Course Profile Hospitality, Grade 11, College Preparation,
Catholic and Public
Unit
2: Health, Safety, and Sanitation
Time: 18 hours
Activity 2.1 | Activity
2.2 | Activity 2.3
This unit
introduces students to health, safety, and sanitation standards used in the
hospitality industry. Students will identify and apply these standards as they
relate to the individual, clientele, workplace, and environment. Through the
understanding of these standards, the student demonstrates a positive sense of
self, respect for the welfare of others and the environment, and the wise use
of resources.
|
Activity |
Time |
Learning |
Assessment |
Tasks |
|
2.1
Nutrition Theory |
300 min |
TFV.01,
SPV.02; TF1.01, TF1.02, TF1.03, TF1.04; SP2.08; CGE2a, CGE3b, CGE4a, CGE4f,
CGE7f, CGE7g |
Knowledge Inquiry Communication |
-
Mind-mapping -
Lecture - Class
investigation - Group
activity -
Teacher-group conference - Group
presentation |
|
2.2
Health, Safety and Sanitation |
360 min |
SPV.02,
ICV.03; IC3.02, IC3.03, IC3.04; SP2.13; CGE2c, CGE4f, CGE7j |
Knowledge Inquiry Communication Application |
- Group
brainstorming activity -
Discussion -
Organize conference - 2-day
conference -
Evaluate conference -
Student report |
|
2.3
Environmental Impact |
420 min |
ICV.02;
IC2.01, IC2.02; CGE3c, CGE3d, CGE3f, CGE4f, CGE7a, CGE7i, CGE7j |
Knowledge Inquiry Communication Application |
-
Discussion (biblical text) -
Discussion - Group
activity -
Teacher-group conference -
Presentation -
Written report |
Time: 300 minutes
With a
greater awareness of nutrition and healthy living, individuals are turning to
eating healthier foods. In this activity, students recognize the importance of
nutrition and the impact that lifestyle, health, and age have on an
individual’s dietary needs. Through application of acquired knowledge and
recipe research, students develop menus that meet the various dietary needs of
individuals.
Strand(s): Theory and Foundation, Skills and Processes
Overall
Expectations
TFV.01 -
explain the purpose of nutrition and use Canada’s Food Guide as a tool to
assess the nutritional needs of their clients;
SPV.02 -
prepare and present food in a variety of ways.
Specific
Expectations
TF1.01 -
describe the importance of food research;
TF1.02 -
explain the essential principles of nutrition;
TF1.03 -
explain how lifestyle, health, and age affect dietary needs;
TF1.04 -
explain how various types of nutrients in foods are used;
SP2.08 -
explain how to incorporate basic nutritional principles in menu planning.
Ontario
Catholic School Graduate Expectations
CGE2a -
listens actively and critically to understand and learn in light of gospel
values;
CGE.3b -
creates, adapts, and evaluates new ideas in light of the common good;
CGE.4a -
demonstrates a confident and positive sense of self and respect for the dignity
and welfare of others;
CGE4f -
applies effective communication, decision-making, problem-solving, time and
resource management skills.
CGE7f -
respects and affirms the diversity and interdependence of the world’s peoples
and culture;
CGE7g -
respects and understands the history, cultural heritage and pluralism of
today’s contemporary society.
Students should:
·
be
familiar with brainstorming techniques to complete a mind mapping activity
(purpose of nutrition);
·
have
collaborative/cooperative group skills to enable them to complete the activity;
·
have
research skills necessary to search for recipes suitable for a specific dietary
need;
·
have
a basic knowledge of computer operations and the Internet to research recipes
for a specific dietary need.
·
It
is expected that all student work will contain positive images of race, gender,
and religion. All stereotypes, acts of violence, sexual themes, or use of profanity
in student work is unacceptable.
·
Assemble
available and suitable recipe books and reference books
·
Allow
class time for groups to work together and to prepare a meal for specific
dietary need
·
Arrange
time for teacher-group conferencing
·
Set
dates for presentations
·
Students
are expected to compile all notes, activities, handouts, and tests and add them
to their student manual for Unit 2: Health, Safety and Sanitation
Throughout this activity, the teacher:
·
monitors
and observes students’ progress in completing the mind mapping activity and
developing menus for specific dietary needs;
·
conferences
with students to discuss progress in developing menus for specific dietary
needs.
