Scope & Sequence Course Name: Food Science TSDS PEIMS Code: Course Credit: Course Requirements: Prerequisites: Recommended Prerequisites: Principles of Hospitality and Tourism. Course Description: NOTE: This is a suggested scope and sequence for the course content. This content will work with any textbook or instructional materials. If locally adapted, make sure all TEKS are covered. Total Number of Periods Total Number of Minutes Total Number of Hours *Schedule calculations based on 175/180 calendar days. For 0.5 credit courses, schedule is calculated out of 88/90 days. Scope and sequence allows additional time for guest speakers, student presentations, field trips, remediation, extended learning activities, etc. Unit Number, Title, and Brief Description # of Class Periods* (assumes 45-minute periods) Total minutes per unit TEKS Covered Knowledge and skills Unit 1: Food Science Lab Students will spend at least 40% of the course will be spent conducting laboratory and field investigations pertaining to food science. During labs, students will demonstrate safe practices and be conscientious in conserving resources/materials and ensure proper disposal/recycling of waste. 70 Periods 3,150 Minutes 2. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: (A) demonstrate safe practices during laboratory and field investigations; and (B) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials Unit 2: Scientific Methods and Equipment 10 Periods 450 Minutes 3. The student uses scientific methods and equipment during laboratory and field investigations. The student is expected to:
experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; (B) communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials; (C) draw inferences based on data related to promotional materials for products and services; (D) evaluate the impact of scientific research on society and the environment Unit 3: Chemistry Concepts Explore the basic chemistry concepts that relate to food science. Students will Recognize chemical symbols on the periodic table for common elements and their role as the building blocks for compounds in food. Students will be able to define matter and compare and contrast substances (elements and compounds) and mixtures (homogenous and heterogeneous). Students will explain and demonstrate how heat is transferred via conduction, convection and radiation. Students will compare the effect of various temperatures on rates of chemical and physical properties. Students will define acid, base and salt, and describe the pH scale and how to measure pH. 10 Periods 450 Minutes 5. The student analyzes the role of acids and bases in the food sciences. The student is expected to: (A) evaluate physical and chemical properties of acids and bases 7. The student examines the chemical properties of food. The student is expected to: (A) describe elements, compounds, mixtures, and formulas related to food science; (B) compare heterogeneous and homogeneous mixtures; (C) use chemical symbols, formulas, and equations in food science; and (D) analyze chemical and physical changes in food 8. The student analyzes solutions, colloids, solids, gels, foams, and emulsions in food science. The student is expected to: (A) identify the solvent and solute in a given solution; (B) compare unsaturated, saturated, and supersaturated solutions, including boiling and freezing points; (C) calculate the concentration of a solution using mass percent; (D) describe the properties of colloidal dispersions 9. The student analyzes the functions of enzymes in food science. The student is expected to: (B) explain the relationship between an enzyme and a substrate
(B) compare food intoxication and food infection; (C) examine methods to destroy or inactivate harmful pathogens in foods; (D) compare beneficial and harmful microorganisms 10. The student evaluates the role of fermentation in food science. The student is expected to: (A) analyze reasons food is fermented; (B) assess the role of bacteria in food fermentation; and (C) prepare various fermented food products Unit 8: Food Preservation and Packaging Students will compare and contrast different food preservation methods and the resultant quality of preserved foods. Students will identify the major functions of packaging used for food products, differentiating between the functions of primary, secondary and tertiary packaging. Students will compare and contrast processes used for home and commercial preservation and evaluate resulting quality of the products preserved using different commercial and/or home methods. Students will examine the factors to be considered in the selection and use of successful preservation techniques including canning, freezing, pasteurization, curing, dehydration, freeze-drying, refrigeration, modified atmosphere packaging, and irradiation. 15 Periods 675 Minutes 20. The student examines packaging and labeling guidelines. The student is expected to: (A) research federal food packaging guidelines; (B) analyze components of appropriate commercial food containers; (C) describe controlled-atmosphere packaging; and (D) describe information required on a food label 21. The student analyzes food preservation processes. The student is expected to: (A) describe reasons for food preservation; (B) compare methods of dehydration and create a food product using dehydration; (C) analyze various methods of personal and commercial food canning; and (D) examine the various methods of personal and commercial food freezing This unit will to continue students’ exploration of the professional standards and employability skills 450 Minutes 1. The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to: (A) apply interpersonal communication skills in business and industry settings;