Practical Skills for Preparing Quality Meals: A Five Step Process

Transcription

1 Practical Skills for Preparing Quality Meals: A Five Step Process 2010 Breakfast Lunch Training Instructor s Guide The University of Mississippi

2 TRAINER S INTRODUCTION The University of Mississippi This project has been funded at least in part with Federal finds from the U.S. Department of Agriculture, Food and Nutrition Service, through an agreement with the at The University of Mississippi. The contents of this publication do not necessarily reflect the views or policies of the U.S. Department of Agriculture, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. government. The University of Mississippi is an EEP/Title VI/Section 504/ADA/ADEA employer. 2010,, The University of Mississippi Except as provided below, you may freely use the text and information contained in this document for non-profit or educational use providing the following credit is included: Suggested Reference Citation:. (2010). Practical skills for preparing quality meals: A five step process. University, MS: Author. The photographs and images in this document may be owned by third parties and used by The University of Mississippi under a licensing agreement. The University cannot, therefore, grant permission to use these images. Clipart Glenn Cullis and For more information, please contact [email protected] Instructor s Guide; Introduction, Page 1

3 TRAINER S INTRODUCTION The University of Mississippi Building the Future through Child Nutrition The was authorized by Congress in 1989 and established in 1990 at The University of Mississippi in Oxford and is operated in collaboration with The University of Southern Mississippi in Hattiesburg. The Institute operates under a grant agreement with the United States Department of Agriculture, Food and Nutrition Service. PURPOSE The purpose of the is to improve the operation of child nutrition programs through research, education and training, and information dissemination. MISSION The mission of the is to provide information and services that promote the continuous improvement of child nutrition programs. VISION The vision of the is to be the leader in providing education, research, and resources to promote excellence in child nutrition programs. CONTACT INFORMATION Headquarters Administration Division The University of Mississippi Phone: Fax: Education and Training Division Applied Research Division Information Services Division The University of Southern Mississippi The University of Mississippi 118 College Drive # Jeanette Phillips Drive Hattiesburg, MS P.O. Drawer 188 Phone: University, MS Fax: Instructor s Guide; Introduction, Page 2

4 TRAINER S INTRODUCTION Acknowledgements WRITTEN AND DEVELOPED BY Tami J. Cline, PhD, RD, SNS Mary Jo Cutler, MS, RD Cyndie Story, PhD, RD, CC GRAPHIC DESIGN BY Carole van Almelo VIDEO PRODUCTION BY Running Pony Productions Memphis, Tennessee PROJECT COORDINATORS Ashley West Amy Casteel, RD REVIEWERS Melba Hollingsworth, MS, RD Charlotte B. Oakley, PhD, RD, FADA Marty Mauldin, MEd, NBCT Pat Richardson, MEd Theresa Stretch, MS, RD, CP-FS Barbara Washington EXECUTIVE DIRECTOR Katie Wilson, PhD, SNS Instructor s Guide; Introduction, Page 3

5 TRAINER S INTRODUCTION Table of Contents Instructor s Guide Welcome - Training Format - References Lesson 1: Quality and the Five Step Process Lesson at a Glance - Preparation Checklist - Key Terms - Lesson - Handouts Lesson 2: Plan Food Production for Just-In-Time Service Lesson at a Glance - Preparation Checklist - Key Terms - Lesson - Handouts Lesson 3: Review the Quality Scorecard and the Standardized Recipe Lesson at a Glance - Preparation Checklist - Key Terms - Lesson - Handouts Lesson 4: Organize Equipment and Ingredients Lesson at a Glance - Preparation Checklist - Key Terms - Lesson - Handouts Lesson 5: Use the Right Culinary Technique Lesson at a Glance - Preparation Checklist - Key Terms - Lesson - Handouts Lesson 6: Deliver a Quality Product Lesson at a Glance - Preparation Checklist - Key Terms - Lesson - Handouts Instructor s Guide; Introduction, Page 4

6 TRAINER S INTRODUCTION Welcome Welcome to Practical Skills for Preparing Quality Meals: A Five Step Process, the National Food Service Management Institute s (NFSMI) 2010 Breakfast Lunch Training (BLT). This resource is designed to assist the instructor and school nutrition professionals define quality meal preparation, and identify the skills and tools necessary to deliver safe, quality meals to school customers. Practical Skills for Preparing Quality Meals contains six, thirty minute lessons designed to help the instructor and the participants meet objectives to improve school meals. The lessons included in this training are: Lesson 1: Quality and the Five Step Process Lesson 2: Plan Food for Just-In-Time Service Lesson 3: Review the Quality Scorecard and the Standardized Recipe Lesson 4: Organize Equipment and Ingredients Lesson 5: Use the Right Culinary Technique Lesson 6: Deliver a Quality Product Background In 2006, NFSMI published Competencies, Knowledge, and Skills of Effective School Nutrition Assistants and Technicians, which is based on research specifically about school nutrition assistants. The goal of the research was to discover what school nutrition assistants need to know and the skills they need to have to be successful in their jobs every day. The results of this research were the foundation for the 2010 BLT Practical Skills for Preparing Quality Meals: A Five Step Process. This training is based on Functional Area 1: Food Production. This functional area includes the following competencies: Maintains high standards of control for quality food production and service Follows operational procedures for efficient and effective food production and service While this BLT is based on the above competencies, proper food safety practices will be presented. Therefore, the following competencies from Functional Area 2: Sanitation, Safety and Security will be included in lessons 2-5: 2.1 Maintains an environment conducive to protecting the health and well-being of the school s children through high levels of food safety and sanitation standards Instructor s Guide; Introduction, Page 5

7 TRAINER S INTRODUCTION Training Format The format of each lesson is consistent throughout the training. Each lesson contains the following: Instructor s Guide, Participant s Workbook, and Video Clips. Depending on your school or school district, you may want to have an instructor lead the lesson and activities followed by showing the video clip to reinforce learning. Or, the video is designed so that an individual or group of individuals at a school could view the video clips and complete the activities and post assessment. Below is a description of the lesson setup: Instructor s Guide Outlines the information covered in each lesson. The instructor may read the information in the guide word for word or merely use it as a resource for the discussions. Information can be added from the instructor s personal experience and knowledge. The content may be customized to fit the participants knowledge and skill levels. The Instructor s Guide includes the following icons for use during the presentation. Tell Includes brief informational statements that the instructor may choose to read or to paraphrase. Ask Encourages participants input and exchange of ideas. This is one area in the lesson where time could be expanded to allow for more discussion. Handout Instructs an action that the instructor will take, such as pass out Handout 1-1 in the Particpant s Workbook Do Instructs an action that the instructor will take, such as gather in groups. Key Words A summary sheet of key points from the lesson. Instructor s Guide; Introduction, Page 6

8 TRAINER S INTRODUCTION Watch Tells the instructor when to show a specific video clip. It is optional to show the video clip prior to instruction, after instruction for lesson reinforcement, or by participants without instruction. The Preparation Checklist notifies the instructor to gather equipment needed to show the video clips. The clips will be available on the Internet and can be viewed using a computer with an Internet connection. To find the video clip, visit the NFSMI website at and select Resource Center. Under Resource Center click on BLT Modules and then the exact title of the document, Practical Skills for Preparing Quality Meals: A Five Step Process. Select the specific video clip needed for that part of the lesson. If the screen of the computer is not large enough for all of the participants to see, the computer can be connected to a larger screen or projected onto a wall or screen with an LCD projector. If an Internet connection is not available during the class, the video clips can be downloaded from the Internet and saved to a flash drive or a computer s hard drive and/or burned to a CD/DVD (all computers may not have CD/DVD burners). To save the video, right click on View or Download, next click on Save Target As, select a location to save the file, and click save. The saved clip can be played during the class using a computer. Video clips burned to a CD/DVD cannot be viewed on a DVD player. Lesson-at-a-Glance Provides a brief overview of each section of the lesson, including the estimated time, topics, objectives, associated tasks, and materials needed. Preparation Checklist Describes all of the materials the instructor will need to prepare prior to delivering the training session. This list also includes instructions for any advance preparation that is required for lesson activities. Note: Please review the Preparation Checklist a few days prior to delivering the training, as some advance preparation may be required. Instructor s Guide; Introduction, Page 7

