Lesson Objectives:

Students will learn to make pasta from scratch.

How many different shapes and types of pasta are there?

Over five hundred.

Pastas should be matched to the type of sauce that they are served with.
• Alfredo sauce is a thick, cheesy, cream sauce. A small pasta like spaghetti can become a gooey mess, but wider fettuccine holds just enough of the sauce to give a balanced taste.

• Marinara sauce (traditional meatless spaghetti sauce) is lighter, so it is best with smaller pastas, or sometimes tube pastas (like ziti), which hold the sauce inside. Lasagna is wide pasta, that is meant to be baked with other things, and cut into like a casserole.

How to cook Pasta:
• Dried pasta expands quite a bit when it is cooked.
• Make sure the pot you select to cook your pasta in is large enough.
• 16 ounces of pasta will need 4 quarts of water in a large pot.
• Heat water over HIGH heat.
• One tablespoon of salt should be added to the water as it begins to boil. The salt helps bring out the flavor in the pasta and helps it hold its shape.
• When the water has reached a FULL boil, add all the pasta and stir immediately to prevent the pasta from sticking together.
• Once the pasta is added, continue to cook on high until the water comes to a full boil again. Then the heat should be turned down slightly but left high enough for the water to maintain a steady boil.
• Some cooks add a little oil to the cooking water to help prevent the pasta from sticking together. Most experts advise against doing this because the oil will coat the pasta and prevent the sauce from sticking to it.
• If pasta is added to water that is not at a full boil, or is cooked at a temperature that does not keep the water at a continuous boil, the pasta will absorb too much of the water and become soft and mushy.
• It is not necessary to cover the pot while cooking the pasta. Covering the pot will not speed up the cooking time.
• To prevent the pasta from sticking and clumping together cook at a consistent boil, and stir the pasta a couple of times throughout the cooking time. Be sure to stir to the bottom of the pot so the pasta does not stick to it.
• Read the package for the suggested cooking time, which is generally meant to start after the pasta is added and it begins to boil again.
• Check the pasta for doneness a couple of times through the cooking period.
• The best way to check for doneness is to remove a piece of pasta from the boiling water and taste test it.
• Pasta should be cooked to an “al dente” state, which is Italian for “to the tooth.” This means the pasta should be tender but still have a slightly firm bite.
• Do not let the pasta become too soft. The amount of time it takes pasta to cook depends on the ingredients of the pasta, its size, its shape, and its thickness.
• When the pasta is done, immediately remove from the heat. Drain the pasta as quickly as possible because it will continue to cook in the hot water.
• Do not rinse the pasta because the starches on its surface will allow the sauce to stick better and rinsing will only cool the pasta down faster.
• Serve the pasta immediately in a warmed bowl or on a warmed plate.
• If the pasta is not served immediately or going to be served without a sauce, add approximately 1 tablespoon of olive oil to prevent the pasta from sticking together when it is served. If you do not want to use olive oil, you can toss the pasta with a little butter or use a small amount of water. Toss the pasta to distribute the olive oil, butter or pasta water evenly throughout.

Pasta Trivia***
One bushel of wheat will make about 42 pounds of pasta.

Unit Objective:
Students will prepare quick bread products using proper baking procedures.

Quick breads are quick to make because they don’t require kneading or rising time. That’s because the leavener in such a bread is usually baking powder or baking soda, which, when combined with moisture, starts the rising process immediately. In the case of double-acting baking powder, oven heat causes a second burst of rising power. Eggs can also be used to leaven quick breads. The quick bread category includes most biscuits, muffins, popovers and a wide variety of sweet and savory loaf breads.

Baking Tips:
1. Always preheat the oven before starting to mix the ingredients.
2. DO NOT over mix the batter. Over mixing causes tunnels and the texture of the bread to be tough.
3. For optimum results, bake quick breads as soon as possible after mixing. The rising power (carbon dioxide) in baking soda and baking powder begins to release as soon as the dry ingredients are moistened.
4. When baking time is up, insert a toothpick into the center of the loaf or muffin. If the toothpick comes out clean, the bread is done. If not, continue baking in 2 to 3 minute increments, checking each time with the toothpick until it comes out clean.
5. Don’t worry if the loaf is cracked on top; a deep crack down the center of quick-bread loaves is typical.
6. Most quick bread recipes require the bread cool in the pan for 10 minutes. Finish cooling on a wire rack.

