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					IDAHO FAMILY AND CONSUMER SCIENCES EDUCATION




Activity / Resource Guide

       Food Production
    Management and Services
                  Grade 11 -12




  Idaho Division of Professional-Technical Education
                      August, 2004
                      PTE No. 374




                          0
  The following is a list of the suggested activities, which correspond with the Food
  Production, Management, and Services curriculum framework competencies. This is only
  a guide. This list does not limit other possible combinations and should be used only as a
  reference.

         FOOD PRODUCTION, MANAGEMENT, AND SERVICES
                   ACTIVITIES CROSSWALK
OUTCOME 1.0- EXPLORE CAREER PATHS IN FOOD PRODUCTION, MANAGEMENT,
                AND SERVICES
   Competency                                                             Activity
1.01       Explore career paths in the food production, management, and 1
           services industry

1.02        Explore the impact of the food production, management, and
            services occupations on the economy

OUTCOME 2.0- DEMONSTRATE SAFETY AND SANITATION PROCEDURES IN FOOD
             PRODUCTION, MANAGEMENT, AND SERVICES
2.01   Describe pathogens found in food and their role in causing illness 2, 3, 4, 5, 6, 8,
                                                                                   9, 10
2.02        Explain food service safety regulations                                2,4,5,6,9,10,34

2.03        Demonstrate personal safety and first aid procedures required in a     5,6,7,8,10,34
            food production environment
2.04        Employ food service sanitation procedures                              2,3,4,5,6,7,8,9,
                                                                                   10,

OUTCOME 3.0- DEMONSTARTE MENU PLANNING BASED ON STANDARD RECIPES
3.01   Use standard recipes to accommodate various situations 11,12,13,20,26

3.02        Apply menu-planning principles to develop and modify menus             14

3.03        Prepare menu layout and design                                         15

OUTCOME 4.0- SELECT, USE, AND MAINTAIN COMMERCIAL FOOD PRODUCTION
             EQUIPMENT
4.01   Demonstrate selection and use of commercial food 16,17
       production equipment

4.02        Demonstrate procedures for cleaning and sanitizing food production     4,5,6,8,34
            appliances, tools, and equipment

4.03        Maintain appliances, tools, and equipment following safety             34
            procedures

                                              1
4.04       Examine of equipment purchases based on long-term business needs         17
4.05       Demonstrate selection, use, and care of commercial cookware,             26
           bakeware, and utensils

OUTCOME 5.0- PREPARE A VARIETY OF FOOD PRODUCTS
5.01   Analyze basic preparation methods and the rationale for the choice           13, 16, 19, 20,
       of a particular method                                                       22, 26, 27

5.02       Analyze considerations of scratch versus speed preparation methods       18

5.03       Demonstrate the listed competencies for the following cooking            21, 23
           techniques: roasting, grilling, frying, stewing, stir fry, baking,
           sautéing, deep frying, poaching, boiling, smoking, broiling, braising,
           steaming, convection cooking, microwave cooking

OUTCOME 6.0- PREPARE A VARIETY OF FOOD PRODUCTS USING APPROPRIATE
             PROCEDURES
6.01   Demonstrate preparation of meat, seafood, and poultry dishes 9,23

6.02       Prepare stocks, soups, and sauces                                        24

6.03       Prepare casseroles                                                       25, 26

6.04       Prepare fruit and vegetable dishes                                       27, 28

6.05       Prepare salads                                                           3, 28

6.06       Prepare sandwiches, canapés, appetizers, and hors d’oeuvres              29

6.07       Prepare baked goods                                                      11, 28, 30, 31

OUTCOME 7.0- DEVELOP QUALITY FOOD SERVICES AND MANAGEMENT
             PRACTICES
7.01   Explore the duties and responsibilities of food service management 7, 32

7.02       Describe standards, regulations, and laws in food service

7.03       Develop strategies for customer service                                  14, 33




                                                2
Food Production Activities

The following activities, in addition to other activities and lessons, can be used as
supplements to the curriculum framework to teach the competencies. These activities
may be used as written or adapted to meet the needs and abilities of individual students.

Activity 1            Career Exploration/Careers in Food Production
Activity 2            Our Food is in Safe Hands
Activity 3            Personalizing Food Sanitation Procedures: Salad Demo
Activity 4            Food Borne Pathogen Investigation
Activity 5            Food Safety: Storing Food at the Proper Temperature
Activity 6            Food Safety: Cleaning and Sanitizing During Storage
Activity 7            Food Storage: Important Storage Practices
Activity 8            Food Safety: Preventing Cross-Contamination During Storage
Activity 9            Lab Reminders
Activity 10           Food Safety: Preventing Time-Temperature Abuse: Stirfry
Activity 11           Following a Standardized Formula
Activity 12           Scientific Measuring Experiments
Activity 13           Cooking for a Crowd
Activity 14           Nutritional Diversity
Activity 15           Menu Design
Activity 16           Convection Conversion
Activity 17           Identifying Commercial Equipment
Activity 18           Design For Success
Activity 19           Knife Mastery
Activity 20           Recipe Terminology
Activity 21           Demonstrating Cooking Techniques
Activity 22           Cooking Terms
Activity 23           Meat Scorecard
Activity 24           Savory Sauces
Activity 25           Casserole Scorecard
Activity 26           Casserole Creations
Activity 27           Vegetable Scorecard
Activity 28           International Food Fare
Activity 29           Creative Canapés
Activity 30           Baking Ingredients
Activity 31           Quick Bread Scorecard
Activity 32           Marketing Strategies
Activity 33           Are You Ready to Order?
Activity 34           Teen Worker Safety in Restaurants




                                             3
                         Career Exploration
Here is your opportunity to explore available career opportunities in Food
Production, Management, and Service Industries. Visit the National
Restaurant Association (Washington, DC) web site at
http://www.restaurant.org. Click on “job bank” link; “find a job”; then
enter the position and location desired. Choose a position that interests you
and prepare your resume as if you were applying for this position.

Information about job opportunities may also be obtained from local
employers and local offices of the State employment service (i.e., Job
Service).

Additional resources: http://www.bls.gov/oco/ocos161.htm




Activity 1
Meets Competency 1.01




                                      4
                          Our Food is in Safe Hands

        Examine the ways in which you as a food production worker can ensure the health
and safety of your customers. By practicing good grooming habits, hand washing
techniques, and maintaining personal health you can help prevent an outbreak of food
borne illness.
        Examine the three categories below (Grooming Habits, Hand washing
Techniques, and Personal Health). Answer the following questions regarding potential
sanitation issues and solutions using a separate Word-processed document to record your
answers.

Grooming Habits
What does good grooming mean?
 (bathing daily with soap and water; washing hair regularly; wearing clean clothes;
using deodorant; keeping fingernails clean, neatly trimmed and polish free)

Name three potential problems and solutions regarding fingernail care.
(1. dirty nails- microorganisms can contaminate food; 2. fake nails- can fall off into food;
3. nail polish- can chip off into food and cause a chemical hazard)

Can your clothes transfer microorganisms? If so, what is the solution?
(yes; always wear clean clothes to work)

What type of shoes is appropriate to work in?
(comfortable; closed-toed; non-slip soles)

Should you use deodorant? Why or why not?
(yes; to prevent potential offensive odor to customers)

Should you wear jewelry when preparing or serving food? If not, is there an exception?
(no; the exception is a simple wedding band)

Name two ways microorganisms can be transferred from your hair to foods to create food
borne illnesses.
(1. hair falls into food; 2. brushing hair away from the face with hand and neglecting to
wash hands after doing so)

What is the purpose of protective clothing? Name three protective clothing items.
(purpose: to help minimize contamination to food; 1. gloves; 2. apron; 3. hat or hair net)




                                             5
                               Hand Washing Techniques
Can gloves replace hand washing?
(no; hand washing is the most important way to prevent transfer of food borne bacteria)


How often should you wash your hands (while working) to prevent cross-contamination?
(every two hours)

List five tasks that require hand washing after the task is completed.
(after any work breaks; before and after handling raw foods such as meat, fish, poultry;
after taking the garbage out; after cleaning dirty dishes off the table; after handling
money, the phone, door handles, soiled linens; after touching hair, face, body; after
sneezing or coughing; after using the restroom; after using any cleaning or sanitizing
product)

                                    Personal Health
List four signs or symptoms of illness that can transmit harmful bacteria from the food
handler to the food being served.
(fever; sneezing; coughing; vomiting; diarrhea)

What precautions should you take to avoid spreading bacteria from an open wound to
food served to a customer?
(wash hands thoroughly; keep cuts completely covered; keep bandage clean and dry;
avoid direct contact with food until wound is healed)




Activity 2
Meets Competency 2.01; 2.02; 2.04




                                            6
                            Our Food is in Safe Hands

        Examine the ways in which you as a food production worker can ensure the health
and safety of your customers. By practicing good grooming habits, hand washing
techniques, and maintaining personal health you can help prevent an outbreak of food
borne illness.
        Examine the three categories below (Grooming Habits, Hand washing
Techniques, and Personal Health). Answer the following questions regarding potential
sanitation issues and solutions using a separate Word-processed document to record your
answers.