9 TRAINER S INTRODUCTION Activities and Handouts Each lesson contains activities to reinforce what participants have learned and to help participants improve their professional skills. Instructions for each activity are presented in text boxes within the Instructor s Guide. If you would like for participants to work in small groups, here are a few suggestions: Assign participants who are sitting next to each other to be in groups or pairs perhaps have those with birthdays in the same month or with the same number of years of experience sit together. Have school nutrition terms on one note card with the definition on another note card. The participants try to find a match. The participants with matching cards are partners. For example, one card would have the word food processor and the corresponding definition card would read, This piece of equipment is a shredder, chopper and blender. Place different colored dots on name tags, note cards, or on the outside of the workbooks. The participants with the same color are in a group or pair. Encourage participants with different job titles to work together during the activities. Handouts Tools for the instructor to use in preparing, presenting, and following up with the lessons. Pre-Training Assessment and Post-Training Assessment Multiple-choice assessments designed to measure prior knowledge and to measure what was learned during the lesson. Answer keys for the course Pre-Training Assessment and Post-Training Assessment are found in the Instructor s Guide. Participant s Workbook A tool that guides participants through each lesson and contains objectives, key terms, lesson handouts, and activity worksheets. Instructor s Guide; Introduction, Page 8

10 TRAINER S INTRODUCTION References Child, J., Bertholle, L., & Beck, S. (2009). Mastering the art of French cooking. Random House: New York. Culinary Institute of America. (1996). The new professional chef (6th ed.). New York: Van Nostrand Reinhold. Food Allergy & Anaphylaxis Network. (2008). School guidelines for managing students with food allergies. Retrieved November 20, 2009, from Forsyth County Public Schools. (2009). Work schedule. Cumming, GA: Author. Gisslen, W. (2006). Professional cooking (5th ed.). New York: Wiley & Sons, Inc. Kaufman, N.B., & Beck, P. (1999). Ingredient substitutions. Retrieved November 6, 2009, from ag.ndsu.edu/pubs/yf/foods/he198w.html. Labensky, S., & House, A.M. (2003). On cooking: A textbook of culinary fundamentals (3rd ed.). New Jersey: Prentice Hall. Martin, J., & Oakley, C. B. (2008). Managing child nutrition programs: Leadership for excellence (2nd ed.). Sudbury, MA: Jones and Bartlett Publishers, Inc.. (2000). Production planning: A national satellite seminar. University, MS: Author.. (2006). Competencies, knowledge, and skills of effective school nutrition assistants and technicians. Retrieved August 5, 2009, from (2007). Meeting children s special food and nutrition needs in child nutrition programs. Retrieved January 7, 2010, from PDF/ pdf. Instructor s Guide; Introduction, Page 9

11 TRAINER S INTRODUCTION References. (2008). Cooking for the new generation (2nd ed.). University, MS: Author.. (2009). Culinary techniques for healthy school meals (2nd ed.). University, MS: Author.. (2007). On the road to professional food preparation (2nd ed.). University, MS: Author. Pannell-Martin, D. (1999). School foodservice management for the 21st century (5th ed.). Virginia: inteam Associates, Inc. U.S. Department of Agriculture, Food and Nutrition Service. (2001). Food buying guide for child nutrition programs. Washington, DC: Author. U. S. Department of Agriculture, Food and Nutrition Service. (2001). Accommodating children with special dietary needs in the school nutrition programs: Guidance for school food service staff. Retrieved January 7, 2010, from U.S. Department of Health and Human Services, U.S. Food and Drug Administration, Center for Food Safety and Applied Nutrition. (2009). FDA food code. Retrieved June 23, 2010, from gov/~dms/foodcode.html. Instructor s Guide; Introduction, Page 10

12 Practical Skills for Preparing High Quality School Meals: A Five Step Process Quality and the Five Step Process 1 Lesson at a Glance Time: 30 minutes Time Topic Task 4 minutes Introduction Conduct Pre-Training Assessment Objective 1: Understand the concept of serving quality meals and why quality meals are so important to the success of school nutrition programs. 4 minutes Quality School Meals Define quality school meals Objective 2: Understand the five step process for preparing quality school meals. 22 minutes The PROUD Way: A Five Step Process Discuss the five step process used in preparing quality school meals Introduce the Quality Score Card, quality measures, and importance of standardized recipes Conduct Building a Standardized Recipe activity Show video segment Conduct Post-Training Assessment Review answers to the Pre- and Post-Training Assessments

13 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS Preparation Checklist Use this checklist to get ready for the training session. Keep track of progress by checking tasks as completed. Lesson Tasks 3 Gather lab supplies for instructor Oranges 2 Onion 1 Chef s knife 1 Cutting board 1 Gather lab supplies for activity Chicken patty, unbreaded 1 Mozzarella cheese, shredded ½ oz Romaine 1 head or 2 ½ cups precut Spinach ¼ cup or ½ oz Carrots, shredded ¼ cup Tomatoes, cherry 3 each Cucumbers 1 each Entrée salad container 1 Portion cup, 1 oz 1 Portion scale 1 Dry measuring cup, ¼ cup 1 Dry measuring cup, ½ cup 1 Dry measuring cup, 1 cup 1 Gather other materials Pencils 1 per participant Computer and LCD projector 2010 BLT video segments from Nametags (optional) Make copies of the Participant s Workbook 1 per participant Instructor s Guide; Lesson 1, Page 2

14 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS Key Terms Back-of-the-house A term used in the foodservice industry to refer to the kitchen area and staff. Typically, this area and staff members are not seen by the customer. Front-of-the-house A term used in the foodservice industry to refer to the dining and serving area and staff. Just-in-time This term is used throughout the lessons to mean preparing a menu item in small enough amounts so that it will be at its peak of quality when placed on the service line. Other terms that mean the same thing are batch cooking and cooking-to-the-line. Mise-en-place (meez-un-plahss) French for to put in place. This term is referred to by cooking professionals as the preparation and assembly of all necessary ingredients and equipment prior to food production. Instructor s Guide; Lesson 1, Page 3

15 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS Welcome Welcome to Lesson One: The PROUD Way to Produce Quality Meals. This Breakfast Lunch Training (BLT) is designed to be hands-on, requiring you, the participant, to be an active learner. In this lesson, we will cover the following objectives: Objective 1: Understand the concept of serving quality meals and why quality meals are so important to the success of school nutrition programs. Objective 2: Understand the five step process for preparing quality school meals. Direct participants to the Pre-Training Assessment, Handout 1-1 of the Participant s Workbook. The pre-training questions on the Pre-Training Assessment will allow us to measure how much new information you receive through this course. Don t worry if you are unsure of the correct answer; you will have an opportunity to learn the new information in the lesson. Choose the answer that seems correct and remember your first thought is usually the right one. Allow time for completion of the Pre-Training Assessment and collect them for later review. The answers to the Pre-Training Assessment will be discussed at the end of the lesson. Thank participants for answering questions about information that may be unfamiliar to them. Return to the lesson. Instructor s Guide; Lesson 1, Page 4

16 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS Objective One: Understand the concept of serving quality meals and why quality meals are so important to the success of school nutrition programs. A hungry child cannot learn. Successful school meal programs that serve quality meals enhance learning. Quality meals can be defined as meals that meet the United States Department of Agriculture (USDA) nutrition standards and recommendations of the Dietary Guidelines for Americans. All children should be encouraged to select nutritious, attractive, quality foods served as part of a successful school meals program. What are some other definitions for quality school meals? Accept all reasonable answers. Possible Answers: Quality meals use customer accepted ingredients and recipes. Quality meals are received, stored, prepared, and served using proper food safety practices. Quality meals meet quality standards on a quality score card. Quality meals are served in a timely, friendly manner. Quality meals are served in an attractive cafeteria/environment. To produce a quality meal, excellence must be achieved during every step of preparation and service. When preparing orange smiles, also known as orange wedges, assuring that oranges are received without mold or other damage, stored properly, and washed prior to slicing result in a high quality product. Watch as I slice these oranges. Cut orange in half through the stem end then into four wedges using a chef s knife and cutting board. Cut another orange in half through the center then into four wedges (see pictures on the following page). Hold up one slice of each type of cut and allow participants to decide which cut demonstrates quality. Instructor s Guide; Lesson 1, Page 5

