support resources or references.
Standard may be defined by (1) assessment
tools, which are referenced in this section (or
sometimes in approved learning resources)
and/or (2) "illustrative examples" of student
work, if appropriate.
Assessment Tools included in this section of
the Guide tend to be of two types:
• tools generic to a strand or to the entire
CTS program; e.g., a standard five-point
rating scale is used in all strands. Other
generic tools include assessing reports and
presentations and lab safety checklists.
(Names of these tools include the strand
code [e.g., "INF" for Information
Processing] and a code for the type of
tool [e.g., "TDENT" for Text-Data
Entry].)
• tools specific to a module; e.g.,
assessment checklist for assessing a
venture plan in Enterprise and Innovation
or a checklist for sketching, drawing and
modelling in Design Studies. (Names of
these tools include the module code; e.g.,
"INFI010-I" indicating that it is the first
module-specific tool used in Information
Processing Module 1 010.)
Development and Validation Processes
The "Criteria and Conditions" and "Suggested
Emphasis" columns have been validated with
extensive input from teachers, professional
associations/contacts and post-secondary institutions.
The goal is to prepare well-structured assessment
standards and related assessment tools that:
• establish, an appropriate level of challenge and
rigour
• relate directly to the type of learning described
in the curriculum standard
• are easy to understand
• are efficient to implement
• can provide a consistent measure of what was
expected to be measured. -
As students and teachers work with the
assessment standards and tools, it is expected that
levels of performance will increase as more and
more students are able to achieve the minimum
standard. Therefore, the assessment standards and
related tools will continue to be monitored, and
revised as necessary to ensure appropriate levels
or rigour and challenge, and successful transitions
for students as they leave high school and enter
the workplace or related post-secondary programs.
Assessment Tools
©Alberta Education, Alberta, Canada
CTS, Foods /G.5
(1997)
ASSESSING STUDENT ACHIEVEMENT
IN FOODS
The Foods curriculum is based on the premise that
recognizable outcomes may be compared to stated
standards. In Foods, the standards identify
students' growth in knowledge, skills and
attitudes. The curriculum defines outcomes
through the module learner expectations (MLEs)
and specific learner expectations (SLEs). It also
suggests criteria and conditions for assessment
and the emphasis to be placed on each
expectation. These elements combine to provide
an overall framework for instruction and
assessment.
Assessment Strategies and Tools
A variety of tools have been provided for your
reference and use. In the development of the
assessment materials there has been an attempt to
keep it as simple as possible while also providing
guidance and assistance to teachers. The tools are
intended to help you assess students' work as
accurately and consistently as possible by stating
standards of performance for elements felt to be
important within the curriculum as a whole or in
specific modules. They also provide standards for
"basic competencies" students should be able to
demonstrate while engaged in learning.
The tools that have been developed are intended to
be used as summative assessment tools.
Depending on the way the classroom is organized,
they may be used when the student has indicated
he or she is ready for the final assessment or by
the entire class at the end of the learning period.
Tools Generic to CTS
The generic rating scale has been used to develop
several of the tools in CTS. A generic framework
for assessing the processes CTS students apply in
completing a task or project is included in this
section. It is based on the notion that students will
follow a process as they work through their
projects and that this process has a number of
sequential steps. The framework shows the
increasing expectations from the introductory, to
the intermediate, to the advanced level.
G.6/ Foods, CTS
(1997)
Tools Generic to Foods
Throughout the Foods strand, students have the
opportunity to develop management skills in an
applied learning context, specifically the food,
laboratory.
A generic "Lab Assessment Form" has been
developed for each level (introductory,
intermediate and advanced), FODLAB-1, 2, 3.
These assessment tools outline the criteria for
assessment (progressing through levels) and the
minimum performance rating, using a five-point
rating scale.
Certain concepts such as Nature of Food and
Nutrition/Health are an integral part of many
Foods modules. In order to provide consistency in
the way these concepts are assessed a number of
assessment tools have been developed. For
example:
• Product Analysis, FODP AN
• Food Product Comparison, FODCOM
• Food Intake Analysis, FODFIA
• Nutrition Information Analysis, FODNIA
Career exploration is integrated throughout the
Foods strand. The assessment tools "Career
Search," FODCAR-1, FODCAR-2 and
FODCAR-3 have been developed for each level.
Assessment tools for "Reflection," FODREF-1,
FODREF-2, are also included for use in a variety
of Foods modules.
Tools Specific to Foods Modules
The tools that have been developed to assess
specific MLEs in a module are labelled with the
module number and the tool number (e.g.,
FOD1010-1). They are referred to under the
criteria and conditions column in Sections D, E
and F of this Guide.
A "Product Standard Scorecard" is included for
most Food modules. In some instances where the
tool suggested has been a test, a sample test or
sample questions have been included. The
authorized learning resources for Foods include
Assessment Tools
©Alberta Education, Alberta, Canada
teaching resources that have test banks and other
suggested assessment strategies. It is
recommended that these be used to prepare
appropriate test banks. Numerous assessment
tools have been developed for module specific
research and analysis. Sample checklists to assess
basic competencies are included. Choose the one
most appropriate. Assessment materials currently
being used may continue to be used if they assess
the criteria and conditions for an MLE.
Emphasis for Assessment
The "Suggested Emphasis" column provides a
guideline for the relative significance of each
MLE to assist in organizing for instruction. The
basic competencies are expected to be integrated
throughout and therefore the tools have been
designed to assess the relevant basic competencies
and the product, process and/or theory. The
exception to this would be when a test bank is
being used. In this case it is recommended that
basic competencies be assessed separately.
Assessment Tools CTS, Foods /G.7
©Alberta Education, Alberta, Canada ( 1 997)
BASIC COMPETENCIES REFERENCE GUIDE
The chart below outlines basic competencies that students endeavour to develop and enhance in each of the CTS strands and modules.
Students' basic competencies should be assessed through observations involving the student, teacher(s), peers and others as they complete the
requirements for each module. In general, there is a progression of task complexity and student initiative as outlined in the Developmental
Framework* . As students progress through Stages 1, 2, 3 and 4 of this reference guide, they build on the competencies gained in earlier
stages. Students leaving high school should set themselves a goal of being able to demonstrate Stage 3 performance.
Suggested strategies for classroom use include:
• having students rate themselves and each other
• using in reflective conversation between teacher and student
• highlighting areas of strength
tracking growth in various CTS strands
highlighting areas upon which to focus
maintaining a student portfolio.
Stage 1 — The student:
Stage 2 — The student:
Stage 3 — The student:
Stage 4 — The student:
Managing Learning
D comes to class prepared for
a ► ►
D ► ►
□ ► ►
learning
□ follows basic instructions, as
□ follows instructions, with limited
□ follows detailed instructions on
D „ ^
directed
direction
an independent basis
□ sets goals and establishes steps
□ sets clear goals and establishes
□ demonstrates self-direction in
to achieve them, with direction
steps to achieve them
learning, goal setting and goal
achievement
□ acquires specialized knowledge,
D applies specialized knowledge,
□ transfers and applies specialized
□ transfers and applies learning in
skills and attitudes
skills and attitudes in practical
knowledge, skills and attitudes
new situations; demonstrates
situations
in a variety of situations
commitment to lifelong learning
□ identifies criteria for evaluating
□ identifies and applies a range of
□ uses a range of critical thinking
D thinks critically and acts
choices and making decisions
effective strategies for solving
skills to evaluate situations,
logically to evaluate situations,
problems and making decisions
solve problems and make
solve problems and make
decisions
decisions
□ uses a variety of learning
□ explores and uses a variety of
□ selects and uses effective
□ ► ►
strategies
learning strategies, with limited
learning strategies
direction
□ cooperates with others in the
□ provides leadership in the
effective use of learning
effective use of learning
strategies
strategies
Managing Resources
□ adheres to established timelines;
□ creates and adheres to timelines,
□ creates and adheres to detailed
□ creates and adheres to detailed
uses time/schedules/planners
with limited direction; uses time/
timelines on an independent
timelines; uses time/schedules/
effectively
schedules/planners effectively
basis; prioritizes task; uses time/
planners effectively; prioritizes
schedules/planners effectively
tasks on a consistent basis
□ uses information (material and
□ accesses and uses a range of
□ accesses a range of information
□ uses a wide range of information
human resources), as directed
relevant information (material
(material and human resources),
(material and human resources)
and human resources), with
and recognizes when additional
in order to support and enhance
limited direction
resources are required
the basic requirement
□ uses technology (facilities,
□ uses technology (facilities,
□ selects and uses appropriate
□ recognizes the monetary and
equipment, supplies), as
equipment, supplies), as
technology (facilities,
intrinsic value of managing
directed, to perform a task or
appropriate, to perform a task or
equipment, supplies) to perform
technology (facilities,'
provide a service
provide a service, with minimal
a task or provide a service on an
equipment, supplies)
assistance and supervision
independent basis
□ maintains, stores and/or disposes
□ maintains, stores and/or disposes
□ maintains, stores and/or disposes
□ demonstrates effective
of equipment and materials, as
of equipment and materials, with
of equipment and materials on
techniques for managing
directed
limited assistance
an independent basis
facilities, equipment and
supplies
Problem Solving and Innovatior
t
□ participates in problem solving
□ identifies the problem and
□ thinks critically and acts
□ identifies and resolves problems
as a process
selects an appropriate problem-
logically in the context of
efficiently and effectively
□ learns a range of problem-
solving approach, responding
problem solving
solving skills and approaches
appropriately to specified goals
and constraints
□ practices problem-solving skills
□ applies problem-solving skills to
□ transfers problem-solving skills
D identifies and suggests new ideas
by responding appropriately to a
a directed or a self-directed
to real-life situations, by
to get the job done creatively,
clearly defined problem, speci-
activity, by:
generating new possibilities
by:
fied goals and constraints, by:
- generating alternatives
□ prepares implementation plans
- combining ideas or
- generating alternatives
- evaluating alternatives
□ recognizes risks
information in new ways
- evaluating alternatives
- selecting appropriate
- making connections among
- selecting appropriate
alternative(s)
seemingly unrelated ideas
alternative(s)
- taking action
- seeking out opportunities in
taking action
an active manner
G.87 Foods, CTS
(1997)
Assessment Tools
©Alberta Education, Alberta, Canada
Stage 1 — The student:
Stage 2 — The student:
Stage 3— The student:
Stage 4 The student:
Communicating Effectively
D uses communication skills; e.g..
D
communicates thoughts, feelings
□
prepares and effectively presents
□ negotiates effectively, by
reading, writing, illustrating.
and ideas to justify or challenge
accurate, concise, written, visual
working toward an agreement
speaking
a position, using written, oral
and/or oral reports providing
that may involve exchanging
and/or visual means
reasoned arguments
specific resources or resolving
divergent interests
D uses language in appropriate
D
uses technical language
D
encourages, persuades.
□ negotiates and works toward a
context
appropriately
convinces or otherwise
motivates individuals
consensus
D listens to understand and learn
D
listens and responds to
□
listens and responds to
□ listens and responds to under-
understand and learn
understand, learn and teach
stand, learn, teach and evaluate
D demonstrates positive
□
demonstrates positive
□
demonstrates positive
□ promotes positive interpersonal
interpersonal skills in selected
interpersonal skills in many
interpersonal skills in most
skills among others
contexts
contexts
contexts
Working with Others
□
□ leads, where appropriate.
□ fulfills responsibility in a group
□
seeks a team approach, as
project
appropriate, based on group
needs and benefits; e.g., idea
potential, variety of strengths,
sharing of workload
mobilizing the group for high
performance
□ works collaboratively in
□
cooperates to achieve group
□
works in a team or group:
□ understands' and works within
structured situations with peer
results
- encourages and supports
the context of the group
members
team members
□ acknowledges the opinions and
□
maintains a balance between
- helps others in a positive
□ prepares, validates and
contributions of others in the
speaking, listening and
manner
implements plans that reveal
group
responding in group discussions
- provides leadership/
new possibilities
□
respects the feelings and views
of others
followership as required
- negotiates and works toward
consensus as required
Demonstrating Responsibility
Attendance
□ demonstrates responsibility in
□
► ►
□
► ►
□ ; ► ►
attendance, punctuality and task
completion
Safety
•
□ follows personal and
□
recognizes and follows personal
□
establishes and follows personal
□ transfers and applies personal
environmental health and safety
and environmental health and
and environmental health and
and environmental health and
procedures
safety procedures
safety procedures
safety procedures to a variety of
environments and situations
D identifies immediate hazards and
□
identifies immediate and
D
► ►
□ : ► ►
their impact on self, others and
potential hazards and their
the environment
impact on self, others and the
environment
□ follows appropriate/emergency
□
► ►
D
► ►
□ ► ►
response procedures
□ demonstrates accountability for
actions taken to address
immediate and potential hazards
Ethics
□ makes personal judgements
□
assesses how personal
□
assesses the implications of
□ analyzes the implications of
about whether or not certain
judgements affect other peer
personal/group actions within
personal/group actions within
behaviours/actions are right or
members and/or family; e.g.,
the broader community; e.g.,
the global context
wrong
home and school
workplace
D states and defends a personal
code of ethics as required
* Developmental Framework
• Simple task
• Task with limited variables
• Task with multiple variables
• Complex task
• Structured environment
• Less structured environment
• Flexible environment
• Open environment
• Directed learning
• Limited direction
• Self-directed learning,
seeking assistance as required
• Self-directed/selfrmotivated
Assessment Tools
©Alberta Education, Alberta, Canada
CTS, Foods /G.9
(1997)
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G.96/ Foods, CTS Assessment Tools
(1997) ©Alberta Education, Alberta, Canada
FOODS
SECTION H: LINKAGES/TRANSITIONS
This section of the Guide has been designed to provide an
overview of linkages and transitions of CTS modules with
a number of organizations. The charts and information
presented in this section will assist CTS students and
teachers in understanding the potential application of CTS
modules as students move into the workplace.
TABLE OF CONTENTS
LINKAGES
With Other CTS Strands '. H.3
With Other Secondary Programs H.4
With Practical Arts Courses H.4
TRANSITIONS
To the Workplace , H.4
To Related Post-secondary Programs H.4
To Other Government Initiatives H.5
To Industry Initiatives H.5
CREDENTIALLING H.5
Charts
Foods: Connections with Other CTS Strands H.6
Foods in Junior High H.7
Foods: Extended Scope and Sequence H.8
Foods: Linkage Opportunities Within CTS H.9
Foods: Sample CTS Modules
DES3080: Living Environment Studio 2 H.10
ENT3010: Managing the Venture H.13
Foods: Connections Across the Curriculum H.18
Foods: Linkages with Other Programs H.19
Foods: Correlations with Practical Arts Courses:
Home Economics (Foods) 7, 8, 9 H.22
Food Studies 10, 20, 30 H.24
Food Preparation 12, 22, 32 H.29
Foods: Related Occupations H.31
Foods: Summary of Related Post-secondary Programs H.32
Credentialling Opportunities in Foods H.33
Linkages/Transitions
©Alberta Education, Alberta, Canada
CTS, Foods /H.l
(1997)
I
H.2/ Foods, CTS Linkages/Transitions
( 1 997) ©Alberta Education, Alberta, Canada
LINKAGES/TRANSITIONS
LINKAGES
With Other CTS Strands
There are many linkages between Foods and other
CTS strands, and between Foods and other
secondary programs. The linkages extend to a
variety of post-secondary and career possibilities.
Many CTS strands link with Foods. In the
following strands, specific modules may be of
interest to Foods students:
Strand
Module
Linkage Opportunity
Career
Transitions
Project modules
• if a student undertakes an extensive project
beyond the expectations of the Foods module
• to increase the proficiency level of various food
preparation techniques identified in the Foods
module
Design
Living Environment
Studio 2*
• offer in the context of kitchen planning
Enterprise and
Innovation
Managing the Venture *
• offer in the context of a food-related venture; e.g.,
cafeteria, catering
Tourism
Quality Guest Service
The Food Sector
Food Functions
Food Service Operation
• certification potential
• to learn the specifics of food service and
standards
• certification potential
• to design a food services operation and develop
food service strategies
* These modules are included in this section.
The following CTS strands have linkages that are more general in nature:
Strand
Food-related Themes
Communication Technology
Presentation
Community Health
Nutrition
Financial Management
Management
Management and Marketing
Management
Agriculture
Social and Cultural, Management
Linkages/Transitions
©Alberta Education, Alberta, Canada
CTS, Foods /H.3
(1997)
Potential linkages of Foods with other CTS strands,
determined by course emphasis and area of
specialization, are identified in this section (see
"Foods: Connections with Other CTS Strands" and
"Foods in Junior High").