Grooming Habits
What does good grooming mean?

Name three potential problems and solutions regarding fingernail care.

Can your clothes transfer microorganisms? If so, what is the solution?

What type of shoes is appropriate to work in?

Should you use deodorant? Why or why not?

Should you wear jewelry when preparing or serving food? If not, is there an exception?

Name two ways microorganisms can be transferred from your hair to foods to create food
borne illnesses.

What is the purpose of protective clothing? Name three protective clothing items.

Hand Washing Techniques
Can gloves replace hand washing?

How often should you wash your hands (while working) to prevent cross-contamination?

List five tasks that require hand washing after the task is completed.

Personal Health
List four symptoms of illness that can transmit harmful bacteria from the food handler to
the food being served.

What precautions should you take to avoid spreading bacteria from an open wound to
food served to a customer?

Activity 2
Meets Competency 2.01; 2.02; 2.04



                                             7
                 LAB SANITATION INFORMATION SHEET

Good hygiene, keeping the lab sanitary and preparing, serving, and storing food properly
all help to prevent food contamination.

PERSONAL CLEANLINESS:

      wash hands before food preparation, after sneezing,
       coughing, using rest room, and touching face or hair
      keep hair away from face
      wear clean clothes/apron (dirty clothing has bacteria)
      use disposable gloves when hands have an open sore or cut
      avoid cooking and tasting with same spoon;
      licking fingers is prohibited
      wash hands after handling raw meat/eggs

KITCHEN CLEANLINESS:

      wipe spills/remove dirty utensils
      wash cutting board that has been used for preparing raw meat before cutting
       anything else on it
      use separate hand towels, not dish towels, to wipe your hands so dishes don't get
       bacteria
      don't snap each other with dish towels
      don’t use a dish towel or dish cloth that has been dropped on the floor.(The floor
       is an excellent place for staphylococcus to grow.)
      wipe the top of cans with hot soapy water before opening
      disinfect surfaces/cutting boards with bleach periodically
      keep pets out of the kitchen
      wash pet bowl separately
      use hot soapy water on dishes
      avoid storing food under the sink

 SANITATION IN FOOD PREPARATION AND STORAGE:
    keep food hot (above 140*F) or cold (below 40 degrees Fahrenheit) check
     temperature in refrigerator and freezer periodically; freezer should be at zero
     degrees or below
    clean refrigerator often
    using freezer wrap, wrap meat loosely for refrigerator
    store leftovers with tight cover
    store foods promptly
    refrigerate desserts made with dairy products
    never taste questionable food



                                            8
Personalizing Food Sanitation: Salad Demonstration
Students will observe the instructor’s salad demonstration, which will include unsanitary
food preparation habits. List as many of the errors as possible. Check the example you
found from the list below:

       dusty counter
       didn't wash food
       didn't wash hands before demonstration
       touched hair
       sneezed
       coughed
       used dirty dish towel
       used dirty knife from sink
       wiped nose with hand
       dropped food on the floor and threw it back on counter to use
       raw meat from several hours ago still on cutting board




Activity 3
Meets Competency 2.01; 2.04; 6.05




                                            9
                 Food-Borne Pathogens Investigation

Investigate one of the food borne illnesses listed below. Create a PowerPoint
Presentation that will alert the public about the dangers of these pathogens (food
sources, symptoms, proper food handling methods including appropriate
sanitation methods)
Botulism                       Camplyobacteriosis         E. coli infection    Listeriosis
Norwalk-like virus             Salmonellas                Staphylococcal poisoning

                              PowerPoint Rubric
Component               5 points      3 points                         1 point              Total
                         Accurate and         Information gaps         Information is
  Information               complete         and lengthy text are   incomplete: logical
                         information is            evident            sequence is not
                        presented in a                                     evident
                        concise, logical
                           sequence

                       Background and        Background is not       Text cannot be
Background &           text compliment           consistent         read on selected
    Text              each other; easy to     throughout the        background; text
                       read, consistent      presentation; text       size and color
                        throughout the         size and color       make it difficult to
                         presentation        change with each            focus on
                                                    slide              information

                          Graphics are        Few graphics are      Little or no attempt
Graphics and            appropriate and      utilized throughout    was made to utilize
 Transitions           relate to content;     the presentation,          graphics or
                         transitions are     they do not relate           transitions
                            consistent            to the topic;
                        throughout the       transitions are not
                          presentation           consistent or
                                                    effective

                       References have         References are       No references are
  References              been cited         cited, but mistakes        included
                      accurately for each        are evident
                      image used in the
                         presentation

                      Spell check has been     Several spelling       Spelling mistakes
  Spelling,            utilized throughout      mistakes occur      occur throughout the
Punctuation, &          the presentation;       throughout the       entire presentation,
                       correct grammar is     presentation; a few    standard grammar
  Grammar                     evident         grammar mistakes      usage is not evident
                                                  are present


Activity 4
Meets Competency 2.01; 2.02; 4.04




                                                10
Activity 5- Food Safety: Storing Food at the Proper Temperature
              Meets Competency 2.01; 2.02; 2.03; 2.04; 4.02

Activity 6- Food Safety: Cleaning and Sanitizing During Storage
              Meets Competency 2.01; 2.02; 2.03; 2.04; 4.02

Activity 7- Food Safety: Important Storage Practices
              Meets Competency 2.03; 7.01

Activity 8- Food Safety: Preventing Cross-Contamination During
           Storage
              Meets Competency 2.01; 2.03; 2.04; 4.02

Activity 10- Food Safety- Preventing Time-Temperature Abuse
            During Storage
              Meets Competency 2.01; 2.02; 2.03; 2.04

Resource:     National Restaurant Association Educational Foundation
              NFSEM (National Food Safety Education Month training activities
              http://www.nraef.org/nfsem
              Date accessed: October 2003




                                              11
                                       Lab Reminders
CHICKEN
   Cook at LOW temperature
   Meat toughens if cooked on too high of heat
   Cut into bite-size pieces

SAUCE
   Dissolve chicken broth in 1 cup boiling water, gradually add cornstarch
    with a wire whisk
   Add 4 – 6 tbs. soy sauce
   Minced garlic to taste

VEGETABLES
   Cut in bite-size pieces

RICE
    Triples as it cooks
    Bring water to a boil, add salt and butter. Add rice, stir. Cover with lid.
     Turn heat down to LOW. Time.
    If working on a gas stove, make sure it is on low heat, too high will burn
     the rice.
    Do not remove lid as rice cooks by steam.
    Test for doneness – No water in pan.


Wear aprons, wash hands, wash cutting boards with disinfectant spray.
Check pans at end of class.




Activity 9
Meets Competency 2.01; 2.02; 2.04; 6.01;



                                            12
Food Safety: Preventing Time-Temperature Abuse

After reviewing kitchen management, safety and sanitation procedures, apply and demonstrate
the safety and sanitation skills while preparing Chicken Stir-fry over Rice.

   Wash your hands with soap and warm water for a minimum of 20 seconds.
   Wear a clean apron or lab coat and pull hair back if necessary.
   Be sure to thoroughly cook your chicken.
   Wash cutting boards, dishes, tools, etc. with hot, soapy water after preparing each food item
    and before you go on to the next food to prevent any cross-contamination of food items.
   Use proper equipment for each preparation task.
   Keep all work surfaces clean; sanitize cutting boards and counters with a disinfectant or a
    dilute solution of chlorine bleach and water. (1/2 tsp. - 1 tsp. bleach per pint of water)
   Wash and dry dishes using correct procedure and put all dishes away in their assigned place.

