Learning Objectives

Notes

Preamble.

Ideas for practical applications.

Lab ideas may include researching cookbooks for sauce recipes and ideas and preparing some of them singly or in combination with other foods.

Students should prepare various sauces to demonstrate correct preparation procedures. Students may prepare a sauce they have not tried.

21.1 To define the term sauce and evaluate its contribution to meals. (COM)

Have students define sauce and discuss the importance of this food.

21.2 To list and compare different types of sauces.

Do a matching activity for definitions of the different sauces. Include such terms as: basic white, cheese, basic brown, hollandaise, béchamel, veloute, bernaise, mornay, and different kinds of dessert sauces (custard, hard, butterscotch, chocolate, lemon, orange, etc.).

Explain the three types of white sauces and identify how they are used.

Identify ways in which the different sauces may be used in meal preparation.

Classify the sauces listed below as derivatives of basic sauces. Examples are: Béchamel-Mornary, Beloute-curry, Brown-mushroom, Tomato-Creole, White (Basic)-Cheese.

21.3 To list the different foods that may be used as ingredients in sauces, including those used for thickening and flavouring.

Check recipe books for the variety of foods that may be part of sauces.

Based on student's past experiences, list different sauces and the ingredients used.

Discuss the thickening agents used for sauces. Analyze how they function as thickeners. Give examples of ways they can be used.

Experiment with thickeners using various amounts of thickener and liquid and then cooking the sauce. Evaluate the results.

Discuss the importance of seasoning in sauces.

21.4 To discover how sauces fit into meal planning and to evaluate their nutritional value.

Sauces give zest to bland foods, smoothness and coolness to spicy foods, sweetness to desserts, and are a savoury accompaniment to main dishes.

Evaluate the nutritional value of sauces by analyzing the ingredients used.

Describe the ways sauces can fit into a healthy eating plan. Refer to Canada's Food Guide.

Learning Objectives

Notes

21.5 To examine and evaluate convenience sauces. (COM, CCT)

Discuss some of the different types of convenience sauces available. Purchase some sample products. Ask the students what types of products they have used. Look at the list of ingredients and evaluate the nutritional value, flavour, time required to prepare, and price of each. Make some generalizations as to when the different types might be chosen and used.

21.6 To describe the safe storage of sauces.

Discuss the importance of food safety and proper storage of sauces.

Discuss which sauces need to be made as close to serving time as possible and the reasons why.

21.7 To identify preparation and cooking techniques involved in making sauces.

Identify preparation techniques in making a white sauce or different sauces of choice.

Discuss preparation techniques for emulsified sauces, namely Hollandaise and Bernaise.

Discuss what to do if curdling occurs, ways to thicken, seasoning and spices, ways to prevent lumping, floury flavour, skin on top, cooked egg particles, etc.

21.8 To develop creativity in the preparation and presentation of sauces. (CCT, IL)

Plan some menus using sauces as part of various meals.

List foods that use a white sauce as a base and different ways to use a white sauce.

Examine the role of sauces from other food cultures or in "fine dining." Example: European, especially French cuisine.

Discuss how to make quick sauces using convenience products such as canned soups or yogurt as a base.

Make a list of garnishes that may be used on sauces.

Outline ways to adapt sauces to satisfy the health-conscious individual.

21.9 To analyze the use of sauces in the food services industry.

Discuss the use of sauces in restaurants in your locale. List some examples of sauces used. Talk about the importance of these as menu items. Find out how sauces are prepared in restaurants, to demonstrate, and discuss their importance in menus.

21.10 To apply knowledge of sauces and their preparation. (CCT, IL)

A practical evaluation may include having the students prepare a sauce. A written evaluation may include having students define terms.

Learning Objectives

Notes

Preamble.

Ideas for practical applications.

Choosing from specialty cakes, pastries, desserts, or advanced yeast breads, have students prepare two or three foods.

Make a gingerbread house and sell raffle tickets.

Have students choose recipes for creative baking that they have never tried.

Develop scorecards for different products and have taste tests.

22.1 To refine baking skills and knowledge. (COM, IL, TL)

Students will choose a topic (specialty cakes, pastries, desserts, advanced yeast breads), research information, and write a report to include some or all of the following: basics of preparation (handling, stages in production, shaping, preparation techniques, standards for evaluation), varieties, storage, uses in meal planning, and nutritional analysis. A time plan and a grocery list will be completed in preparation for the task chosen.

As an appendix to the report, list some baker's tips as well as some ways to improve the nutritional value of the product.

As an alternative students may write a magazine article with picture layouts or do a multimedia presentation.

22.2 To develop creativity in the presentation of the specialty baked product. (CCT)

Have students consider how the prepared food should be presented. Discuss how food is presented in a restaurant, deli, and magazine. Talk about garnishes, serving dishes, use of colour, etc.

When the food item is prepared it should be attractively presented. Pictures could be taken for a portfolio.

22.3 To analyze the cost of the specialty baked food. (NUM)

Calculate the cost of supplies needed, tools, equipment, and labour to prepare the baked food product. Students may pay themselves the minimum wage for labour cost calculations. Compare with the cost of a prepared product. Summarize the conclusions in the report.

22.4 To demonstrate basic competencies of individual effort and interpersonal interaction.

For assessment and evaluation purposes, the teacher may consider criteria such as independent learning, innovation, use of resources, teamwork and leadership, responsibility, safety and sanitation, correct use of tools and equipment, and the completion of assignments.

22.5 To research careers that relate to creative baking. (COM, IL)

Compile a portfolio of pictures of the finished baked products prepared by the students.

List careers or employment opportunities that relate to this area of study. Using the newspaper or the employment centre, students may research job opportunities in this field. They should compile a list of requirements, academic and personal, that would be necessary for employment opportunities related to baking.

Depending on the situation and community, a field trip or a job shadow in a bakery or dessert place may be arranged.

There is potential here for a work study in a local bakery.