"Foods: Correlations with Practical Arts Courses:
Food Preparation 12, 22 and 32").
TRANSITIONS
A number of modules from other CTS strands can
be combined effectively with modules from the
Foods strand. These "linkage modules" are shown
in "Foods: Extended Scope and Sequence" and
"Foods: Linkages Within CTS".
In addition, the following modules include an
expanded "notes" section which helps teachers
include the module in a Foods course:
• DES3080: Living Environments-Studio
• E&I3010: Managing the Venture.
With Other Secondary Programs
In order for learning to be significant, relevant and
reinforced for all students, it is important to
integrate the core and complementary areas with
the program. Teacher awareness of content of the
different curricula will promote cross-curricular
learning and team teaching. As students apply the
knowledge and skills learned in one subject to
solve a problem in another area, they will generate
positive attitudes and the confidence to meet the
challenges of daily living.
Potential linkages of Foods with other core and
complementary subject areas across the
curriculum are identified in this section (see
"Foods: Connections Across the Curriculum,"
"Foods: Linkages with Other Programs."
With Practical Arts Courses
Modules in the Foods strand replace existing
content in the junior and senior high Home
Economics, Food Studies, and Food Preparation
courses. A detailed correlation of the Foods
strand to these practical arts courses can be found
in this section (see "Foods: Correlations with
Practical Arts Courses: Home Economics (Foods)
7, 8 and 9," "Foods: Correlations with Practical
Arts Courses: Food Studies 10, 20 and 30," and
To the Workplace
The intermediate and advanced modules are
designed to provide students with the knowledge,
skills and attitudes that are required in the
workplace. Some businesses welcome an
individual who has the basic skills and is prepared
for further training from the employer.
Information from the National Occupational
Classification (NOC) regarding occupations in
food-related areas that can be accessed upon
completion of high school is provided in this
section (see "Foods: Related Occupations", page
H.38).
To Related Post-secondary Programs
The themes and modules offered in Foods are
consistent with many of the pre-employment and
apprenticeship courses now being offered by post-
secondary institutions.
A number of articulation agreements have been
established with post-secondary institutions in
Alberta. These agreements provide preferred
entrance and/or advanced standing/credit for CTS
students who have successfully completed
designated modules. A current summary of
articulation agreements in place that involve CTS
modules is available through Alberta Education's
web site at <http://ednet.edc.gov.ab.ca>. For
further information regarding particular
articulation agreements, contact the post-
secondary institution and/or review their
respective calendar.
CTS courses in Foods may also link with
Alberta's Apprenticeship Training; e.g., Cook,
Baker. Students who are employed as an
apprentice in one of these trade areas and have
successfully completed designated CTS modules
may also qualify, upon the recommendation of
H.4/ Foods, CTS
(1997)
Linkages/Transitions
©Alberta Education, Alberta, Canada
their employer, for a portion of the in-school
training component. A summary of articulation
agreements established for specific apprenticeship
trades (including a correlation to CTS modules) is
available through Alberta Education's web site.
Further information regarding apprenticeship
linkages can be obtained by contacting Alberta
Advanced Education and Career Development,
Apprenticeship and Industry Training Division.
An outline of post-secondary institutions in
Alberta currently offering programs in food-
related areas is provided in this section (see
"Foods: Summary of Related Post-secondary
Programs").
To Other Government Initiatives
There are a number of provincial/municipal
initiatives:
• Alberta Education Tourism Council,
ALBERTA BEST
• Alberta Health, Environmental Health
Services, Food Sanitation and Hygiene
Program
• Edmonton Board of Health, Heart a la Carte
• Heart and Stroke Foundation of Alberta, Heart
Smart.
To Industry Initiatives
In the fall of 1990, the Steering Committee of the
Canadian Foodservice Industry published a
summary, "Canadian Foodservice Industry: A
Human Resource Study," which states:
A number of initiatives are under way to
develop certification standards for certain
occupations in the foodservices industry. The
three main organizations that are addressing
non-apprenticeship types of certification at a
national level are:
• the Canadian Food Service Executive
Association, which has established a
Certified Food Executive (CFE) program;
and
• the Canadian Federation of Chefs de
Cuisine, which has established a Chef de
Cuisine program.
In addition, provincial organizations are
developing standards and certification
processes for foodservices occupations with a
view to eventually having national standards
and certification available. Professional
certification programs and minimum standards
are intended to accomplish several objectives,
including:
• raise the quality, service and
professionalism in the industry and
individual occupations;
• help enhance the long-term image of the
industry by improving workers' self-image
and establishing career paths;
• maintain competence through continuing
education program; and
• assist education institutions in establishing
curricula.
The industry expressed considerable support
of the idea of increasing the level of
certification. Most managers with staffing
responsibilities, especially in institutions,
rated certification based on industry standards
and defined skills as very or somewhat
important.
CREDENTIALLING
Information regarding credentialling in Foods is
provided in this section; see "Credentialling
Opportunities in Foods".
the Canadian Restaurant and Foodservices
Association, which has established a
certification program of Foodservices
Manager;
Linkages/Transitions
©Alberta Education, Alberta, Canada
CTS, Foods /H.5
(1997)
LINKAGES - Foods: Connections with Other CTS Strands
Other CTS Strands
Foods Modules
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Theme: Nutrition
1
FOD1010: Food Basics
FOD2010: Food & Nutrition Basics
==
FOD2020: Nutrition & the Athlete
FOD2030: Food Decisions & Health
FOD3010: Food for the Life Cycle
FOD3020: Nutrition & Digestion
Theme: Preparation & Presentation
FOD1020: Baking Basics
FOD1030: Snacks & Appetizers
=
FOD2040: Cake & Pastry
=
FOD2050: Yeast Breads & Rolls
==
FOD2060: Milk Products & Eggs
FOD2070: Stocks, Soups & Sauces
SS£
FOD2080: Vegetables/Fruits/Grains
==
FOD2090: Creative Cold Foods
==
FOD2100: Basic Meat Cookery
■ ■
FOD21 10: Fish & Poultry
==
FOD3030: Creative Baking
==
FOD3040: Advanced Yeast Products
FOD305: Advanced Soups & Sauces
==
FOD3060: Food Presentation
=
==
FOD3070: Short Order Cooking
=
FOD3080: Advanced Meat Cookery
FOD3090: Basic Meat Cutting
1=
Theme: Management
FOD1040: Meal Planning 1
FOD1050: Fast & Convenience Foods
FOD2120: Meal Planning 2
FOD2130: Vegetarian Cuisine
=
FOD2140: Rush Hour Cuisine
SS
FOD2150: Food Safety & Sanitation
■I
FOD2160: Food Venture
■
FOD3100: Entertaining with Food
FOD31 10: Food Processing
FOD3120: Food Evolution/Innovation
1
FOD3130: The Food Entrepreneur
Theme: Social & Cultural
FOD1060: Canadian Heritage Foods
1
==
FOD2170: International Cuisine 1
==
FOD3140: International Cuisine 2
Provides many direct links with competencies in this strand. Students will reinforce, extend
and apply a substantial number of knowledge and/or skill components in practical situations.
Provides some links with competencies developed in this strand, usually through the
application of related technologies and/or processes.
H.6/ Foods, CTS
(1997)
Linkages/Transitions
©Alberta Education, Alberta, Canada
LINKAGES - Foods in Junior High
Course Emphasis
Foods Modules
Community Health
Modules
Tourism Studies
Modules
Agriculture Modules
Nutrition
(2 modules)
Food Basics
FOD1010
Perspectives on Health
CMH1080
Preparation and
Presentation
(3 modules)
Baking Basics
FODI020
Snacks & Appetizers
FOD1030
Quality Guest Service
TOU1030
Management
(7 modules)
Meal Planning 1
FODI040
Fast & Convenience
Foods
FOD1050
Personal Safety (
(Management)
CTR1210
The Food Sector
TOU1040
Consumer Products &
Services
AGRI060
Agriculture: The Big
Picture
AGR1010
Agriculture
Technology
AGRUOO
Social and Cultural
(2 modules)
Canadian Heritage
Foods
FOD1060
Family Dynamics
CMH1010
Linkages/Transitions
©Alberta Education, Alberta, Canada
CTS, Foods /H.7
(1997)
LINKAGES - Foods: Extended Scope and Sequence
INTRODUCTORY INTERMEDIATE ADVANCED
THEME
Nutrition
Food Basics
FODI0I0
Food & Nutrition Basics
FOD2010
Food for the Life Cycle
FOD3010
Nutrition & the Athlete
FOD2020
Nutrition & Digestion
FOD3020
Food Decisions & Health
FOD2030
Preparation
and
Presentation
Cake & Pastry
FOD2040
Creative Baking
FOD3030
Baking Basics
FOD1020
Yeast Breads & Rolls
FOD2050
Advanced Yeast Products
FOD3040
Milk Products & Eggs
FOD2060
Stocks, Soups & Sauces
FOD2070
Advanced Soups & Sauces
FOD3050
Snacks & Appetizers
FOD1030
Vegetables/Fruits/Grains
FOD2080
Food Presentation
FOD3060
Creative Cold Foods
FOD2090
Short Order Cooking
FOD3070
Basic Meat Cookery
FOD2100
Advanced Meat Cookery
FOD3080
Fish & Poultry
FOD2110
Basic Meat Cutting
FOD3090
Meal Planning 1
FOD1040
Meal Phoning 2
FOD2120
Entertaining with Food
FOD3100
Management
Vegetarian Cuisine
FOD2130
Food Processing
FOD3110
Fast & Convenience Foods
FOD1050
Rush Hour Cuisine
FOD2140
Food Evolution/Innovation
FOD3120
Food Safety & Sanitation
FOD2150
Food Venture
FOD2160
The Food Entrepreneur
FOD3130
Canadian Heritage Foods
FOD1060
International Cuisine 1
FOD2170
International Cuisine 2
FOD3140
Social and
Cultural
Prerequisite
Recommended sequence
* Prerequisite to all modules in this strand.
H.S7 Foods, CTS
(1997)
Linkages/Transitions
©Alberta Education, Alberta, Canada
LINKAGES - Foods: Linkage Opportunities Within CTS
INTRODUCTORY
INTERMEDIATE
ADVANCED
STRAND
Project 1A
CTR1110
Project IB
CTR1120
Project
2A
CTR2U0
Project
2B
CTR2120
Project
2C
CTR2130
Project 2D
CTR2140
Project 3A
CTR3110
Project 3B
CTR3120
Project 3C
CTR3130
Project 3D
CTR3140
Career
Transitions
Quality Guest Service
TOU1030
The Food Sector
TOU1040
Living Environment Studio 2
DES3080
Managing the Venture
ENT3010
Food Functions
TOU2040
Food Service Operations
TOU3030
Design Studies
Enterprise and
Innovation
Tourism
Studies
1 . Teachers registered as ALBERTA BEST Trainers may award ALBERTA BEST Student Certificates.
Linkages/Transitions
©Alberta Education, Alberta, Canada
CTS, Foods /H.9
(1997)
LINKAGES - Foods: Sample CTS Modules
MODULE DES3080: LIVING ENVIRONMENT STUDIO 2
Level: Advanced
Theme:
Prerequisites:
Module Description:
Design Skills, Processes and Applications
None
Students learn to consider form and space when developing specific architectural,
environmental or interior design solutions specific to human and/or environmental needs.
They assess solutions on the basis of functional and aesthetic considerations and
appropriateness within the human environment. Materials and production processes may
be considered at this stage though not necessarily resolved. When designing at the micro
level, students consider the ergonomic aspects of design.
Sketching, drawing and modelling tools and equipment and access to a computer.
Specialized facilities or equipment depend on the approach taken.
Note: It is recommended that students have access to instruction from an individual
with formal, specialized training in architectural, interior and/or environmental
design.
Kitchens may be for cooking, eating, socializing, cleaning, producing or rushing. The design determines how
effectively a kitchen meets its function and the needs of those using it. What about its appearance? Develop skill in
creating an effective kitchen design.
Curriculum and Assessment Standards
Module Parameters:
Module Learner
Expectations
Assessment Criteria and Conditions (Draft)
Suggested
Emphasis
The student will:
Assessment of student assessment will be based on:
• produce advanced level
• resolution of a teacher- and/or student- specified
50
designed solutions for
advanced level Living Environment project brief.
problems in one or more
living environment
themes: architectural
design, environmental
design, interior design
Assessment Tool
Project Assessment: Living Environment Studio 2
. (DES3080-1)
Standard
Performance rating of 2 for each criteria
• apply elements and
• selection and effective use of elements and principles
10
principles of design;
e.g., space, form and
ergonomics within
architectural,
environmental, and/or
interior design
of design in project work.
Assessment Tool
Authorized resources for explanation and examples of
elements and principle of design
Project Assessment: Living Environment Studio 2
(DES3080-1)
Standard
Performance rating of 2 for each criteria
H.10/ Foods, CTS
(1997)
Linkages/Transitions
©Alberta Education, Alberta, Canada
LINKAGES - Foods: Sample CTS Modules (continued)
MODULE DES3080: LIVING ENVIRONMENT STUDIO 2 (continued)
Module Learner
Assessment Criteria and Conditions (Draft)
Suggested
Expectations
Emphasis
The student will:
Assessment of student assessment will be based on:
• make rational judgments
• justification of judgements made during designing
20
with respect to aesthetic
with respect to aesthetic quality of the designed
quality in architectural,
solution, brought forth within the
environmental or interior
presentation/critique.
design
Assessment Tool
Project Assessment: Living Environment Studio 2
(DES 3080-1)
Standard
Performance rating of 2 for each criteria
• select, organize and
• maintenance and presentation of a module-based
20
present design projects
design portfolio and a design journal. Emphasis
during the presentation/critique of the module-based
portfolio with the teacher and/or peers will be placed
on the degree of resolution of the design brief, and the
student's discourse regarding:
- how human and environmental needs have been
addressed through the designed solution
- the judgements made during the designing process,
- why these were made
- the effect they had in shaping the final result.
Assessment Tool
Presentations/Reports: Living Environment Studio
(Advanced) (DESPRE-3-D)
Standard
Performance rating of 3 for each criteria
• demonstrate basic
• observations of individual effort and interpersonal
Integrated
competencies.
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
throughout
Linkages/Transitions
©Alberta Education, Alberta, Canada
CTS, Foods /H. 11
(1997)
LINKAGES - Foods: Sample CTS Modules (continued)
MODULE DES3080: LIVING ENVIRONMENT STUDIO 2 (continued)
Concept
Specific Learner Expectations
Notes
Skills Development
The student should:
• describe how form and space are used in the
context of architectural, environmental and
interior design
• research and compare the living and working
spaces of two communities that differ in some
way; e.g., climatically, socioeconomically,
culturally
• identify one example drawn from architectural,
environmental or interior design (e.g., a frame
construction house from Canada and a house from
Japan) and compare them
• describe the responsibility design has toward the
human and natural environment.
Compare kitchen spaces of
a "conventional" family
with those of a
physically challenged
individual
OR
extended family versus
nuclear family
OR
family home versus
"mother-in-law suite"
kitchens)
OR
industrial kitchen versus
home kitchen
OR
fast food kitchen versus
classic hotel or banquet
kitchen.
Elements and
Principles of
Design
• identify the elements and principles of design
used in the solution of each design problem and
explain how their use has contributed to the
aesthetics and function of the solution.
Applied Problem
Solving
• identify and resolve a design problem in the
area(s) of architectural, environmental and/or
interior design; e.g., a personal living space, a
living space for an extreme environment, a
commercial space, a park, a restaurant, a
prefabricated living space with components that
can be assembled on-location, a survival shelter
• identify each problem, write a project brief and
structure a plan for resolution
• select and use appropriate tools and materials as
outlined in the project brief
• rationalize decisions made during designing and
indicate how these decisions affected the aesthetic
quality of the solution.
Design Problem:
• design a kitchen for a
physically challenged
individually
OR
• design a kitchen for a
"mother-in-law suite"
OR
• design a kitchen for a
single parent family
with limited resources
OR
• design a kitchen for a
restaurant or food
production plant.
Presentation, Design
Journal and
Portfolio
• see Specific Learner Expectations for 2-D Design
Studio 1.