                                Chicken Stir Fry
        1 cup chicken broth (1 bouillon cube in 1 cup boiling water)
        2 tbs. cornstarch
        6 tbs. soy sauce
        1/4 tsp. minced garlic
        6 cups assorted vegetables - broccoli, carrots, mushrooms, onions, celery, snow peas, etc.
        1 chicken breast cut against the grain
        2 tbs. oil
Sauce:
Use canned chicken broth or dissolve 1 bouillon cube in 1 cup boiling water. Remove from heat.
Combine 2 Tbs. cornstarch with 4 – 6 Tbs. Soy Sauce in a small bowl. Stir constantly with wire
whip until smooth. Add cornstarch/soy sauce mix to broth (in pan) and 1/4 tsp. minced garlic.
Simmer over medium low heat until slightly thickened. Set aside.

Stir-fry chicken in oil over medium heat; add vegetables (add carrots and broccoli first as they
will take longer to cook; then add onions, celery, peas and mushrooms last). Cook until tender (10
to 15 minutes). Add sauce to the chicken/vegetables and stir until thickened about 5 minutes.
Serve over rice.
                                         Rice
         1/2 tsp. Salt                            3 cups water
         1 tsp. butter or margarine               2 cup rice

Bring water, salt and butter and rice to a boil in a medium saucepan. Reduce heat to low and cook
covered for 20 minutes. Stir occasionally

        Points Graded for Lab
        Follow instruction and techniques used           (10)
        Followed good safety/sanitation practices        (20)
        Evaluation on finished product                   (10)
        Clean up with everything in order on time        (10)

        Total Points Possible                             50    _______     _______
                                                                Student’s   Teacher’s
Activity 10- Food Safety- Preventing Time-Temperature Abuse
Meets Competency 2.01; 2.02; 2.03; 2.04; 4.04



                                                13
                      Following a Standardized Formula

A recipe is a formula that includes a list of precise ingredients and the accurate amounts
of each ingredient. It is especially important to follow a formula or recipe when preparing
baked goods to produce an acceptable product that has a predictable yield every time.

Work in groups to prepare a cookie recipe provided by your instructor. Follow the
directions carefully. Your team will be evaluated on following procedures, as well as the
appearance, yield, and taste of your final product.

                                                            Performance Standards
______1. Prepares ingredients as stated
                                                            Level 4- Performs skill without
______2. Softens fat correctly                              supervision; is able to foresee and correct
______3. Adds sugars to creamed fats                        problems; works safely and observes food
                                                            sanitation requirements.
______4. Adds dry ingredients in stages
                                                            Level 3- Performs skill satisfactorily
______5. Uses appropriate mixing method                     without supervision or assistance.
______6. Blends the dough well                              Level 2- Performs satisfactorily but needs
                                                            assistance; some procedures compromise
______7. Portions the product appropriately                 food safety.
______8. Produces the exact yield in formula
                                                            Level 1-Performs parts of skills
                                                            satisfactorily, but needs considerable
                                                            assistance and supervision; does not follow
                                                            safety or sanitation methods.
Final Performance Level Score:
                                                            Level 0- Cannot perform skill.
0     1     2     3     4

Comments from Instructor:________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________




Activity 11
Meets Competency 3.01; 6.07




                                            14
                  SCIENTIFIC MEASURING EXPERIMENT- SUGAR
Name:______________________________________________ Date:_____________
DIRECTIONS: Form a hypothesis of your expected outcomes. Pre-weigh a 1 c. (250 ml) dry
measure. Record mass (weight). Measure the following ingredients as indicated. Record
findings on the chart.

Hypothesis:

GRANULATED
A. UNSIFTED
1. Spoon sugar into the 1 c. (250 ml) dry measure.
2. Level with the edge of a metal straight edge or spatula and
    mass (weigh).
3. Repeat.
1st measurement_______2nd measurement________average_______

CONFECTIONERS' (POWDERED)
A. UNSIFTED
1. Spoon unsifted confectioners' sugar into the 1 c. (250 ml) dry measure.
2. Level with the edge of a metal straight edge or spatula and mass (weigh).
3. Repeat.
1st measurement_______2nd measurement________average_______

B. SIFTED
1. Sift 1-cup confectioners' sugar onto waxed paper.
2. Spoon the sifted confectioners' sugar gently into the cup until overflowing.
3. Level with the edge of a metal straight edge or spatula and mass (weigh).
4. Repeat
1st measurement_______2nd measurement________average_______

BROWN SUGAR
A. NOT PACKED
1. Spoon brown sugar gently into the cup. Do not pack.
2. Level with the edge of a metal straight edge or spatula and mass (weigh).
3. Repeat
1st measurement_______2nd measurement________average_______

B. PACKED
1. Spoon brown sugar into the cup.
2. Press down with a rubber spatula and add more sugar until the cup is filled.
    Be sure there are no air holes.
3. Level with the edge of a metal straight edge or spatula and mass (weigh).
4. Repeat
1st measurement_______2nd measurement________average_______

C. FREE-FLOWING (BROWNULATED OR GRANULATED BROWN SUGAR)
1. Pour the granulated brown sugar into the measuring cup.
2. Level with the edge of a metal straight edge or spatula and mass (weigh).
3. Repeat.
1st measurement_______2nd measurement________average_______




                                                15
                  SCIENTIFIC MEASURING EXPERIMENT-LIQUIDS

Name:__________________________________________                     Date:_____________

DIRECTIONS: Form a hypothesis of your expected outcomes. Water and other liquids are
measured in a graduated liquid measure. In order to be accurate, the meniscus' of the liquid
should line up to the desired measurement line and be read at eye level. Measure the following
ingredients as indicated. Record findings on the chart.
* A meniscus is the concave, upper surface of a liquid.

Hypothesis:

WATER
A. 1 CUP
1. Fill a 1 c. (250 ml) graduated liquid measure with tap water to the 1 c. (250 ml) measurement
line.
2. Pour into a graduated cylinder.
3. Measure the number of ml.
4. Record.
1st measurement_______2nd measurement________average_______

B. 1/2 CUP X 2 (125 ml x 2)
1. Fill the same cup with tap water to the 1/2 c. (125 ml) measurement line.
2. Pour into the same 250 ml graduated cylinder and save.
3. Repeat steps 1 and 2.
4. Measure number of ml.
5. Record.
1st measurement_______2nd measurement________average_______

C. 1/4 CUP X 4 (50 ml x 5)
1. Fill the same cup with tap water to the 1/4 c. (50 ml) measurement line.
2. Pour into the same 250 ml graduated cylinder and save.
3. Repeat steps 1 and 2 three times.
4. Measure number of ml.
5. Record.
1st measurement_______2nd measurement________average_______

D.   1 TABLESPOON X 16 (15 ml x 16)
1.   Fill a 1-tablespoon measure with tap water.
2.   Carefully pour it into the same 250 ml graduated cylinder and save.
3.   Repeat steps 1 and 2 fifteen (15) additional times.
4.   Measure number of ml.
5.   Record.
                   1st measurement_______2nd measurement________average_______




                                                16
                   SCIENTIFIC MEASURING EXPERIMENT- FLOUR
Name: ____________________________________________ Date:__________
DIRECTIONS: Form a hypothesis of your expected outcomes. Preweigh a 1 c. (250 ml) dry measure.
Record mass (weight). Measure the following ingredients as indicated (either customary or metric). Record
findings on the chart.
Hypothesis:

WHITE FLOUR
A. DIPPED
1. Dip the measuring cup into the flour until overflowing.
2. Level with the edge of a metal straight edge or spatula and mass (weigh).
3. Repeat
1st measurement_______2nd measurement________average_______

B. DIPPED - 2 Tbsp.
1. Dip the measuring cup into the flour until overflowing.
2. Level with the edge of a metal straight edge or spatula. Remove 2 Tbsp. of the flour.
3. Mass (weigh).
4. Repeat
1st measurement_______2nd measurement________average_______

C. SIFTED DIRECTLY
1. Dip the cup into the flour until overflowing and pour into a sifter.
2. Sift the flour directly into the measuring cup.
3. Level the flour with the edge of a metal straight edge or spatula and mass (weigh).
4. Repeat.
1st measurement_______2nd measurement________average_______

D. SIFTED, SPOONED
1. Dip the cup into the flour until overflowing and pour into a sifter.
2. Sift the flour directly onto waxed paper.
3. Spoon gently into the measuring cup. Level with the edge of a metal straight edge or spatula
and mass (weigh).
4. Repeat.
1st measurement_______2nd measurement________average_______

E. STIRRED, SPOONED
1. Stir the flour with a spoon while still in its storage container.
2. Spoon gently into the measuring cup. Level with the edge of a metal straight edge or spatula
and mass (weigh).
3. Repeat.
1st measurement_______2nd measurement________average_______

CAKE FLOUR
1. Repeat Part A using cake flour instead of white flour.
2. Repeat Part B using cake flour instead of white flour.
1st measurement_______2nd measurement________average_______
INSTANT FLOUR
1. Repeat Part A using instant flour instead of white flour.
1st measurement_______2nd measurement________average_______
WHOLE WHEAT FLOUR
1. Repeat Part E using whole-wheat flour instead of white flour.
1st measurement_______2nd measurement________average_______



                                                   17
        SCIENTIFIC MEASURING EXPERIMENT- FATS AND OILS
Name: ___________________________________________ Date:__________

DIRECTIONS: Form a hypothesis of your expected outcomes. Preweigh a 1 c. (250 ml) dry and
liquid measures and a 2 c. (500 ml) liquid measure. Record mass (weight). Measure the
following ingredients as indicated. Record findings on the chart.

