# CTE Resource Center - Verso - Nutrition and Wellness Task 107132974

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Apply time-management principles when planning, preparing, and serving food.

Definition

Application should include
  • making a list of ways to manage time during food preparation, including
    • planning for thawing times
    • assembling all needed ingredients and equipment before preparing the food
    • reviewing or looking up all cooking terms used in the recipes before preparing food
    • determining the quantity of food to prepare for the desired number of servings
    • dovetailing tasks (i.e., keeping two tasks going at the same time)
    • reading and following the recipe precisely, noting temperatures and times for each food
    • preheating the oven
    • evaluating when food is done
    • allowing cooling time, when appropriate
  • preparing a meal according to an appropriate time plan and sequence of steps
  • evaluating plan and sequence and making improvements where necessary.

Process/Skill Questions

Thinking
  • Why is time management important in meal preparation?
  • What are the consequences of organized food planning and preparation? Of unorganized food planning and preparation?
  • What may happen when we attempt to serve food without regard to time management?
Communication
  • What communication skills are essential for time management in the kitchen?
  • Where do we learn time-management principles for food preparation?
  • What is the goal of time management during meal planning, preparation, and service?
Leadership
  • How do leaders manage time? Do you think that leaders are better at time management than others? Why, or why not?
  • What techniques do leaders use that we might apply to food planning, preparation, and service?
  • What leadership skills can help us organize food preparation by more than one person?
  • How can technology help us manage the time involved in planning, preparing, and serving food?
Management
  • What management skills do you have now for organizing the planning, preparation, and serving of food? What skills do you need to develop?
  • What is the goal of a step sequence during meal preparation?
  • What resources do we need to apply time-management principles when planning, preparing, and serving food?

Related Standards of Learning

English

9.5

The student will read and analyze a variety of nonfiction texts.
  1. Apply knowledge of text features and organizational patterns to understand, analyze, and gain meaning from texts.
  2. Make inferences and draw conclusions based on explicit and implied information using evidence from text as support.
  3. Analyze the author’s qualifications, viewpoint, and impact.
  4. Recognize an author’s intended purpose for writing and identify the main idea.
  5. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events, within and between texts.
  6. Identify characteristics of expository, technical, and persuasive texts.
  7. Identify a position/argument to be confirmed, disproved, or modified.
  8. Evaluate clarity and accuracy of information.
  9. Analyze, organize, and synthesize information in order to solve problems, answer questions, complete a task, or create a product.
  10. Differentiate between fact and opinion and evaluate their impact.
  11. Analyze ideas within and between selections providing textual evidence.
  12. Use the reading strategies to monitor comprehension throughout the reading process.

10.5

The student will read, interpret, analyze, and evaluate nonfiction texts.
  1. Analyze text features and organizational patterns to evaluate the meaning of texts.
  2. Recognize an author’s intended audience and purpose for writing.
  3. Skim materials to develop an overview and locate information.
  4. Compare and contrast informational texts for intent and content.
  5. Interpret and use data and information in maps, charts, graphs, timelines, tables, and diagrams.
  6. Draw conclusions and make inferences on explicit and implied information using textual support as evidence.
  7. Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge.
  8. Analyze ideas within and between selections providing textual evidence.
  9. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events, within and between texts.
  10. Use reading strategies throughout the reading process to monitor comprehension.

11.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.
  1. Apply information from texts to clarify understanding of concepts.
  2. Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
  3. Analyze technical writing for clarity.
  4. Paraphrase and synthesize ideas within and between texts.
  5. Draw conclusions and make inferences on explicit and implied information using textual support.
  6. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  7. Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
  8. Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
  9. Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).

12.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
  1. Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
  2. Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.
  3. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  4. Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.
  5. Analyze false premises claims, counterclaims, and other evidence in persuasive writing.

Other Related Standards

FCCLA National Programs

Families First: Balancing Family and Career

 

Families First: Parent Practice

 

Power of One: A Better You

 

Power of One: Family Ties

 

Student Body: The Fit You

 

Student Body: The Healthy You

 

Student Body: The Real You

 

Student Body: The Resilient You

 

FCCLA: STAR Events (2019)

Food Innovations

 

National Programs in Action

 

Nutrition and Wellness

 

Professional Presentation

 

Public Policy Advocate

 

National Standards for Family and Consumer Sciences Education

14.3.3

Demonstrate ability to select, store, prepare, and serve nutritious, aesthetically pleasing food and food product.