What Would You Do? Ethics in Culinary Arts

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  • Lesson Identification and TEKS Addressed

    Cluster : Hospitality and Tourism

    Course : Culinary Arts

  • TEKS Student Expectations

    • (1) The student applies advanced reading, writing, mathematics, and science skills for the food industry. The student is expected to:
      • (B) comprehend a variety of texts such as operations and training manuals
    • (2) The student integrates listening, writing, and speaking skills using verbal and nonverbal communication to enhance operations, guest satisfaction, and professional development. The student is expected to:
      • (A) create formal and informal presentations
    • (3) The student demonstrates an understanding that personal success depends on personal effort. The student is expected to:
      • (A) demonstrate a proactive understanding of self-responsibility and self-management
      • (B) explain the characteristics of personal values and principles
      • (C) demonstrate positive attitudes and work habits
    • (10) The student recognizes and models work ethics and legal responsibilities. The student is expected to:
      • (A) understand and comply with laws and regulations specific to the food service industry
      • (B) demonstrate a positive work ethic
  • Basic Direct Teach Lesson

    Instructional Objectives

    Students will:

    • analyze laws and regulations in the foodservice industry
    • understand the influences of ethical behavior
    • determine what they would do in workplace situations
    • create a skit depicting positive work ethics
  • Rationale

    It is essential to know the laws and regulations for the foodservice industry to be able to comply with the legal responsibilities. Making the right decisions in the work environment will promote a positive work ethic.

  • Duration of Lesson

    Three 45 minute class periods

  • Word Wall

    Ethics: Moral principles that govern a person’s behavior

    Environmental Protection Agency (EPA): Decides how solid waste is managed in the United States

    Food and Drug Administration (FDA): Enforces the Food, Drug, and Cosmetic Act of 1938 that covers food and the packaging of food other than fish, poultry, and meat

    Food Code: Gives guidelines for handling food safely

    Food Safety and Inspection Service (FSIS): A public health agency that is part of USDA and checks that egg, poultry, and meat products are wholesome, safe and correctly packaged and labeled

    Honesty: When you are truthful and loyal in your words and actions

    Integrity: The quality of being honest and having strong moral principles; moral uprightness

    Laws: Established rules

    Regulations: Rules by which government agencies enforce minimum standards of quality

    U. S. Department of Agriculture (USDA): Grades and inspects poultry and poultry products, eggs, and egg products, and meat and meat products

  • Materials/Specialized Equipment Needed

    Equipment:

    • computer with Internet for multimedia presentations
    • computers with Internet access (be sure to follow district guidelines)
    • headphones

    Supplies:

    • cardstock (for scenarios)
    • employee handbook
    • gavel
    • handcuffs
    • inspection reports
    • justice scale (if available)
    • law books (if available)

    Materials:

    • USDA and FSIS Ethics and Conflicts of Interest (see All Lesson Attachments tab)

    • copies of all handouts (see All Lesson Attachments tab)

  • Anticipatory Set

    Before class begins:

    Note to teacher – Become familiar with:

    • The Texas Work Prep Learning Management System (LMS) designed and hosted by the Texas Workforce Commission. The course, Succeed at Work will help students enjoy their job and discusses ethics.
      The course is approximately an hour and a half long. Students will receive a certificate upon successful completion of this course. Certificate can be printed and added to their professional portfolio.
      https://www.texasworkprep.com/texasworkprep.htm


    Read the following article to become familiar on how to teach about ethics.


    Display as many items from the Materials or Specialized Equipment Needed section as you have available on a table in the front of the room.

    Divide the board or a large sheet of paper into three sections. Label each section – Honesty – Integrity – Respect for others. Assign a scribe to write student answers for each section.

    Begin class discussion by asking students how they would describe Honesty, Integrity, and Respect of others.

    Distribute KWL for Ethics – Culinary Arts (see All Lesson Attachments tab) and allow students to answer first two questions. They will complete the last question in the Lesson Closure section.

  • Direct Instruction with Special Education Modifications/Accommodations

    Introduce lesson objectives, terms, and definitions.

    Distribute graphic organizer What Would You Do? Notes (see All Lesson Attachments tab) so that students may take notes during slide presentation.

    Introduce PowerPoint™ What Would You Do? Ethics in Culinary Arts (see All Lesson Attachments tab) and discuss laws and regulations in the food service industry. Continue discussing ethics.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • check for understanding
    • preferential seating

  • Guided Practice with Special Education Modifications/Accommodations

    Introduce the Texas Work Prep Learning Management System.

