Learning Objectives

Notes

Preamble.

Ideas for practical application.

There is a great variety of yeast breads that may be prepared to develop and demonstrate skills and knowledge.

Prepare basic sweet dough or holiday yeast breads.

13.1 To explore the role of yeast breads in our diet.

Explain why bread is referred to as the "staff of life."

List ways that yeast breads are used in meals.

List new breads that are currently popular (bagels, sourdough, pita, ethnic breads with special dips, foccacia, etc.).

Calculate the cost of the wheat that is used as flour in one loaf of bread. What return does the farmer get per loaf of bread? Who gets the rest?

13.2 To define the term "yeast breads."

Yeast breads are a special kind of flour mixture. Review briefly how they differ from quick breads and the functions of the ingredients.

13.3 To understand the principles of yeast as a leavening agent and to experiment with the fermentation process. (COM, CCT)

Explain that yeast is a fungus and describe the conditions that are necessary for yeast to grow and produce carbon dioxide.

List, explain, and examine the different types of yeast available.

Experiment by mixing yeast and sugar with water at various temperatures. Record observations.

Learning Objectives

Notes

13.4 To explore gluten development and carbon dioxide formation in successful bread making.

Explain the importance of gluten and carbon dioxide formation. Gluten forms the framework of the dough and expands as carbon dioxide is produced by the yeast. To develop gluten and a proper framework for yeast bread requires thorough mixing and kneading.

13.5 To examine the different methods used in making yeast bread.

Describe the different methods of making yeast dough. These include: straight dough, batter, sponge, refrigerator, freezer. Consider the advantages and disadvantages of each.

13.6 To demonstrate the basic techniques in making yeast breads.

Demonstrate important techniques necessary in making yeast bread.

Have a cinnamon roll sale at noon at school.

Assign a home lab of any yeast bread product.

13.7 To understand terminology associated with making yeast breads. (COM)

Explain terms related to yeast breads (e.g., kneading, fermentation, proofing). Describe proper baking procedures and tests for doneness.

13.8 To evaluate the nutritional value of yeast breads.

Identify the nutrients in bread. Decide how nutritional values can be improved.

Examine the different types of flours that can be used in making yeast bread. Evaluate the nutritional differences.

Discuss compulsory enriching of bread in Canada.

13.9 To identify appropriate storage and handling of baked yeast products.

Discuss proper storage of yeast breads. Discuss factors that influence shelf life of various yeast breads.

Clarify safe hygienic work habits at home, in the foods lab, and in industry. What does Saskatchewan Labour have to say about this? Visit the department’s website.

13.10 To explore a variety of specialty and holiday breads that can be prepared. (IL, PSVS)

Share examples of student's family/cultural/holiday breads.

List examples of specialty breads used at holiday time.

Search for examples of traditional breads from other countries. List the country and variations of preparation methods. Share findings with the class.

Learning Objectives

Notes

13.11 To compare homemade breads and ready-to-eat yeast breads.

List examples of different types of convenience yeast breads. Investigate the differences in nutrition, cost, and uses of each.

Examine the information on bread labels.

Compare homemade bread with a ready-to-eat yeast bread product. Consider the time involved, cost, taste, and nutritional value of each.

Participate in a field trip to a bakery or bagel shop.

13.12 To investigate the use of bread machines in the home. (TL, CCT)

Analyze information to support claims that the two current trends for yeast breads are: (1) faster methods for home-baked products and (2) more nutritious products.

Consider the convenience of owning a bread machine. Analyze special features available, sizes, and prices of bread machines.

Examine a bread machine, if available, and make a yeast bread product.

For Food Safety and Sanitation, see the Tourism, Hospitality, and Entrepreneurship A30, B30 Curriculum Guidelines, Module 5 and/or the ideas about safety in the Commercial Cooking 10, 20, 30 Curriculum Guidelines (Saskatchewan Education, 1999).

Learning Objectives

Notes

Ideas for practical application.

Explain and/or show how a head of lettuce is cored, washed, and can be dried.

Prepare a basic tossed salad and a homemade dressing. Make it creative, interesting,and unique by providing a variety of different ingredients. Have a competition for the most attractively arranged salad.

Prepare a variety of different types of salads. Sample and evaluate each.

Grow some alfalfa sprouts for salads and sandwiches. Demonstrate how to grow sprouts at home and discuss the advantages of doing so.

14.1 To develop and explain the meaning of the module entitled Keep It Cold. (COM)

Explain the importance of creativity and the application of nutrition knowledge in the preparation of salads, salad dressings, and sandwiches and the importance of keeping these foods chilled for food safety.

List various ways to keep foods cold: using refrigeration, insulated containers, freezer packs, and frozen food items.

Discuss safe and hygienic work habits for preparing these foods.

List foods that must be kept cold.

14.2 To explore the history of salads.

Briefly explore the history of salads. The Romans are credited with inventing the salad. German doctors in the mid-1700s prescribed different salads for various ailments.

Learning Objectives

Notes

14.3 To understand the nutritional importance of salads in our diets. (COM, NUM)

Name the major nutrients obtained from salads. Identify the food groups involved.

