Rich Task:	Food For Thought
Course:	Managing Personal Resources, Grade 11, Workplace Preparation, HIP3E (2 credit Cooperative Education)
Evaluation:	Part of 70%	Part of 30%	Both
Context:	· The food industry is challenged by both public demand and governmental regulation to provide healthy foods in healthy environments. Individuals working in the food industry must consider creative ways of appealing to taste, through presentation and marketing. The salad bar/hot table is a popular approach to providing meals and service in an increasingly competitive market. · The design, preparation and presentation of a salad bar or hot table menu involves many considerations and planning by a team of people. You will use the knowledge and skills acquired in your Managing Personal Resources course and your Cooperative Education placement to work as part of a successful team. You will investigate the key elements required in the planning and preparation of a salad/food bar and develop a menu and presentation plan that will be both appealing and cost effective for your customers.

Related Course Expectations
Strand: Self and Others SOV.02 · describing the role of “interpersonal intelligence” in successful relationships; SOV.03 · demonstrate an understanding of the elements of communication; SOV.04 · describe techniques that lead to effective interaction with others; SOV.05 · demonstrate an understanding of the basic nature of conflict and identify ways in which conflict is resolved; SO2.01 - identify different power positions in the workplace and behaviour patterns associated with them; SO3.02 - demonstrate an understanding of active listening skills, through observation and practice; SO4.02 - identify the variety of interactions in which they are involved; SO5.04 - explain strategies for coping with issues of personal and public safety. Strand: Personal Responsibilities PRV.01 · demonstrate an understanding of the process of decision-making in life situations; PRV.02 · identify the basic principles and techniques an individual would use in effectively managing personal resources, including talent, time, and money; PR1.04 - demonstrate an understanding of the process of personal decision making; PR4.03 - demonstrate an understanding of the ways in which money can be used most efficiently in attaining a specific goal. Strand: Preparing for the Challenges of the Future CFV.02 · explain why personal well-being is an important factor in getting and keeping a job; CFV.03 · demonstrate an understanding of the rights and responsibilities of employers and employees;	CF2.01-demonstrate an understanding of the importance of personal hygiene and health; CF3.01 - identify the rights and responsibilities of employees and employers. Strand: Research and Inquiry Skills ISV.01 · identify the steps involved in a social science research investigation; ISV.02 · use a variety of print and electronic sources to and telecommunication tools to research information effectively; ISV.03 · correctly use terminology associated with personal resource management; ISV.04 · communicate the results of their inquiries effectively; IS1.02 - demonstrate an understanding of data-collection skills and methods, including the use of surveys, questionnaires, and interviews; IS1.03 - correctly use terminology related to personal resource management; IS1.04 - compile information from a variety of research sources; IS2.02 - demonstrate an ability to organize and interpret information gathered through research; IS3.01 - record information and key ideas collected in their research, documenting the sources accurately and using correct forms of citation; IS3.02 - effectively communicate the results of their inquiries, using a variety of methods and forms.
Cooperative Education Expectations
Health and Safety H1 - An understanding of workplace health and safety rules H2 - The appropriate use of safety equipment, including fire extinguishers and smoke and carbon monoxide detectors H3 - An understanding of the need for personal protective equipment, including goggles, gloves, boots and aprons H7 - The procedures for reporting accidents H8 - The procedures for reporting unsafe practices	Reflective Learning RL2 - Reflect on and analyze their placement experiences RL3 - Reinforce the job-skills theory acquired in the classroom and the skills, techniques, and principles learned at the placement

Evaluation Strategies and Scoring Tools

	Evaluation Strategies	Scoring Tools	Expectations	Achievement Chart
70%	Teacher/Student Conferences Teacher/Student/Supervisor Conferences	Rating Scale Rating Scale	SOV.02 - SO2.01, CFV.01 - CF1.04 SOV.04 - SO4.02, SO4.05, SOV.03 - SO3.01, SO3.02, SO3.03	K/U, T, C, A K/U, T, C, A
30%	Research Assignment Performance Task: Menu and Presentation Plan - Placement and Classroom	Rubric Rubric	ISV.01 - IS1.04, ISV.02 - IS2.02, ISV.04 - IS3.01, IS3.02, PRV.02 SOV.04 - SO4.02, SO4.05, PRV.02	K/U, C T, A

Teacher Notes

Provide a list such as the following to guide the student’s research project.