17 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS CUTTING AN ORANGE Incorrect culinary technique Correct culinary technique Which orange slice looks better and demonstrates quality? Participants will select the orange slice without the bitter white pith down the center of the orange slice. Yes, the orange slice without the bitter white pith down the center is a quality product. This simple, practical step leads to high quality orange wedges for school meal production and service. Objective Two: Understand the five step process for preparing quality school meals. To ensure you are preparing quality school meals, follow the five step process or the PROUD Way. School meal programs were first introduced to this process in Culinary Techniques for Healthy School Meals. Using the PROUD acronym can help you easily remember each of the five steps. P stands for plan food production for just-in-time service; R stands for review the quality score card and the standardized recipe; O stands for organize equipment and recipe ingredients; U stands for use the right culinary technique; and finally, D stands for deliver a quality product. Instructor s Guide; Lesson 1, Page 6

18 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS Step One of the five step process is to plan food production for just-in-time service. Just-in-time for service means to cook in small batches as needed during the service period. Some school nutrition personnel use the phrases cooking-to-the-line and batch cooking to mean the same thing as just-in-time for service. In simple terms, foods are prepared and/or cooked as they are needed on the serving line. In order to be successful cooking just-in-time for service, the school nutrition team must plan ahead, review the work schedule, and communicate effectively between the front- and back-of-the-house. Front-of-the-house staff refers to dining and serving area personnel, and backof-the-house staff refers to kitchen or food production area personnel. Step Two of the five step process is to review the quality score card and the standardized recipe. Quality score cards tell you how the finished product should look and taste. Can anyone name at least one quality standard when evaluating a food or beverage served in school meals? Accept all reasonable answers. Possible answers include: Appearance Texture Flavor Temperature Direct participants to the Quality Score Card for Salads, Handout 1-3, in the Participant s Workbook. Instructor s Guide; Lesson 1, Page 7

19 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS The major quality standard groupings are: appearance how the food should look when it is prepared according to a recipe, texture or consistency how the food should feel in the mouth and how it cuts, flavor how the food tastes, and service temperature the ideal temperature for serving the food, which may be higher than the safe holding temperature for hot foods. In addition to reviewing the quality score card, you must review the recipe. The standardized recipe gives the cook all the rules and procedures necessary for consistent quality food production. How many of you have started preparing a recipe only to find that you made a mistake halfway through because you didn t read the entire recipe? Most participants will probably raise their hands. Time permitting, allow a couple of participants to explain their experience. Always review the recipe from beginning to end before preparation. Reviewing the recipe will help to prevent problems that could arise during food preparation and production. Step Three of the five step process is to organize equipment and recipe ingredients. The French term for this is mise-en-place (meez-un-plahss), which means to put in place. Step three includes all the get ready steps needed for food production to be well-organized. Organizing equipment and recipe ingredients saves time and energy. Step Four of the five step process is to use the right culinary technique. To ensure quality, a school nutrition professional chooses the right tool and follows the correct culinary technique found on the recipe when preparing foods. Using the appropriate culinary techniques will result in a high quality product. Watch as I demonstrate the proper technique to use when dicing an onion. I have already washed the onion in preparation of today s lesson. Instructor s Guide; Lesson 1, Page 8

20 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS proper technique for dicing an onion Remove the root end of the onion. Be sure to cut along the very edge of the root end leaving the root intact. The root end holds the onion layers together during slicing and dicing. Remove the paper-like outer skin and cut the onion in half. Slice the onion into desired widths. Be sure NOT to cut through the root end of the onion. Turn onion ¼ turn and cut into dices. Instructor s Guide; Lesson 1, Page 9

21 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS When the right equipment and the correct culinary technique are utilized, food preparation efficiency is maximized. Customers will notice the care taken to prepare and deliver a quality product. Step five of the five step process is to deliver a quality product. The food on the serving line demonstrates the skill level of back-of-the-house school nutrition professionals. It also communicates pride in a job well done and care for the customer. The PROUD way, or the five step process, should be used when preparing quality meals; it just makes sense. If you follow these five steps during preparation, you will be PROUD of the healthy school meals you serve. To reinforce what you have learned in this lesson, we are going to complete the Building a Standardized Recipe activity Instructor s Guide; Lesson 1, Page 10

22 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS Building a Standardized Recipe Activity Purpose: To review the five step process for preparing quality school meals, the components of a standardized recipe, and the advantages of using the quality score card. Time allowed: 15 minutes Materials: Building a Standardized Recipe Worksheet, Handout 1-2 Building a Standardized Recipe Answer Key, Handout 1-2a Quality Score Card for Salads, Handout 1-3 Chicken patty, unbreaded 1 Mozzarella cheese, shredded ½ oz Romaine 1 head or 2 ½ cups precut Spinach ¼ cup or ½ oz Carrots, shredded ¼ cup Tomatoes, cherry 3 each Cucumbers 1 each Entrée salad container Portion cup, 1 oz 1 Portion scale 1 Dry measuring cup, ¼ cup 1 Dry measuring cup, ½ cup 1 Dry measuring cup, 1 cup 1 Pencils 1 per participant Before Class Preparation: Review and secure materials needed for this activity. Prepare unbreaded chicken patty to use in the sample salad, bake, cool, and store. Prepare sample grilled chicken salad according to Building a Standardized Recipe Answer Key, Handout 1-2a and store in refrigerator until needed. Quality Score Card for Salads, Handout 1-3 Building a Standardized Recipe Answer Key, Handout 1-2a Instructor s Guide; Lesson 1, Page 11

23 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS Gather participants around the demonstration table. Place the prepared grilled chicken salad on the demonstration table. Make sure participants have the Quality Score Card for Salads, Handout 1-3 from the Participant s Workbook. Read the statements to the participants. Ask participants to score aloud the prepared grilled chicken salad. Time permitting, allow for some discussion on improving salad production in your facility. Direct participants to Building a Standardized Recipe Worksheet, Handout 1-2, and divide participants into pairs. Standardized recipes are the building blocks of quality, quantity food production. By following detailed recipe instructions, a quality product should be produced every time it is prepared and served. Does a salad prepared at a national chain restaurant in Florida look the same as a salad prepared at the same national chain restaurant in California? Most participants will answer yes to this question. Instructor s Guide; Lesson 1, Page 12

24 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS The reason the salads are probably the same is because a standardized recipe is used by both restaurants. To help you understand all the necessary parts of a standardized recipe, we are going to build a standardized recipe for grilled chicken salad. I would like for you to work in pairs to determine the missing parts of the grilled chicken salad recipe. I have placed a portion scale and measuring cups next to the salad to help you determine product weights and measures. You have approximately five minutes to fill in the blanks. After participants have completed filling in the missing information, use the Building a Standardized Recipe Answer Key, Handout 1-2a as a guide for discussion of what should be included in the recipe. Show video segment. Direct participants to the Post-Training Assessment, Handout 1-4 of the Participant s Workbook. Allow time for completion. Review the answers from the Pre- and Post-Training Assessment Answer Key, Handout 1-4a with the class to close the lesson. Be sure to point out that answering these questions was easier this time than in the Pre-Training Assessment because of the lesson activities and discussions. Collect the Post-Training Assessments for later review. Thank you for participating in this session. If applicable, make sure that participants have signed the attendance roster and/or credits sheet. Instructor s Guide; Lesson 1, Page 13

25 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS 1-1 Pre-Training Assessment HANDOUT Please circle the answer to the following questions: 1. Which statement(s) best describe quality school meals? a. Meals that are attractive and tasty. b. Foods that are received, stored, prepared, and served using proper food safety practices. c. Staff that is friendly and meals served in a timely manner. d. All of the above. 2. Quality score cards for foods usually include the following criteria: a. Timeliness of service and friendliness of staff. b. Cleanliness of the kitchen and cafeteria. c. Appearance, texture, flavor, and service temperature. d. None of the above. 3. The five step process for preparing quality school meals is a. get the ingredients ready, setup the serving line, serve with a smile, clean-up quickly and efficiently, and count the money correctly. b. production for just-in-time service, review of quality score card, organize equipment and recipes, use the right equipment and culinary techniques, and deliver a quality product. c. order the right amount for recipes, make sure what was ordered has been received, store and prepare foods according to food safety standards, make sure knives are clean and sanitized, and monitor temperatures throughout the process. d. all of the above. 4. Just-in-time service is best described as a. arriving to work just in time to prepare the meals. b. ordering food so that it arrives just in time to prepare the meals. c. cooking small batches as needed during the service period. d. making sure that the kitchen is cleaned up just in time to run errands after work. 5. Mise en place is best described as a. meals will be served at my place. b. equipment and recipe ingredients are organized and put in place prior to preparation. c. special French spice that works well with cooked rice. d. none of the above. Instructor s Guide; Lesson 1, Page 14

