Grades 9-12: Culinary Arts – Food and Sanitation


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Reading in Science and Technical Subjects:

RST.9-12.3 Follow precisely a complex multistep procedure when taking measurements or performing technical tasks; analyze the specific results based on explanations in the text.

RST.9-12.4 Determine the meaning of symbols, key terms, and other culinary arts specific words and phrases as they are used in specific technical context relevant to grade level texts.

Writing in Science and Technical Subjects:

WHST.9-12.9   Draw evidence from informational texts to support analysis, reflections, and   research.

WHST.9-12.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes, and audiences.


This Grades 9-12 Culinary Arts unit titled “Food and Sanitation” from the Massachusetts Department of Elementary and Secondary Education is intended to be completed in approximately 7 to 8 ninety-minute instructional blocks, depending on the variability of the students. During this unit, students learn about proper food safety, sanitation, and communication as well as chemical uses in food service kitchens that may impact safety and health. Students will have the opportunity to demonstrate their skills and knowledge through a variety of hands-on and written activities including: acting as a health inspector, developing guidelines and charts to support peers during operation hours, using the Material Safety Data Sheets binder and the principles of Hazard Analysis Critical Control Point to problem solve real world scenarios, and creating customized menus to keep specific/high risk populations safe. The unit culminates in an authentic performance task where students in assigned teams take on the role of a health inspector of a food service establishment in order to provide a fictitious city with assurance of compliance to regulations and/or written documentation of the safety or sanitation violations of the establishment.


Connecticut teachers should be cautioned that teacher notes and preparation materials will require familiarity to be used effectively.  Teachers may need to adapt the pacing and/or content of the lessons, depending on their students’ needs.  (Although the materials give some suggestions for supports, there may need to be even more modifications for students who are ELL or have disabilities.) While the summative performance task has an aligned rubric, teachers will have to develop rubrics for the formative activities that will provide sufficient guidance for interpreting whether students are mastering standards-based content and skills prior to the end of the unit.


This unit is a good example of integrating CCSS ELA/Literacy skills in a technical subject.  The activities cultivate student interest and engagement in reading, writing, speaking and listening as they provide for authentic learning, application of literacy skills, student-directed inquiry, analysis, evaluation and reflection.