Main Topics for Part A: Research Assignment (choose one)

1. The Development of a Food Safety Plan
2. Making use of Canada’s Food Guide to Plan a Salad Bar or Hot Table
3. Regulations and Good Practices for Temperature Control for a salad bar and/or hot table
4. Working Successfully with Others – in preparing a salad bar or hot table
5. Student Selected Topic – teacher and supervisor approval required

Sub-Topics for Part A: to be used in developing main topic (choose a minimum of four)

1. timing is everything – managing time with people, product and process
2. size and location of the salad bar or hot table
3. tasks, skill sets and work habits of cooks and people who work in restaurants
4. the National Food Retail and Foodservices Regulation; The Ontario Health Act (Food Safety Training & Food Handling Procedures);
5. suggested equipment and implements
6. describe the roles of each member of the team that prepares the salad bar or hot table
7. sample menu (breakfast, lunch or dinner) making use of Canada’s food guide – ( variety, nutrients, portion size);
8. identify seasonal choices or alternatives to appeal to diverse preferences ( eg., vegetarian, cultural);
9. presentation principles ( color, texture, taste);
10. development of a budget tool for the purchase of equipment and /or food supplies ( being able to relate to personal budgeting plan) ;
11. purchase, delivery and preparation ( assembly line) plan;
12. regulations/good practices in dry storage, preparation, cooking, cooling, hot holding, re-heating, chilled storage & correct use of refrigerator;
13. sanitation, equipment cleaning, pest control, waste disposal;
14. personal and public hygiene; cross-contamination
15. skills and strategies that lead to effective interaction with others – co-workers, public relations, customer service. Develop or relate scenarios using role playing to demonstrate problem solving, communication, positive behaviours and conflicts

· Work with the student and placement supervisor to plan the placement orientation so that the student is aware of the various roles of staff and various team functions.

· Work with the student and supervisor to identify the skills, tasks and habits required on the job. Making use of the Ontario Skills Passport ( NOC # 6242 -Cook or NOC # 6642 -Kitchen Helper and Line Cook) will help to establish placement routines and expectations as well as providing a summary of the student’s achievements.

· Including the placement supervisor in the development of the rich task, is critical to the successful completion of both products ( Part A and Part B).

· Provide an exemplar of a process analysis checklist, e.g., time sequences, task, detail) for the student to use in completing the initial process analysis reports through participatin in task observations and/or training sessions.

· Provide exemplars of categorized portfolios to collect and categorize any research items and authentic materials the student collects.

· Work with the student and school resource staff to identify and document necessary learning or workplace accommodations.

· Help the student to self- monitor achievements or needs in order to build confidence and self-advocacy at the placement.

· Monitor Part A assignment carefully using a scheduled conferencing strategy so that Part B will be successful.

· Work with the student to identify the achievement categories related to various tasks and demonstrations so that the student will be able to relate tasks, goals, and problem solving, e.g., a communication task requires concise language; an inquiry task requires a problem-solving model; a knowledge task may require methodical organization.

· Work with the student in order to build relevant literacy or numeracy skills that reflect his/her learning style, e.g., a balance of written, pictoral, chart formats products for both Part A and Part B.

Task	Student Notes
The design, preparation and presentation of a salad bar or hot table menu involves many considerations and much planning by a team of people. This task has two components: Part A: Research Assignment and Part B: Menu and Presentation Plan Part A: Research Assignment · From the list of Sample Topics choose one topic that is important in the planning for a salad bar or hot table that meets the needs of your placement. · Research, organize and present the topic to your placement supervisor and your class. · In your assignment, you will need to discuss a minimum of four sub-topics from the list of suggestions provided by your teacher. · Your research assignment will have the following components: - research folder: authentic materials which have been used as sources or have related value, internet sources - print-outs of pertinent regulations - assignment rough notes and journals - teacher/supervisor conferencing briefs · Your final product will include a written report and audio/visual aids (charts, diagrams, pictures, models, samples and authentic workplace materials ) that have been discussed with and endorsed by your supervisor, before they are presented to the class.	In order to complete this component, it will be important to use and consult a variety of sources such as trade magazines, internet sources, equipment and supply catalogues. These will become part of your research folder. Start your research early so that you will have materials to discuss at your first teacher /supervisor conference where your topic and project can be discussed and approved. Use your classroom notes and models on how to develop a research folder, bibliography, a table of contents, etc. Schedule, record and keep track of important dates for: · student/teacher and student/placement supervisor conferences · presentations – to supervisor, teacher, class Follow the steps involved in a research investigation including: framing a research question, developing a thesis, preparing a literature review, conducting primary research, critically analyzing your research and evaluating the results.
Part B: Menu and Presentation Plan · Your work should extend what you have learned from Part A (research assignment) and should reflect the effective communication methods, positive interpersonal relationships, task analysis, decision-making processes, and evaluation tools that you have used to create the final product. · For your practical application you will work as part of a team in your placement and develop and implement a menu and presentation plan for the salad bar /hot table. The final product should identify roles, a timeline, costs, and a picture or schematic of the final product which meets the criteria of the placement and /or standard practices identified in Part A.	As you observe your co-workers completing tasks, document the techniques and strategies they use to effectively perform their work. Use research completed in Part A to complete Part B. Taking pictures throughout the process is an excellent way to document and present your learning and the process of developing your product! During student/teacher conferences you will be asked to share these “task analysis checklists” with your teacher. These will part of the criteria for the performance appraisal. Use your placement work team as a resource to assist you with the decision-making process: identifying the goal, identifying the various ways it can be achieved, evaluating the options, selecting the option that is appropriate for the specific circumstance.