26 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS 1-2 Building a Standardized Recipe Worksheet HANDOUT Name of Recipe: Meat/Meat Alternate-Vegetable Meal Pattern: One portion provides 2 ½ oz meat/meat alternate; 3 ½ cups vegetable INGREDIENT WEIGHT MEASURE DIRECTIONS Chicken patty, unbreaded 1 each 1. Prepare unbreaded chicken patty according to manufacturer s directions. Cool using two stage cooling method, and store at or below until needed. Salad greens, chopped 4 oz 2. Wash under running water. Allow time to dry or use disposable paper towels to speed drying (this may be done a day ahead). Using a cutting board and chef s knife, make at least 3 cuts lengthwise before cutting into 1-inch dices (or use purchased, precut Romaine). Spinach, ½ oz 3. Roll prewashed spinach into a tight roll on a cutting board. Using a knife, make ½- inch slices. Toss into the Romaine. Carrots, shredded ¼ cup 4. Add shredded carrots to the Romaine/spinach salad base. Cucumber, sliced ¼ cup 5. cucumbers first under water. Cut cucumbers into ⅛ inch to ¼ inch width slices. Mozzarella cheese, shredded ½ oz 6. Portion shredded mozzarella cheese into portion cups (this may be done a day ahead). Tomato, 7. Wash cherry tomatoes. 8. Slice unbreaded chicken patty lengthwise into 4 slices. 9. Assemble the salad from bottom to top in the appropriate salad container: Cherry tomatoes, cucumber slices, portioned cheese 10. Hold and serve at or below. Instructor s Guide; Lesson 1, Page 15

27 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS 1-2a Building a Standardized Recipe Answer Key HANDOUT Name of Recipe: Meat/Meat Alternate-Vegetable Meal Pattern: One portion provides 2 ½ oz meat/meat alternate; 3 ½ cups vegetable INGREDIENT WEIGHT MEASURE DIRECTIONS Chicken patty, unbreaded 2 oz 1 each 1. Prepare unbreaded chicken patty according to manufacturer s directions. Cool using two stage cooling method, and store at 41 F or below until needed. Salad greens, Romaine, chopped 4 oz 2 ½ cups 2. Wash Romaine under running water. Allow time to dry or use disposable paper towels to speed drying (this may be done a day ahead). Using a cutting board and chef s knife, make at least 3 cuts lengthwise before cutting into 1-inch dices (or use purchased, precut Romaine). Spinach, prewashed ½ oz ¼ cup 3. Roll prewashed spinach into a tight roll on a cutting board. Using a chef s knife, make ½- inch slices. Toss into the Romaine. Carrots, shredded 1 oz ¼ cup 4. Add shredded carrots to the Romaine/spinach salad base. Cucumber, sliced 1 ½ oz ¼ cup 5. Remove 4 sides of the cucumber with a vegetable peeler. Using a chef s knife, cut cucumber into 1/8 inch slices (4 1/8 inch slices = ¼ c). Mozzarella cheese, shredded ½ oz 1/8 cup 6. Portion ½ oz shredded mozzarella cheese into 1 oz portion cups (this may be done a day ahead). Tomato, cherry 3 each 7. Wash cherry tomatoes. 8. Slice unbreaded chicken patty lengthwise into 4 slices. 9. Assemble the salad from bottom to top in the appropriate salad container: Romaine / spinach / shredded carrots Cherry tomatoes, cucumber slices, portioned cheese Chicken slices 10. Hold and serve at 41 F or below. Instructor s Guide; Lesson 1, Page 16

28 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS 1-3 Quality Score Card for Salads HANDOUT DATE: MENU ITEM: PROUDLY PREPARED BY: QUALITY SCORED BY: When the food is ready to serve, use this Quality Score Card to evaluate the quality. Mark YES when the food meets the standard and NO when it does not. Mark NA (Not Applicable) when a specific quality standard does not apply to the food being evaluated. Use the COMMENTS section to explain why a food does not meet a standard. Remember, if a food does not meet the quality standards, it should not be placed on the service line. QUALITY STANDARD YES NO NA COMMENTS Appearance Bright color typical of the fresh greens Bright color typical of other fresh ingredients (no discoloration) Salad appears moist, not dry or excessively wet Salad ingredients are even pieces Salad ingredients appear crisp, not limp Garnish is edible and appropriate for the salad Texture or Consistency Salad ingredients are crisp, not soggy Meat or pasta/rice salads are tender but not mushy Flavor Salad ingredients have a fresh, distinctive flavor Seasonings enhance the salad but are not too salty or too tart A choice of lowfat and/or fat-free salad dressings is available Service Temperature 34 F - 38 F Instructor s Guide; Lesson 1, Page 17

29 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS 1-4 Post-Training Assessment HANDOUT Please circle the answer to the following questions: 1. Which statement(s) best describe quality school meals? a. Meals that are attractive and tasty. b. Foods that are received, stored, prepared, and served using proper food safety practices. c. Staff that is friendly and meals served in a timely manner. d. All of the above. 2. Quality score cards for foods usually include the following criteria: a. Timeliness of service and friendliness of staff. b. Cleanliness of the kitchen and cafeteria. c. Appearance, texture, flavor, and service temperature. d. None of the above. 3. The five step process for preparing quality school meals is a. get the ingredients ready, setup the serving line, serve with a smile, clean-up quickly and efficiently, and count the money correctly. b. production for just-in-time service, review of quality score card, organize equipment and recipes, use the right equipment and culinary techniques, and deliver a quality product. c. order the right amount for recipes, make sure what was ordered has been received, store and prepare foods according to food safety standards, make sure knives are clean and sanitized, and monitor temperatures throughout the process. d. all of the above. 4. Just-in-time service is best described as a. arriving to work just in time to prepare the meals. b. ordering food so that it arrives just in time to prepare the meals. c. cooking small batches as needed during the service period. d. making sure that the kitchen is cleaned up just in time to run errands after work. 5. Mise en place is best described as a. meals will be served at my place. b. equipment and recipe ingredients are organized and put in place prior to preparation. c. special French spice that works well with cooked rice. d. none of the above. Instructor s Guide; Lesson 1, Page 18

30 LESSON ONE: QUALITY AND THE FIVE STEP PROCESS 1-4a Pre- and Post-Training Assessment Answer Key HANDOUT 1. Which statement(s) best describe quality school meals? a. Meals that are attractive and tasty. b. Foods that are received, stored, prepared, and served using proper food safety practices. c. Staff that is friendly and meals served in a timely manner. d. All of the above. 2. Quality score cards for foods usually include the following criteria: a. Timeliness of service and friendliness of staff. b. Cleanliness of the kitchen and cafeteria. c. Appearance, texture, flavor, and service temperature. d. None of the above. 3. The five step process for preparing quality school meals is a. get the ingredients ready, setup the serving line, serve with a smile, clean-up quickly and efficiently, and count the money correctly. b. production for just-in-time service, review of quality score card, organize equipment and recipes, use the right equipment and culinary techniques, and deliver a quality product. c. order the right amount for recipes, make sure what was ordered has been received, store and prepare foods according to food safety standards, make sure knives are clean and sanitized, and monitor temperatures throughout the process. d. all of the above. 4. Just-in-time service is best described as a. arriving to work just in time to prepare the meals. b. ordering food so that it arrives just in time to prepare the meals. c. cooking small batches as needed during the service period. d. making sure that the kitchen is cleaned up just in time to run errands after work. 5. Mise en place is best described as a. meals will be served at my place. b. equipment and recipe ingredients are organized and put in place prior to preparation. c. special French spice that works well with cooked rice. d. none of the above. Instructor s Guide; Lesson 1, Page 19