Quick Bread History***
Did you know? In 1846, Austin Church and John Dwight created the first commercial baking soda in New York City and in 1856, a Harvard University professor received a United States patent on a baking powder. During the Civil War, quick breads became more popular. Women who used to be at home all day to tend a rising loaf were suddenly given many new duties away from home. They needed bread that would be ready in a hurry.

Hawaiian Nut Bread

3 cups all purpose flour
1-teaspoon salt
1-teaspoon baking soda
1-½ teaspoons ground cinnamon
1 cup chopped pecans
2 cups sugar
3 eggs beaten
2 cups mashed bananas
1 1/2 cups vegetable oil
1 can (8 oz.) crushed pineapple (undrained)
2 teaspoons vanilla extract

Preheat oven to 350 degrees. Combine dry ingredients. Add pecans and set aside. Mix sugar, eggs, and bananas; add the oil, pineapple and vanilla. Stir in the dry ingredients and mix just until moistened. Pour batter into two well-greased 9×5 inch loaf pans, bake for 50 to 55 minutes or use four 6×3 inch loaf pans and bake for 35 to 40 minutes.

Student Objectives:

1. Describe the development of senses and motor skills during the first year.
2. Describe physical development during the first year.
3. Identify activities that support the development of brain pathways.
4. Identify an infants nutritional needs.
5. Describe how to bathe dress and diaper a baby.
6. Tell how to encourage good sleep habits.
7. Explain how baby’s care affect emotional and social development
8. Explain the importance of attachment to emotional and social development.

Baby’s First Year of Physical Development

By the end of one month a baby typically:

• Lifts head for short periods of time
• Moves head from side to side
• Prefers the human face to other shapes
• Brings hands to face
• Has strong reflex movements
• Can focus on items 8 to 12 inches away
• May turn towards familiar sounds or voices
• Responds to loud sounds
• Blinks at bright lights

By the end of month two a baby typically:

• Smiles
• Tracks objects with his eyes
• Makes noises other than crying
• May repeat vowel noises, such as “ah” or “ooh”

By the end of month three a baby typically:

• Raises head and chest when put on tummy
• Lifts head up 45 degrees
• Kicks and straightens legs when on back
• Open and shuts hands
• Pushes down with legs when placed on a hard surface
• Grasps and shakes hand toys
• Tracks moving objects
• Begins to imitate sounds
• Recognizes familiar objects and people, even at a distance
• Begins to develop a social smile
• Brings both hands together
• Interested in circular and spiral patterns
• Kicks legs energetically
• Holds head up with control

By the end of month four a baby typically:

• May sleep about six hours at night before waking (total sleep typically 14 to 17 hours)
• Rolls over (usually stomach to back is first)
• Sits with support
• Lifts head up 90 degrees
• Can follow a moving object for a 180-degree arc
• Babbles and amuses self with new noises
• Responds to all colors and shades
• Explores objects with his mouth
• Communicates pain, fear, loneliness and discomfort through crying
• Responds to a rattle or bell

By the end of month five a baby typically:

• Pays attention to small objects
• Experiments with the concept of cause and effect
• Can see across the room
• Begins to use hands in a raking fashion to bring toys near
• Begins teething process

By the end of month six a baby typically:

• Keeps head level when pulled to sitting position
• Makes some vowel-consonant sounds
• Sits by self with minimal support
• Opens mouth for spoon
• Reaches for and grabs objects
• Rolls over and back
• Drinks from a cup with help
• Can hold bottle
• Copies some facial expressions
• Makes two-syllable sounds

By the end of month seven a baby typically:

• Can self-feed some finger foods
• Makes wet razzing sounds
• Turns in the direction of a voice
• Plays peekaboo
• Imitates many sounds
• Distinguishes emotions by tone of voice

By the end of month eight a baby typically:

• Chews on objects
• Reaches for utensils when being fed
• Turns head away when finished eating
• May sleep between 11 and 13 hours a night; takes 2 to 3 naps (may vary)
• Rolls all the way around
• Sits unsupported
• Gets on arms and knees in crawling position
• Has specific cries for various needs
• Babbles enthusiastically
• Tests gravity by dropping objects over edge of high chair
• Responds to own name
• Has different reactions for different family members
• Shows some anxiety when removed from parent

By the end of month nine a baby typically:

• Reaches for toys
• Drops objects and then looks for them
• Becomes interested in grabbing the spoon during feedings
• Goes from tummy to sitting by self
• Picks up tiny objects
• Begins to identify self in a mirror’s reflection