See notes from 2-D
Design Studio and 3-D
Design Studio modules.
H.12/ Foods, CTS
(1997)
Linkages/Transitions
©Alberta Education, Alberta, Canada
LINKAGES - Foods: Sample CTS Modules (continued)
MODULE ENT3010: MANAGING THE VENTURE
Level: . Advanced
Theme: Making It Happen
Prerequisites: None
Module Description: Students develop management procedures for a venture.
Module Parameters: No specialized equipment or facilities.
Supporting Module: ENT2040 Implementing the Venture
The successful operator of a food business combines understanding of food with talents for planning, organizing and
managing. Managing the Venture allows you to participate in the operation of an existing food business. Or, use it
as an excellent way to develop management procedures for the business you are developing in. 'The Food
Entrepreneur" module.
Curriculum and Assessment Standards
Module Learner
Expectations
Assessment Criteria and Conditions (Draft)
Suggested
Emphasis
The student will:
Assessment of student achievement will be based on:
• describe management
• an organizational chart outlining the structure of one
10
procedures necessary to
of the following:
implement the venture
- his or her own venture.
• manage the venture by
performing the following
functions:
- making decisions
Assessment Tool
Framework for Assessing Organizational Chart,
ENT3010-1
- managing human
Standard
resources
A minimum performance rating of 3 in each
- managing finances
applicable area of assessment
• a portfolio. For each job title, describe a minimum of
20
five of the following:
- management functions
- components of effective leadership
- motivation
- dispute resolution
- team building.
Assessment Tool
Framework for Assessing Organizational Chart,
ENT30J0-1
Standard
A minimum performance rating of 3 in each
applicable area of assessment
Linkages/Transitions
©Alberta Education, Alberta, Canada
CTS, Foods /H. 13
(1997)
LINKAGES - Foods: Sample CTS Modules (continued)
MODULE ENT3010: MANAGING THE VENTURE (continued)
Module Learner
Expectations
Assessment Criteria and Conditions (Draft)
Suggested
Emphasis
The student will:
• describe critical risks,
and develop contingency
procedures
• describe the monitoring
procedure and revisions
to the venture plan
• demonstrate basic
competencies.
Assessment of student achievement will be based on:
• a contingency plan: Given three problem scenarios,
the student will develop a contingency plan for each
example:
— drop-in demand for product
— human resource complication
— major delay in production
— new competition in the market.
Assessment Tool
Framework for Assessing Contingency Plans,
ENT3010-2
Standard
A minimum performance rating of 3 in each
applicable area of assessment
• an oral presentation on the status of the venture
addressing the following:
— current position, highlighting the strengths,
weaknesses and revisions necessary.
Assessment Tool
Framework for Assessing Venture Progress,
ENT3010-3
Standard
A minimum performance rating of 3 in each
applicable area of assessment
• reflection record consisting of identification of
personally significant knowledge, skills and attitudes
within the context of management.
Assessment Tool
Framework for Assessing a Reflection Record,
ENT3010-4
Standard
A minimum of five of nine criteria must be
completed with supportive evidence as
outlined
• observations of individual effort and interpersonal
interaction during the learning process.
Assessment Tool
Basic Competencies Reference Guide and any
assessment tools noted above
45
20
Integrated
throughout
H.14/ Foods, CTS
(1997)
Linkages/Transitions
©Alberta Education, Alberta, Canada
LINKAGES - Foods: Sample CTS Modules (continued)
MODULE ENT3010: MANAGING THE VENTURE (continued)
Concept
Specific Learner Expectations
Notes
The student should:
Making Decisions
• evaluate the objectives and goals of the venture
Examine these concepts in
plan
the context of an
• create an organizational structure to achieve the
existing venture, school
cafeteria or business
goals and objectives of the venture
developed in the "Food
• create a plan of action to fulfill venture
Entrepreneur" module.
requirements in terms of:
- capital
— labour
— marketing
- production/service
• appraise government regulations dealing with:
Government Regulations:
- health (Public Health Act)
• review the basic labour
■
— safety (Occupational Health and Safety Act)
regulations from the
— compensation
- terms and conditions of employment (Canada
point of view of both
the employee and the
employer
• interpret the role of the
Labor Code, Employment Standards Act)
• describe ethical and unethical business practices
various government
• create and maintain effective internal/external
agencies that are
communication functions.
concerned with the
worker's well-being:
- Occupational Health
and Safety
- Workers'
Compensation Board
- Board of Public
Health.
WHMIS
See: ATEC Occupational
Standards.
Linkages/Transitions
©Alberta Education, Alberta, Canada
CTS, Foods /H. 15
(1997)
LINKAGES - Foods: Sample CTS Modules (continued)
MODULE ENT3010: MANAGING THE VENTURE (continued)
Concept
Specific Learner Expectations
Notes
Managing Human
Resources
The student should:
• describe the necessary components/strategies of:
- recruitment
- human resources development
• explain the role of the Human Relations
Department within business
• explain characteristics for a supervisor role
• describe the components of recognition:
- tangible
- intangible
• evaluate impact of working conditions on
organizational culture
• explain impact of morale on productivity
• demonstrate dispute resolution strategies
• demonstrate negotiating skills
• propose a system to deal with tardiness and
absenteeism
• devise a plan to encourage:
- team building
- professionalism
• complete a performance appraisal.
Food Preparation:
• practise management
strategies for
accomplishing tasks:
- scheduling and
planned work
activities
- job descriptions
- "mise en place".
E.g., pay, days off,
Certificate of
Performance.
Organizational Culture:
• examine and discuss
issues and concerns
facing today's food
service industry:
- public image
- high staff turnover
- sanitary and hygiene
conditions.
Managing Finances
• describe source documents:
- sales receipts
- cash register records
- cheque stubs
• describe accounting functions:
- cash flow
- profit and loss
- balance sheet
Purchasing:
• compare the many
specifications,
standards, forms and
packaging sizes that
make up the necessary
product knowledge
affecting food purchase
decisions.
H.16/ Foods, CTS
(1997)
Linkages/Transitions
©Alberta Education, Alberta, Canada
LINKAGES - Foods: Sample CTS Modules (continued)
MODULE ENT3010: MANAGING THE VENTURE (continued)
Concept
Specific Learner Expectations
Notes
Managing Finances
(continued)
The student should:
• perform banking functions:
- identify banking institutions
- properly complete various forms
• create a sample payroll
• explain the function of accounts receivable and
accounts payable in relation to cash flow.
•
Cost Control:
• examine the many costs
involved in operating a
food service
establishment:
- overhead costs, foods
costs, etc.
• outline the key
strategies used by chefs
and food service
managers to control
costs:
- standardized recipes,
portion control,
menu planning, etc.
Monitoring
• identify factors in the venture plan that require
monitoring:
- cash flow
- customer/client satisfaction
- human resources effectiveness
- supplies and inventory
- other factors
• create a timeline indicating when and how often
each factor would be monitored
• explain external factors that may affect the
venture:
- fluctuating economy
- fads
- seasonal variations
• propose adjustments to remedy inconsistencies
• identify strategies for changing a plan in progress
• describe circumstances when it may be
appropriate to downsize or terminate the venture
• devise a plan addressing the requirements and
responsibilities involved in downsizing or
terminating a venture.
'
Linkages/Transitions
©Alberta Education, Alberta, Canada
CTS, Foods /H. 17
(1997)
LINKAGES - Foods: Connections Across the Curriculum
Across the Curriculum
Junior High
Senior High
Foods Modules
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Theme: Nutrition
FOD1010: Food Basics
FOD2010: Food & Nutrition Basics
FOD2020: Nutrition & the Athlete
FOD2030: Food Decisions & Health
FOD3010: Food for the Life Cycle
FOD3020: Nutrition & Digestion
Theme: Preparation & Presentation
FOD1020: Baking Basics
FOD1030: Snacks & Appetizers
FOD2040: Cake & Pastry
FOD2050: Yeast Breads & Rolls
FOD2060: Milk Products & Eggs
FOD2070: Stocks, Soups & Sauces
=====
FOD2080: Vegetables/Fruits/Grains
===
FOD2090: Creative Cold Foods
===
FOD2100: Basic Meat Cookery
===
FOD2110: Fish & Poultry
===
FOD3030: Creative Baking
===
FOD3040: Advanced Yeast Products
==
FOD3050: Advanced Soups & Sauces
==
FOD3060: Food Presentation
===
FOD3070: Short Order Cooking
= ==
FOD3080: Advanced Meat Cookery
=
FOD3090: Basic Meat Cutting
==3
Theme: Management
FOD1040: Meal Planning 1
FOD1050: Fast & Convenience Foods
FOD2120: Meal Planning 2
1
FOD2130: Vegetarian Cuisine
FOD2140: Rush Hour Cuisine
FOD2150: Food Safety & Sanitation
FOD2160: Food Venture
FOD3100: Entertaining with Food
FOD31 10: Food Processing
FOD3120: Food Evolution/Innovation
FOD3130: The Food Entrepreneur
^^^1
Theme: Social & Cultural
FOD1060: Canadian Heritage Foods
FOD2170: International Cuisine 1
FOD3140: International Cuisine 2
Provides many direct links with content in this strand. Students will reinforce, extend
and apply a substantial number of knowledge and/or skill components in practical situations.
Provides some links with competencies developed in this strand, usually through the
application of related technologies and/or processes.
H. 18/ Foods, CTS
(1997)
Linkages/Transitions
©Alberta Education, Alberta, Canada
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TRANSITIONS: Foods: Related Occupations
Information for this chart was obtained from the National Occupational Classification (NOC)
descriptions.
Educational Requirements:
D: High School Education
C: Apprenticeship
B: College or Vocational Education
A: University
Occupational Profile
NOC#
D
C
B
A
Applied Chemical Technologists and Technicians
2211
V
Baker
6252
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Banqueting/Catering Supervisors
0631
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2221
s
Butchers and Meat Cutters, Retail and Wholesale
9462
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Chef
6241
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Cook
3133
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Dietitians and Nutritionists
9463
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Fish Plant Worker
6453
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Food and Beverage Servers
6641
V
Food Service Counter Attendants and Food Preparers
6241
</ ■
Food Service Supervisors
6212
/
Grocery Clerks and Shelf Stockers
6622
V
Industrial Butchers and Meat Cutters, Poultry Preparers and
Related workers
9462
V
Kitchen and Food Service Helpers
6642
s
Labourers in Fish Processing
9618
y
Labourers in Food, Beverage and Tobacco Processing
9617
s
,
Maitres d'hotel and Hosts/Hostesses
6451
V
Manufacturing Manager
0911
s
Process Control and Machine Operators, Food and
Beverage Processing
9461
V
Purchasing Manager
0113
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Restaurant and Food Service Managers
0631
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Retail and Wholesale Buyers
6233
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V
Supervisors, Food, Beverage and Tobacco Processing
6212
s
Testers and Graders, Foods and Beverage Processing
9465
s
Linkages/Transitions
©Alberta Education, Alberta, Canada
CTS, Foods /H.31
(1997)
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CREDENTIALLING - Credentialling Opportunities in Foods
I
Certificate
Agency
Other
Strands
Modules
Instructor
Qualifications
Comments
Food Sanitation
and Hygiene
Alberta Health
Environmental
Health
Services
Food Safety and
Sanitation
(FOD2150)
Alberta Health, Environmental
Health Services
14 th Floor, Jasper Avenue Bldg,
Box 1360, 10025 Jasper Ave.
Edmonton, AB T5J 2N3
Telephone: 403-427-2643
Fax: 403^122-9681
Tourism:
ALBERTA
BEST
Alberta
Tourism
Education
Council
TOU
Quality Guest
Service
(TOU 1030)
ALBERTA
BEST Trainers
See Tourism Studies
I
>
Linkages/Transitions
©Alberta Education, Alberta, Canada
CTS, Foods /H.33
(1997)
I
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H.34/ Foods, CTS Linkages/Transitions
( 1 997) ©Alberta Education, Alberta, Canada
i
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>
FOODS
SECTION I: LEARNING RESOURCE GUIDE
This section of the GSI has been designed to provide a list of
resources that support student learning.
Three types of resources are identified:
• Authorized: Resources authorized by Alberta Education
for CTS curriculum; these resources are categorized as
basic, support, or teaching
• Other: Titles provided as a service to assist local
jurisdictions to identify resources that contain potentially
useful ideas for teachers. Alberta Education has done a
preliminary review of these resources, but further review
will be necessary prior to use in school jurisdictions
• Additional: A list of local, provincial and national
sources of information available to teachers, including the
community, government, industry, and professional
agencies and organizations.
The information contained in this Guide, although as complete
and accurate as possible as of June 1997, is time-sensitive.
For the most up-to-date information on learning resources and
newer editions/versions, consult the LRDC Buyers Guide and/or
the agencies listed in the Distributor Directory at the end of this
section.
CTS is on the Internet.
nternet Address:
http://ednet.edc.gov.ab.ca
Learning Resource Guide
©Alberta Education, Alberta, Canada
CTS, Foods /1. 1
(1997)
I
•l
A
1.2/ Foods, CTS Learning Resource Guide
(1997) ©Alberta Education, Alberta, Canada -,
TABLE OF CONTENTS
INTRODUCTION 1.5
CTS and the Resource-based Classroom 1.5
Purpose and Organization of this Document 1.5
How to Order 1.6
Resource Policy 1.6
AUTHORIZED RESOURCES 1.7
Basic Learning Resources 1.7
Support Learning Resources 1. 10
Teaching Resources 1.13
Foods Resources (Correlation Charts) 1.17
OTHER RESOURCES 1.21
ADDITIONAL SOURCES '. 1.23
DISTRIBUTOR DIRECTORY 1.33
Learning Resource Guide CTS, Foods /1. 3
©Alberta Education, Alberta, Canada ( 1 997)
4
+
t
1.4/ Foods, CTS Learning Resource Guide
(1997) ©Alberta Education, Alberta, Canada
INTRODUCTION
CTS AND THE RESOURCE-BASED CLASSROOM
Career and Technology Studies (CTS) encourages teachers to establish a resource-based classroom,
where a variety of appropriate, up-to-date print and nonprint resources are available. Learning resources
identified for CTS strands include print, software, video and CD-ROM formats. Also of significance and
identified as appropriate throughout each strand are sources of information available through the Internet.
The resource-based classroom approach accommodates a variety of instructional strategies and teaching
styles, and supports individual or small group planning. It provides students with opportunities to
interact with a wide range of information sources in a variety of learning situations. Students in CTS are
encouraged to take an active role in managing their own learning. Ready access to a strong resource base
enables students to learn to screen and use information appropriately, to solve problems, to meet specific
classroom and learning needs, and to develop competency in reading, writing, speaking, listening and
viewing.
PURPOSE AND ORGANIZATION OF THIS DOCUMENT
The purpose of this document is to help teachers identify a variety of resources to meet their needs and
those of the students taking the new CTS curriculum. It is hoped that this practical guide to resources
will help teachers develop a useful, accessible resource centre that will encourage students to become
independent, creative thinkers.
This document is organized as follows:
• Authorized Resources:
- basic learning resources
- support learning resources
- teaching resources
• Other Resources
• Additional Sources.
• Distributor Directory.
Some resources in the guide have been authorized for use in some or all of the CTS strands, e.g., the
Career and Technology Studies video series produced by ACCESS: The Education Station. Further
information is provided in relevant sections of this resource guide.
Each resource in the guide provides bibliographic information, an annotation where appropriate, and a
module correlation to the CTS modules. The distributor code for each entry will facilitate ordering
resources. It is recommended that teachers preview all resources before purchasing, or purchase one
copy for their reference and additional copies as required.
1 = Introductory
2 = Intermediate
3 = Advanced
Distributor
Code - see
Distributor
Directory
Distributor
Code
Resources
Levels/Mod. No.
1
2
3
ACC
Title
Author
1010
2010
3010
Bibliographic Information
Annotation
Indicates module
number
Learning Resource Guide
©Alberta Education, Alberta, Canada
CTS, Foods /I.5
(1997)
HOW TO ORDER
Most authorized resources are available from the Learning Resources Distributing Centre (LRDC) at:
12360 -142 Street
Edmonton, AB T5L4X9
Telephone: 403^427-5775 (outside of Edmonton dial 310-0000 to be connected toll free)
Fax: 403^122-9750
Internet: http://ednet.edc.gov.ab.ca/lrdc
Please check LRDC for availability of videos.