The
teacher encourages attitudes and values founded on Catholic social teachings,
which promote social responsibility, human solidarity, and the common good.
1. Students complete a mind map to examine the
purpose of nutrition and its relevance to both our physical and spiritual
needs. The teacher makes reference to spiritual well-being and the body as a
gift from God; that we are called to treat ourselves with dignity and respect,
being mindful of the four Cardinal Virtues: prudence, justice, fortitude, and
temperance.
2. Through
a teacher-directed activity, students review Canada’s Food Guide and identify
various nutrients, their function and food source.
3. In groups, students investigate the impact
lifestyle, health, and age have on an individual’s dietary needs.
4. Students share their findings clearly and
honestly and with sensitivity to others.
5. The teacher outlines the importance of food
research and its relationship to menu planning.
6. In small groups, students develop and
evaluate menus for specific dietary needs and prepare a sample meal (part of
Unit 3: Kitchen Operations).
7. Each student in the group completes a Group
Progress Chart (Appendix 2.1.1) to aid group organization and distribution of
work and completes the Group Evaluation Chart (Appendix 2.1.2).
8. The teacher holds a teacher/group conference
to discuss progress.
9. Each group presents their menus and meals
which are assessed by the teacher and the class. A written report is also
submitted and students complete a self-assessment chart assessing their
performance with their group and making suggestions for improvement.
|
Task/Product |
Tool |
Purpose |
Assessment |
|
Mind-mapping
activity |
Participation |
Diagnostic |
Knowledge Communication |
|
Review |
Participation |
Diagnostic |
Knowledge Communication |
|
Investigation
(individual’s dietary needs) |
Participation Research |
Formative |
Knowledge Communication Inquiry |
|
Teacher-group
conference |
Participation |
Formative |
Communication |
|
Group
presentation |
Self
Assessment Group
Assessment |
Formative Summative |
Knowledge Communication Application |
|
Report |
Marking
scheme Anecdotal
comments |
Summative |
Knowledge Inquiry Application |
·
Teachers
should be acquainted with students’ IEPs and their unique learning
characteristics in order to make the necessary accommodations.
·
Extra
time may be allowed for the completion of assignments and tests. Where
appropriate, tests and assignments may be divided up to be completed over a
period of days.
·
Peer
tutors may assist students with special needs when completing assigned dietary
menu development.
·
Group
work can be organized to emphasize students’ strengths. Handouts and timelines
can be adapted and peer mentoring can be arranged.
·
For
enrichment, students may apply this knowledge to develop menus for a more
complex scenario (e.g., plan for a three-day menu for a specific dietary need).
Catholic
Resources
Catechism
of the Catholic Church. Ottawa, Ontario: Canadian Conference of Catholic Bishops, 1994. ISBN
0-88997-281-8
Pennock,
Michael. Catholic Social Teaching Learning and Living Justice. Notre
Dame, Indiana: Ave Maria Press, Inc., 2000. ISBN 0-87793-698-6
Books
Bowling,
Stella. The Everyday Diabetes Cookbook. Toronto: Key Porter Books
Limited, 1997.
ISBN 1-55013-755-7
Chare,
Daniella. The What To Eat If You Have Heart Disease Cookbook.
Lincolnwood (Chicago), Illinois: Contemporary Books, 2001. ISBN 0-8092-9709-4
Company’s
Company. Low-Fat Cooking. Edmonton, Alberta: Company’s Coming Publishing
Limited, 1998. ISBN 1-896891-32-2
Donovan,
M.D. Cooking Essentials. U.S.A.: John Wiley, 1997. ISBN 0-471-28717-2
Drummond,
Karen Eich. Nutrition for the Foodservice Professional. Toronto: John
Wiley & Sons, Inc., 1997. ISBN 0-471-2819-9
Greenbug,
Ronald and Angela Nori. Freedom from Allergy Cookbook. Vancouver: Blue
Poppy Press, 1998. ISBN 0-9680302-0-3
Hagman,
Bette. The Gluten-free Gourmet Cooks Fast and Healthy. New York: Henry
Holt and Company, LLC., 2000. ISBN 0-8050-6525-3
Haines,
R. Food Preparation. U.S.A.: American Technical Publishers, 1988. ISBN
0-8269-4433-7
Hodges,
Carol A. Culinary Nutrition for Food Professionals. Toronto: John Wiley
& Sons, Inc., 1994. ISBN 0-47128607-9
Labensky,
S., A. Hause, and Fred Malley. On Cooking. Prentice Hall Publishers,
1999.
