All About John Lesson Plan

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title: Culinary Arts

  Course Title: Culinary Arts 1

  Course Number: 8800510

  Career Cluster: Hospitality & Tourism

  CIP Number: 0420040210

  Course Type: High School Career Preparatory Program

  CTE Standards or Benchmarks:

  • CTE-HOSP.912.8800510.2.8 - Demonstrate and utilize proper personal hygiene and personal health precautions (hand washing; use of gloves; grooming; proper hair restraints, closed-toe shoes, aprons, uniforms).
  • CTE-HOSP.912.8800510.2.9 - Demonstrate proper food handling techniques (thermometer use; thawing methods; internal cooking temperatures) utilizing current industry safety and sanitation procedures for the agency having jurisdiction.

• Unit Outline

  
  

  This lesson is intended to be used with the case study, All About John (Resource ID #215726).

• Career Connection

  
  

  This lesson practices the career-building skills of evaluation and critical thinking. Students will use their knowledge of personal hygiene and sanitation regulations to address employee violations. Students will then discuss what should have been the proper techniques that Chef John should have taken.

• Learning Objectives

  
  

  Students will be able to:

  • Identify and explain food safety and hygience regulations.
  • Research solutions to the violations that occured.
  • Explain why each violation could have been dangerous to others.

• Prior Knowledge

  
  

  Students should be familiar with:

  • Locating food safety regulations and procedures.
  • Conducting research and summarizing information.
  • Appropriate/safe kitchen procedures.

• Guiding Questions

  
  

  Why is proper sanitation and hygiene important in the food service industry?

• Procedure

  
  
  1. To begin the lesson, ask students to define what kitchen sanitation and personal hygiene mean in the kitchen. Allow students to share their thoughts. Address any misconceptions regarding unsanitary practices.
  2. Introduce and pass out a copy of the case study, "All about John" (CPALMS Resource ID 21587). Allow students time to read the case study individually. Encourage them to annotate the case study, taking note of important information and possible inappropriate kitchen sanitation and hygiene incidents.
  3. Break students into teams of 3 - 4 to review and discuss the case study. Students should discuss answers to the following questions:
     • How should restaurants balance food safety with staffing challenges?
     • How can Chef Marie address her concerns when ignored by her superiors?
     • How does one team member's rule-breaking affect the team?
     • How might customer trust be impacted by safety violations?
     • How can peers encourage adherence to safety and hygiene rules?
     • What are the risks and benefits of reporting safety violations?
  4. Assign each team one violation to study (vaping in the kitchen, lack of gloves, handling food with unwashed hands, head chef's negligence). Distribute to each student a copy of the Violations and Solutions handout (see attachments).
     • Teams will research their assigned violation and the appropriate food safety guidelines using a reputable source such as ServSafe, FDA Food Code, OSHA, or the National Restaurant Association.
  5. Once teams complete their research, they will present their assigned violation. They will also include the contamination definition that best relates to the violation and state the rule that coincides with it.
     • As teams present, other teams should fill in their handout so that by the end of the presentations, their paper includes all the violations and solutions.
  6. To bring the lesson to a close, have students provide a written response explaining what they would have done if they were in Chef John's position.
     • Students should use their research and other teams' presentations to justify their answers.

• Teacher Notes

  
  

  Lesson Preparation:

  • Discuss the responsibilities of a head/executive chef using the Head Executive Chef Responsibilities handout (see attachments).

  Pacing suggestion:

  • This lesson may need to be taught over two days.
    • Day 1: Explain and research the responsibilites of the head/executive chef and the hierarchy of a kitchen brigade. The Kitchen Brigade handout (see attachments) can be used to assess student's knowledge of the heirarchy.
    • Day 2: Conduct research about each violation and explain why it is considered a violation/how it could be harmful to individuals.