RESOURCE POLICY
Alberta Education withdraws learning and teaching resources from the provincial list of approved
materials for a variety of reasons; e.g., the resource is out of print; a new edition has been published; the
program has been revised. Under section 44 (2) of the School Act, school boards may approve materials
for their schools, including resources that are withdrawn from the provincial list. Many school boards
have delegated this power to approve resources to school staff or other board employees under
section 45 (1) of the School Act.
For further information on resource policy and definitions, refer to the Student Learning Resources
Policy and Teaching Resources Policy or contact:
Learning Resources Unit, Curriculum Standards Branch
Alberta Education
5 th Floor, Devonian Building, East Tower
1 1 160 Jasper Avenue
Edmonton, AB T5K0L2
Telephone: 403-422-4872 (outside of Edmonton dial 3 10-0000 to be connected toll free)
Fax: 403^22-0576
Internet: http://ednet.edc.gov.ar.ca
Note: Owing to the frequent revisions of computer software and their specificity to particular computer
systems, newer versions may not be included in this guide. However, schools may contact the LRDC
directly at 403-427-5775 for assistance in purchasing computer software.
Trademark Notices: Microsoft, Access, Excel, FoxPro, Mail, MS-DOS, Office, PowerPoint, Project,
Publisher, Visual Basic, Visual C++, Windows, Windows NT, Word, and Works are either registered
trademarks or trademarks of Microsoft Corporation. Apple, Mac, Macintosh, and Power Macintosh are
either registered trademarks or trademarks of Apple Computer, Inc. Other brand and product names are
registered trademarks or trademarks of their respective holders.
1.6/ Foods, CTS Learning Resource Guide
(1997) ©Alberta Education, Alberta, Canada
AUTHORIZED RESOURCES
BASIC LEARNING RESOURCES
The following basic learning resources have been authorized by Alberta Education for the use in the
Foods curriculum. These resources address the majority of the learner expectations in one or more
modules and/or levels. A curriculum correlation appears in the right-hand column.
Distributor
Code
Resources
Levels/Module No.
1
2
3
AH
Canada's Food Guide to Healthy Eating: For People Four Years
and Over. Ottawa, ON: Health and Welfare Canada, 1992.
A guide to help you make wise food choices. The components include a tear
sheet of the Food Guide, a 12-page booklet that explains how to best use the
Food Guide and a booklet providing information on using food labels to
choose foods for healthy eating.
Using the Food Guide. Available from your local Board of Health (See pages
I.29-I.31).
Using Food Labels. Available from your local Board of Health (See pages
I.29-I.31).
all
all
all
LRDC
DINE Healthy (Windows Version and Macintosh Version.)
2010
3010
Amherst, NY: Dine Systems, Inc., 1994. Courseware Package.
<
2020
2030
3020
The Dine-Healthy program is a computerized dietary analysis and physical
2120
fitness scoring system based on the National Academy of Sciences'
Recommended Dietary Allowances (R.D.A. 's) and Canadian Recommended
Nutrient Intake (R.N.I. ). DINE Healthy teaches how to maximize health
through nutrition and exercise. The curriculum guide is an excellent teacher
resource which will aid in the presentation and instruction of nutrition as it
relates to health by using the DINE Healthy program. A curriculum guide is
available.
LRDC
Discovering Food & Nutrition. (5 th edition.) Helen Kowtaluk.
Glencoe/McGraw Hill, 1997.
This is an excellent resource for introductory Foods. It includes nutrition and
wellness, consumer skills, applied academic management and planning,
conservation, cooperation, safety and food preparation techniques. The
student text is a comprehensive, well illustrated resource which will appeal to
junior high students. The student workbook direcUy relates to text material to
reinforce concepts, stimulate thinking and provide hands-on application. The
teacher resource binder provides a wealth of teaching ideas and includes
excellent colour overheads.
1010
1020
1030
1040
1050
Learning Resource Guide
©Alberta Education, Alberta, Canada
CTS, Foods /I.7
(1997)
Basic Learning Resources (continued)
i"
Distributor
Code
Resources
Levels/Module No.
1
2
3
LRDC
FoodFocus3. (Windows Version 3.1.) Winnipeg, Manitoba:
FoodFocus 3, 1995. Courseware Package.
FoodFocus 3 is a computerized (IBM) educational nutrition analysis program
based on the Canadian Nutrient Values of foods. Students are able to select
food items and then analyze in terms of their daily Canadian Recommended
Nutrient Intake. The "ease of use" and friendly "pictographs" make this an
excellent introductory program for nutritional analysis. A teacher's edition
allows the teacher to add foods, update food data or customize nutrient and
related health information.
all
all
all
LRDC
Food for Life. Myrtle Siebert and Evelyn Kerr. Toronto, ON:
1010
2010
3010
McGraw-Hill Ryerson Ltd., 1994.
1020
2030
3020
1030
2060
3110
This text incorporates the new Canada 's Food Guide to Healthy Eating
1040
2070
3120
providing up-to-date Canadian information. It provides essential nutrition
1050
2080
3140
information for young people assisting them to make food choices that
promote a healthy lifestyle. Food for Life explores the food habits, customs
1060
2100
and traditions of various cultures in our multicultural society. A teacher
2110
resource book offers strategies for the organization, implementation and
2130
evaluation of a successful program.
2170
LRDC
Food for Today. (6 th edition.) Helen Kowtaluk. Glencoe/McGraw-
1010
2010
3010
Hill, 1997.
1020
to
2080
3020
3030
Text is appealing with detailed information on nutrition, food science, food
2100
3100
technology, nutrition and wellness, sports nutrition, ethnic foods and cultural
to
3110
diversity along with an emphasis on practical food preparation skills.
Includes healthy attitudes and trends in eating, recipes, chapter career profiles,
2150
3140
earth watch, food/illness/science connections and the global food supply.
2170
Chapters contain a review of questions, hands-on activities, and opportunities
to practise critical thinking and decision making/problem solving. Career
Profile pages at the end of each chapter introduces the wide range of
employment opportunities related to foods and nutrition. A teacher's
wraparound edition is available. The teacher resources consists of 10
booklets and colour transparency package. Testmaker software is available in
Macintosh and IBM versions.
LRDC
Professional Baking. (2 n edition.) Wayne Gisslen and Mary Ellen
2040
3030
Griffin. New York, NY: John Wiley & Sons, 1994.
2050
2060
3040
3060
A 377 page text, with commercial sized recipes in US imperial and metric.
3100
Presentation includes technical specifics for understanding and performing,
illustrations and photos (black & white), chapter terms to review and
discussion questions. Format is clean, large print, easy to read, and well
organized. An instructor's manual and study guide are available.
1.8/ Foods, CTS
(1997)
Learning Resource Guide
©Alberta Education, Alberta, Canada
Basic Learning Resources (continued)
Distributor
Code
Resources
Levels/Module No.
1
2
3
LRDC
Professional Cooking. (3 r edition.) Wayne Gisslen. New York,
NY: John Wiley & Sons, 1995.
This text has specific food study presenting theory, guidelines and general
procedures, commercial sized recipes in US imperial and metric. Each
chapter has terms to review, discussion questions and excellent black and
white photographs of procedures and techniques. An instructor's manual and
study guide are available.
2040
to
2110
2170
3030
to
3080
3140
Learning Resource Guide
©Alberta Education, Alberta, Canada
CTS, Foods /1. 9
(1997)
SUPPORT LEARNING RESOURCES
The following support learning resources are authorized by Alberta Education to assist in addressing
some of the learner expectations of a module or components of modules.
Distributor
Code
Resources
Levels/Module No.
1
2
3
ACC
Career and Technology Studies: Key Concepts. Edmonton, AB:
ACCESS: The Education Station.
Series of videos and utilization guides relevant to all CTS strands. Series
consists of: Anatomy of a Plan; Creativity; Electronic Communication; The
Ethics Jungle; Go Figure; Innovation; Making Ethical Decisions; Portfolios;
Professionalism; Project Planning; Responsibility and Technical Writing.
all
all
all
LRDC
Choose What You Chew. University of Calgary/T.H.A. Media
Distribution Ltd., 1992.
This video is full of information on proper nutrition and better eating habits.
A tool for making better dietary choices, it creates awareness through a wacky
series of grocery store sequences, comparing health values of different types
of foods. This video provides a realistic approach for incorporating better
food choices into our daily diet, and offers strategies for turning these choices
into steady practices. Taking a lighthearted look at eating habits, the video
provides a simple and effective approach to a healthier, happier life.
2010
2030
2120
LRDC
Complete Pastrywork Techniques. I. Nicolello. Hodder &
Stoughton Educational, 1991.
2040
2050
3030
3060
This is a comprehensive resource detailing the fascinating accounts of the
development of some of the world's famous dishes. Instructions
accompanying the recipes are clear and precise and colour photographs
clearly display the "works of art".
2060
3100
NBS
Cooking at the Acadamy Series. National Book Services /
International Video Network, 1995.
1020
1040
2040
2060
3030
3050
Series of 15 videos: Braising & Stewing; Candy & Chocolates; Cooking with
Cheese; Cooking with Grains; Delicious Pies; Desserts; Easy to Make
Souffles; Fancy Cookies; Frying; Grilling; Pasta; Poaching & Steaming;
Sauteing; Soups; Stocks & Sauces.
1050
2070
2080
2100
2110
2120
3080
3100
3130
This series of videos, previously shown on PBS, goes through demonstrations
of how to make stocks, sauces, soups, pasta, desserts, etc. Each video covers
a topic by having a chef from the academy prepare dishes. Hints are given to
ensure the success of executing these classical cooking techniques in one's
own kitchen.
2140
2160
r
1.10/ Foods, CTS
(1997)
Learning Resource Guide
©Alberta Education, Alberta, Canada
>
Support Learning Resources (continued)
Distributor
Code
Resources
Levels/Module No.
1
2
3
LRDC
Developing Food Products. The Association for Science
Education, 1994.
This book helps students develop an understanding of key scientific concepts
by reworking them into knowledge for practical action. The booklet helps in
understanding the effects of food processing on the physical and nutritional
properties of food by using tofu as the food product under study.
2130
3110
3120
DNC
Eating Edge, The. Mississauga ON: The Ontario Milk Marketing
Board, 1992.
This manual includes 34 pages of interesting challenges in identifying and
analyzing food choices and nutritional adequacy. Includes critiques on
advertising, body image and eating disorders and scenarios for problem
solving.
1010
to
1060
2010
2020
2030
2120
2130
3010
BIC
Eating for Performance. (Sports Nutrition for the Athletes of
Canada.) Gloucester, ON: Sport Medicine and Science Council
of Canada/Beef Information Centre, 1991. Video.
See Teaching Resources for annotation and module correlation.
LRDC
Food Preservation: The Principles of Food Preservation.
Classroom Video, 1995. Video includes Teacher's Notes.
This video looks at the reasons why food spoils and the techniques that are
used to process and preserve food. The video takes the students to cheese
factories and food laboratories where freezing and canning processes are used.
2060
3110
CLV
Inside a Meat Processing Plant. Burnaby, BC: Classroom Video,
1994.
This 20 minute video shows how a Canadian meat processing plant operates.
Topics include: prevention of bacteria in handling meat; the use of additives
and preservatives; the role of nitrites in the curing process; the composition of
sausages; the value of smokehouse treatment; fat level in ham; vacuum
packaging; and proper storage of packaged meat products at home.
3110
Learning Resource Guide
©Alberta Education, Alberta, Canada
CTS,Foods/I.ll
(1997)
Support Learning Resources (continued)
#•
Distributor
Code
Resources
Levels/Module No.
1
2
3
LRDC
Julia Child: Home Cooking with Master Chefs. (Windows
2040
3030
Version.) Microsoft Corporation, 1995. CD-ROM.
2060
2070
3050
3060
Julia Child introduces 16 influential chefs and takes the aspiring gourmet into
2080
3100
a "virtual apprenticeship" in the art of cooking. The program provides 25
*J X \J\J
video lessons, over 100 recipes to try and more than 250 time saving and
creative hints that would help the novice or experienced cook. Photographic
references provide useful information on ingredients, cookware and utensils.
LRDC
Kitchen Safety Series. Cambridge Educational, 1995.
Series of three videos: Food Borne Illnesses and Their Prevention; Food
Safety; and Kitchen Safety Essentials. Whether one is working in a
commercial kitchen or preparing meals at home, following safety and safe
food practices ensures that meals are prepared to avoid contamination and
food borne illnesses.
2100
2150
CRF
National Sanitation Training Program: HACCP (Hazard Analysis
Critical Control Point): Safe Food Handling Techniques.
Toronto, ON: Canadian Restaurant and Foodservices
Association, 1990. Video.
Instruction package (instructor's manual, leader's guide, 15-minute video and
the Sanitation Code) provides training for safe food handling in Canada's
foodservice industry. There are nine lesson plans, 46 sheets for overheads
and a quiz and answer key.
2150
LRDC
Nutrient Value of Some Common Fpods. Minister of Supply and
1040
2010
3010
Services Canada, 1988.
1050
2020
2030
3020
3070
This book provides information on the nutrient value of 700 commonly used
2040
foods. This book provides the necessary information for making informed
choices about the foods we eat. The nutrient contribution and the energy
value of foods are provided to help consumers make a health related decision,
to change one's lifestyle, to determine one's daily intake of nutrition.
1.12/ Foods, CTS
(1997)
Learning Resource Guide
©Alberta Education, Alberta, Canada
>
TEACHING RESOURCES
The following teaching resources are authorized by Alberta Education to assist teachers in the
instructional process.
Distributor
Code
Resources
Levels/Module No.
1
2
3
AHMA
Art and Science of Culinary Preparation, The: A Culinarian 's
2040
3030
Manual. Jerald W. Chesser. St. Augustine, FL: The Education
to
to
Institute of the American Culinary Federation, Inc., 1992.
2110
3090
Text.
3120
3140
The text is organized into five sections: general information; essential
knowledge for understanding culinary preparation; hot food preparation;
garde-manger; and baking. Commercial-sized recipes are provided with
imperial weights and measures. A metric conversion chart and description are
.
included. An instructor's guide, Food Production Principles, is available.
RED
Best You Can Be (7-9), The. Debra Buffum and Jackie Carey. Red
Deer, AB: Red Deer Regional Health Unit, 1992.
This binder is an excellent resource to assist the teacher in addressing the
issues of body image, healthy eating and healthy weight at the junior high
1010
1030
1040
1050
1060
level. The background information for teachers is complete and concise. The
student activities are designed to help students accept what they cannot
change while promoting good health through healthy lifestyles.
RED
Best You Can Be (10-12), The. Debra Buffum and Jackie Carey.
2010
3010
Red Deer, AB : Red Deer Regional Health Unit, 1992.
2030
2060
3020
This resource in binder format is an excellent resource for curriculum in the
. 2080
Foods area. It approaches the subject of body image through promotion of
2100
good health and healthy lifestyles. The teachers' section and the student
information articles and suggested activities all focus on promoting self-
2120
esteem. Thought-provoking questions, scenarios and activities are all geared
2140
to the senior high school student.
AH
Canada 's Food Guide to Healthy Eating: For People Four Years
and Over. Food Guide Facts. Ottawa, ON: Health and Welfare
Canada, 1992. Available from your local Board of Health (see
pages I.29-I.31).
See Basic Learning Resources for annotation and module correlation.
LRDC
Dine Healthy. Amherst, NY.: Dine Systems, Inc., 1994.
Curriculum Guide.
See Basic Learning Resources for annotation and module correlation.
Learning Resource Guide
©Alberta Education, Alberta, Canada
CTS, Foods /1. 13
(1997)
Teaching Resources (continued)
Distributor
Code
Resources
Levels/Module No.
1
2
3
LRDC
Discovering Food And Nutrition. (5 th edition.) Helen Kowtaluk.
Glencoe/McGraw Hill, 1997. Teacher's Resource Binder.
See Basic Learning Resources for annotation and module correlation.
LRDC
Food for Life. P. Thompson. Toronto, ON: McGraw-Hill Ryerson
Ltd., 1995. Teacher's Resource.
See Basic Learning Resources for annotation and module correlation.
LRDC
Food for Today. (6 th edition.) Helen Kowtaluk. Glencoe/McGraw-
Hill, 1997. Teacher's Wraparound Edition; Teacher's
Resource Booklets and Colour Transparency Package.