Hypothesis:

HYDROGENATED SHORTENING
A. SOLID, DRY MEASURE
1. Spoon fat into the 1 c. (250 ml) dry measure.
2. Pack the fat into the cup to eliminate air.
3. Level with the edge of a metal straight edge or spatula and mass (weigh).
4. Empty the cup using a rubber spatula.
5. Wipe clean with paper towel.
6. Repeat.
1st measurement_______2nd measurement________average_______

B.   SOLID, WATER DISPLACEMENT
1.   Pour 8 oz. cold tap water into the 2 c. (500 ml) Liquid measure.
2.   Mass (weigh).
3.   Spoon solid fat into the cup until the water level reaches the 2 c. (500 nil) mark.
4.   Mass (weigh).
5.   Place waxed paper on the scale and mass (weigh).
6. Place the fat, after shaking off the excess water, onto the waxed paper and mass (weigh).
7. Repeat.
1st measurement_______2nd measurement________average_______

C. MELTED
1. Measure hydrogenated shortening into the 1 c. (250 ml) dry measure.
2. Remove the hydrogenated shortening from the cup with a rubber spatula and place in a
saucepan. Heat slowly until it is melted.
3. Pour melted hydrogenated shortening into the 1 c. (250 ml) liquid measure.
4. Mass (weigh).
5. Repeat
1st measurement_______2nd measurement________average_______

LARD
1. Mass (weigh) lard as in PART A. HYDROGENATED SHORTENING.
1st measurement_______2nd measurement________average_______

OIL
1. Pour 8 oz. (240 g) oil into the 1 c. (250 ml) liquid measure.
2. Mass (weigh).
3. Repeat.
1st measurement_______2nd measurement________average_______

Activity 12- Meets Competency 3.01




                                                   18
                                Cooking for a Crowd

You have your own catering business. You have been asked to prepare lunch for 125
guests. Your customer has requested that you serve chicken salad sandwiches,
potato salad, and a garnish of fresh fruit. You will also serve lemonade and a cookie
for dessert. In order to maximize profits, you do not want to overbuy. However, you
don’t want to run out of food either. Calculate the correct amount of food that you
will need to purchase. The sandwich will have a tomato garnish, lettuce, and
prepared chicken salad mix that comes in 32-ounce containers.

Food Item                     Serving      Number of    Cost per     Total Cost per
                              Size         Servings     Serving      Item
Chicken Salad                 3 ounce
$________/ 32 ounces          each

Croissants                    Two
$________/dozen               croissants
                              each
Lettuce
$________/head

Tomatoes
$________/pound

Fruit Garnish-                slice of
$_______/cantaloupe           cantaloupe
$_______/box of straw.        with
                              strawberry
Lemonade

Cookies                       Two per
                              person
                                                   Total Expenditures:


How much will you need to charge to cover food costs?__________________________

You will need to cover labor expenses of at least minimum wage per hour. It takes you 3
hours to prepare the sandwiches. Utility costs are approximately $10. What is your total
cost including food
expense?______________________________________________________________

Include cost of paper plates, napkins, and flatware______________________________

Activity 13- Meets Competency 3.01


                                             19
                                Nutritional Diversity

You are preparing a menu for a family style restaurant. Your boss asked you to
include healthful food entrée choices for customers including those who need low
fat, diabetic, or vegetarian food. Identify 1) two low-fat, 2) two diabetic, and 3)
two vegan menu items. In addition, identify two entrees that exclude foods
known to cause the most common food allergies (shellfish, fish, milk products,
soy products, wheat, tree nuts such as walnuts and pecans, and peanuts).

Low-Fat                                     Diabetic

1)                                          1)




2)                                          2)




Vegan                                       Low Allergy


1)                                          1)




2)                                          2)




Activity 14- Meets Competency 3.02; 7.03



                                           20
                                      Menu Design
        Work in a team of three members to create and design a menu for a restaurant that you
        will soon be opening, using the menu categories below. Be clear and concise. Remember
        to include items for those who have dietary concerns. Be creative; remember an
        appealing menu can increase sales! Use a computer generated menu format.

        Menu Categories                  Menu Type                        Menu Influences
        Appetizers                       Fixed Menu                       Target Customers
        Soups                            Cycle Menu                       Cost
        Salads                           A la Carte Menu                  Type of Food Served
        Cold Entrees                     Semi-a la Carte Menu             Equipment
        Hot Entrees                      Table d‟hote Menu                Skill of Workers
        Sandwiches                       Prix Fixe Menu                   Culture and Geography
        Accompaniments                                                    Eating Trends
        Desserts                         Menu Style & Design
        Cheeses and Fruits               Cover Design
        Beverages                        Colors
                                         Style of Lettering
                                         Weight of Paper


        Your team will need to determine these factors before developing your prototype menu:

   The type of foodservice operation you are developing the menu for.
   Who are your target customers?
   The type of food that will be served (this includes whether or not it is breakfast, lunch or
    dinner menu).
   The price range reflective of the type of restaurant you have chosen.
   Take into consideration if the restaurant has the appropriate equipment to create the menu
    items or not.
   The skill level of the cooking staff.
   Geographical location of the restaurant and its local culture.
   Current eating trends.




Activity 15
Meets Competency 3.03



                                                21
                              Convection Conversion
Convection ovens utilize the movement of air to expedite the cooking process. A fan inside the
oven circulates the oven‟s heated air. Convection ovens are used for baking breads, roasting and
braising. Many chefs prefer not to use the convection with larger roasts because the air
movement can cause the meat to dry out and increase shrinkage. When using a convection oven
reduce the temperature by 50 degrees and decrease the cooking time by about 30%.

Select a recipe that would be appropriate for a convection oven. Convert the cooking time and
temperature for the recipe. Include the recipe, the original cooking temperature and time, and the
convection temperature and time needed. If you have access to a convection oven, prepare the
recipe that you have selected. List the recipe before and after its conversion in the table below:

        Recipe before Conversion                            Recipe after Conversion




Activity 16
Meets Competency 4.01, 5.01




                                                22
                         Identifying Commercial Equipment
Several commercial equipment items have been listed below. Identify whether each piece of
equipment is used for: Preparation (P), Cooking (C), Holding/ Service (H/S). You may want to
refer to the following websites to gather information.
                      http://www.fivestarmktg.com/counterconvection.asp
                   http://www.bigtray.com/productlist.asp!catid.10210.html
Use the letters P, C, or H/S to indicate the primary purpose. Then give an example for each piece
of equipment.
                                   Design for Success
Name:                     Use: Example:
Bench Mixer

Bench Slicer

Blenders

Broiler

Chafing Dishes

Coffee Systems

Convection Oven

Deck Oven

Deep Fat Fryer

Flash Bake Ovens

Flat Top Range

Food Processor

Griddle

Hotel Pans

Roll-in Refrigerator

Salamander Oven

Storage Bins

Tilting Skillet

Trunnion Kettle

Activity 17- Meets Competency 4.01; 4.04


                                               23
                                                Pie

        The goal of any business is to be profitable. In the food service industry, it is important to
meet the needs of the customer efficiently while providing the quality product expected by the
customers. Decisions must be made as to what food preparation methods will be used, which
maximize the profitability of the business without compromising quality. Labor and raw material
costs must be calculated in order to compare food preparation methods such as from “scratch” as
versus using already prepared food items.
        Calculate how much one piece of pie would cost in each of the following categories: 1)
made from scratch; 2) made with some processed elements (purchased crust and canned filling);
3) ready to bake (a frozen pie) 4) already made pie. Be sure to include the labor needed to
prepare each type of pie when calculating the cost of production.