31 Practical Skills for Preparing High Quality School Meals: A Five Step Process 2 Plan Food Production for Just-In-Time Service Lesson at a Glance Time: 30 minutes Time Topic Task 4 minutes Introduction Conduct Pre-Training Assessment Objective 1: Understand the importance of a work schedule when planning just-in-time service. 4 minutes Scheduling Discuss the importance of and difference between work schedules and food production records Objective 2: Understand planning food production for just-in-time service to ensure high quality school meals. 22 minutes Just-In-Time Service Define and discuss just-in-time service Conduct Put Time on Your Side activity Show video segment Conduct Post-Training Assessment Review answers to the Pre- and Post-Training Assessments

32 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE Preparation Checklist Use this preparation checklist to get ready for the training session. Keep track of your progress by checking off tasks as they are completed. Lesson Tasks 3 Gather lab supplies for activity Broccoli florets, fresh 3 lbs Broccoli florets, frozen 2 2 ½ lb blocks Steamtable pan, 2 inch, perforated 1 per team Paring knife 1 per team preparing fresh broccoli florets Sheet pan 1 per team Steamer 1 Timer 1 Calculator 1 per team Parchment paper 1 sheet per team Marker 1 for instructor Gather other materials Pencils 1 per participant Computer and LCD projector 2010 BLT video segments from Nametags (optional) Make copies of the Participant s Workbook 1 per participant Instructor s Guide; Lesson 2, Page 2

33 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE Key Terms Daily work schedule A time sequence sheet that assigns job tasks to employees based on cycle menus, standardized recipes, available labor, equipment, supplies, and facilities. Food production record A menu worksheet required by federal regulations that demonstrates that the meals planned have been prepared and served. Just-in-time This term is used throughout the lessons to mean preparing a menu item in small enough amounts so that it will be at its peak of quality when placed on the service line. Other terms that mean the same thing are cooking-to-the-line and batch cooking. Time standard A specific amount of time in which a task should be completed in preparing one batch of a recipe. Instructor s Guide; Lesson 2, Page 3

34 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE Welcome Welcome to Lesson Two: Plan Food Production for Just-In-Time Service. As briefly discussed in lesson one, just-in-time for service means to cook food in small batches as needed during the service period. Some school nutrition personnel use the phrases cooking-to-the-line and batch cooking to mean the same thing as just-in-time for service. In simple terms, foods are cooked and/or prepared as they are needed on the serving line. In this lesson, we will cover the following objectives: Objective 1: Understand the importance of a work schedule when planning just-in-time service. Objective 2: Understand planning food production for just-in-time service to ensure high quality school meals. Direct participants to the Pre-Training Assessment, Handout 2-1 of the Participant s Workbook. The pre-training questions on the Pre-Training Assessment will allow us to measure how much new information you receive through this course. Don t worry if you are unsure of the correct answer; you will have an opportunity to learn the new information in the lesson. Choose the answer that seems correct and remember, your first thought is usually the right one. Allow time for completion of the Pre-Training Assessment and collect them for later review. The answers to the Pre-Training Assessment will be discussed at the end of the lesson. Thank participants for answering questions about information that may be unfamiliar to them. Return to the lesson. Instructor s Guide; Lesson 2, Page 4

35 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE Objective 1: Understand the importance of a work schedule when planning just-in-time service. We have all watched squirrels gathering and hiding food away for the winter season. To be successful, or rather to survive in nature, they must plan ahead. Squirrels cannot say, Oops, I forgot to put some acorns away for January, instead I ll just run to the nearest fast food restaurant and pick up some acorns. Just like squirrels plan ahead, school nutrition teams must plan ahead to prepare quality school meals. Planning ahead includes several steps. School nutrition assistants should review the menu, standardized recipe(s), daily work schedule, and food production record. Are the daily work schedule and the food production record the same tool? In some schools this document may be one in the same. The food production record is a menu worksheet required by federal regulations that shows the meals planned have been prepared and served. The food production record may be used as the basis for federal and state reviews and to demonstrate program compliance. The food production record may also be used to forecast when placing grocery orders. Often this record lacks available space to include detailed food production information. Unlike food production records, daily work schedules are not required in a school nutrition operation. Although daily work schedules are not required, they are a helpful tool in planning just-in-time for food service production. The daily work schedule provides detailed food production information and specific job tasks and may be for an individual team member or the entire school nutrition team. Daily work schedules are time sequenced, meaning that the job or task is assigned and the time it should take the employee to complete the job or task is included. The time it takes an employee to complete the job or task is critical to planning for just-in-time service. Instructor s Guide; Lesson 2, Page 5

36 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE Instruct the participants to locate the Work Schedule: Example 1 and Work Schedule: Example 2, Handouts 2-2 (2 pages), and 2-3 in the Participant s Workbook. Ask participants to look at the Work Schedule: Example 1. Using this daily work schedule as an example, how does the preparation time of steamed whole kernel corn and broccoli florets affect the planning for batch cooking or just-in-time for service preparation of quality meals? Accept all reasonable answers. Possible answers include: The shorter the cook time, the closer to service the product may be cooked. Items that do not take very long to cook may be cooked throughout the service period. What are some advantages of using daily work schedules? Accept all reasonable answers. Possible answers include: Saves time and energy by preventing employees from waiting for someone to tell them what to do. Distributes the workload evenly. Improves quality by reducing holding time. Scheduling just-in-time service based on preparation and cooking times. Increases production by setting time limits and deadlines. If time permits allow for more discussion of the Work Schedule Example 1 and Work Schedule: Example 2. Instructor s Guide; Lesson 2, Page 6

37 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE Objective 2: Understand planning food production for just-in-time service to ensure high quality school meals. In 1955, British Professor Parkinson coined the phrase work expands to fill the time available. This phrase is known today as Parkinson s Law. Because one hour of work can easily be stretched to fill two hours, time must be managed wisely. The time it takes to complete a specific task is known as a time standard. Every recipe should state the estimated total amount of time required from preparation to clean up to complete the task. Scheduling just-in-time for service takes skill and practice. In years past, school nutrition teams would prepare foods in advance and place the foods in hot holding cabinets hours prior to service. Today we know some foods, such as steamed vegetables, lose quality when held and should be cooked immediately prior to serving. Ask participants to look at the Time Standard Example: Salisbury Steak, Handout 2-4 of the Participant s Workbook. Review the Time Standard Example: Salisbury Steak, Handout 2-4 in the Participant s Workbook. Instructor s Guide; Lesson 2, Page 7

38 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE A time standard is how long it takes for the product to be prepared and cooked for service. Unfortunately, most recipes do not include the time standard because time standards are unique to individual kitchens. Time standards vary from kitchen to kitchen because of factors such as number of servings required, available equipment, and number of employees. In the example provided, every step, from pre-preparation to cleanup, has been timed. The time standard provides valuable information when planning for just-in-time service. Time standards help your manager complete an accurate daily work schedule. Ask participants to look at the Just-In-Time Preparation Example: Chicken Nuggets, Handout 2-5 in the Participant s Workbook. Look at the example of just-in-time preparation for chicken nuggets. If you know how long it takes to prepare and cook an item, you know how far in advance work must take place to be ready for service. To help you understand and develop the skills necessary for batch cooking, we are going to complete a time standard for just-in-time production for fresh and frozen steamed broccoli florets. Conduct the Put Time on Your Side activity following the step-by-step instructions provided on the next page. Instructor s Guide; Lesson 2, Page 8