See Basic Learning Resources for annotation and module correlation.
LRDC
Food for Today (6 th edition.). Grady Kimbrell. Glencoe/McGraw-
Hill, 1997 Testmaker (IBM Version and Macintosh Version).
See Basic Learning Resources for annotation and module correlation.
AH
Food Guide Facts: Background for Educators and Communicators.
Ottawa, ON.: Health and Welfare Canada, 1992. Available
from your local Board of Health (see pages 1.29— 1.31).
See Basic Learning Resources for annotation and module correlation.
LRDC
Food Production Principles. Jim Purves. Educational Institute of
American Hotel & Motel Association, 1993. Instructor's
Guide.
This guide may be used alone or in conjunction with the same student manual
(duplicates the guide) and the text The Art and Science of Culinary
Preparation: A Culinarian 's Manual. It is a flexible, easy-to-use resource,
with 38 chapters covering most CTS modules. It has sample lesson plans
with learning objectives, key concepts, review quizzes and keys, step-by-step
review session outline and chapter transparency masters. USDA, US quality
grades, and degrees Fahrenheit are at minimal use. A great assist for teachers
in many disciplines with low prep-time for lessons. It is specific for teacher
use, tight, factual, fast-paced, with no visual.
2040
to
2110
3030
to
3090
3120
3140
DNC
FoodTrack Nutrition System. Vancouver, BC: British Columbia
Dairy Foundation, 1988.
An interactive nutrition teaching system based on current nutrition
recommendations. It is intended for older adolescents and adults.
2010
2030
2120
2130
3010
I
(
1.14/ Foods, CTS
(1997)
Learning Resource Guide
©Alberta Education, Alberta, Canada
>
Teaching Resources (continued)
Distributor
Code
Resources
Levels/Module No.
1
2
3
LRDC
Manual of Retail Meat Cutting. Pacific Vocational Institute/B.C.
Institute of Technology, 1985.
This 220 page manual has been compiled and produced by the British
Columbia Institute of Technology and its professional staff in the interests of
enhancing knowledge and application in retail meat cutting. It provides
information on safety and sanitation; anatomy of meat - beef, pork, variety
meats, poultry and seafood; freezer orders; business tips; and a glossary of
terms. The grading information is out of date, so one would have to
supplement with current grading classifications.
3090
LRDC
Matter of Fat, A: The Case of the Hidden Fat. Beef Information
Centre. Alberta Cattle Commission, 1991.
This activity-based educational kit is designed to help individuals identify the
sources of fat and oils in the diet and to provide suggestions for reducing and
balancing total fat intake. The kit is organized to correspond with the food
groups of Canada's Food Guide to Healthy Eating. Therefore, the kit could
be used to introduce the food groups or would flow well from a previous
introduction to the food guide.
1010
1040
1050
2010
2030
CRF
National Sanitation Training Program. Toronto, ON: Canadian
Restaurant and Foodservices Association, 1990/92.
Instructor's Manual - Canada's Foodservice Industry;
Leader's Guide - Safe Food Handling Techniques,
Sanitation Code for Canada's Food Service Industry, The.
See Support Learning Resources for annotation and module correlation.
•
LRDC
Professional Baking. (2 nd edition.) Wayne Glessen and Mary Ellen
Griffin. New York, NY: John Wiley & Sons, 1994.
Instructor's Manual.
See Basic Learning Resources for annotation and module correlation.
LRDC
Professional Cooking. (3 rd Edition.) Wayne Gisslen. New York,
NY: John Wiley & Sons, 1995. Instructor's Manual.
See Basic Learning Resources for annotation and module correlation.
Learning Resource Guide
©Alberta Education, Alberta, Canada
CTS, Foods /1. 15
(1997)
Teaching Resources (continued)
Distributor
Code
Resources
Levels/Module No.
1
2
3
BIC
SMC
Sports Nutrition for the Athletes of Canada. Gloucester, ON: Sport
Medicine and Science Council of Canada, 1991. Workbook for
Athletes, Information for Coaches and the Eating for
Performance Video.
The workbook provides basic information on the components of food that
have the most relationship to athletic performance and explains how to use
this information in making wise food choices. It includes a copy of Food
Track to help athletes plan their food intake. The 24-minute videotape Eating
for Performance is a motivational four-part video to help athletes make wise
food choices at home and on the road. It is based on the above workbook.
Sports Nutrition Resource Manual. Barb Marriage and Heather
Schnurr. Gloucester, ON: Alberta Sport Medicine Council,
1992.
A detailed compilation of nutrition and nutrient sources and functions;
digestion, nutritional needs of athletes with specialized concerns. Some
worksheet exercises within, permission to copy. Appendix I & HI - update.
2010
2020
2030
2130
2170
2010
2020
2030
2130
3010
3010
(
1.16/ Foods, CTS
(1997)
Learning Resource Guide
©Alberta Education, Alberta, Canada
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OTHER RESOURCES
These titles are provided as a service only to assist local jurisdictions to identify resources that contain
potentially useful ideas for teachers. Alberta Education has done a preliminary review of the resources.
However, the responsibility to evaluate these resources prior to selection rests with the user, in
accordance with any existing local policy.
Distributor
Code
Other Resources
Levels/Module No.
1
2
3
MHR
MHR
MLC
JWS
JWS
Discovering Food and Nutrition. (5 edition.) Helen Kowtaluk.
McGraw-Hill Ryerson Ltd., 1997. Student Workbook.
See Basic Learning Resources for annotation and module correlation.
Food for Today. (6 th edition.) Helen Kowtaluk. McGraw-Hill
Ryerson Ltd., 1997. Student Workbook.
See Basic Learning Resources for annotation and module correlation.
Light Gourmet, The. Erica Di Ruggiero. Toronto, ON: Paula
Salvador with TV Ontario, Heart and Stroke Foundation and the
Canadian Cancer Society, 1992. Series of 7 videos (15
programs); Recipe book; Workbook.
Choosing healthy satisfying foods for healthy eating is the focus of this series.
The workbook is designed to accompany and complement The Light
Gourmet, an entertaining 13-part television series about healthy shopping,
cooking and eating. The series is endorsed by the Heart and Stroke
Foundation of Canada and the Canadian Cancer Institute.
Professional Baking. (2 nd edition.) Wayne Gisslen. New York,
NY: John Wiley & Sons Canada Ltd., 1994. Study Guide.
See Basic Learning Resources for annotation and module correlation.
Professional Cooking. (3 rd edition.) Wayne Gisslen. New York,
NY: John Wiley & Sons Canada Ltd., 1995. Study Guide.
See Basic Learning Resources for annotation and module correlation.
•
2010
2020
2030
2060
2080
2090
to
2140
Learning Resource Guide
©Alberta Education, Alberta, Canada
CTS, Foods /I.21
(1997)
I
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1.22/ Foods, CTS Learning Resource Guide
(1997) ©Alberta Education, Alberta, Canada
ADDITIONAL SOURCES
Available to Career and Technology Studies
(CTS) teachers, locally and provincially, are many
sources of information that can be used to enhance
CTS. These sources are available through the
community (e.g., libraries, boards, committees,
clubs, associations) and through government
agencies, resource centres and organizations.
Some sources, e.g., government departments,
undergo frequent name and/or telephone number
changes. Please consult your telephone directory
or an appropriate government directory.
The following is a partial list of sources to
.consider:
TEACHER-LIBRARIANS
Planned and purposeful use of library resources
helps students grow in their ability to gather,
process and share information. Research activities
require access to an adequate quantity and variety
of appropriate, up-to-date print and nonprint
resources from the school library, other libraries,
the community and additional sources. Some
techniques to consider are:
• planning together
• establishing specific objectives
• integrating research skills into planning.
Cooperation between the teacher-librarian and the
subject area teacher in the development of
effectively planned resource-based research
activities ensures that students are taught the
research skills as well as the subject content. Also
see Focus on Research: A Guide to Developing
Student's Research Skills referenced in the
Alberta Education resources section.
ALBERTA EDUCATION SOURCES
Alberta Government telephone numbers can be
reached toll free from outside Edmonton by
dialing 310-0000.
The following monographs are available for
purchase from the Learning Resources
Distributing Centre. Refer to the Distributor
Directory at the end of this section for address,
telephone, fax and Internet address.
Please consult the "Support Documents" section
or the "Legal, Service and Information
Publications" section in the LRDC Buyers Guide
for ordering information and costs.
Developmental Framework Documents
• The Emerging Student: Relationships Among
the Cognitive, Social and Physical Domains of
Development, 1991 (Stock No. 161555)
This document examines the child, or student,
as a productive learner, integrating all the
domains of development: cognitive, social and
physical. It emphasizes the need for providing
balanced curriculum and instruction.
• Students ' Interactions Developmental
Framework: The Social Sphere, 1988 (Stock
No. 161399)
This document examines children's
perceptual, structural and motor development
and how such physical development affects
certain learning processes.
• Students ' Physical Growth: Developmental
Framework Physical Dimension, 1988 (Stock
No. 161414)
This document examines children's normal
physical growth in three areas: perceptual,
structural and motor development. In none of
these areas is the child's growth in a single
continuous curve throughout the first two
decades of life. Physical growth is
characterized by periods of rapid growth and
periods of slower growth. Consequently,
differences and changes in growth patterns
may affect the timing of certain learning
processes.
Learning Resource Guide
©Alberta Education, Alberta, Canada
CTS, Foods /I.23
(1997)
Other
GOVERNMENT SOURCES
• Focus on Research: A Guide to Developing
Students' Research Skills, 1990 (Stock
No. 161802)
This document outlines a resource-based
research model that helps students manage
information effectively and efficiently, and
gain skills that are transferable to school and
work situations. This model provides a
developmental approach to teaching students
how to do research.
• Teaching Thinking: Enhancing Learning,
1990 (Stock No. 161521)
Principles and guidelines for cultivating
thinking, ECS to Grade 12, have been
developed in this resource. It offers a
definition of thinking, describes nine basic
principles on which the suggested practices
are based, and discusses possible procedures
for implementation in schools and classrooms.
ACCESS: The Education Station
ACCESS: The Education Station offers a variety
of resources and services to teachers. For a
nominal dubbing and tape fee, teachers may have
ACCESS: The Education Station audio and video
library tapes copied. ACCESS: The Education
Station publishes listings of audio and video
cassettes as well as a comprehensive programming
schedule.
Of particular interest are the CTS videos, which
are available with utilization guides. The guides
outline key points in each video and suggest
questions for discussion, classroom projects and
other activities. Video topics are listed in the
Support Learning Resources section of this guide.
The videos and accompanying support material
can be obtained from ACCESS: The Education
Station. Refer to the Distributor Directory at the
end of this section for address, telephone, fax and
Internet address.
National Film Board of Canada (NFB)
The NFB has numerous films and videotapes that
may be suitable • for Career and Technology
Studies strands. For a list of NFB films and
videotapes indexed by title, subject and director,
or for purchase of NFB films and videotapes, call
1-800-267-7710 (toll free) or Internet address:
http://www.nfb.ca
ACCESS: The Education Station and some
school boards have acquired duplication rights to
some NFB videotapes. Please contact ACCESS:
The Education Station or consult the relevant
catalogues in your school or school district.
The Edmonton Public Library and the Calgary
Public Library have a selection of NFB films and
videotapes that can be borrowed free of charge
with a Public Library borrower's card. For further
information, contact:
Edmonton Public Library
Telephone: 403-496-7000
Calgary Public Library
Telephone: 403-260-2650
For further information contact:
Statistics Canada
Regional Office
8th Floor, Park Square
10001 Bellamy Hill
Edmonton, AB T5J 3B6
Telephone: 403-495-3027
Fax: 403^195-5318
Internet address: http://www.statcan.ca
Statistics Canada produces periodicals, reports,
and an annual year book.
1.24/ Foods, CTS
(1997)
Learning Resource Guide
©Alberta Education, Alberta, Canada
Resource Centres
Urban Resource Centres
Instructional Services
Elk Island Public Schools
2001 Sherwood Drive
Sherwood Park, AB T8A 3VV7
Telephone: 403^164-8235
Fax: 403^64-8033
Internet Address: http://ei.educ.ab.ca
Learning Resources Centre
Red Deer Public School Board
4747 - 53 Street
Red Deer, AB T4N 2E6
Telephone: 403-343-8896
Fax: 403-347-8190
Instructional Materials Centre
Calgary Separate School Board
6220 Lakeview Drive S W
Calgary, AB T3E5T1
Telephone: 403-298-1679
Fax: 403-249-3054
School, Student, Parent Services Unit
Program and Professional Support Services
Sub Unit
Calgary Board of Education
3610 -9 Street SE
Calgary, AB T2G 3C5
Telephone: 403-294-8542
Fax: 403-287-9739
After July 1, 1997, please contact the School,
Student, Parent Services Unit regarding the
relocation of the Loan Pool Resource Unit.
Learning Resources
Edmonton Public School Board
Centre for Education
One Kingsway Avenue
Edmonton, AB T5H 4G9
Telephone: 403^129-8387
Fax: 403^129-0625
Instructional Materials Centre
Medicine Hat School District No. 76
601-1 Avenue SW
Medicine Hat, AB T1A4Y7
Telephone: 403-528-6719
Fax: 403-529-5339
Resource Centre
Edmonton Catholic Schools
St. Anthony's Teacher Centre
10425-84 Avenue
Edmonton, AB T6E 2H3
Telephone: 403^39-7356
Fax: 403^133-0181
Instructional Media Centre
Northern Lights School Division No. 69
Bonnyville Centralized High School
4908 - 49 Avenue
Bonnyville, AB T9N 2J7
Telephone: 403-826-3366
Fax: 403-826-2959
Regional Resource Centres
Zone 1
Zone One Regional Resource Centre
P.O. Box 6536
10020-101 Street
Peace River, AB T8S 1S3
Telephone: 403-624-3187
Fax: 403-624-5941
Zone 2/3
Central Alberta Media Services (CAMS)
182 Sioux Road
Sherwood Park, AB T8A 3X5
Telephone: 403-464-5540
Fax: 403-449-5326
Zone 4
Information and Development Services
Parkland Regional Library
5404 - 56 Avenue
Lacombe, AB T4L 1G1
Telephone: 403-782-3850
Fax: 403-782-4650
Internet Address: http://rtt.ab.ca.rtt/prl/prl.htm
Learning Resource Guide
©Alberta Education, Alberta, Canada
CTS, Foods /I.25
(1997)
Zone 5
South Central Alberta Resource Centre (SCARC)
Golden Hills Regional Division
435A Hwy 1
Westmount School
Strathmore, AB TO J 3 HO
Telephone: 403-934-5028
Fax: 403-934-5125
Zone 6
Southern Alberta Learning Resource Centre
(SALRC)
Provincial Government Administration Building
909 Third Avenue North, Room No. 120
Box 845
Lethbridge, AB T1J 3Z8
Telephone: 403-320-7807
Fax: 403-320-7817
OTHER GOVERNMENT SOURCES
Alberta Agriculture, Food and Rural
Development
Print Media Branch
7000- 113 Street
Edmonton, AB
T6H 5T6
Telephone: 403^27-2121
Fax: 403-427-2861
• Science & Technology Milestones in Food
Production Chart
Food Quality Branch
Dairy Processing Section
Provincial Building
Wetaskiwin, AB
T9A 0S7
Telephone: 352-1220
Fax: 352-1236
Agriculture and Agri-Food Canada
Food Production and Inspection Branch
11713 -82 Street
Edmonton, AB
T5B 2V9
Telephone: 495-5577
Fax: 495-3359
474, 220 - 4 Avenue SE
Calgary, AB
T2G 4X3
Telephone: 292^1327
Fax: 292-6132
102, 3650 -36 Street NW
Calgary, AB
T2L 2L1
Telephone: 289-7736
Fax: 221-3296
Alberta Health
Environmental Health Services, Area Services
Division
14 th floor, Jasper Avenue Building
Box 1360, 10025 Jasper Avenue
Edmonton, AB T5J 2N3
Telephone: 427-2643
Fax: 422-9681
Alberta Labour
9940 - 106 Street
Edmonton, AB
T5K 2N2
Telephone: 427-8848
Fax: 427-0999
Offices are also in Calgary, Camrose, Edson, Fort
McMurray, Grande Prairie, Lethbridge, Medicine
Hat, Red Deer and Vermilion.