ISBN 0-13-973892-4
Lukins,
Sheila. All Around The World Cookbook. New York: Workman Publishing,
1994.
ISBN 1-56305-237
Pepper,
Michael R. FMP. Menu Planning and Cost Control, 2nd ed. New York:
Glencoe/McGraw-Hill, 1993. ISBN 0-02-667502-1
Pepper,
Michael R. FMP. Menu Planning and Cost Control: Teacher’s Resource
Guide, 2nd ed. New York: Glencoe/MacMillan/McGraw-Hill, 1993. ISBN 0-02667503-X
Rande,
Wallace L. Introduction to Professional Foodservice. Toronto: John Wiley
and Sons, Inc., 1995.
ISBN 0-471-57746-4
Reisman,
Rose. Rose Reiman Brings Home…Light Cooking. Toronto: Robert Rose Inc.
ISBN 1-896503-00-4
Spicer,
Kay. Multicultural Cooking. Campbellville, Ontario: Mighton House, 1995.
ISBN 0-9695688-2-7
Steel,
Pamela and Brigit Legere Binns. The Complete Idiot’s Guide to Low-Fat
Cooking Canadian Style. Toronto: Prentice Hall Canada, 2000. ISBN
0-13-086710-1
St.
John Ambulance. First on the Scene: The Complete Guide to First Aid and CPR.
Canada.
ISBN 0-929006-89-5
Updike,
Sheri. The Lactose-Free Cookbook. New York: Warner Books, 1998. ISBN
0-446-67393-5
Periodicals
and Magazines
Food Service and Hospitality. Toronto, Canada: Kostuch
Publications Ltd.
Canada’s Foodservice News. Toronto: Canada’s Foodservice
News.
Fine Cooking. Newtown, Connecticut: The Taunton
Press. ISBN 1072-5121
Nutrition Action. Toronto: Centre for Science.
CD-ROM
Cooking
Light (MasterCook recipe software). Sierra Software.
Websites
All
Recipes (Recipes, Glossary and General Information)
- http://www.allrecipes.com/
Food
Television (Recipes, Glossary, General Information and Rogers CITC partner)
- http://espinet.org
- http://www.foodtv.com/
Hospitality
Net (The internet resource for the global hospitality industry)
- http://www.hospitalitynet.nl/
Hospitality
and Tourism Resources (print and video)
-
http://www.sasked.gov.sk.ca/curr_inst/iru/bibs/paa/tourism 30
Resources
for teachers and links for Catholic social teaching
Educational Computing Organization of Ontario (ECOO)
- http://www.ecoo.org/mainmenu.html
Resources
for teachers and links to other educational sites.
Ministry approved resources, course profiles, and links to other educational
sites.
Canadian
Restaurant and Food Service Association – Journal for the Canadian food service
industry
- www.crfa.ca/
Health
Canada
- www.hc-sc.gc.ca/english/food.htm
Health
Canada is the federal department responsible for helping the people of Canada
maintain and improve their health. A good source for information on food
safety.
Human
Resources
Canadian
Restaurant and Foodservice Association
Guest
Speakers - Community College, Industry experts, Recent graduates
Time: 360 minutes
Health and safety organizations have been
established as a result of the growth of facilities serving food. Standards,
codes, and legislation have been developed for the hospitality industry to
ensure standards in handling, serving and storing food. Through a health,
safety, and sanitation conference, students recognize the importance of
standardization, and identify health and safety organizations and the moral and
ethical role they play in the hospitality industry. (Note: application
of the information acquired in this activity will be used in Unit 3, Kitchen
Operations.)