                                                                                           Total Cost
                      Crust-          Crust-            Filling-         Filling-        according for
                   Ingredients        Labor           Ingredients       Labor             each type of
                                                                                              pie

Pie made
from
scratch


Purchased
crust/
canned
filling


Frozen Pie




Super
market
baked pie



Determine which method would be the most cost effective based not on price alone but also
taking in to consideration which product would best service the needs of the customer given the
type of eating establishment. Write a paragraph to justify your rationale.



Activity 18
Meets Competency 5.02




                                                 24
                                       Knife Mastery
Knife skills are some of the most important skills that you will need to master for a career in
culinary arts. Various techniques and knives are used to dice, chop julienne, mince, bone, carve,
and slice. Use either potatoes or carrots to demonstrate the cuts listed below.
Remember: Use extreme caution when handling knives.

                                        Excellent-        Good-            Fair- 70%-
                                        90% - 100%        80%- 89%         79% of the
 Type of Cut              Size          of the            of the           pieces are      Not Yet
                                        pieces are        pieces are       uniform
                                        uniform           uniform
French Fry          ½” x ½” x 3”

Stick               3/8” x 3/8” x 2”

Baton               ¼” x ¼” x 3”

Julienne            1/8” x 1/8” x 2”

Fine Matchstick     1/16” x 1/16” x
                    2”
Large Dice          5/8” square

Medium Dice         3/8” square

Small Dice          ¼” square

Round or
Rondelle
Diagonal




Activity 19
Meets Competency 5.01




                                               25
Name _________________________________________ Class period ___________

                RECIPE TERMINOLOGY HUNT #1
        Al dente         Coat              Garnish    Mince         Simmer
        Baste            Cube              Julienne   Pare          Snip
        Blanch           Cut in            Knead      Preheat       Steam
        Butterfly        Dash              Marble     Score         Stew
        Chill            Dice              Marinade   Sear          Whip

Write the correct term for each definition.

____________ 1. To beat a food lightly and rapidly in order to incorporate air into the mixture
                    and to increase its volume.

____________ 2. To moisten foods during cooking with pan drippings or a sauce in
                   order to add flavor and prevent drying.

____________ 3. To cool a food to below room temperature in the refrigerator or
                    freezer, or over ice.

____________ 4. To cut food, often fresh herbs, dried fruit, with kitchen shears into very
                    small, uniform pieces using short, quick strokes.

____________ 5. To cut into uniform pieces, usually a half inch on all sides.

____________ 6. To split foods in the middle without completely separating the halves,
                    then spreading the halves to resemble a butterfly.

____________ 7. To work a solid fat such as shortening, margarine or butter into dry
                   ingredients, usually with a pastry blender.

____________ 8. To partially cook fruits, vegetables, or nuts in boiling water or steam.

____________ 9. “To the tooth”, a term to indicate pasta is cooked just enough to keep
                    a firm texture.

____________ 10. A liquid in which food is allowed to stand in order to flavor or
                    tenderize it. Marinate refers to the process. Do not use a metal
                    container. Do not marinate meats, poultry or fish at room
                    temperature for more than 30 minutes.

____________ 11. A measure equal to 1/16 teaspoon.

____________ 12. Chopping food into tiny irregular pieces.

____________ 13. To heat an oven or utensil to a temperature before using it.

Activity 20- Meets Competency 3.01; 5.01



                                                26
Name _________________________________________ Class period ___________

                RECIPE TERMINOLOGY HUNT #2
        Al dente        Coat          Garnish        Mince          Simmer
        Baste           Cube          Julienne       Pare           Snip
        Blanch          Cut in        Knead          Preheat        Steam
        Butterfly       Dash          Marble         Score          Stew
        Chill           Dice          Marinade       Sear           Whip

Write the correct term for each definition.

____________ 1. To cut into uniform pieces, usually 1/8 to 1/4 inch on all sides.

____________ 2. To cook a food in the vapor given off by boiling water.

____________ 3. To cook food in liquid for a long time until tender, usually in a
                    covered pot; also the name of the mixture prepared this way.

____________ 4. To work dough with the heels of your hands in a pressing and folding
                   motion until it becomes smooth and elastic.

____________ 5. To cut off the skin or outer covering of a fruit or vegetable, using a
                    knife or vegetable peeler.

____________ 6. To add visual appeal to a finished dish.

____________ 7. To cut narrow grooves or slits partway through the outer surface of
                    a food to tenderize it or to form a decorative pattern.

____________ 8. To cut food into thin match-like sticks about two inches long.

____________ 9. To evenly cover food with crumbs, flour, or a batter.

____________10. To brown a food, usually meat, quickly on all sides using high heat to
                   seal in the juices.

____________11. To gently swirl one food into another; usually done with light and dark
                   batters for cakes or cookies.

___________ 12. To cook a food in liquid that is kept just below the boiling point; a few
                    bubbles will form slowly and burst just before reaching the surface.




Activity 20- Meets Competency 5.01



                                              27
              RECIPE TERMINOLOGY HUNT #1--KEY
Whip     1. To beat a food lightly and rapidly in order to incorporate air into the mixture
               and to increase its volume.

Baste    2. To moisten foods during cooking with pan drippings or a sauce in order to
               add flavor and prevent drying.

Chill    3. To cool a food to below room temperature in the refrigerator or freezer, or
               over ice.

Snip_    4. To cut food, often fresh herbs, dried fruit, with kitchen shears into very
                small, uniform pieces using short, quick strokes.

Cube     5. To cut into uniform pieces, usually a half inch on all sides.

Butterfly 6. To split foods in the middle without completely separating the halves, then
               spreading the halves to resemble a butterfly.

Cut in    7. To work a solid fat such as shortening, margarine or butter into dry
                ingredients, usually with a pastry blender.

Blanch   8. To partially cook fruits, vegetables, or nuts in boiling water or steam.

Al dente 9. “To the tooth”, a term to indicate pasta is cooked just enough to keep
                      a firm texture.

Marinade10. A liquid in which food is allowed to stand in order to flavor or tenderize it.
             Marinate refers to the process. Do not use a metal container. Do not
             marinate meats, poultry or fish at room temperature for more than 30
             minutes.

Dash     11. A measure equal to 1/16 teaspoon.

Mince    12. Chopping food into tiny irregular pieces.

Preheat 13. To heat an oven or utensil to a temperature before using it.




                                             28
        RECIPE TERMINOLOGY HUNT #2—KEY
Dice     1. To cut into uniform pieces, usually 1/8 to 1/4 inch on all sides.

Steam_ 2. To cook a food in the vapor given off by boiling water.

Stew     3. To cook food in liquid for a long time until tender, usually in a covered pot;
                also the name of the mixture prepared this way.

Knead 4. To work dough with the heels of your hands in a pressing and folding
             motion until it becomes smooth and elastic.

Pare    5. To cut off the skin or outer covering of a fruit or vegetable, using a
               knife or vegetable peeler.

Garnish 6. To add visual appeal to a finished dish.

Score   7. To cut narrow grooves or slits partway through the outer surface of a food
               to tenderize it or to form a decorative pattern.

Julienne 8. To cut food into thin match like sticks about two inches long.

Coat     9. To evenly cover food with crumbs, flour or a batter.

Sear    10. To brown a food, usually meat, quickly on all sides using high heat to seal
               in the juices.

Marble 11. To gently swirl one food into another; usually done with light and dark
              batters for cakes or cookies.

Simmer 12. To cook a food in liquid that is kept just below the boiling point; a few
            bubbles will form slowly and burst just before reaching the surface.




                                             29
                          Demonstrate Cooking Techniques
Describe each of the cooking techniques listed below and give an example of a food you would
prepare with each technique. Then choose one of the techniques and demonstrate the cooking
procedure. For example, you may demonstrate how to sauté mushrooms, or how to properly
poach fish or eggs.

