Senior Prom

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title: Culinary Arts

  Course Title: Culinary Arts 2 & 4 (Track 2)

  Course Number: 8800520 & 8800550

  Career Cluster: Hospitality & Tourism

  CIP Number: 00420040210

  Course Type: Career Preparatory

  CTE Course Standard(s) and Benchmark(s):

  Culinary Arts 2

  12.07 Apply the current USDA guidelines to analyze diets to include special needs.

  12.03 “Identify different dietary needs” as that works well with catering to the senior population.

  Culinary Arts 4 (Track 1)

  35.01 Develop baking products for populations with special dietary needs and/or allergens.

  39.05 Develop a menu and pricing, cost controls, and consumer advisories applicable to a catering job.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Today’s Special: Dietary Restrictions.” See CPALMS resource ID #209253.

• Career Connection

  
  

  The students will engage in collaborative critical thinking to make sense of problems and persevere in solving them. They will consider the dietary restrictions and physical limitations of the clients presented in the case study and suggest suitable solutions. Students will need to consult the USDA guidelines and specifically the gerontology recommendations online using technology devices. Other career-ready practices employed involve utilizing communication and presentation skills to persuade future clients.

• Learning Objectives

  
  

  Students will be able to:

  • Create a visually appealing menu, small bites friendly and conducive to buffet-style service.
  • Determine if menu selections meet dietary restrictions outlined in the case study and limit the risk of allergic sensitivities.
  • Select and orally present menu options that utilize USDA requirements for senior populations.

• Prior Knowledge

  
  

  Students should be familiar with:

  • Buffet-style service.
  • Menu design.
  • Allergy cross-contamination procedures.
  • Risk management for holding temperatures.
  • USDA Nutritional guidelines.

• Guiding Questions

  
  
  • What are the primary considerations when preparing menu options for a senior population?
  • How do special diets impact menu planning?

• Procedure

  
  
  1. To introduce the lesson, prompt a brainstorming activity by asking the following question: What are the primary considerations when preparing a menu for an older population?
     • Encourage discussion about colorful, healthy, festive foods conducive to buffet service.
  2. Discuss with students the risks and benefits of catering for a high-profile community event such as the Senior Prom.
     • The teacher may want to elaborate on the concept of a Senior Prom and talk about what senior prom is like and how it would be different for an elderly population. In this scenario, the Senior Prom featured in the case study is an event for an assisted living home with an elderly population.
  3. Review the vocabulary terms and culinary concepts included in the Prior Knowledge.
  4. Provide students with the case study, “Today’s Special: Dietary Restrictions,” and have students read the case study with a partner.
     • Have students highlight the dietary consideration as they read.
  5. Allow time for student discussion; students should identify considerations along with evaluating the opportunity and its impact.
     • Pose questions for students to think critically about during their discussion, for example, “What are some of the factors that need to be considered when creating a menu for this population?”
  6. Provide students with the Sunshine Cottage Senior Prom Menu attachment. Students are to create at least two menu options.
     • Have students share, discuss, and compare their options in small groups and select a menu.
  7. Present students with USDA guidelines for older populations that specify that nuts must be omitted.
     • Instruct students to revise their lists based on USDA Guidelines, Nut Allergies, and buffet and small bites conducive foods.
  8. Instruct students to use digital tools to create presentations that show their proposed menu. Suggested requirements listed below. The teacher can specify additional criteria.
     
     1. Minimum 7 slides
     2. Use of at least 5 images. Suggested floor plan and table layout for full credit.
     3. Time of presentation 3-5 minutes.
  9. Have students take turns presenting their menus in small groups. Groups will evaluate each other using the attached Presentation Rubric.
     • Gather all evaluations and work versions for evaluation.
  10. To bring the lesson to a close, have students discuss the guiding question, How do special diets impact menu planning?, in small groups.
      • If time allows, the class can debrief.

• Teacher Notes

  
  
  • Brainstorming should be a whole group activity as a pre-activity, then break into small groups to read the case study and complete steps 4-11.
  • This lesson may be broken into two class periods to allow students sufficient time to prepare and deliver their presentations.
  • Refer to the United States Department of Agriculture website for nutritional guidelines at https://www.myplate.gov/life-stages/older-adults.
  • An alternative oral presentation rubric is also available at https://www.fldoe.org/core/fileparse.php/7539/urlt/elabeststandardsfinal.pdf on pages 189-192.

• Optional

  
  

  Summative Assessment Ideas:

  • Use the peer evaluation rubrics on students’ menu presentations to assess student applying food guidelines to creating menus for specific diets.
  • The rubric can be used by the teacher to assess students’ oral presentation skills.

  Extension Ideas:

  • Have students seek out area communities that might be interested in such an event or opportunity.
  • Prepare buffet food for a real audience.
  • Have students calculate food costs and create a sketch of the buffet tables, including the power needed, to add to their menu presentations (attachment provided).
  • Students can develop recipes for their selected meals.