Canada Communication Group Publishing
Government of Canada
45 Sacre-Coeur Bldv.
Room D2200
Hull, QC
K1A 0S9
Telephone: (819)956^800
Fax: (819)994-1498
• Canada's Food Guide to Healthy Eating
Poster, Health Canada, Catalogue No. H39-
297-1994 (92 cm x 59 cm, available in French
& English)
r
*
1261 Foods, CTS
(1997)
Learning Resource Guide
©Alberta Education, Alberta, Canada
Community Health & Nutrition
Family Health Services
5th Floor, Seventh Street Plaza
10030- 107 Street
Edmonton, AB
T5J 3E4
Energy Conservation and Renewable Energy
Western Regional Office
200 - Grandin Park Plaza
22 Winston Churchill Avenue
St. Albert, AB T8N 1B4
Regional Communications
355, 200-4 Avenue SE
Calgary, AB
T2G4X3
Fisheries and Oceans Canada
9021 -46 Street
Edmonton, AB
T6B 3B2
Telephone: 495-7023
Fax: 495-7022
102,2938-11 Street NE
Calgary, AB
T2E7L7
Telephone: 292-5858
Fax: 292-6088
282, 220 - 4 Avenue SE
Calgary, AB
T2G 4X3
Telephone: 292^650
Fax: 292^1644
Industry and Science Canada
Consumer Affairs
10225 - 100 Avenue
Edmonton, AB
T5J 0A1
Telephone: 495-2485
Fax: 495-6451
301, 510- 12 Avenue SW
Calgary, AB
T2R 0H3
Telephone: 292-5604
Fax: 292-6175
Oxfam Canada
294 Albert St., Suite 300
Ottawa, ON
K1A0S9
Telephone: (613) 237-5236
Fax: (613)237-0524
Email: oxfam@web.apc.org
• World Food Day Resource Kit (available in
French and English)
Health Canada
Publications
Public Affairs, Head Office
Brooke Claxton Building
de la Colombine
Tunney's Pasture
Ottawa, ON
K1A0K9
Health Protection Branch
840, 9700 Jasper Avenue
Edmonton, AB
T5J 4C3
Telephone: 495-2626
Fax: 495-2624
PROFESSIONAL/INDUSTRY
ASSOCIATIONS
ATEC
12th Floor, Sterling Place
9940- 106 Street
Edmonton, AB
T5K 2N2
Telephone: 422-0781
Fax: 422-3430
Internet: http://www.ATEC.ca
• Resources previously available through ATEC
may now be available from Training Resource
Centre, Grant MacEwan Community College.
Learning Resource Guide
©Alberta Education, Alberta, Canada
CTS, Foods /I.27
(1997)
Alberta Home Economics Association
Box 4688
Edmonton, AB
T6E 5G5
Telephone: 489-1666
Alberta Hotel Association
401, Centre 104
5241 Calgary Trail South
Edmonton, AB
T6H 5G8
Alberta Registered Dietitians
18104-102 Avenue
Edmonton, AB
T5S 1S7
Canadian Restaurant & Food Services
Association
316 Bloor Street W
Toronto, Ontario
M5S 1W5
Telephone: (416)923-8416
Fax: (416)923-1450
Toll Free: 1-800-387-5649
Brochures
Directory of Foodservice courses in Canada
Career Cafe Video
Career Ladder
Foodservice Career facts Booklet
Scholarships
Code of Practice on part-time work by high
school students
r>
Alberta Teachers' Association
Career and Technology Studies Council
Barnett House
11010 -142 Street
Edmonton, AB
T5N 2R1
Telephone: 403-447-9400
Fax: 403^55-6481
Canadian Home Economics Association
901, 151 Slater Street
Ottawa, ON
K1P5H3
The Canadian Federation of Chefs de Cuisine
#202 -738A Bank Street
Ottawa, Ontario
K1S 3V4
Telephone: (613) 563-CHEF
Fax: (613)563-2317
Toll Free: 1-800-267-2710
Canadian Federation of Chefs de Cuisine,
Edmonton Branch
P.O. Box 1447
Main Post Office
Edmonton, Alberta
T5J 2N5
Telephone: 475-2433
TV Ontario
P.O. Box 200, Station Q
2180 Yonge Street
Toronto, Ontario
M4T 2T1
Telephone: (416)484-2885
Fax: (416)484-2896
Internet: http://www.tvo.org
INDUSTRY ORGANIZATIONS
Dairy
Alberta Dairy Association
Box 3452
Leduc, AB
T9E 6M2
Telephone: 387-3559
Fax: 387-5398
Alberta Goat Breeders Association
RR#4
Calmar, AB
T0C 0V0
Telephone: 985-3863
Alberta Milk Producers Society
14904 -121 A Avenue
Edmonton, AB
T5V 1A3
Telephone: 453-5942
Fax: 455-2196
«i
t
1.28/ Foods, CTS
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Learning Resource Guide
©Alberta Education, Alberta, Canada
Dairy Nutrition Council of Alberta
14904- 121 A Avenue
Edmonton, AB
T5V 1A3
Telephone: 453-5942
Fax: 455-2196
Toll-free: 1-800-252-7530
Fruits and Vegetables
Alberta Fresh Vegetable Marketing Board
220E- 12 Street A North
Lethbridge, AB
T1H2J1
Telephone: 327-0447
Fax: 327-0766
Alberta Greenhouse Growers Association
RR#1
Red Deer, AB
T4N 5E1
Telephone: 347^1714
Fax: 346-6979
Alberta Market Gardeners' Association
c/o ASCHRC, SS#4
Brooks, AB
T1R 1E6
Telephone: 921-2272
Fax: 921-2398
Alberta Vegetable Growers Marketing Board
Box 2273
Taber, AB
T0K 2G0
Telephone: 223^1242
Fax: 223-3130
Fruit Growers Society of Alberta
Box 668
Calmar, AB
TOC0V0
Telephone: 224-3011
Fax: 224-2096
Potato Growers of Alberta
240, 21 16 -27 Avenue NE
Calgary, AB
T2E7A6
Telephone: 291-2430
Fax: 291-2641
Learning Resource Guide
©Alberta Education, Alberta, Canada
Grains
Alberta Barley Commission
321, 21 16 -27 Avenue NE
Calgary, AB
T2E 7A6
Telephone: 291-9111
Fax: 291-0190
Alberta Corn Committee
Box 822
Lethbridge, AB
T1J 3Z8
Telephone: 327-^561
Fax: 328-3156
Alberta Soft Wheat Producers Commission
Box 875, 1014 - 3 Avenue N
Lethbridge, AB
T1J3Z8
Telephone: 380-4189
Fax: 328-6880
Alberta Winter Wheat Producers Commission
1205 Michigan Place S
Lethbridge, AB
T1K 3P4
Telephone: 328-0059
Fax: 328-0969
Oat Producers Association of Alberta
POBox 1595
Edmonton, AB
T5J 2N9
Telephone: 444-0066
Western Barley Growers Association
232, 2 116 -27 Avenue NE
Calgary, AB
T2E 7A6
Telephone: 291-3630
Fax: 291-9841
Honey
South Peace Honey Ltd.
Box 574
Falher, AB
T0H 1M0
Telephone: 925-2396
CTS, Foods /I.29
(1997)
Tegert Comb Foundation
Box 904
Fairview, AB
TOH 1L0
Telephone: 835-2115
Fax: 835-2873
Alberta Meat Processors Association
13 -21215 Wye Road
Sherwood Park, AB
T8G 1C8
Telephone: 922-2170
Fax: 922-2219
Williams Bee Ranch
Box 264
Stavely, AB
TOL 1Z0
Telephone: 549-3999
Willms Honey Producers Ltd.
Box 8
Scandia, AB
TOJ 2Z0
Telephone: 362-3951
Fax: 362-8990
Wolfe Honey Co.
Box 92
Falher, AB
TOH 1M0
Telephone: 925-2463
The Alberta Beekeepers Association
16715- 113 Avenue
Edmonton, AB
T5M 2X2
Telephone: 489-6949
Fax: 489-3041
Meat
Alberta Pork Producers Development Corp.
10319 Princess Elizabeth Avenue
Edmonton, AB
T5G 0Y5
Telephone: 474-8288
Fax: 471-8065
Alberta Sheep and Wool Commission
212, 6715 -8 Street NE
Calgary, AB
T2E 7H7
Telephone: 295-1988
Fax: 275-8009
Beef Information Centre
215, 6715 -8 Street NE
Calgary, AB
T2E 7H7
Telephone: 275-5890
Fax: 274-5686
Canada Beef Export Federation
235, 6715 -8 Street NE
Calgary, AB
T2E 7H7
Telephone: 274-0005
Fax: 274-7275
Alberta Cattle Commission
216, 6715 -8 Street NE
Calgary, AB
T2E 7H7
Telephone: 286-7143
Fax: 274-0007
Canada Pork International
1101,75 Albert Street
Ottawa, ON
KIP 5E7
Telephone: (613) 236-9886
Fax: (613)236-6658
"A Matter of Fat" is an activity-based educational
kit identifying the sources of fat and oils in the
diet is available.
Canadian Cattlemen's Association
215, 6715 -8 Street NE
Calgary, AB
T2E 7H7
Telephone: 275-8558
Fax: 274-5686
1.30/ Foods, CTS
(1997)
Learning Resource Guide
©Alberta Education, Alberta, Canada
Oilseeds
Alberta Canola Producers Commission
170, 14315- 118 Avenue
Edmonton, AB
T5L 4S6
Telephone: 452-6487
Fax: 452-6933
• Cooking with Canola
• Working Your Way The Fast Maze
Alberta Safflower Growers Association
Box 419
Warner, AB
TOK 2L0
Telephone: 624-2134
Canola Council of Canada
301 - 433 Main Street
Winnipeg, MB
R3B 1B3
Telephone: (204) 982-2100
Fax: (204)942-1841
Poultry
Alberta Chicken Producers Marketing Board
11826- 100 Avenue
Edmonton, AB
T5K 0K3
Telephone: 488-2125
Fax: 488-3570
Alberta Egg Producers Board
15, 1915 -32 Avenue NE
Calgary, AB
T2E 7C8
Telephone: 250-1197
Fax: 291-9216
Alberta Hatching Egg Marketing Board
14815- 119 Avenue
Edmonton, AB
T5L 2N9
Telephone: 451-5837
Fax: 452-8726
Alberta Turkey Growers Marketing Board
202, 871 1A- 50 Street
Edmonton, AB
T6B 1E7
Telephone: 465-5755
Fax: 465-5528
Learning Resource Guide
©Alberta Education, Alberta, Canada
Canadian Egg Marketing Agency
P.O. Box 69038, Place de Ville
Ottawa, ON
KIR 1A7
Telephone: (613)238-2514
Fax: 1-800-700-0083
• Educational resources
• Current science on fats
• Information on eggs .
Specialty Crops
Alberta Pulse Growers Commission
Bag Service 47
Lacombe, AB
T0C ISO
Telephone: 782-7838
Alberta Wild Rice Growers Association
c/o 11708 -167 Street
Edmonton, AB
T5M 3Z2
Telephone: 455-9909
Fax: 455-0215
Saskatchewan Pulse Crop Development Board
Home Economics Consultants
A5A - 1 16 - 103 Street East
Saskatoon, Saskatchewan
S7N 1Y7
Telephone: (306) 664-8758 or (306) 652-2691
Fax: (306)664-4404
Saskatchewan Pulse Crop Development Branch
Box 516
Regina, Saskatchewan
S4P 3A2
Telephone: (306)781-7475
Fax: (306)525^1173
Miscellaneous
Alberta Sugar Beet Growers Marketing Board
4900 - 50 Street Box 190
Taber, AB
TOK 2G0
Telephone: 223-1110
Fax: 223-1022
CTS, Foods /I.31
(1997)
Alberta Sugar Company
Box 1909
Taber, AB
TOK 2G0
• Recipes for Young Adults
Canada Safeway Ltd.
100, 7612 Fisher Street SE
PO Box 640, Stn M
Calgary, AB
T2P 2J4
Telephone: 258-8866
Fax: 258-8882
CSA
178 Rexdale Blvd.
Toronto, ON
M9W 1R3
Fax: (416)362-0362
The City of Calgary
Home Economist
PO Box 2100, Stn M
Calgary, AB
T2P 2M5
Telephone: 268-2923
Edmonton Power, Customer Services
Main Floor, Capitol Square
10065 Jasper Avenue
Edmonton, AB
T5J3B1
Telephone: 448-3015
Canadian Western Natural Gas
909 1 1 Avenue S W
Calgary, AB
T2R 1L8
Telephone: 245-7110
Fax: 245-7400
H
Canadian Sugar Institute
10 Bay Street, Suite 620
Toronto, Ontario
M5J 2R8
(416) 368-8091
Alberta Special Waste Management Corp.
610, 10909 Jasper Avenue
Edmonton, AB
T5J 3L9
Telephone: 422-5029 or
1-800-272-8873
Fax: 428-9627
Recycling Branch
Telephone: 427-5838
OTHER AGENCIES
*
Utility Companies
Alberta Power Limited
PO Box 2426
10035 - 105 Street
Edmonton, AB
T5J 2V6
Telephone: 420-7612
Fax: 420-3483
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1.32/ Foods, CTS
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Learning Resource Guide
©Alberta Education, Alberta, Canada
DISTRIBUTOR DIRECTORY
The entries in the Distributor Directory are arranged alphabetically by code.
CODE
Distributor/Address
Contact Via
ACC
ACCESS: The Education Station
3270 - 76 Avenue
Edmonton, AB T6B 2N9
403-440-7777
Fax: 403-440-8899
1-800-352-8293
http://www.ccinet.ab.ca/access
AHMA
Educational Institute of American Hotel &
Motel Association
1407 South Harrison Road
P.O. Box 1240
East Lansing, MI 48826
517-353-5500
Fax: 513-353-5527
1-800-344-4381
Fax: 1-S00-349-0323
AH
Alberta Health
USA Environmental Health Services
Area Services Division
14 th Floor, 10025 Jasper Avenue
Edmonton, AB T5J 2N3
403^27-2603
Fax: 403-427-2511
BIC
Beef Information Centre
216, 6715 -8 Street NE
Calgary, AB T2E7H7
403-275-5890
Fax: 403-274-5686 '
CLV
Classroom Video
Unit C, 9005 Centaurus Circle
Burnaby, B.C. V3J 7N4
604-420-3066
Fax: 604-420-3095 •
1-800-665^121
Fax: 1-800-665-2909
CRF
Canadian Restaurant and Foodservices
Association
316 Bloor Street West
Toronto, ON M5S 1W5
416-923-8416
Fax: 416-923-1450
1-800-387-5649
DNC
Dairy Nutrition Council of Alberta
14904- 121 A Avenue
Edmonton, AB T5V 1A3
403^53-5942
Fax: 1-800-252-7530
Fax: 403-455-2196
JWS
John Wiley & Sons Canada Ltd.
See LRDC Buyers Guide for Information
LRDC
Learning Resources Distributing Centre
12360 -142 Street
Edmonton, AB T5L 4X9
403^27-5775
Fax: 403^122-9750
http://ednet.edc.gov.ab.ca/lrdc
Learning Resource Guide
©Alberta Education, Alberta, Canada
CTS, Foods /I.33
(1997)
Distributor Directory (continued)
d
CODE
Distributor/ Address
Contact Via
MHR
McGraw-Hill Ryerson Ltd.
See LRDC Buyers Guide for information
MLC
Magic Lantern Communications Ltd.
19949 - 56 Avenue
Langley,BC V3A 3Y2
604-530-2602
1-800-263-1818
Fax: 604-530-2603
NBS
National Book Services
25 Kodiak Crescent
North York, ON M3J 3M5
416-630-2950
Fax: 416-630-0274
1-800-387-3178
Fax 1-800-387-6697
RED
Red Deer Regional Health Unit
2845 Bremner Avenue
Red Deer, AB T4R 1S2
403-341-2100
Fax: 403-341-2196
SMC
Sport Medicine Council of Alberta
11759 Groat Road
Edmonton, AB T5M 3K6
403^53-8636
Fax: 403^122-3093
TRC
Training Resource Centre
Grant MacEwan Community College
City Centre Campus
Room 5-309, 10700 - 104 Avenue
Edmonton, AB T5J4S2
• Memberships must be purchased.