    Direct students to the Texas Succeed at Work Course.
    https://www.texasworkprep.com/texasworkprep.htm

    Inform students that this is an interactive free assessment that will allow them to enjoy their job and learn more about ethics.

    • Succeed at Work Stages
      • Acting Self-Employed
      • Starting a New Job
      • Being an Excellent Employee (Work Ethics)
      • Living a Balanced Life
      • Enjoying Your Current Position

    After completing the course, students will be able to successfully pass a short quiz to receive their printable certificate.

    Stress the importance of having this type of documentation in their professional portfolio.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • encourage participation
    • close captioning
    • monitor progress

  • Independent Practice/Laboratory Experience with Special Education Modifications/Accommodations

    Separate What Would You Do Scenarios – Culinary Arts cards (see All Lesson Attachments tab) and place in a basket. There are ten scenarios with various situations. Blank cards have been provided for writing any other situations you may think of.

    Divide the students into subgroups of three or four and explain that they will choose a scenario to role play and brainstorm solutions to the scenario.

    Distribute Rubric for Ethics Skit or Role Play (see All Lesson Attachments tab) so that students understand what is expected. Students may make a video of their skit and present it to the class.

    Allow time for discussion of the topic.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • encourage participation
    • praise efforts

  • Lesson Closure

    Students will complete KWL for Ethics – Culinary Arts to answer final question:

    • What did you learn about ethics?

    Display a copy of the USDA and FSIS Ethics and Conflict of Interest (see All Lesson Attachments tab) and discuss in class.

  • Summative/End of Lesson Assessment with Special Education Modifications/Accommodations

    Students will present their scenario with appropriate solutions.

    Students will be assessed with appropriate rubric.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • visual representation of ideas
    • extra time for presentation
    • praise efforts

  • References/Resources

    Articles:

    Textbooks:

    • Culinary essentials. (2010). Woodland Hills, CA: Glencoe/McGraw Hill
    • Foundations of restaurant management & culinary arts: Level one. (2011). Boston, MA: Prentice Hall.

    Website:

    • Ethics Resource Center
      ERC is a nonprofit, nonpartisan research organization, dedicated to independent research that advances high ethical standards and practices in public and private institutions. 
      http://www.ethics.org/
  • Recommended Strategies

    Reading Strategies

    Allow student to read the following article about ethics for chefs from ehow.com.

    Encourage students to connect reading to their life experiences or prior knowledge.

  • Quotes

    Live one day at a time emphasizing ethics rather than rules.
    -Wayne Dyer

    Ethics is knowing the difference between what you have a right to do and what is right to do.
    -Potter Stewart

    I can do no other than be reverent before everything that is called life. I can do no other than to have compassion for all that is called life. That is the beginning and the foundation of all ethics.
    -Albert Schweitzer

  • Multimedia/Visual Strategies

    PowerPoint™:

    • What Would You Do? Ethics in Culinary Arts
    • Presentation Notes – What Would You Do? Ethics in Culinary Arts

    Technology:

    Files for downloading:

  • Graphic Organizers/Handout

    Graphic Organizers:

    • KWL for Ethics – Culinary Arts
    • What Would You Do Notes
    • What Would You Do Notes (Key)

    Handouts:

    • Ethics and Conflicts of Interest – USDA FSIS
    • Rubric for Ethics Skit or Role Play
    • What Would You Do Scenarios

    Files for downloading:

  • Writing Strategies

    Journal Entries:

    • Doing the right thing means ….
    • Cheating is …….
    • Stealing from my employer would mean …..

    Writing Strategy:

    • RAFT Writing Strategy
      • Role – cook
      • Audience – manager
      • Format – email
      • Topic – inappropriate behavior in the kitchen area
  • Communication 90 Second Speech Topics

    Three things about ethics are …..
    The three most important values to me are ….

  • Other Essential Lesson Components

    Enrichment activity

    Allow students to create their own code of ethics for your classroom. The following article will assist them.

  • Family/Community Connection

    Discuss ethics with your family and decide on the most important values for your family.

  • CTSO connection

    Family, Career, and Community Leaders of America (FCCLA)

    www.fcclainc.org

    • Interpersonal Communications – An individual or team event – recognizes participants who use Family and Consumer Sciences and/or related occupations skills and apply communication techniques to develop a project designed to strengthen communication.
  • Service Learning Projects

    Successful service learning project ideas originate from student concerns and needs. Allow students to brainstorm about service projects pertaining to lesson.

    Example:

    Students can volunteer to create signs/posters with character building slogans.