Roast: (to cook foods -meat, and poultry- by surrounding them with hot, dry air in an oven or
open spit)

Grill: (to cook on an open grid over a heat source)

Fry: (to cook foods in hot fat)

Stew: (to simmer a food or foods in a small amount of liquid, which is usually served with food as
a sauce)
Stir fry: (a technique that quickly cooks foods in a minimal amount of oil; vegetables retain
crispness and have minimal nutrient loss)
Bake: (to cook foods –breads, pastries, vegetables, fish- by surrounding them with hot, dry air in
an oven)
Sauté: (to cook quickly in a minimal amount of fat)

Deep fry: (to cook foods submerged in hot fat)

Poach: (to cook gently in water or other liquid that is hot but not actually bubbling)

Boil: (to cook in water or other liquid that is bubbling rapidly- about 212 degrees F)

Smoke: (to cook with dry heat in the presence of smoke, as on a rack over wood chips in a
covered pan)
Broil: (to cook with radiant heat from above)

Braise: (to cook covered in a small amount of liquid usually after browning)

Steam: (to cook by direct contact with steam)
Convection cooking: (heat is spread more quickly to foods by the movement of air; foods cook
more quickly)
Microwave cooking: (foods are cooked when radiation generated by oven penetrates partway
into food, where it agitates molecules of water)
    Objective            Beginning           Developing        Accomplished           Score
                              1                  2                   3
Description of      Description does not   Description gives      Description provides
                    give enough            information to         adequate information to
    Skill           information to         provide an             give a clear
                    understand or          understanding of       understanding of skill
                    perform skill.         skill but not enough   and performance of skill.
                                           to perform skill.
 Performance        Performance            Performance            Performance indicates
                    indicates that the     indicates that the     that the student has a
   of Skill         student does not       student has an         clear understanding of
                    have a clear           understanding of the   the skill. Student is able
                    understanding of       skill. Student needs   to successfully complete
                    skill. Student needs   verbal assistance to   the skill without
                    physical and verbal    complete the skill.    assistance.
                    assistance to
                    complete the skill.

    Activity 21- Meets Competency 5.03


                                                 30
                         Demonstrate Cooking Techniques
 Describe each of the cooking techniques listed below and give an example of a food you would
 prepare with each technique. Then choose one of the techniques and demonstrate the cooking
 procedure. For example, you may demonstrate how to sauté mushrooms, or how to properly
 poach fish or eggs.

 Roast:

 Grill:

 Fry:

 Stew:

 Stir fry:

 Bake:

 Sauté:

 Deep fry:

 Poach:

 Boil:

 Smoke:

 Broil:

 Braise:

 Steam:

 Convection cooking:

 Microwave cooking:

 Objective            Beginning                    Developing                Accomplished              Score
                          1                            2                          3
Description     Description does not give    Description gives            Description provides
                enough information to        information to provide an    adequate information to
  of Skill      understand or perform        understanding of skill but   give a clear under-
                skill.                       not enough to perform        standing of skill and
                                             skill.                       performance of skill.
Performance     Performance                  Performance indicates        Performance indicates
                indicates that the student   that the student has an      that the student has a
  of Skill      does not have a clear        understanding of the         clear understanding of
                understanding of skill.      skill. Student needs         the skill. Student is able
                Student needs physical       verbal assistance to         to successfully
                and verbal assistance to     complete the skill.          complete the skill
                complete the skill.                                       without assistance.


 Name __________________________________Class____________________


                                                    31
                                   COOKING TERMS
1.      Locate as many cooking terms as you can in the word search below.
        Words may be spelled in any direction (up, down, diagonally, backward).
2.      Using your text or a cookbook, write the cooking term and its definition on
        the lower half and back of this sheet.


 S     A     U     T     E     O     T     L   E    M   U   L   S   I   O   N    Y    E
 C     O     A     T     E     E     L     B   R    A   M   I   N   C   E   E    N    L
 E     X     B     A     R     L     L     I   H    C   U   B   E   T   L   N    T    O
 T     S     L     S     U     L     G     B   A    S   T   E   U   D   E   A    E    R
 N     T     A     E     P     U     E     U   E    V   O   L   R   I   E   R    I    E
 E     E     N     A     K     M     D     T   P    H   G   U   L   B   O   I    L    S
 D     A     C     R     N     W     A     T   I    S   C   U   E   C   I   D    C    S
 L     M     H     I     E     H     N     E   P    I   J   T   S   A   O   T    U    A
 A     S     K     R     A     I     I     R   I    N   P   R   E   H   E   A    T    C
 H     S     A     D     D     P     R     F   N    R   C   A   R   V   E   M    I    T
 A     P     O     A     C     H     A     L   S    A   S   I   M   M   E   R    N    I
 W     E     T     S     X     I     M     Y   U    G   P   Y   R   A   M   I    D    P




Activity 22- Meets Competency 5.03; 6.01
Courtesy of the Utah State Education Department
http://www.uen.org/curriculumsearh/CurriculumSearch




                                               32
                                  COOKING TERMS—KEY
Diagonal answers are placed in italics.
Words are underlined or bolded. If a letter has been bolded and underlined (or any combination of
underline, bold, or italics) it is a part of two different words .


 S    A     U     T     E     O    T     L     E     M     U    L     S     I     O     N    Y      E
 C    O     A     T     E     E    L     B     R     A     M    I     N     C     E     E    N      L
 E    X     B     A     R     L    L     I     H     C     U    B     E     T     L     N    T      O
 T    S     L     S     U     L    G     B     A     S     T    E     U     D     E     A    E      R
 N    T     A     E     P     U    E     U     E     V     O    L     R     I     E     R    I      E
 E    E     N     A     K     M    D     T     P     H     G    U     L     B     O     I    L      S
 D    A     C     R     N     W    A     T     I     S     C    U     E     C     I     D    C      S
 L    M     H     I     E     H    N     E     P     I     J    T     S     A     O     T    U      A
 A    S     K     R     A     I    I     R     I     N     P    R     E     H     E     A    T      C
 H    S     A     D     D     P    R     F     N     R     C    A     R     V     E     M    I      T
 A    P     O     A     C     H    A     L     S     A     S    I     M     M     E     R    N      I
 W    E     T     S     X     I    M     Y     U     G     P    Y     R     A     M     I    D      P

al dente                               emulsion                            preheat
baste                                  garnish                             puree
beat                                   gluten                              pyramid
blanch                                 julienne                            saute
boil                                   knead                               score
butterfly                              marble                              sear
carve                                  marinade                            simmer
casserole                              melt                                skin
chill                                  mince                               snip
coat                                   mix                                 steam
cube                                   mull                                stew
curdle                                 pare                                time
cut in                                 pipe                                toast
dash                                   pit                                 whip
dice                                   poach




                                                   33
                            Meat Preparation Scorecard

Directions: Students will select a cut of meat, describe a cooking method, and prepare the meat.
Use this scorecard to critique the final product.

          Rating:    Excellent= 4          Good= 3           Fair= 2             Poor= 1



Type of Meat:__________________                  Cut of Meat___________________

Method Used to Cook Meat:______________________________________

Internal Temperature of Meat:_____________________________________


APPEARANCE:
Describe the general appearance of the cooked meat                               RATING:
(Is it appealing?)


                                                                                 ______pts


TENDERNESS:
Has the method of preparation enhanced the tenderness of
the meat? Does the meat require minimal chewing?


                                                                                 _______pts


FLAVOR: Is the meat properly seasoned? Were any of the
natural juices retained during the cooking process?



                                                                                  _______pts


                                                             TOTAL POINTS:_________

Reflect on your cooking experience:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Activity 23- Meets Competency 5.03; 6.01



                                               34
                             Savory Sauces

Sauces add a finishing touch to ordinary dishes. A sauce can add flavor and
create visual interest. By altering ingredients in these basic sauces, you can
create hundreds of variations. Sauces can be served on vegetables, meats and
pasta.
Write a brief description for each basic sauce listed below. Include: 1) two
serving ideas for each sauce, and 2) the recipe for each sauce.
Finally, select and prepare one of the five sauces.

1)     Béchamel



2)     Tomato



3)     Veloute




4)     Espagnole



5)     Hollandaise




Activity 24
Meets Competency 6.02



                                      35
                                   Savory Sauces

Sauces add a finishing touch to ordinary dishes. A sauce can add flavor and
create visual interest. By altering ingredients in these basic sauces, you can
create hundreds of variations. Sauces can be served on vegetables, meats and
pasta.
Write a brief description for each basic sauce listed below. Include: 1) two
serving ideas for each sauce, and 2) the recipe for each sauce.
Finally, select and prepare one of the five sauces.