39 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE Put Time on Your Side Activity Purpose: To develop the skills necessary to implement batch cooking techniques by creating a time standard for fresh and frozen steamed broccoli florets to be used in determining a just-in-time preparation serving schedule. Time allowed: 18 minutes Materials Needed: Recipe: Steamed Fresh Broccoli, Handout 2-6 Recipe: Steamed Frozen Broccoli, Handout 2-7 Time Standard: Steamed Fresh Broccoli, Handout 2-8 Just-In-Time Preparation Form: Steamed Fresh Broccoli, Handout 2-9 Time Standard: Steamed Frozen Broccoli, Handout 2-10 Just-In-Time Preparation Form: Steamed Frozen Broccoli, Handout 2-11 Broccoli florets, fresh 3 lbs Broccoli florets, frozen 2 2 ½ lb blocks Steamtable pan, 2 inch, perforated 1 per team Paring knife 1 per team preparing fresh broccoli florets Sheet pan 1 per team Steamer 1 Timer 1 Calculator 1 per team Parchment paper 1 sheet per team Markers 1 for instructor Pencils 1 per participant Before Class Preparation: Review and secure materials needed for the activity. Place recipe ingredients on a sheet pan lined with parchment paper. Using a marker, write Team 1 on the parchment paper. Repeat this step for each team s lab supplies. For 20 participants, create four teams of five people. Place supplies in the refrigerator and freezer until needed. Set up team work stations with necessary culinary tools. Immediately prior to class, prepare 3-compartment sink for clean-as-you-go food production and set up team work stations with recipe ingredients. Instructor s Guide; Lesson 2, Page 9

40 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE Divide participants into teams. For 20 participants, create four teams of five people. Direct two teams to view the Recipe for Steamed Fresh Broccoli; the Time Standard for Steamed Fresh Broccoli; and Just-In-Time Preparation Form for Steamed Fresh Broccoli. Ask the other two teams to view the Recipe for Steamed Frozen Broccoli; the Time Standard for Steamed Frozen Broccoli; and Just-In-Time Preparation Form for Steamed Frozen Broccoli. Each team is to prepare the recipe. During the production process, record the time it takes to prepare, cook, set up, and clean the food preparation area in the space provided at the top of the Time Standard and Just-In-Time Preparation Form. Instructor s Guide; Lesson 2, Page 10

41 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE Provide personal assistance to each team during the food production phase. Broccoli should be cooked until al dente or fork tender. The 3 lb bag of broccoli florets is to be divided equally between the teams preparing the steamed fresh broccoli florets. Tell participants that for actual quantity food production, place no more than 3 lbs of fresh broccoli florets in a 2 inch full size perforated steamtable pan as shown below. Using the information from the time standard you just developed, identify the time required for just-in-time preparation and fill in the blanks at the bottom of the Time Standard and Just-In-Time Preparation Form. Note to Instructor: The time standard for preparing fresh and frozen broccoli for actual service may take longer than this activity due to the increased amount of broccoli typically prepared for quantity food production. To obtain the actual time standard for fresh broccoli florets, record the time it takes to steam 3 lbs of fresh broccoli florets in a 2 inch perforated full size steamtable pan and then make adjustments to the time standard form. For frozen broccoli blocks, record the time it takes to steam three 2 1/2 lb frozen blocks in a 2 inch perforated full size steamtable pan and then make adjustments to the Time Standard Form. Instructor s Guide; Lesson 2, Page 11

42 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE Provide personal assistance to each team during the time calculation phase. Once all teams have completed this task, gather participants into one large group for a summary discussion. What was the cooking time for fresh broccoli? Listen to the participants responses. What was the cooking time for frozen broccoli? Listen to the participants responses. Make the point that even though the product is the same, different forms require different preparation and cooking times. What did you learn by doing this activity? Accept all reasonable answers. Possible answers include: Batch cooking provides a better quality product. Even though the product was the same, fresh and frozen broccoli require different preparation and cooking times. Knowing the preparation and cooking time creates a less stressful kitchen environment. Planning ahead helps to prevent problems that may arise during food production. Planning ahead and preparing just-in-time for service ensures the first and last student in line receives a quality school meal. Instructor s Guide; Lesson 2, Page 12

43 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE In order to be successful cooking just-in-time for service, the school nutrition team must plan ahead, review the daily work schedule, and develop good communication skills between the front-of-thehouse and back-of-the-house. The back-of-the-house cook needs to know how long it will take for the product to be cooked and prepared for service. The front-of-the-house server needs to notify the cook in advance if product levels are running low. This shared task is key to successful just-in-time service. Show video segment. I know you want to find out what you have learned. Let s take a few minutes to take the Post- Training Assessment. Direct participants to the Post-Training Assessment, Handout Allow time for completion. Review the answers from the Pre- and Post-Training Assessment Answer Key, Handout 2-12a with the class to close the lesson. Be sure to point out that answering these questions was easier this time than in the Pre-Training Assessment because of the lesson activities and discussions. Collect the Post-Training Assessments for later review. Thank you for participating in this session. If applicable, make sure that participants have signed the attendance roster and/or credits sheet. Instructor s Guide; Lesson 2, Page 13

44 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE HANDOUT 2-1 Pre-Training Assessment Please circle the answer to the following questions: 1. A food production record is a. not required by USDA. b. used as the basis for reviews and for the demonstration of program compliance. c. part of a standardized recipe. d. used by employees as a time sheet. 2. Written work schedules provide a. detailed information about the uniform policies. b. information to prevent interruptions to the manager. c. hiring and training information. d. detailed food production information and individual job tasks. 3. Batch cooking is also known as a. employees cooking together. b. just-in-time for service. c. foods cooked in advance and held in batches prior to service. d. food prepared today for use tomorrow. 4. Parkinson s law says a. a penny saved is a penny earned. b. time is on your side. c. whatever can go wrong will go wrong. d. work expands to fill the time available. 5. When calculating a time standard for a recipe, one should consider a. recipe preparation, cooking, and cleaning time. b. a timing device, such as a watch. c. preparation of the recipe when short-staffed. d. how long the product has been stored prior to cooking. Instructor s Guide; Lesson 2, Page 14

45 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE 2-2 Work Schedule: Example 1, page 1 Menu - BREAKFAST Belgian Waffles (2), Milk; 100% Juice OR Cereal - Toast (2) Orange Juice - Banana Milk Menu - LUNCH Baked Lemon Chicken w/ Wheat Roll Barbecue Sandwich Chef Salad Sides: Steamed Corn OR Steamed Fresh Broccoli, Fresh Apple Slices OR Peach Cups POSITION MANAGER EMPLOYEE EMPLOYEE Number of HOURS :00-6:15 Count cash drawers, prepare computer for breakfast 6:15-6:30 6:30-6:45 Set out cereal and place Cook waffles milk in display cooler 6:45-7:00 Wash and pan bananas 7:00-7:15 Cook toast 7:15-7:30 7:30-7:45 Cashier breakfast Serve breakfast Prepare items for chef salad 7:45-8:00 Put away breakfast foods Count breakfast money; Clean tables and serving balance cash drawer line 8:00-8:15 Complete breakfast production record 8:15-8:30 Complete perpetual inventory 8:30-8:45 Take and record all refrigerator and freezer temperatures 8:45-9:00 Prepare computer and cashier money for lunch Season chicken (prepped yesterday) Set up serving line; take and record serving line temperatures 9:00-9:15 Pan up BBQ pork 9:15-9:30 9:30-9:45 Check food production status; provide help where needed Place chicken in oven 9:45-10:00 10:00-10:15 To be completed each day of each menu cycle Set up condiments Place fresh fruit/salads on line; Bake rolls Lunch break: 9:45 Prepare chef salads Put rolls in proofer Wash and prepare apple slices using the sectionizer Check baked chicken for doneness (be sure to cook to an internal temperature of 165 F; record final cooking temps) Start setting up serving line with BBQ buns, salads, apple slices, peach cups HANDOUT 4 EMPLOYEE Restock breakfast cereal, pan up next day s breakfast items Pan frozen corn and fresh broccoli florets Help with fruit prep Start setting up serving line with BBQ buns, salads, apples slices, peach cups CONTINUED NEXT PAGE Instructor s Guide; Lesson 2, Page 15