403^197-5475
Fax: 403^97-5677
•I
1.34/ Foods, CTS
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Learning Resource Guide
©Alberta Education, Alberta, Canada
1
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FOODS
SECTION J: SAMPLE STUDENT LEARNING GUIDES
The following pages provide background information, strategies and a template for
developing student learning guides. Also included at the end of this section are several
sample student learning guides for Foods.
A student learning guide provides information and direction to help students
attain the expectations defined in a specified CTS module. It is designed to be
used by students under the direction of a teacher.
Many excellent student learning guides (SLGs) are available for use and/or are in
the process of being developed. While Alberta Education provides a
development template accompanied by some samples, most student learning
guide development is being done by individuals and organizations across the
province (e.g., school jurisdictions, specialist councils, post-secondary
organizations). Refer to the Career & Technology Studies Manual for
Administrators, Counsellors and Teachers (Appendix 1 1 ) for further information
regarding student learning guide developers and sources.
Note: A student learning guide is not a self-contained learning package (e.g.,
Distance Learning Module), such as you might receive from the Alberta Distance
Learning Centre (ADLC) or Distance Learning Options South (DLOS).
TABLE OF CONTENTS
BACKGROUND INFORMATION J.3
Components of a Student Learning Guide J.3
Strategies for Developing Student Learning Guides J.4
STUDENT LEARNING GUIDE TEMPLATE J.5
SAMPLE STUDENT LEARNING GUIDES
FOD1010 Food Basics J.ll
FOD1050 Fast & Convenience Foods.... J.17
FOD2160 Food Venture J.23
Sample Student Learning Guides
©Alberta Education, Alberta, Canada
CTS, Foods /J. 1
(1997)
J.2/ Foods, CTS Sample Student Learning Guides
(1997) ©Alberta Education, Alberta, Canada
BACKGROUND INFORMATION
A Student Learning Guide (SLG) is a presentation
of information and direction that will help
students attain the expectations defined in a
specified CTS module. It is designed to be used
by students under the direction of a teacher. A
SLG is not a self-contained learning package such
as you might receive from the Alberta Distance
Learning Centre (ADLC) or Distance Learning
Options South (DLOS).
Each SLG is based on curriculum and assessment
standards as defined for a particular CTS module.
Curriculum and assessment standards are defined
in this document through:
• module and specific learner expectations
(Sections D, E and F)
• assessment criteria and conditions (Sections
D, E and F)
• assessment tools (Section G).
The SLG is written with the student in mind and
makes sense to the student in the context of his or
her CTS program. SLGs are designed to guide
students through modules under the direction of
the teacher. They can be used to guide:
• an entire class
• a small groups of students
• individual students.
In some instances, the Student Learning Guide
may also be used as teacher lesson plans. When
using SLGs as teacher lesson plans, it should be
noted that they tend to be:
• learner-centred (versus teacher-directed)
• activity-based (versus lecture-based)
• resource-based (versus textbook-based).
Components of a Student Learning Guide
The student learning guide format, as developed
by Alberta Education, typically has seven
components as described below.
J. Why Take This Module?
This section provides a brief rationale for the
. work the student will do, and also establishes
a context for learning (i.e., in relation to the
strand, a life pursuit, a specific industry, etc.).
2. What Do You Need To Know Before You
Start?
In this section, prerequisite knowledge, skills
and attitudes considered necessary for success
in the module are identified. Prerequisites
may include other modules from within the
strand or from related CTS strands, as well as
generic knowledge and skills (e.g., safety
competencies, the ability to
measure/write/draw, prior knowledge of basic
information relevant to the area of study).
3. What Will You Know And Be Able To Do
When You Finish?
This information must parallel and reflect the
curriculum and assessment standards as
defined for the module. You may find it
desirable to rewrite these standards in less
formal language for student use.
4. When Should Your, Work Be Done?
This section provides a timeline that will
guide the student in planning their work. The
timeline will need to reflect your program and
be specific to the assignments you give your
students. You may wish to include a time
management chart, a list of all assignments to
be completed, and instructions to the student
regarding the use of a daily planner (i.e.,
agenda book) to organize their work.
5. How Will Your Mark For This Module Be
Determined?
This section will interpret the assessment
criteria and conditions, assessment standards,
assessment tools and suggested emphasis as
defined for the module within the context of
the projects/tasks completed. Accepted
grading practices will then be used to
determine a percentage grade for the
module — a mark not less than 50% for
successful completion. (Note: A module is
Sample Student Learning Guides
©Alberta Education, Alberta, Canada
CTS, Foods /J.3
(1997)
"successfully completed" when the student
can demonstrate ALL of the exit-level
competencies or MLEs defined for the
module.)
6. Which Resources May You Use?
Resources considered appropriate for
completing the module and learning activities
are identified in this section of the guide. The
resources may be available through the
Learning Resources Distributing Centre
(LRDC) and/or through other agencies. Some
SLGs may reference a single resource, while
others may reference a range of resources.
Resources may include those identified in the
Learning Resource Guide (Section I) as well
as other sources of information considered
appropriate.
7. Activities/Worksheets
This section provides student-centred and
activity-based projects and assignments that
support the module learner expectations.
When appropriately aligned with curriculum
and assessment standards, successful
completion of the projects and assignments
will also indicate successful completion of the
module.
Strategies for Developing Student Learning
Guides
Prior to commencing the development of a student
learning guide, teachers are advised to obtain:
• the relevant Guide to Standards and
Implementation
• the student learning guide template.
Information communicated to the student in the
SLG must parallel and reflect the curriculum and
assessment standards as defined for the module.
Therefore, critical elements of the Guide to
Standards and Implementation that need to be
addressed throughout the SLG include:
• module and specific learner expectations
• assessment criteria and conditions
• assessment standards
• assessment tools.
Additional ideas and activities will need to be
incorporated into the student learning guide.
These can be obtained by:
• reflecting on projects and assignments you
have used in delivering programs in the past
• identifying human and physical resources
available within the school and community
• networking and exchanging ideas (including
SLGs) with other teachers
• reviewing the range of resources (e.g., print,
media, software) identified in the Learning
Resource Guide (Section I) for a particular
module/strand.
Copyright law must also be adhered to when
preparing a SLG. Further information and
guidelines regarding copyright law can be
obtained by referring to the:
• Copyright Act
• Copyright and the Can Copy Agreement.
A final task in developing a student learning guide
involves validating the level of difficulty/
challenge/rigour established, and making
adjustments as considered appropriate.
A template for developing student learning guides,
also available on the Internet, is provided in this
section (see "Student Learning Guide Template,"
pages J.5-10). Several sample student learning
guides are also provided in this section (see
"Sample Student Learning Guides," starting on
page J. 11.
J.4/ Foods, CTS
(1997)
Sample Student Learning Guides
©Alberta Education, Alberta, Canada
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Sample Student Learning
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Sample Student Learning Guides
©Alberta Education, Alberta, Canada
CTS, Foods /J.5
(1997)
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J. 6/ Foods, CTS Sample Student Learning Guides
( 1 997) ©Alberta Education, Alberta, Canada
WHY
TAKE THIS MODULE?
.
m
I m
DO YOU NEED TO KNOW
BEFORE YOU START?
V
Sample Student Learning Guides
©Alberta Education, Alberta, Canada
CTS, Foods /J.7
(1997)
WILL YOU KNOW AND
BE ABLE TO DO
WHEN YOU FINISH?
SHOULD YOUR WORK BE DONE?
J. 8/ Foods, CTS
(1997)
Sample Student Learning Guides
©Alberta Education, Alberta, Canada
>
HOW
WILL YOUR MARK FOR THIS
MODULE BE DETERMINED?
WHICH
RESOURCES MAY YOU USE?
Sample Student Learning Guides
©Alberta Education, Alberta, Canada
CTS, Foods /J.9
(1997)
fj
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J.10/Foods,CTS
(1997)
Sample Student Learning Guides
©Alberta Education, Alberta, Canada
CAREER &
TECHNOLOGY
I I 1 1 ■■■■ ' h,
UUI CZO
FOODS
Sample Student Learning Guide
FOD1010 Food Basics
Sample Student Learning Guides
©Alberta Education, Alberta, Canada
CTS,Foods/J.ll
(1997)
FOODS
FOD1010 Food Basics
J
TAKE THIS MODULE?
I^i
\
Here you begin your adventure into Foods.
• Taste gourmet delights you prepare while learning the basics of
successful cooking and the benefits of healthy food choices.
• As you gain confidence in your cooking, you can share your results
with family and friends.
• Knowledge gained here can enhance your daily living skills and
may open doors to career opportunities.
DO YOU NEED TO KNOW
BEFORE YOU START?
•<
There are no prerequisites identified for this module.
However, your enthusiasm and a willingness to learn will ensure success.
V
J.12/Foods,CTS
(1997)
Sample Student Learning Guides
©Alberta Education, Alberta, Canada
FOODS
)
FOD1010 Food Basics
WHAT
WILL YOU KNOW AND
BE ABLE TO DO
WHEN YOU FINISH?
Upon completion of this module you will be able to:
describe factors relating to:
- food safety
- safe handling of tools and equipment
demonstrate working knowledge of a food preparation
facility
demonstrate knowledge and skills in the planning, preparing
and evaluating of basic foods
describe food choices in relation to Canada's Food Guide to
Healthy Eating
describe the personal relevance of the competencies
developed within the module
demonstrate basic competencies.
SHOULD YOUR WORK BE DONE?
Your teacher will give you a timeline for completing tasks and
assignments within this module.
You may also wish to use a time-management planning chart to preplan the
work that needs to be done in this module. Plan how you will use your
class time as well as extra time needed to complete the assignments in this
module.
Sample Student Learning Guides
©Alberta Education, Alberta, Canada
CTS, Foods /J. 13
(1997)
FOODS
FOD1010 Food Basics
rJ
WILL YOUR MARK FOR THIS
MODULE BE DETERMINED?
PERCENTAGE
You must first demonstrate all of the competencies
required for this module.
When you have done this, you percentage mark for the
module will be determined as follows:
• Written assignments and tests
• Practical experiences
• Career/Portfolio
20%
60%
20%
RESOURCES MAY YOU USE?
•i
The Best You Can Be - Red Deer Regional Health Unit
Canada 's Food Guide to Healthy Eating
Discovering Food - Maxwell Macmillan Canada
The Eating Edge
Food Focus, Nutritional Analysis Program
Food for Today - Maxwell Macmillan Canada
Various Safeway Publications - Canada Safeway Ltd.
Videos and teacher resources.
i
J.14/Foods,CTS
(1997)
Sample Student Learning Guides
©Alberta Education, Alberta, Canada
FOODS
FOD1010 Food Basics
1 . Read the following activities and with the help of your teacher, fill in your calendar indicating when you
will complete each activity.
2. Read the information on kitchen safety (texts and local resources), and/or view a film to complete on of
the following:
• design a safety poster to display on bulletin board
OR
• prepare 10 true/false test questions and give the safe solution for the false questions
OR
• complete the safety worksheet found in the files.
3. Prepare a demonstration (or arrange a guest speaker; e.g., school nurse) showing the first-aid treatment
required for one of the following:
bum
cut
choking on food
electric shock
poison (four types).
Bonus
Complete the "Home Safety Checklist" in your home and have a parent
sign it. And/or Write a paragraph describing a personal experience
involving a kitchen accident. Be sure you include how it happened, the
steps taken at the time of the accident and how a reoccurrence could be
avoided.
4. Discuss hazardous products symbols. Find examples around the room and complete the "Hazardous
Products Symbols" worksheet. (Micro-organisms and hazardous products may be taught in science -
check previous knowledge in this area.)
5. Study the information on safe food handling and plan safe, nutritious bag lunches for one week.
6. Write a Safety Test. If you receive less than 80%, redo the test. If you receive 80 - 100%, hand in your
test with all corrections made in red.
7. Prepare food to illustrate your knowledge of safety; e.g., blender drink and nachos or one of the bag
lunches planned in Activity No. 5. Write down the safe kitchen practices used. Deduct the cost of food
preparation from your budgeted amount of money for this unit. Be sure to complete the student self-
evaluation of this lab activity.
Sample Student Learning Guides
©Alberta Education, Alberta, Canada
CTS,Foods/J.15
(1997)
FOODS
FOD1010 Food Basics
H
8. Write a short factual report (50 - 100 words) from personal experience or research on the consequences
of not practising hygienic routines causing one of the following:
• food-borne illness
• loss of job
• business closure.
9. Watch a teacher demonstration (e.g., quickbread) and make a special note of:
• personal and equipment hygiene
• kitchen and lab routines
• measuring techniques
• reading a recipe
• clean-up procedures.
(You may be assigned a map of your kitchen or lab facility to complete, a worksheet on measuring and/or
an assignment on names and uses of kitchen equipment.) A game is a good way to review the location
and names of equipment in the kitchen.
10. Plan and prepare muffins demonstrating your knowledge of the skills demonstrated. Complete all
banking procedures and a self-evaluation.
1 1 . Pick up your copy Canada 's Food Guide to Healthy Eating and be prepared to lead a class discussion on
one of the facts in this guide. (See your teacher for your assignment.)
12. Record everything you ate for one day and complete an analysis of one day's food intake. Indicate the
food group to which each food item belongs. Were you short any servings? How will you improve your
daily food intake? What influences does the food you eat have on your appearance, your athletic ability
and your mental alertness?
13. Plan and prepare food from all four food groups. This activity may be scheduled for two, three or four
labs depending on time available. Be sure to complete banking procedures and self-evaluations at the
conclusion of each preparation.
Bonus
Choose a recipe to prepare and indicate the changes you will make to
improve the nutritional value of the product. This could be completed at
home or at school. See your teacher for details.
14. In consultation with your teacher, decide on an ongoing personal project, which you will continue
throughout the Foods modules. Some ideas include:
• a portfolio of journal
• an analysis of your own food habits
• determine ways to reduce waste in food preparation
• explore food-related career interests by job shadowing or work experience
• sample as many foods from other cultures as possible
• enter all your favourite recipes on your home computer
• student suggestion - must be approved by teacher.
15. Complete your Reflective Log at the conclusion of this module.
%
J.16/Foods,CTS
(1997)
Sample Student Learning Guides
©Alberta Education, Alberta, Canada
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TECHNOLOGY
T
FOODS
Sample Student Learning Guide
FOD1050 Fast & Convenience Foods
Sample Student Learning Guides
©Alberta Education, Alberta, Canada
CTS, Foods /J. 17
(1997)
FOODS
FOD1050 Fast & Convenience Foods
r
TAKE THIS MODULE?
Our current fast-paced lifestyle, combined with concerns for a
healthy lifestyle, make this module a "must."
Discover how easy and economical it is to prepare your own fast
food delights.
Learn some tips for using the information on food labels to help
you choose foods for healthy living.
The skills learned in this module may be applied to everyday living
and career choices.
DO YOU NEED TO KNOW
BEFORE YOU START?
Prerequisite: FOD1010: Food Basics
To work successfully in this module you must also be able to:
• work in a safe, sanitary fashion in the kitchen
• apply knowledge and management skills to food preparation
• use Canada 's Food Guide to Healthy Eating when choosing food.
V
C
J.18/Foods,CTS
(1997)
Sample Student Learning Guides
©Alberta Education, Alberta, Canada
FOODS
FOD1050 Fast & Convenience Foods
;'■,.:.
WILL YOU KNOW AND
BE ABLE TO DO
WHEN YOU FINISH?
Upon completion of this module you will be able to:
identify and compare the variety and availability of fast foods
and convenience foods
prepare various fast foods and simple convenience foods
identify decisions, and evaluate food choices, relating to fast
foods and convenience foods
describe the personal relevance of the competencies
developed within the module
demonstrate basic competencies.
WHEN
SHOULD YOUR WORK BE DONE?
Your teacher will give you a timeline for completing tasks and
assignments within this module.
You may also wish to use a time-management planning chart to preplan the
work that needs to be done in this module. Plan how you will use your
class time as well as extra time needed to complete the assignments in this
module.
Sample Student Learning Guides
©Alberta Education, Alberta, Canada
CTS,Foods/J.19
(1997)
FOODS
FOD1050 Fast & Convenience Foods
I
WILL YOUR MARK FOR THIS
MODULE BE DETERMINED?
PERCENTAGE
You must first demonstrate all of the competencies
required for this module.