6)       Béchamel
      also known as a cream or a white sauce; it is made by thickening milk with a
      white roux (roo) a cooked mixture made from equal parts of flour and fat



7)       Tomato
         Made by simmering a tomato product with flavorings and seasonings and stock or other
         liquid




8)       Veloute
         From the French word for “velvety” (veh-loo-TAY) known as blond sauce- made from a
         light colored stock with a light colored roux




9)       Espagnole
         French for “Spanish sauce” (ehs-pahn-YOHL) made from thickened brown stock, which
         contains some type of tomato product




10)       Hollandaise
      French word for “Dutch” (hol-uhn-days) made from emulsified egg yolks,
      clarified butter, seasonings, and generally lemon juice




Activity 24
Meets Competency 6.02




                                              36
                                 Casserole Scorecard
Name:______________________________                                    Date:_______________

Select a casserole recipe either from the Internet or from among your favorite collection.
After completing the cooking process, your instructor will assess your accomplishment
using the following key:

        Excellent= 4             Good= 3                  Fair= 2           Poor= 1

Appearance:
Casserole is visually appealing. Complementary colors of ingredients were used to enhance
appearance.

_____Excellent
_____Good
_____Fair
_____Poor

Ingredients:
Casserole contains an ingredient from each of the five key ingredients (protein food, vegetable,
starch, sauce and topping).

_____Excellent
_____Good
_____Fair
_____Poor

Texture:
Casserole has a palate pleasing texture, but not too crunchy.

_____Excellent
_____Good
_____Fair
_____Poor

Flavor:
The casserole ingredients blend together to form a delicious end product.

_____Excellent
_____Good
_____Fair
_____Poor


                                                     OVERALL EVALUATON=____________/16
Activity 25
Meets Competency 6.03



                                                37
                                Casserole Creations

Create a casserole recipe using the five key ingredients: protein food, vegetable,
starch, sauce and topping. You may wish to do this with some input from your
family. Have each family member choose one of the key ingredients to use in the
recipe. Recipes can be a modification of an old family favorite.
List your recipe below.

Ingredients:




Instructions:




Activity 26
Meets Competency 4.05; 5.01; 6.03



                                        38
                                 Vegetable Scorecard
Name:______________________________                                    Date:_______________

Select a vegetable and a method of preparation ( parboiling, steaming, simmering,
poaching, braising, or baking). After completing the cooking process, assess your
accomplishment using the following key:

        Excellent= 4             Good= 3                 Fair= 2           Poor= 1

Appearance:
Vegetables are arranged with visual appeal on plate. Uniform-size pieces are arranged in an
attractive pattern.

_____Excellent
_____Good
_____Fair
_____Poor

Cooking Method:
Cooking method chosen is appropriate for type of vegetable and enhances the vegetables nutritive
value.

_____Excellent
_____Good
_____Fair
_____Poor

Texture:
Vegetables are tender enough to cut with a fork but still have a crunchy texture. Leafy
vegetables are brighter colored than raw and only slightly wilted.

_____Excellent
_____Good
_____Fair
_____Poor

Flavor:
The vegetables have been seasoned to enhance their natural flavors to form a delicious side dish.

_____Excellent
_____Good
_____Fair
_____Poor

                                                    OVERALL EVALUATON=___________/16
Activity 27- Meets Competency 5.01; 6.04




                                               39
                              International Food Fare

Explore culinary diversity by selecting a country or region to study. Briefly
describe some of the unique culinary items that you would find if you visited that
particular country or region. Select a recipe unique to the area. Prepare the
recipe to serve to your classmates. Be prepared to share the recipe and some of
the history or interesting facts unique to the culture.




Activity 28
Meets Competency 6.04; 6.05




                                        40
                             Creative Canapés

A canapé („kan-ə-pā) is a small, open-faced sandwich generally served at a party
or reception. The word canapé comes from the French word for “sofa”. Like a
sofa the canapé has a platform (or base), and a cushion (or topping). In addition
to the base and topping you may add a liner or a garnish to add visual interest.

Create your own canapé. You may use some of the ideas listed below or
develop your own unique creation.

Base: cracker, toasted crust-less bread, a slice of fresh bread cut into shapes,
or fresh slices of vegetables (cucumber, zucchini, tomatoes, etc.)

Topping: sliced meat, shrimp, vegetable spreads, meat spreads, or
cheese/cheese spread

Spread: (to prevent bread from getting soggy) flavored butter, mustard, cream
cheese, or mayonnaise

Liner: sprig of dill weed, small piece of lettuce

Garnish: olive, pimiento, sweet red pepper, onion slice, or parsley sprig
Draw a picture of your finished canapé and label the parts:




Activity 29
Meets Competency 6.06




                                         41
                                  Baking Ingredients

Directions: Match the terms the definitions.
Terms:
Bread flour                Emulsified shortening                  Oil
Cake flour                 Granulated sugar                       Coarse sugar
Pastry flour               Confectioners’ sugar                   Molasses
Water                      Corn syrup                             Maple syrup
Milk                       Superfine sugar                        Honey
Eggs                       Baking soda                            Extracts
Vegetable shortening       Baking powder                          Yeast
Salt                       Spices                                 Nuts
Semisweet chocolate        Unsweetened chocolate

Definitions:
______________1. Concentrated liquid flavorings that contain alcohol
______________2. Sweet, thick, dark liquid made from sugarcane juice
______________3. Adds a rich flavor to baked goods made from roasted, ground
                    cocoa beans
______________4. Double-acting leavening agent
______________5. Used in meringues, dissolves instantly to sweeten foods
______________6. Second most important ingredient; provides structure, emulsion,
                    and assists with leavening
______________7. A living organism that breaks down sugars into carbon dioxide
                    gas and alcohol
______________8. Helps produce a fine, white crumb in cakes; lowest protein
                    content
______________9. High melting point; makes excellent piecrust; hydrogenated
______________10. Chemical leavening agent that must be used with acid
______________11. Added to enhance food flavor, color or aroma
______________12. Fats extracted from plants; liquid at room temperature
______________13. Most common liquid baking ingredient
______________14. Enhances food with its own flavor
______________15. Made from the sap of a tree; unique flavor
______________16. This liquids protein, fat, and sugar content is a valuable
                     addition to baked goods


                                           42
______________17. Provide flavor, texture and color in baked goods
______________18. Sugar, lecithin, and vanilla are added to this ingredient; often
                        used in cookies
______________19. Used to decorate doughnuts, cookies, or cakes; consists of large,
                        coarse crystals
______________20. Used in icings and glazes; crushed to form a powder
______________21. High gluten-forming protein content; excellent in bread making
______________22. Sweet, thick liquid derived from flower nectar
______________23. Makes cakes extra moist, tender, airy and give them a longer
                        shelf life
______________24. Most commonly used sweetener
______________25. Used for pie dough, cookies, muffins, quick breads; can be
                        substituted for cake flour
______________26. Popular to use in frostings, candies, jams, and jellies; doesn’t
                        crystallize




Activity 30
Meets Competency 6.07




                                               43
                                 Baking Ingredients

Directions: Match the terms the definitions.
TERMS:
Bread flour                   Emulsified shortening               Oil
Cake flour                    Granulated sugar                    Coarse sugar
Pastry flour                  Confectioners’ sugar                Molasses
Water                         Corn syrup                          Maple syrup
Milk                          Superfine sugar                     Honey
Eggs                          Baking soda                         Extracts
Vegetable shortening          Baking powder                       Yeast
Salt                          Spices                              Nuts
Semisweet chocolate           Unsweetened chocolate

DEFINITIONS:
Extracts       1. Concentrated liquid flavorings that contain alcohol
Molasses       2. Sweet, thick, dark liquid made from sugarcane juice
Unsweetened    3. Adds a rich flavor to baked goods made from roasted, ground
chocolate           cocoa beans

Baking powder 4. Double-acting leavening agent
Superfine sugar5. Used in meringues, dissolves instantly to sweeten foods
Eggs           6. Second most important ingredient; provides structure, emulsion,
                   and assists with leavening
Yeast          7. A living organism that breaks down sugars into carbon dioxide
                   gas and alcohol
Cake flour     8. Helps produce a fine, white crumb in cakes; lowest protein
                   content
Vegetable     9. High melting point; makes excellent piecrust; hydrogenated
shortening