46 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE HANDOUT 2-2 Work Schedule: Example 1, page 2 To be completed each day of each menu cycle POSITION 1 MANAGER 2 EMPLOYEE 3 EMPLOYEE 4 EMPLOYEE 10:15-10:30 10:30-10:45 Lunch break: 10:15 Cook corn for 1st lunch; at 10:30 start batch cooking broccoli for 1st lunch. Remove rolls from oven and pan Lunch break: 10:15 Lunch break: 10:30 10:45-11:00 Help set up serving line Help set up serving line 11:00-11:15 11:15-11:30 11:30-11:45 11:45-12:00 12:00-12:15 12:15-12:30 Cashier lunch: spot check line for cleanliness, debris on floor, replace condiments Lunch-Cook Batch cook broccoli and corn Portion more fruits and salads if necessary Serve lunch: Keep preportioned salads and fruits pushed to front for easy self service Serve with a SMILE! Wash hands! Ensure dishes are clean and dishroom is ready (record dishmachine temperature: 180 F) Wash pots and pans during serving. Assist server during dishroom downtimes 12:30-12:45 Count money; balance cash drawer Cool leftovers following twostage cooling methods Clean serving line Continue washing dishes until completed 12:45-1:00 Close out computer Figure daily totals on food production record Count and balance cash drawer for cashier Shutdown dishmachine; sweep and mop dishroom 1:00-1:15 Count milk; return extras to walk in refrigerator Put away leftovers in proper storage areas (LABEL) Put away leftovers in proper storage areas (LABEL product) Clean up kitchen as needed 1:15-1:30 Place food orders Check kitchen for cleanliness Help staff sweep and mop kitchen Help where needed during cleanup Help staff sweep and mop kitchen 1:30-2:00 Place orders Check kitchen for cleanliness Finish up paperwork Make sure kitchen is secured Instructor s Guide; Lesson 2, Page 16

47 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE 2-3 Work Schedule: Example 2 To be completed each day of each menu cycle HANDOUT Menu - BREAKFAST Belgian Waffles(2), Orange Juice/Banana, OR Cereal - Toast (2), Orange Juice/Banana, Milk Menu - LUNCH Baked Lemon Chicken w/ Wheat Roll, Barbecue Sandwich, OR Chef Salad, Steamed Corn/Steamed Fresh Broccoli Fresh Apple Slices/Peach Cups POSITION HOURS Foodservice Assistant 6:30 am to 1:30 pm 6:00-6:15 6:15-6:30 Wash hands before starting work and as required throughout the work day 6:30-6:45 Set out cereal and place milk in cooler 6:45-7:00 Set up serving line with breakfast items (take and record temps of breakfast foods, including milk) 7:00-7:15 Serve Breakfast 7:15-7:30 Serve Breakfast 7:30-7:45 Serve Breakfast 7:45-8:00 Put away breakfast foods; clean serving line (be sure to test sanitizer using test strip prior to using) 8:00-8:15 Clean tables 8:15-8:30 8:30-8:45 Season chicken (prepped yesterday). Wear gloves when handling raw meat. Wash hands before /after handling raw meat. 8:45-9:00 9:00-9:15 Pan up BBQ pork (return to refrigerator after panning) 9:15-9:30 9:30-9:45 Bake chicken (be sure to cook to an internal temperature of 165 F; record final cooking temps) 9:45-10:00 Bake chicken (be sure to cook to an internal temperature of 165 F; record final cooking temps) 10:00-10:15 Bake chicken (be sure to cook to an internal temperature of 165 F; record final cooking temps) 10:15-10:30 Bake chicken (be sure to cook to an internal temperature of 165 F; record final cooking temps) 10:30-10:45 Lunch break 10:45-11:00 Lunch break 11:00-11:15 Lunch Cook. Cook - Keep food on line and in pass-thrus; batch cook broccoli and corn as needed 11:15-11:30 Lunch Cook 11:30-11:45 Lunch Cook 11:45-12:00 Lunch Cook: Portion more fruits and salads as needed 12:00-12:15 Lunch Cook 12:15-12:30 Lunch Cook: Count leftovers record. 12:30-12:45 Cool leftovers following two-stage cooling methods (use 2 inch pans for ice bath) 12:45-1:00 Ensure all equipment is turned off and clean 1:00-1:15 Figure daily totals on food production record 1:15-1:30 Help staff sweep and mop kitchen Instructor s Guide; Lesson 2, Page 17

48 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE HANDOUT 2-4 Time Standard Example: Salisbury Steak Activity 3 Time in Minutes Pre-preparation assembling equipment and ingredients Preparation combining ingredients, mixing, panning Cooking be sure to cook to the required safe internal temperature Set up Pan transfer, serving line placement Cleaning Total time for activity 15 min 50 min 20 min 5 min 10 min 1 hr and 40 min Instructor s Guide; Lesson 2, Page 18

49 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE HANDOUT 2-5 Just-In-Time Preparation Example: Chicken Nuggets Forecasted amount: Servings per case: Time Standard: Cooking Time: 305 servings 25 servings per case minutes (preparation, cooking, line setup)* 10 minutes Batch Cooking Start Time Serving Period Start Time Portions for Serving Period 10:40 am 11:00 am 60 servings (2 pans) 11:10 am 11:30 am 60 servings (2 pans) 11:40 am 12:00 pm 60 servings (2 pans) 12:10 pm 12:30 pm 60 servings (2 pans) 12:40 pm 1:00 pm 65 servings (2 pans) *Many items may be pre-prepared and stored until time for cooking. Instructor s Guide; Lesson 2, Page 19

50 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE HANDOUT 2-6 Recipe: Steamed Fresh Broccoli Vegetable Name of Recipe: Steamed Fresh Broccoli Ingredients: Weight Measure Directions Broccoli florets, fresh 1 ½ lbs 1. Place broccoli florets in 2 inch perforated pan. DO NOT put more than 3 lbs in each 2 inch pan. DO NOT cover pan. Note: Some florets may be large. Use a paring knife to cut into uniform sizes. 2. Place pan in steamer and steam until tender or al dente. Cooking time should be monitored and recorded on the Time Standard/Just-In-Time Preparation Form. 3. Broccoli should be vibrant green in color. 4. Hold and serve at 135 F or above. Instructor s Guide; Lesson 2, Page 20

51 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE HANDOUT 2-7 Recipe: Steamed Frozen Broccoli Vegetable Name of Recipe: Steamed Frozen Broccoli Ingredients Weight Measure Directions Broccoli spears or cut broccoli, 2 ½ lbs frozen block 2 ½ lbs 1 block 1. Place 1 frozen broccoli block in 2 inch perforated pan. DO NOT cover pan. 2. Place pan in steamer and steam until tender or al dente. Cooking time should be monitored and recorded on the Time Standard/Just-In-Time Preparation Form. 3. Broccoli should be vibrant green in color. 4. Hold and serve at 135 F or above. Instructor s Guide; Lesson 2, Page 21

52 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE HANDOUT 2-8 Time Standard: Steamed Fresh Broccoli Activity 3 Time in Minutes Pre-preparation assembling equipment and ingredients Preparation combining ingredients, mixing, panning Cooking be sure to cook to the required safe internal temperature Set up Place in non-perforated pan for serving line placement Cleaning Total time for activity Instructor s Guide; Lesson 2, Page 22

53 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE HANDOUT 2-9 Just-In-Time Preparation Form: Steamed Fresh Broccoli Based on your activity results, calculate the time you would start batch cooking 3 pans of fresh steamed broccoli for each serving period. Item: Forecasted amount: Servings per pan: Number of pans needed: Steamed Fresh Broccoli 300 ½ cup servings 20 servings per 2 inch full size pan 15 2 inch full size non-perforated pans for 300 servings Batch Cooking Start Time Serving Period Start Time Portions for Serving Period 11:00 am 60 servings (3 pans) 11:30 am 60 servings (3 pans) 12:00 pm 60 servings (3 pans) 12:30 pm 60 servings (3 pans) 1:00 pm 60 servings (3 pans) Instructor s Guide; Lesson 2, Page 23

54 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE HANDOUT 2-10 Time Standard: Steamed Frozen Broccoli Activity 3 Time in Minutes Pre-preparation assembling equipment and ingredients Preparation combining ingredients, mixing, panning Cooking be sure to cook to the required safe internal temperature Set up Place in non-perforated pan for serving line placement Cleaning Total time for activity Instructor s Guide; Lesson 2, Page 24

55 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE HANDOUT 2-11 Just-In-Time Preparation Form: Steamed Frozen Broccoli Based on your activity results, calculate the time you would start batch cooking 2 pans of frozen steamed broccoli for each serving period. Item: Forecasted amount: Servings per pan: Number of pans needed: Steamed Frozen Broccoli 350 ½ cup servings 35 servings per 2 inch full size pan 10 2 inch full size non-perforated pans for 350 servings Batch Cooking Start Time Serving Period Start Time Portions for Serving Period 11:00 am 70 servings (2 pans) 11:30 am 70 servings (2 pans) 12:00 pm 70 servings (2 pans) 12:30 pm 70 servings (2 pans) 1:00 pm 70 servings (2 pans) Instructor s Guide; Lesson 2, Page 25