Strand(s): Skills and Processes, Impact and Consequences
Overall
Expectations
SPV.02 -
prepare and present food in a variety of ways;
ICV.03 -
identify and, where appropriate, apply standards for health and safety in the
hospitality industry.
Specific
Expectations
SP2.13 -
describe and apply food handling, serving, and storage techniques that meet
health and safety standards;
IC3.02 -
identify the role of workplace health and safety organizations in determining
hospitality industry standards;
IC3.03 -
explain the necessity for standardization in company policies;
IC3.04 -
describe and, where appropriate, apply standards, codes, and legislation for
health and safety in the hospitality industry.
Ontario
Catholic School Graduate Expectations
CGE2a -
listens actively and critically to understand and learn in light of gospel
values;
CGE2c -
presents information and ideas clearly and honestly and with sensitivity to
others;
CGE4f -
applies effective communication, decision-making, problem-solving, time and
resource management skills;
CGE7a -
acts morally and legally as a person formed in Catholic traditions;
CGE7j -
contributes to the common good.
Students
should:
·
be
familiar with brainstorming techniques to list emergency situations that can
occur in the hospitality and tourism industry;
·
have
effective verbal skills to discuss the importance of standardization in company
policies
·
have
effective listening and note-taking skills for a two-day conference;
·
have
writing skills to complete a report on a two-day conference.
·
It
is expected that all student work contains positive images of race, gender, and
religion. All stereotypes, acts of violence, sexual themes, or use of profanity
in student work is unacceptable.
·
Organize
guest speakers for the two-day conference
·
Arrange
suitable location/facility for conference to accommodate guest speakers
·
Students
are expected to compile all notes, activities, handouts, and tests and add them
to their student manual for Unit 2: Health, Safety and Sanitation
The
teacher encourages attitudes and values founded on Catholic social teachings,
which promote social responsibility, human solidarity, and the common good.
1. The teacher and students brainstorm types of
emergency situations that can occur in the hospitality industry and how one is
called to respond in light of gospel values of social justice and human rights.
2. The teacher and students discuss the
importance of standardization in company policies which promote social
responsibility, human solidarity and the common good.
3. With assistance from the teacher, students
organize a two-day conference highlighting health and safety organizations as
they apply to the hospitality industry.
4. On the day of the conference, students take
notes and ask questions of the guest speakers.
5. Students complete a report on the two-day
conference including: the name of the organization, the purpose of the
organization, and assurance of worker and public safety (standards, codes,
legislation, procedures for emergency situations).
6. The teacher and students evaluate the
conference (Conference Evaluation Chart – Appendix 2.2.1).
7. Students hand in their report for teacher
evaluation.
|
Task/Product |
Tool |
Purpose |
Assessment |
|
Group
brainstorming activity |
Participation |
Diagnostic |
Knowledge Communication |
|
Class
discussion |
Participation |
Diagnostic |
Knowledge Communication |
|
Organize
two-day conference |
Participation |
Formative |
Knowledge Communication Inquiry |
|
Two-day
conference |
Questions
directed to speaker Conference
evaluation |
Formative |
Knowledge Communication Inquiry Application |
|
Report
(conference) |
Marking
scheme Anecdotal
comments |
Summative |
Knowledge Application |
·
Teachers
should be acquainted with students’ IEPs and their unique learning
characteristics in order to make the necessary accommodations.
·
Extra
time may be allowed for the completion of assignments and tests. Where
appropriate, tests and assignments may be divided up to be completed over a
period of days.
·
Peer
tutors may assist students with special needs when participating at the
conference and completing the written report if necessary.
·
Group
work can be organized to emphasize students’ strengths.
·
Modification
of handouts, guidelines for the written report, timelines, and peer mentoring
can be arranged.
Catholic
Resources
Catechism of the Catholic Church. Ottawa, Ontario: Canadian
Conference of Catholic Bishops, 1994.