When you have done this, you percentage mark for the
module will be determined as follows:
• Written assignments and tests
• Practical experiences
• Career/Portfolio
40%
50%
10%
RESOURCES MAY YOU USE?
m
Films, Fast Food, Fast Food Caper
Canada 's Food Guide to Healthy Eating and Using Food Labels - Health
and Welfare Canada
Discovering Food - Maxwell Macmillan Canada
Fat Budgeting - Canada Safeway Ltd.
Food Focus, Nutritional Analysis Program
Nutrition Labels - Canada Safeway Ltd.
J.20/ Foods, CTS
(1997)
Sample Student Learning Guides
©Alberta Education, Alberta, Canada
FOODS
FOD1050 Fast & Convenience Foods
ACTIVITIES/WORKSHEET!
To demonstrate that you are ready to begin this module, complete either Activity 1 or Activity 2.
Activity 1:
• Show the teacher your journal or portfolio from the Food Basics module, showing you have the entry-level
competencies.
Activity 2:
• Do a Safety Test
• With your partner(s), do one of the following:
a. Make up a video of yourselves preparing one of the quickbread recipes provided. Use appropriate
equipment and proper techniques for sanitation, mixing, measuring and clean-up.
OR
b. Do the same activity as above but demonstrate live.
OR
c. Describe the above techniques on paper, mentioning all the points covered in "a."
• Complete a worksheet on Canada's Food Guide to Healthy Eating.
1 . Complete your calendar with suggested timelines.
2. View the film Fast Food or Fast Food Capers and complete the worksheet.
OR
Visit a fast food outlet. Prior to your visit, look over the worksheet you must complete so that you know
what information to obtain from the visit. Fill in the worksheet and be prepared to present your findings to
the class. (Consider using a video to record your visit for the class report.)
3. Plan and prepare your own fast food. Choose a fast food that is similar to one you would obtain from a fast
food outlet. Compare these "homemade" fast foods with those purchased in a restaurant, considering cost,
time spent, energy costs, convenience, flavour and a chance to be creative. Complete all self-evaluation and
banking procedures.
4. As a class (or group) list various examples of convenience foods. Put a * beside any your family uses
frequently at home. Put a $ beside any your family makes from scratch. Answer the activity sheet "Saving
Time in Meal Preparation - Convenience Foods."
5. Observe a teacher demonstration. Compare each of the products using the chart provided.
6. Choose one convenience food item (teacher approval necessary) and prepare this food from scratch, from a
mix and from a partially prepared mix. SAVE YOUR CONTAINERS, BOXES OR CANS FOR FUTURE
ACTIVITY. Be sure to complete a self-evaluation of your preparations and complete all banking. Evaluate
each item prepared and a similar prepared item on Chart A. Thoughtfully answer questions.
Sample Student Learning Guides CTS, Foods /J. 21
©Alberta Education, Alberta, Canada ( 1 997)
FOODS
FOD1050 Fast & Convenience Foods
I
mm
7. Another use for convenience foods, rather than using them just as they are, is to use them in a recipe. Often
this is a compromise that pleases the person who likes the homemade touch but hasn't time to do the whole
recipe from scratch. Prepare and evaluate a different recipe that uses a convenience food in it to shorten the
recipe. Complete your self-evaluation and banking.
Bonus
Another way of taking advantage of convenience foods is to use
homemade mixes. Obtain the "Easy Mixes" and select a homemade mix
to prepare. Make one recipe from the mix and one variation of it. Store
the remainder of the mix and when appropriate in the future, use it for a
meal or project. Complete your self-evaluation and banking.
8. Read the handout "Food Labels." Using the package labels from the products your group prepared in the
previous Activity No. 6, complete worksheet "Food Labelling." Thoughtfully answer the questions.
9. Write a report (50 - 100 words) on the possible impact on the environment of using the different products
your group produced. Consider the following:
packaging for each
energy required to produce the convenience item
energy required for you to produce or finish the product.
Bonus
Food Additives
Define food additives.
Are food additives a new concept for modern convenience foods?
Explain. Why are additives used in food?
Using the package from the convenience food you prepared earlier, find
out what additives are and what they do in the food.
10. Research three possible careers that you might like to pursue should you consider a job in the fast food
industry.
1 1 . Give a brief description of what each of the three jobs might entail.
12. Look in the classified section of your newspaper and find three advertisements for jobs related to the fast
food industry. Cut them out and attach them to a sheet of paper so they can be handed in for marking,
13. Add to your ongoing personal project (e.g., journal or portfolio), which you started in Food Basics.
14. Complete you Reflection Log for this module and hand it in.
m
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J.22/ Foods, CTS
(1997)
Sample Student Learning Guides
©Alberta Education, Alberta, Canada
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FOODS
Sample Student Learning Guide
FOD2160 Food Venture
Sample Student Learning Guides
©Alberta Education, Alberta, Canada
CTS, Foods /J.23
(1997)
FOODS
FOD2160 Food Venture
I
TAKE THIS MODULE?
f^^'l
Learn entrepreneur ship as you test your cooking skills in the
marketplace.
Tempt your friends, school staff and/or community with your
culinary expertise.
Survey the clients, choose a product, plan and prepare your food,
and advertise, sell and analyze the success of your venture.
Have fun as you enter the world of small business and gain
valuable experience in food service.
DO YOU NEED TO KNOW
BEFORE YOU START?
*
Prerequisite: FOD1010: Food Basics
To work successfully in this module you must also be able to:
• work in a safe, sanitary fashion in the kitchen
• apply knowledge and management skills to food preparation
• use Canada 's Food Guide to Healthy Eating when choosing food.
V
r 1
J.24/ Foods, CTS
(1997)
Sample Student Learning Guides
©Alberta Education, Alberta, Canada
FOODS
FOD2160 Food Venture
WHAT
WILL YOU KNOW AND
BE ABLE TO DO
WHEN YOU FINISH?
Upon completion of this module you will be able to:
• identify and describe the safety issues relating to the
preparation of food for a customer
• show a project plan for a simple food venture
• prepare and evaluate food for a food. venture
• describe the personal or career relevance of the competencies
developed within the module
• demonstrate basic competencies.
WHEN
SHOULD YOUR WORK BE DONE?
Your teacher will give you a timeline for completing tasks and
assignments within this module.
You may also wish to use a time-management planning chart to preplan the
work that needs to be done in this module. Plan how you will use your
class time as well as extra time needed to complete the assignments in this
module.
Sample Student Learning Guides
©Alberta Education, Alberta, Canada
CTS, Foods /J.25
(1997)
FOODS
FOD2160 Food Venture
mm
WILL YOUR MARK FOR THIS
MODULE BE DETERMINED?
PERCENTAGE
You must first demonstrate all of the competencies
required for this module.
When you have done this, you percentage mark for the
module will be determined as follows:
• Written assignments and tests
• Practical experiences
• Career/Portfolio
40%
50%
10%
RESOURCES MAY YOU USE?
*
Canada 's Food Guide to Healthy Eating
Food for Today - Maxwell Macmillan Canada
SNAP - Safeway' s Nutrition Program
Sports Nutrition for the Athletes of Canada - Beef Information Centre
Modules in Enterprise and Innovation.
c 1
J.26/ Foods, CTS
(1997)
Sample Student Learning Guides
©Alberta Education, Alberta, Canada
FOODS
FOD2160 Food Venture
ACTMTIES/W
To demonstrate that you are ready to begin this module:
• Complete a pre-test on safety, sanitation and safe food handling. If you receive less than 80%, review the
material and rewrite the test. If you receive 80 - 99%, hand in test with errors corrected in red.
1 . Read the following activities and complete your calendar. This must be approved by the teacher.
2. Interview three people who work in the food service industry (e.g., personnel for school cafeteria,
community/church groups, catering company/community restaurants, fast food outlets, lemonade stand) to
determine marketing procedures, assembly-line preparation and commercial sanitary standards. Report
your findings to the class.
3. Brainstorm ideas for your food venture; e.g., school cafeteria, parent/teacher interviews, staff luncheon,
school events such as tea and fashion show, dinner theatre, school breakfast, breakfast, snacks for ECS,
community/church event.
4. Conduct a market survey giving the participants a choice of 10 foods you are considering preparing. The
survey should include:
• a cross-section of the market (male/female, grades, staff, etc.)
• a variety of foods (drinks, snacks, salads, fast foods, baked goods).
Analyze this survey to determine your choice of product.
5. With your group, name the company under which your product will be marketed.
6. Write out the chosen recipe(s) and determine unit cost.
7. Planning is all-important. Complete the following:
a detailed time plan - When will the product be prepared? Who will be responsible for each step?
equipment required
cooking procedures - Do you know how to prepare this item? Should you practise?
portion sizes - How will this be controlled?
market orders - Who will purchase?
presentation; e.g., garnishes, utensils, serving dishes, wraps
in class or in the cafeteria, practise assembly-line preparation for sandwiches, salads and desserts.
Write out a detailed description of the assembly line necessary for your product(s). Who will be
responsible for each step?
• clean-up responsibilities.
Sample Student Learning Guides
©Alberta Education, Alberta, Canada
CTS, Foods /J.27
(1997)
FOODS
FOD2160 Food Venture
jgj
8. Marketing will be the key to the success of your venture. Be innovative.
• How will you advertise? e.g., posters, P. A. announcements, flyers, free samples (include in the
price)
• When will you advertise?
• Who will be responsible for the advertising?
• What should you include? e.g., date, product, cost, location of sale, name of company, location
and date of ticket sales (if necessary).
9. Decide on how and when you will set up the marketing centre:
• to keep hot foods hot and cold foods cold
• for an efficient assembly line
• cash centre (including an appropriate float).
10. At the conclusion of your venture, analyze your successes and failures:
• profit (if applicable)
• product - good choice or not? - preparation, presentation, timing
• marketing strategies - What was the most successful type of advertising? Where did it fail?
• was safety and sanitation a major consideration throughout the production and sale of your
product(s)?
• What alternatives would you suggest for you or for others as they enter into Food Ventures?
*
< J
J.28/ Foods, CTS
(1997)
Sample Student Learning Guides
©Alberta Education, Alberta, Canada
%
K. ACKNOWLEDGEMENTS
The Foods strand was developed through the cooperative effort of people from schools, post-secondary
institutions, professional associations, business, industry, labour, and departments and agencies of the
Government of Alberta. Alberta Education would like to extend sincere appreciation to the following
individuals and groups.
Career and Technology Studies Advisory Committee
Dawn Arnold
Mike Blackwell
Susan deWijk
Maryanne Doherty-Poirier
Lynne Duigou
Darwin Eckstrom
Barry Edgar
Harold Hayter
George Hildebrandt
Gerry Hunt
Kenneth Jacknicke
Graham Johnston
Brenda Kent-Packer
Bev Klemen
Kevin Knibbs
Arnold Krause
Len Luders
Eva-Jane Lundgard
Gordon Murray
Jeannette Pawliuk
Sam Perverseff
Connie Peters
Darren Reeder
Rick Roman
Barry Stangeland
Gordon Welch
Gordon Worobec
Tofield School
Wetaskiwin Composite High School
Lester B. Pearson Senior High School, Calgary
University of Alberta, Edmonton
St. Francis of Assisi School, Edmonton
Peace Wapiti Regional Division No. 33
Grande Prairie Composite High School
Northern Alberta Institute of Technology, Edmonton
School System Representative
Eastglen Composite High School, Edmonton
Post-secondary Education Representative
Post-secondary Education Representative
Clarence Sansom Junior High School, Calgary
W. R. Myers High School, Taber
Calgary School District No. 19
Department of Education, Culture and Employment, Government
of North West Territories
Red Deer School District No. 104
Edwin Parr Composite Community School, Athabasca
Bellerose Composite High School, St. Albert
Edmonton School District No. 7
Alberta Teachers' Association Representative
School System Representative
Business/Industry Representative
Business/Industry Representative
School System Representative
CASS Representative
Alberta Teachers' Association Representative
Food Studies Focus Group
Robert F. Beeson
Lorraine Green
Zenia Hawrysh
Dave Kulak
John Pidhimiak
Margaret Robblee
Business/Industry Representative
Edmonton Board of Health
Department of Food, Science and Nutrition, University of Alberta,
Edmonton
Northern Alberta Institute of Technology, Edmonton
Northern Alberta Institute of Technology, Edmonton
Olds Junior and Senior High School
Acknowledgements
©Alberta Education, Alberta, Canada
CTS, Foods /K.l
(1997)
Food Studies Focus Group (continued)
Michael Sandry
Andy Sykes
Aileen J. Whitmore
«
Business/Industry Representative
St. Joseph Composite High School, Edmonton
Alberta Agriculture
Development Task Force
Karen Halkier
Herb Hess
Glenna Ramsay
Lorraine Thirsk
Bev Facey Composite High School, Sherwood Park
Salisbury Composite High School, Sherwood Park
Camrose Composite High School
Camrose Composite High School
Field Review (1992-1993)
Maxine Cochran
Barbara Day
Debby Gargus
Rosemarie Heaney
Len Laurendeau
Mervin Lee
Betty Luka
Cherry MacDonald
Sandy McDonald
Donna Menard
Elaine Mueller
Donna Toivanen
Will Sinclair High School, Rocky Mountain House
School System Representative
Andrew School
School System Representative
Lord Beaverbrook High School, Calgary
Lester B. Pearson Senior High School, Calgary
St. Thomas Aquinas School, Red Deer
Parkland Composite High School, Edson
Cochrane High School
Lethbridge Collegiate Institute
Father Van Teghem School, Lethbridge
School System Representative
%
Field Review (1993-1994)
Cheryl Jereniuk
Curtis LaPierre
Len Laurendeau
Mervin Lee
Donna Menard
Doreen Pritchett
Eleanor Staszewski
Adeline Tanasichuk
Spruce Grove Composite High School
Drumheller Composite High School
Lord Beaverbrook High School, Calgary
Lester B. Pearson Senior High School, Calgary
Lethbridge Collegiate Institute
St. Francis High School, Calgary
Edwin Parr Composite High School, Athabasca
Mundare School
Assessment Panel (1994-1995)
Judy Acker
Karen Halkier
Herb Hess
Mervin Lee
Archbishop O'Leary High School, Edmonton
Bev Facey Composite High School, Sherwood Park
Salisbury Composite High School, Sherwood Park
Lester B. Pearson Senior High School, Calgary
(
K.2/ Foods, CTS
(1997)
Acknowledgements
©Alberta Education, Alberta, Canada
Assessment Panel (1994-1995) (continued)
Sandy McDonald
Diane Rutledge
Karen Westly
Assessment Panel (1995-1996)
Kirsti Greenshields
Herb Hess
Leonard Hallowes
Terri Lynn Hyland
Cheryl Jereniuk
Age Van Leeuwen
Sandy McDonald
Doreen Pritchett
Karen Westly
Cochrane High School
Fort McMurray Composite High School
Ardrossan Junior/Senior High School
Hilltop High School, Whitecourt
Salisbury Composite High School, Sherwood Park
School System Representative
S. Bruce Smith School, Edmonton
Spruce Grove High School
School System Representative
Cochrane High School
St. Francis High School, Calgary
Ardrossan Junior/Senior High School
Task Force II (1996-1997)
Kristi Greenshields
Caroline Harris
Mervin Lee
Marline Poon
Doreen Pritchett
Hilltop High School, Whitecourt
Hunting Hills High School, Red Deer
Lester B. Pearson Senior High School, Calgary
Lester B. Pearson Senior High School, Calgary
St. Francis High School, Calgary
Alberta Education, Curriculum Standards Branch
Lloyd Symyrozum
A. A. (Scotty) Day
Keith Wagner
Susan Lynch
Sharon Prather
Jan Mills
Director, Curriculum Standards Branch (Retired)
Assistant Director, Curriculum Standards Branch (Retired)
Director, Curriculum Standards Branch
Assistant Director, Curriculum Standards Branch
Program Manager, Career and Technology Studies
Program Consultant, Foods, Career and Technology Studies
Document publication and administration
Jennifer Annesley
Kim Blevins
Lila Borhot
Lisa Buckland
Lorraine Crawford
Maria Crudo
Christopher Ewanchuk
Nancy Foulds
Lin Hallett
Dianne Hohnstein
Cori May
Joanne Medisky
Pauline Taylor
Catherine White
Marcie Whitecotton-Carroll
Esther Yong
Acknowledgements
©Alberta Education, Alberta, Canada
CTS, Foods /K.3
(1997)
(
K.4/ Foods, CTS Acknowledgements
( 1 997) ©Alberta Education, Alberta, Canada
DEC 1 1997
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