By the end of month ten a baby typically:

• Understands the concept of object permanence
• Gets upset if toy is removed
• Transfers object from hand to hand
• Stands holding onto someone
• Pulls to standing

By the end of month eleven a baby typically:

• Says “ma-ma” and “da-da” discriminately
• Understands “no”
• Claps hands
• Waves bye-bye

By the end of month twelve a baby typically:

• May take one to two naps daily
• Triples birth weight and is 29 to 32 inches long
• Bangs two cubes together
• Puts objects into containers and then takes them out
• Voluntarily lets objects go
• Shakes head “no”
• Has fun opening and closing cabinet doors
• Crawls well
• “Cruises” furniture
• Walks with adult help
• Says “ma-ma” and “da-da”
• “Dances” to music
• Interested in books and may identify some things
• May understand some simple commands
• Fearful of strangers
• Shares toys but wants them back
• May form attachment to an item
• Pushes away what he doesn’t want
• Prefers to push, pull and dump items
• Pulls off hat and socks
• Understands use of certain objects
• Tests parental responses to behavior
• Extends arm or leg when getting dressed
• Identifies self in mirror

Source: http://www.ivillage.com/baby-milestones-ivillage-pregnancy-amp-parenting/6-a-127191?p=4#ixzz1Bz4qdia9

Students will be focusing on the following objectives:
1) Learn what to eat from each food group.
2) Focus on how much you eat. Watch your portion sizes!
3) Choose “nutrient-dense” forms of foods. These foods are packed with nutrients, but low in “extras” that just add calories.
4) Get moving! Physical activity can help you reach and keep a healthier weight.

In addition to leaning healthy habits. eating disorders will be studied. Students will research, produce a Keynote presentation, and report to the class what they have learned about causes and effects of the various types of eating disorders.

Students also watched the movie “Super Size Me”. Why are Americans so fat? Two words: fast food. What would happen if you ate nothing but fast food for an entire month? The rules? For 30 days the actor in the movie can’t eat or drink anything that isn’t on McDonald’s menu; he must wolf three squares a day; he must consume everything on the menu at least once and “supersize” his meal if asked. Students will discuss how fast food contributes to obesity and recognize the adverse affects it may have on anyone who eats it on a regular basis.

Food for Thought!!!
HAM AND EGGS – A day’s work for a chicken; A lifetime commitment for a pig. — Anonymous

The first law of dietetics seems to be: if it tastes good, it’s bad for you. — Isaac Asimov

“Never eat more than you can lift. ” — Miss Piggy

“When the waitress asked if I wanted my pizza cut into four or eight slices, I said, ‘Four. I don’t think I can eat eight.’” — Yogi Berra

Students will be learning how to prepare yeast bread products following proper baking procedures for baking yeast dough.

These bread-baking basics will be learned:

1. What’s happening to the yeast?
Warm water and sugar provide food for the yeast. When yeast is added to warm water and sugar a reaction occurs as it starts to foam and release carbon dioxide.

2. Why is salt a necessary ingredient in bread?
It slows the yeast activity.

3. What is the purpose the flour?
It provides protein and food for the yeast and structure for the bread product.

4. Why does the dough need to rise?
The yeast cells multiply producing carbon dioxide gas which causes the dough to expand.

5. What is the purpose of kneading the dough?
It improves the dough by developing gluten. It also compresses the gas pockets. Gluten is what holds it together.

6. Baking is the final step in the bread making process. Why is this necessary?
The yeast cells continue to grow with the heat, but as the temperature rises in the oven the yeast cells die.

Bread Trivia***
Did you know? Sliced bread was banned in the U.S. during WW II. Sliced bread went stale faster, and so Americans used more wheat, needed to feed soldiers. Also, bread slicing machines needed metal parts for repairs – metal that was needed for war production.

Culinary Arts classes master the preparation techniques of preparing and frosting a two layer cake.

8th Period Culinary Arts

5th Period Culinary Arts

5th Period Culinary Arts Class

Here we are!!!!!!!  Ready to begin the second semester on January 4th!!!

When we return:

Culinary Arts classes  will continue the “Cake Unit”.   Lab groups  will be preparing  2 types of cakes butter and layer.   Students will implement;  proper measuring and mixing methods, techniques studied to bake a quality cake, cake pan preparation techniques, and the process for assembling and finishing a layer cake.

Lifetime Nutrition and Wellness students will begin Chapter 4. They will learn the importance of  planning  healthy food choices for their personal diet.

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