ISBN 0-88997-281-8
Pennock, Michael. Catholic Social Teaching
Learning and Living Justice. Notre Dame, Indiana: Ave Maria Press, Inc.,
2000. ISBN 0-87793-698-6
Books
Canadian
Restaurant and Foodservices Association. Sanitation Code for Canada’s
Foodservice Industry. Toronto: Canadian Restaurant and Foodservices
Association, 1998.
Gisslen,
Wayne and Mary Ellen Griffin. Study Guide to Accompany Professional Cooking,
4th ed. Toronto: John Wiley and Sons, Inc., 1999. ISBN 0-471-32065-X
Gisslen,
Wayne. Professional Cooking, 4th ed. U.S.A.: John Wiley and Sons, Inc.,
1999.
ISBN 0-471-23997-6
Haines,
R. Food Preparation. U.S.A.: American Technical Publishers, 1988. ISBN:
0-8269-4433-7
Loken,
Joan K. The HACCP Food Safety Manual. Toronto: John Wiley & Sons,
Inc., 1995.
ISBN 0-471-05685-5
Mizer,
David A, M. Porter, B. Sonnier, and K.E. Drummond. Food Preparation for the
Professional,
2nd ed. John Wiley & Sons, 1987. ISBN 0-471-88303-4
Powers,
Tom and Clayton W. Barrows. Introduction to the Hospitality Industry,
4th ed. Toronto: John Wiley and Sons, Inc. (Teacher Resource Manual), 1999.
ISBN: 0-471-33029-9.
Powers,
Tom and Clayton W. Barrows. Introduction to the Hospitality Industry,
4th ed. Toronto: John Wiley and Sons, Inc., 1999. ISBN 0-471-25244-1
Rande,
Wallace L. Introduction to Professional Foodservice. Toronto: John Wiley
and Sons, Inc., 1995.
ISBN 0-471-57746-4
Ray,
Mary Frey and Evelyn Jones Lewis. Exploring Professional Cooking, 4th
ed. New York: Glencoe/McGraw-Hill, 1996. ISBN 0-02-668489-6
Ray,
Mary Frey and Evelyn Jones Lewis. Exploring Professional Cooking: Student
Workbook, 4th ed. New York: Glencoe/McGraw-Hill, 1996. ISBN 0-02-668492-6
Ray,
Mary Frey and Evelyn Jones Lewis. Teacher’s Resource Binder: Exploring
Professional Cooking, 4th ed. New York: Glencoe/McGraw-Hill, 1996. ISBN
0-02-668491-8
St. John
Ambulance. First on the Scene: The Complete Guide to First Aid and CPR.
Canada.
ISBN 0-929006-89-5
CD-ROM
Work
Smart Work Safe.
Toronto: Workplace Safety and Insurance Board, 2000.
Periodicals
and Magazines
Food
Service and Hospitality. Toronto, Canada: Kostuch Publications Ltd.
Canada’s
Foodservice News.
Toronto: Canada’s Foodservice News.
Websites
Agriculture
and Agri-Food Canada - www.agr.ca/deptinfe.html
The goal of the Department of Agriculture and Agri-Food is to help the
agriculture and agri-food sector maximize its contribution to Canada’s economic
and environmental objectives and achieve a safe, high-quality food supply.
Canadian
Centre for Occupational Health and Safety – Promoting safe and healthy work
environments.
www.CCOHS.ca
Canadian Food Inspection Agency
www.cfia-acia.agr.ca/english/toc.html
The Agency’s mission is to provide safe food, consumer protection, and market
access.
Canadian Restaurant and Foodservice Association
– Journal for the Canadian foodservice industry
www.crfa.ca/
Health
Canada
www.hc-sc.gc.ca/english/food.htm
Health Canada is the federal department responsible for helping the people of
Canada maintain and improve their health. A good source for information on food
safety.
Ontario
Ministry of Labour – Information on OCHS legislation, health and safety
guidelines, preventing injury
www.gov.on.ca/lab/main.htm
St.
John Ambulance Canada – First aid information, calendar of courses offered
www.sja.ca/english/content/new.html
Workers
Health and Safety Centre
www.whsc.on.ca
Provides information on occupational health and safety legislation and issues.
www.yworker.com
Workplace Safety and Insurance Board – provides information on workplace
safety.