Give examples of ways to add specific nutrients to salads (e.g., add protein to a tossed salad).

List common ingredients used in salads and examine their nutrient contributions.

14.4 To understand how salads may be used in a meal or menu.

List and give examples of the various ways in which salads may be classified. Consider the ingredients used, ways they are used at a meal, and the way they are arranged.

Compare the foods that are used in each of these categories and list examples.

14.5 To identify the basic parts of a salad and various salad ingredients that can be used.

Explain the three parts of a salad: the base, body, and dressing. List examples of ingredients that may be used for each part.

List as many ingredients as possible that could be added to a tossed salad.

Discuss the types of greens that may be used in salads. If possible, have examples of different greens as well as some of the new types of "leaves" being used in some restaurants and are available in some grocery stores. Identify the new types of salad ingredients.

14.6 To discuss selecting, buying, and storing salad ingredients.

List guidelines for selecting and buying salad ingredients.

List the prices of different salad ingredients. Discuss the factors that influence prices, quality, and availability of salad ingredients.

Discuss the relationship between colour and nutrition.

Describe the proper storage of different salad ingredients.

Demonstrate how to "crisp up" wilted produce.

Learning Objectives

Notes

14.7 To analyze the principles involved in making salads. (CCT)

Discuss guidelines for accomplishing and protecting: salad freshness, salad nutrients, and salad attractiveness.

Describe the process in making a tossed green salad.

List various types of garnishes that may be used. Have students practise and demonstrate the preparation of some.

Have a tossed salad competition. Judge the salad’s appearance, arrangement, garnishings and the variety of ingredients used. Provide an assortment of vegetables and other ingredients for the creations.

14.8 To identify and explain the three basic types of salad dressings.

Name and explain the differences between the three types of dressings (French, Mayonnaise, and Cooked Salad dressing).

Discuss when salad dressings are added to various salads.

Prepare one of the types of salad dressings and compare its texture, flavour, colour, convenience, ingredients, and price to a purchased dressing.

List ingredients that may be added to basic salad dressings to change their flavour.

Compare the nutritive value of various types of salad dressings considering, in particular, the fat and cholesterol content. Discuss the amount of dressing added, especially to pasta/potato and Caesar salads.

Evaluate the advertising and labeling used for salad dressings. Do a blindfold taste test of regular vs. light mayonnaise.

14.9 To compare and evaluate convenience types of salad ingredients available. (CCT)

List examples of convenience types of salad ingredients, dressings and mixes available. If possible, have some samples on hand and analyze the list of ingredients, price, freshness, colour and flavour.

Consider the advantages and disadvantages of using convenience salad foods.

Learning Objectives

Notes

Preamble

Ideas for practical application.

Plan and prepare a variety of sandwiches using a variety of ingredients.

Students may select, plan, and prepare interesting and creative sandwiches. Include an assignment detailing cost, nutrition, time required to plan and prepare, serving ideas, and taste-test.

14.10 To explore ideas related to sandwiches. (COM)

List as many examples of food ideas as possible for the following: types of breads, fillings, and other additions.

Look through cookbooks and/or food textbooks for ideas.

14.11 To discuss the importance of safe food handling procedures.

Outline ways to handle sandwich fillings safely. Include discussions about cross-contamination, clean utensils and chopping boards, good sanitation, proper refrigeration, etc.

Do a bacterial count of egg salad sandwiches, using one stored at a cold temperature and one kept at room temperature.

14.12 To examine the nutritional values of sandwiches. (NUM)

Using the list of sandwich ideas above, evaluate major nutrient values and food groups involved. Discuss the size of servings for various situations.

14.13 To consider principles of resource management in sandwich production.

Do an assignment discussing how to accomplish the following related to resource management:

• using leftover breads and fillings
• maintaining freshness
• using time and resources efficiently
• creating eye appeal
• appetizing colour
• flavour and texture combinations.

Learning Objectives

Notes

14.14 To create an awareness of careers and job opportunities related to this module.

List places of employment in your community where knowledge of food safety and the preparation of salads and sandwiches would be beneficial.

Give examples of entrepreneurial opportunities possible in this field.

Working with school cafeteria personnel, prepare sandwiches/salads for students.

14.15 To demonstrate basic knowledge and understanding of the module Keep It Cold. (CCT, PSVS, IL, NUM)

Make a poster illustrating healthful salad choices, nutrition, various types of salads and preparation guidelines.

Prepare several menus for a salad and sandwich luncheon. Consider the serving sizes and requirements of Canada's Food Guide. Analyze the nutritional contributions using a table of nutrient values or a computer program.

Create a mini-salad bar for the home refrigerator. Identify foods to include, how to select, prepare and store them, and the advantages of having the salad bar.

Write an article detailing information about the preparing of salads and sandwiches.

Investigate various new produce, like herbs and floral blossoms, that may be used in food preparation.

A school project could include a sandwich and/or salad bar to be served to parents, staff, or students for a reasonable price. Coordinate this activity with the school cafeteria or canteen.