Teacher Page
Standards Assessed:
HOSP-CAII-7 Identify and create a conceptual food-service operation and identify the requirements needed for successful operation’s management.
7.1 Create and develop a conceptual restaurant’s theme, cuisine, menu, marketing plan/brochure, facility layout and interior design, restaurant name, and written menu based on principals of menu design and menu descriptions.
7.2 Identify general requirements to start up the conceptual restaurant, including but not limited to the following:
ISTE-NETS for Students (ISTE-S)
In this project, I provided many examples of technology to utilize; however, I suggest not limiting students to those technologies. Students are often knowledgeable of other examples and programs that could achieve similar results as those I have suggested. By providing them with one example, they can visually see their expectation, but they are free to get there any way they choose (if they decide to use other technology).
Differentiation is also observed in the marketing component of the project. Students are required to create two types of advertisement, but the types they choose to create are completely up to them. Additionally, I have demonstrated Universal Design by providing transcripts for both my introductory video as well as my conclusion video. Also, the videos in the process of the Webquest offer transcripts as well, and I provided a link to access those transcripts. All links are bold and shaded a contrasting color to ease in identifying those elements.
This project is intended for groups of four students. In assisting with the execution, I have provided several uses of videos (both self-produced and borrowed), images, and charts. The elements support the curriculum and serve as additional resources as well as remediation if necessary.
Transcripts and electronic readers can be utilized for students with visual and/or auditory disabilities. Students with physical disabilities will have primary access to desktop computers where other assistive technologies can be utilized.
HOSP-CAII-7 Identify and create a conceptual food-service operation and identify the requirements needed for successful operation’s management.
7.1 Create and develop a conceptual restaurant’s theme, cuisine, menu, marketing plan/brochure, facility layout and interior design, restaurant name, and written menu based on principals of menu design and menu descriptions.
7.2 Identify general requirements to start up the conceptual restaurant, including but not limited to the following:
- Purveyors and availability of seasonal and cuisine related products
- Location of restaurant and restaurants in area competing for customers
- Kitchen equipment requirements based on menu
- Availability of property either land or existing buildings for restaurant
- Customer demographics
- Insurance, state and local licenses, health department requirements
- Advertising and marketing sources
- Employee pool availability/recruitment; salaries and wages; area cost of living
- Other employee related expenses, i.e. insurance costs, uniforms
- Fixed expenses, i.e. utilities, lease/mortgage costs, supplies, depreciation, advertising/marketing, paper and chemicals supplies
- Funds needed for startup expenses including investments for kitchen/dish room equipment, building construction or renovations, dining room furniture and fixtures; small wares, i.e. china, glassware, flatware, serving
- Budget to include revenues, food costs, labor costs and employee insurance expenses, and other costs
- Profit or loss projections
- Return on Investment (ROI)
ISTE-NETS for Students (ISTE-S)
- Creativity and Innovation: Using creative thinking and innovative technology the students demonstrate and develop models and simulations to explore and identify complex systems and forecast possibilities as well as they use existing knowledge to generate new ideas and creative thoughts.
- Communication and Collaboration: Students use digital media and environments to collaborate, communicate and interact with other students, teachers and professionals. They also engage in a cultural and global awareness and contribute to project teams to produce original works or solve problems.
- Research and Information Fluency: Students apply digital tools to plan, organize and gather information, in order to be able to inquire, analyse, organize and evaluate information.
- Critical Thinking, Problem Solving and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
- Digital Citizenship: Students demonstrate personal development to be lifelong learners because they are aware of the human, cultural and social issues related to technology and they practice ethical and legal digital behavior.
- Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations so they are able to select, transfer, understand and troubleshoot various systems and applications productively and effectively.
In this project, I provided many examples of technology to utilize; however, I suggest not limiting students to those technologies. Students are often knowledgeable of other examples and programs that could achieve similar results as those I have suggested. By providing them with one example, they can visually see their expectation, but they are free to get there any way they choose (if they decide to use other technology).
Differentiation is also observed in the marketing component of the project. Students are required to create two types of advertisement, but the types they choose to create are completely up to them. Additionally, I have demonstrated Universal Design by providing transcripts for both my introductory video as well as my conclusion video. Also, the videos in the process of the Webquest offer transcripts as well, and I provided a link to access those transcripts. All links are bold and shaded a contrasting color to ease in identifying those elements.
This project is intended for groups of four students. In assisting with the execution, I have provided several uses of videos (both self-produced and borrowed), images, and charts. The elements support the curriculum and serve as additional resources as well as remediation if necessary.
Transcripts and electronic readers can be utilized for students with visual and/or auditory disabilities. Students with physical disabilities will have primary access to desktop computers where other assistive technologies can be utilized.