Human
Resources
Canadian
Restaurant and Foodservice Association
Guest
speakers from various health and safety organizations in the community
Time: 420 minutes
The
hospitality and tourism industry, with its growing clientele, has exposed its
customers to a variety of foods. This variety has placed a greater demand on
agriculture, rural communities, and on the environment. Students investigate
the impact that food grown, processed, and disposed of has on each of the
following: agriculture, rural communities, and the environment. As individuals,
we need to remember that we are “stewards but not absolute owners of the earth”
(Genesis1: 26-31).
Strand(s): Impact and Consequences
Overall
Expectations
ICV.02 -
describe the impact of the hospitality industry on the environment.
Specific
Expectations
IC2.01 -
explain the importance of how food is grown and processed to agriculture, to
the environment, and to rural communities;
IC2.02 -
describe disposal procedures for waste food products.
Ontario
Catholic School Graduate Expectations
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE3d -
makes decisions in light of gospel values with an informed moral conscience;
CGE3f -
examines, evaluates, and applies knowledge of interdependent systems (physical,
political, ethical, socio-economic, and ecological) for the development of a
just and compassionate society.
CGE4f - applies effective communication,
decision-making, problem-solving, time, and resource management skills.
CGE7a - acts morally and legally as a person
formed in Catholic traditions;
CGE7i -
respects the environment and uses resources wisely;
CGE7j -
contributes to the common good.
Students
should:
·
have
effective verbal skills to identify and explain different ways to grow food,
process food, and dispose of waste food products;
·
have
collaborative/cooperative group skills to enable students to complete the
assigned activity;
·
have
research skills to investigate food and environmental impacts;
·
have
a basic knowledge of computer operations and the Internet to research food and
environmental impacts;
·
have
writing skills to complete a report and summary statement on food and
environmental impact
·
have
oral skills for presentation of the written report .
·
It
is expected that all student will work contain positive images of race, gender,
and religion. All stereotypes, acts of violence, sexual themes, or use of
profanity in student work is unacceptable.
·
Prepare
an overhead with Genesis 1:26-31.
·
Assemble
available and suitable textbooks and references books.
·
Book
resource/library time for researching and Internet use.
·
Arrange
time for teacher-group conference.
·
Set
a date for presentations.
·
Students
are expected to compile all notes, activities, handouts, and tests and add them
to their student manual for Unit 2: Health, Safety and Sanitation.
The
teacher encourages attitudes and values founded on Catholic social teachings,
which promote social responsibility, human solidarity, and the common good.
1. Through a teacher-directed activity,
students:
·
discuss
the significance of the biblical passage (Genesis1: 26-31) and its relevance to
today’s society;
·
identify
and explain different ways to grow food, process food, and dispose of waste
food products.
2. In groups, students select an area of
concern, e.g., (agriculture, environment, rural community), to investigate the
impact of how food is grown, processed and disposed of.
3. Time is allotted for students to work in
class, and in the Library/Resource Centre to research their chosen concern.
4. Each person in the group completes a Group
Progress Chart (Appendix 2.1.1), which is used to aid group organization and
distribution of work and complete the Group Evaluation Chart
(Appendix 2.1.2)
5. The teacher holds a teacher-group conference
to discuss progress.
6. Each group presents their findings which is
assessed by the teacher and the class. (Appendix 2.2.1)
7. Each group hands in a written report and a
summary statement handout (to be copied for distribution to class) for teacher
evaluation.
8. Students complete a self-and group
assessment.
|
Task/Product |
Tool |
Purpose |
Assessment |
|
Discussion |
Participation |
Diagnostic |
Knowledge Communication |
|
Group
activity |
Research |
Formative |
Knowledge Communication Inquiry |
|
Teacher-group
conference |
Discussion Teacher-group
conference chart |
Diagnostic Formative |
Knowledge Communication Inquiry |
|
Group
presentation |
Oral
presentation rubric Self
evaluation Group
evaluation |
Formative Summative |
Knowledge Communication Application |
|
Group
report |
Marking
scheme Anecdotal
comments |
Formative Summative |
Knowledge Application |
|
Summary
statement |
Marking
scheme Anecdotal
comments |
Formative Summative |
Knowledge Application |
·
Teachers
should be acquainted with students’ IEPs and their unique learning
characteristics in order to make the necessary accommodations.