Baking soda   10. Chemical leavening agent that must be used with acid
Spices        11. Added to enhance food flavor, color or aroma
Oil           12. Fats extracted from plants; liquid at room temperature
Water         13. Most common liquid baking ingredient
Salt          14. Enhances food with its own flavor
Maple syrup 15. Made from the sap of a tree; unique flavor




                                           44
Milk           16. This liquids protein, fat, and sugar content is a valuable
                     addition to baked goods
Nuts           17. Provide flavor, texture and color in baked goods
Semi-sweet     18. Sugar, lecithin, and vanilla are added to this ingredient; often
chocolate            used in cookies

Coarse sugar 19. Used to decorate doughnuts, cookies, or cakes; consists of large,
                   coarse crystals

Confectioner’s 20. Used in icings and glazes; crushed to form a powder
sugar

Bread flour    21. High gluten-forming protein content; excellent in bread making
Honey          22. Sweet, thick liquid derived from flower nectar
Emulsified     23. Makes cakes extra moist, tender, airy and give them a longer
shortening           shelf life

Granulated     24. Most commonly used sweetener
sugar

Pastry flour   25. Used for pie dough, cookies, muffins, quick breads; can be
                     substituted for cake flour

Corn syrup     26. Popular to use in frostings, candies, jams, and jellies; doesn’t
                     crystallize




Activity 30
Meets Competency 6.07


                                             45
                                Quick Bread Scorecard
Name:______________________________                                     Date:_______________

Select a quick bread recipe either from the Internet or from among your favorite
collection. After completing the baking process, assess your accomplishment using the
following key:

        Excellent= 4              Good= 3                 Fair= 2            Poor= 1

Appearance:
Product is golden brown, nicely rounded on top, pebbly, not smooth; has a creamy white inside.

_____Excellent        Note: If appearance is not as described, you may have over mixed
_____Good                   dough, or you may need to adjust your oven temperature.
_____Fair
_____Poor

Tenderness:
Product breaks easily without crumbling; and is light and tender.

_____Excellent        Note: If product is not tender, you may have used too much flour
_____Good                   or over mixed the batter.
_____Fair
_____Poor

Texture:
Product has a uniform medium texture and is slightly moist.

_____Excellent           Note: Product should not be filled with tunnels (tunnels are a sign of
_____Good                over mixing).
_____Fair
_____Poor

Flavor:
Product has a delicate; slightly sweet flavor.

_____Excellent           Note: If product is bitter, you may have used too much leavening
_____Good                or your ingredients were too old.
_____Fair
_____Poor


                                                      OVERALL EVALUATON=____________/16
Activity 31
Meets Competency 6.07




                                                 46
                             Marketing Strategies

Existing businesses need to employ marketing strategies in order to keep or expand
their market share. The food production industry is highly competitive and is no
exception to this rule. There are numerous strategies that a manager or owner can
utilize to increase sales. Among these strategies are: 1) adding something new to the
menu; 2) finding a niche in the market that gives you the competitive edge; as well as 3)
anticipating change; and 4) developing a plan to effectively implement changes that
need to be made. For example, a business may decide to survey customers to see if
they are satisfied with the food establishment.

Your Assignment:

Develop a marketing plan for one of the following scenarios.

   1. Select a local restaurant of your choice. Create a food item that you think should
      be included on the menu. Determine the ingredients needed, cost, and price that
      the restaurant will need to charge the customer. Develop an advertisement for
      your food item.

   2. Find a niche market for a new type of restaurant that you want to build in town.
      Your goal is to find a reason for customers to do business with you rather than
      with your competitors. For example, you might want to create a unique
      atmosphere for your customers or offer better personal service. Determine what
      advantages that you can offer to your customers that your competitors cannot.
      Develop an advertisement that promotes this restaurant‟s advantages.

   3. Develop a customer comment card to place on tables in your restaurant. The
      information on this card should include questions that will help you determine if
      your restaurant needs to be making changes regarding current products offered,
      cleanliness, menu expansion, and customer service.




Activity 32
Meets Competency 7.01




                                           47
                                  Are You Ready to Order, Sir?

   Divide into teams of three or four students. Each student will take turns serving a table of two or
   three teammates. Students will use the critique sheet to grade their fellow teammate‟s
   performance. You will need to gather the following materials:
Materials Needed:
   Linen                                              Soup bowls
   Beverage Tray                                      Dinner plates
   Serving tray and tray stand                        Dessert plates
   Glasses, cups, and saucers                         Flatware for each course
   Bread plates                                       Blank customer check and a pencil or pen
   Check tray or folder



   Actions/Attitude       Polite and courteous;       Polite and courteous;      Polite; minimal eye
                           made eye contact;         made some eye contact;      contact; no smiles
                                  smiled                  barely smiled



   Duties Performed by Server                                                    Yes         No
   Greeted the customers and offer them beverages
   Served beverages
   Cleared appetizer tableware and flatware
   Offered appetizers to start the meal
   Served appetizers
   Took the order for a meal
   Served a salad.
   Cleared salad plates and flatware
   Served the main course
   Cleared the main course
   Took the dessert and coffee order
   Served the dessert and coffee
   Cleared the table
   Presented the check
   Made correct change and presented it to the customer.
                               Excellent                      Good                    Needs
         Rubric                   3                            2                   Improvement
                                                                                       1-0
      Appearance           Uniform is clean and         Uniform is clean but      Uniform is not well
                           pressed; shoes are         slightly wrinkled; shoes    kept; shoes are in
                          polished; hair is styled      adequately polished         need of polish
        Customer          Responded quickly to            Didn‟t anticipate      Customers needs
         Service          customers; anticipated         customers‟ needs        are not met
                         their needs; highlighted
                                menu items
       Procedures           Avoided reaching          Removed most of the            Didn‟t serve
                            across customer;          soiled dishes; served       carefully; failed to
                           served from the left;       mostly from the left         remove soiled
                         removed empty dishes;                                         dishes
                           observed sanitation
                                  rules




                                                       48
Name of evaluator: ______________________________________ Date:____________

Name of Server:_________________________________________# Served:________

On a scale of 1 to 4 rate the server’s performance.
4= excellent        3= Good         2= Fair       1= I will never go back!


________Server was polite and courteous.

________Server made eye contact and smiled.

________Server did not reach across customer.

________Beverages were served on the right side.

________The tableware and glassware were placed in the right positions.

________Server kept hands away from the rims of the glasses.

________Server removed empty glass before serving a fresh glass.

________Server highlighted specials of the day.

________Plated items were served from the customer’s left side by the left hand of
        server.

________Server anticipated customers’ needs.




Activity 33
Meets Competency 7.03




                                           49
                  Teen Worker Safety in Restaurants

   By- The Department of Labor and the Occupation Safety and Health Administration (OSHA)
                   http://www.osha.gov/SLTC/youth/restaurant/index.html


Restaurants and other eating and drinking establishments employ 11.6 million people in
the United States. Nearly 30% of these employees are under 20 years of age. Many
teens' first work experience is in the restaurant industry. OSHA is providing this e-Tool to
help youth working in the restaurant industry to be safe and healthy on the job.

This e-tool describes common hazards and potential safety solutions for teen workers
and employers in the restaurant industry using eight learning modules.

MODULES:
1) Serving: strains/sprains; slips/trips/falls; burns/scalds; workplace violence;
cuts/knives

2) Clean-up: electrical hazards; strains/sprains; hazardous chemicals; slips/trips/falls;
burns/scalds; cuts

3) Drive Thru: noise; strains/sprains; workplace violence; prolonged standing; car
exhaust

4) Cooking: deep fat fryers; burns; strains/sprains; fire hazards; heat hazards;
slips/trips/falls; electrical

5) Food Prep: machine guarding; knives/cuts; kitchen equipment; strains/sprains;
slips/trips/falls

6) Delivery: strains/sprains; heat/cold; slips/trips/falls; freezers

7) General: electrical hazards; fire hazards; slips/trips/falls; new workers

8) Resources: child labor laws; state laws; fair labor standards act; other resources

After completing each of the eight modules, students can take the corresponding quiz.
After successfully completing each quiz, the student will receive a puzzle piece. When
the student has all eight “safety” puzzle pieces, he/she will be able to print a certificate of
completion.




Activity 34
Meets Competency 2.02; 2.03; 4.03



                                              ***




                                              50

				
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