·
Extra
time may be allowed for the completion of assignments and tests. Where
appropriate, tests and assignments may be divided up to be completed over a
period of days.
·
Peer
tutors may assist students with special needs when researching and completing
written report
·
Group
work can be organized to emphasize students’ strengths.
·
Handouts
and timelines can be modified, and peer mentoring can be arranged.
Catholic
Resources
Catechism
of the Catholic Church. Ottawa, Ontario: Canadian Conference of Catholic Bishops, 1994.
ISBN 0-88997-281-8
Cowan,
Anton (nihil obstat) and Rt. Rev. John Crowley (imprimatur). The New
Jerusalem Bible. Toronto: Doubleday, 1998. ISBN 0-385-493-207
Pennock,
Michael. Catholic Social Teaching Learning and Living Justice. Notre
Dame, Indiana: Ave Maria Press Inc., 2000. ISBN 0-87793-698-6
Books
Canadian
Restaurant and Foodservices Association. Sanitation Code for Canada’s
Foodservice Industry. Toronto: Canadian Restaurant and Food Services
Association, 1998.
Powers,
Tom and Clayton W. Barrows. Introduction to the Hospitality Industry,
4th ed. Toronto: John Wiley and Sons, Inc., 1999. (Teacher Resource Manual)
ISBN 0-471-33029-9
Powers,
Tom and Clayton W. Barrows. Introduction to the Hospitality Industry,
4th ed. Toronto: John Wiley and Sons, Inc., 1999. ISBN 0-471-25244-1
Periodicals
and Magazines
Food Service and Hospitality. Toronto, Canada: Kostuch
Publications Ltd.
Video
Food Production and the Environment. Coquitlam,
British Columbia: Classroom Video, 1999.
Websites
All about foods (Recipes in the Mastercook
Format) - http://fp.enter.net/~rburk/
Hospitality Net (The Internet resource for the
global hospitality industry)
- http://www.hospitalitynet.nl/
Agriculture and Agri-Food Canada -
www.agr.ca/deptinfe.html
The goal of the Department of Agriculture and Agri-Food is to help the
agriculture and agri-food sector maximize its contribution to Canada’s economic
and environmental objectives and achieve a safe, high-quality food supply.
Canadian Food Inspection Agency
- www.cfia-acia.agr.ca/english/toc.html
The agency’s mission is to provide safe food, consumer protection, and market
access.
Canadian
Restaurant and Foodservice Association – Journal for the Canadian foodservice
industry
- www.crfa.ca/
Health
Canada
- www.hc-sc.gc.ca/english/food.htm
Health Canada is the federal department responsible for helping the people of
Canada maintain and improve their health. A good source for information on food
safety.
Instructions
Each
member in the group completes a Group Progress Chart to:
·
organize
and distribute work;
·
indicate
progress of the activity;
·
indicate
each member’s contribution.
This
chart is completed each day that the group assembles to work on the activity.
Title of
Activity - __________________________________________________________________
Names of
Members - __________________________________________________________________
Date
Started - __________________ Date Due - _______________________
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Date |
Group Goals |
Assigned To Whom |
Achieved Yes/No |
Areas of concern |
Comments |
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Title of
Activity - ___________________________________ Date
- _____________
Name of
Members - __________________________________
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Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
Totals |
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Participation
in group |
-
limited participation |
- some
participation |
-
considerable participation |
-
participates at all times |
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Shares
and expresses ideas in cooperative manner in group |
-
shares and expresses ideas with limited cooperation |
-
shares and expresses ideas with moderate cooperation |
-
shares and expresses ideas with considerable co-operation |
-
shares and expresses ideas with a high degree of cooperation |
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Respects
others’ opinions in group |
-
rarely respects others’ opinions |
- respects
others’ opinions occasionally |
-
respects others’ opinions most of the time |
-
respects others’ opinions effectively all of the time |
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Stays
on task in group |
- stays
on task with limited effectiveness |
- stays
on task with moderate effectiveness |
- stays
on task with considerable effectiveness |
- stays
on task with a high degree of effectiveness |
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Listens
actively in group |
-
rarely listens actively |
-
listens actively some of the time |
-
listens actively most of the time |
-
listens actively all of the time |
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Helps
to establish group goals |
-
rarely helps to establish goals |
- helps
to establish some group goals |
- helps
to establish most group goals |
- helps
to establish group goals all of the time |
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Final
Total |
|
(name
of group member) ______________________’s best contribution to the group was
____________________________________________________________________________________
____________________________________________________________________________________
A
criteria that (name of group member) ________________________ should work to
improve is
____________________________________________________________________________________
____________________________________________________________________________________.
Instructions
– The teacher and the group evaluate the conference held by them by putting a
check mark next to the statement that best describes the group’s
accomplishments. The teacher and the group note the Level and record the
numbers in the Total column.
Names
of Group Members -
______________________________________________________________
______________________________________________________________
Date
of Conference - ________________
|
Criteria |
Level |
Total |
|
Gathering
of Information – _____
information is focused, a variety of good quality resources explored _____ a
considerable amount of research completed but lacks focus _____
fair effort, insufficient research _____
limited effort, limited research |
4 3 2 1 |
|
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Group
Progress Report – _____
indicates group is well organized with equal distribution of work _____
indicates group is somewhat organized with equal distribution of work _____
indicates group is less than organized with some distribution of work _____
indicates group is disorganized with little or no equal distribution of work |
4 3 2 1 |
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Conference
– _____
student-directed, focused _____
somewhat student-directed; evidence of research and planning but group does not communicate their needs
to the teacher _____
mostly teacher-directed: some notes but little evidence of planning _____
teacher-directed: limited group focus |
4 3 2 1 |
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Final
Total – |
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Name -
_________________________ Activity
- _______________________ Date -
_________
|
Criteria |
Level 1 Rarely |
Level 2 Sometimes |
Level 3 Often |
Level 4 Always |
Total |
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Attitude: I
displayed originality. I
respected my own work and that of others. I used
my talents with responsibility and care for others. I used
my time wisely. I
completed my project on time. I
worked well with others. I
accepted suggestions and evaluated whether they could be used. I made
suggestions with respect and sensitivity to others. I was
willing to share my ideas and opinions with others. I took
responsibility for and care of my working environment. |
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Awareness: I am
using resources in the classroom, library, and elsewhere. I made
sure that I fully understood the problem to be solved. I made
sure that each member in my group contributed equally to the work at hand. I am
aware of my responsibility as a communicator of ideas. |
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Process: I
regard unsuccessful attempts as a learning experience. I am
willing to take creative risks and try new ideas. I am
capable of accepting mistakes as a positive aspect of my own work. I
strive for a higher level of achievement. I
show initiative in finding and implementing ideas. I
work through ideas and reflect regularly on these ideas. |
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Product: I
produced a project of a quality equal to my best attempt. I made
use of the skills that I have been taught. I can
discuss my work in an honest and objective way. I
appreciated the work of others and gave positive reinforcement. I
participated in my groups’ discussions. |
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Final
Total: |
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Area(s)
where I feel I did very well
_____________________________________________________
This
is because
_____________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Area(s)
I feel I need improvement is/are __________________________________________________
This
is because
______________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Student
Name - ______________________________________________________
Unit -
_______________ Name of Activity - ___________________Date - _____________
1. Name of speaker -
_____________________________________________________________
2. Organization speaker represents -
_________________________________________________
3. Purpose of organization -
________________________________________________________
________________________________________________________________________________
4. Assurance of worker and public assurance. -
_________________________________________
________________________________________________________________________________
_________________________________________________________________________________
5. Speaker (student comments on the following) –
a. organized
b. knowledgeable
c. answered audience questions
accurately and with respect
d. visual aids – effectively used
e. overall presentation
f. recommendations
Course
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