56 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE HANDOUT 2-12 Post-Training Assessment Please circle the answer to the following questions: 1. A food production record is a. not required by USDA. b. used as the basis for reviews and for the demonstration of program compliance. c. part of a standardized recipe. d. used by employees as a time sheet. 2. Written work schedules provide a. detailed information about the uniform policies. b. information to prevent interruptions to the manager. c. hiring and training information. d. detailed food production information and individual job tasks. 3. Batch cooking is also known as a. employees cooking together. b. just-in-time for service. c. foods cooked in advance and held in batches prior to service. d. food prepared today for use tomorrow. 4. Parkinson s law says a. a penny saved is a penny earned. b. time is on your side. c. whatever can go wrong will go wrong. d. work expands to fill the time available. 5. When calculating a time standard for a recipe, one should consider a. recipe preparation, cooking, and cleaning time. b. a timing device, such as a watch. c. preparation of the recipe when short-staffed. d. how long the product has been stored prior to cooking. Instructor s Guide; Lesson 2, Page 26

57 LESSON TWO: PLAN FOOD PRODUCTION FOR JUST-IN-TIME SERVICE HANDOUT 2-12a Pre- and Post-Training Assessment Answer Key 1. A food production record is a. not required by USDA. b. used as the basis for reviews and for the demonstration of program compliance. c. part of a standardized recipe. d. used by employees as a time sheet. 2. Written work schedules provide a. detailed information about the uniform policies. b. information to prevent interruptions to the manager. c. hiring and training information. d. detailed food production information and individual job tasks. 3. Batch cooking is also known as a. employees cooking together. b. just-in-time for service. c. foods cooked in advance and held in batches prior to service. d. food prepared today for use tomorrow. 4. Parkinson s law says a. a penny saved is a penny earned. b. time is on your side. c. whatever can go wrong will go wrong. d. work expands to fill the time available. 5. When calculating a time standard for a recipe, one should consider a. recipe preparation, cooking, and cleaning time. b. a timing device, such as a watch. c. preparation of the recipe when short-staffed. d. how long the product has been stored prior to cooking. Instructor s Guide; Lesson 2, Page 27

58 Practical Skills for Preparing High Quality School Meals: A Five Step Process 3 Review the Quality Score Card and the Standardized Recipe Lesson at a Glance Time: 30 minutes TIME Topic Task 4 minutes Introduction Conduct Pre-Training Assesment Objective 1: Understand the importance of using a standardized recipe to prepare quality school meals. Objective 2: Understand the importance of maintaining the integrity of the recipe through the use of appropriate substitutions. 26 minutes The Standardized Recipe Making Appropriate Ingredient Substitutions Discuss the components of the standardized recipe Discuss making recipe substitutions Conduct Standardizing for Success activity Show video segment Conduct Post-Training Assessment Review answers to the Pre- and Post-Training Assessment

59 LESSON THREE: REVIEW THE QUALITY SCORE CARD AND THE STANDARDIZED RECIPE Preparation Checklist Use this preparation checklist to get ready for the training session. Keep track of your progress as they are completed. Cayenne pepper Chili powder Disposable spoons 2 per participant Disposable bowls 2 Canned whole kernel corn, No. 10 can 1 LESSON Tasks 3 Gather lab supplies for instructor Gather lab supplies for activity Pepper, green 2 or 3 each depending on size (8 oz diced needed) Onion, yellow 1 or 2 each depending on size (6 oz diced needed) Pimientos, canned, chopped, drained 3 oz Margarine 2 oz Chili powder 1 ¼ tsp Cumin, ground ¾ tsp Paprika ½ tsp Onion powder ½ tsp Disposable spoons 1 per participant Cutting board 2 Chef s knife 2 Measuring spoons 1 set Can opener 1 Measuring quart 1 Measuring cups 1 set Spoon 1 Scale 1 Steamer 1 Steamtable pan, 2 inch 1 Disposable or terry cloth towels Sanitizer, prepared in buckets Marker 1 for instructor Parchment paper 1 sheet per team Pencils 1 per participant Computer and LCD projector BLT 2010 video segments from Nametags (optional) Gather other materials Make copies of the Participant s Workbook 1 per participant Instructor s Guide; Lesson 3, Page 2

60 LESSON THREE: REVIEW THE QUALITY SCORE CARD AND THE STANDARDIZED RECIPE Key Terms Quality Score Card Quality standards for foods that are set as a target for how the finished product should look and taste. Standardized recipe One that has been tried, adapted, and retried several times for use by a given foodservice operation and has been found to produce the same quality results and yield every time when the exact procedures are used with the same type of equipment and the same quantity and quality of ingredient. Yield The amount of product resulting at the completion of the preparation process. Instructor s Guide; Lesson 3, Page 3

61 LESSON THREE: REVIEW THE QUALITY SCORE CARD AND THE STANDARDIZED RECIPE Welcome Welcome to Lesson Three: Review the Quality Score Card and the Standardized Recipe. Step two of the five step process is to review the quality score card and the standardized recipe. This lesson will focus on reviewing the standardized recipe. Detailed information on reviewing the quality score card will be included in lesson six. In this lesson, we will cover the following objectives: Objective 1: Understand the importance of using a standardized recipe to prepare quality school meals. Objective 2: Understand the importance of maintaining the integrity of the recipe through the use of appropriate substitutions. Direct participants to the Pre-Training Assessment, Handout 3-1 in the Participant s Workbook. The pre-training questions on the Pre-Training Assessment will allow us to measure how much new information you receive through this course. Don t worry if you are unsure of the correct answer; you will have an opportunity to learn the new information in the lesson. Choose the answer that seems correct and remember, your first thought is usually the right one. Allow time for completion of the Pre-Training Assessment and collect them for later review. The answers to the Pre-Training Assessment will be discussed at the end of the lesson. Thank participants for answering questions about information that may be unfamiliar to them. Return to the lesson. Instructor s Guide; Lesson 3, Page 4

62 LESSON THREE: REVIEW THE QUALITY SCORE CARD AND THE STANDARDIZED RECIPE Objective 1: Understand the importance of using a standardized recipe to prepare quality school meals. In 1961, Julia Child, Louisette Bertholle, and Simone Beck published Mastering the Art of French Cooking. In it they wrote that too often a beginner cook will begin enthusiastically on a new dish without reading the recipe first. Suddenly an ingredient, process, or timing issue will arise and there is frustration, surprise, and even disaster. To avoid frustration and disaster, a cook should always read the recipe first, even if they are familiar with the dish they are preparing. The standardized recipe gives the cook all the rules and procedures necessary for consistent, quality food production. You should always review the recipe from beginning to end before preparation. Reviewing the recipe will help to prevent problems that could arise during food preparation and production. Visualize each step of the process so you will know exactly what cooking techniques, ingredients, time, and equipment are required. Julia, Louisette, and Simone referred to recipe language as information that is written in shorthand. It is necessary that you read a recipe carefully before you start to prepare it or you will miss the important details. For example, a recipe might read pour out the cooking liquid on one line, but the words and reserve are on the second line. If you are not careful, you will pour out the cooking liquid and panic the moment you continue reading the recipe and see the words and reserve. How many of you have started preparing a recipe only to find that you made a mistake halfway through because you did not read the entire recipe? Most participants will probably answer yes to this question. Time permitting, allow some participants to explain their experience. Instructor s Guide; Lesson 3, Page 5

63 LESSON THREE: REVIEW THE QUALITY SCORE CARD AND THE STANDARDIZED RECIPE All foods served in schools need a recipe. Even convenience foods such as frozen pizza need directions for staff to follow during preparation and cooking. A standardized recipe is your blueprint or guide for your project. Standardized recipes are important because they: ensure consistent quality, simplify the job for employees, create a time standard, yield the same amount every time, provide safe cooking and holding temperatures, help determine how much food to order, and ensure customers will receive a quality product. Direct participants to the USDA Recipe Mexicali Corn, Handout 3-2 in the Participant s Workbook. There are eight major components of a standardized recipe. Looking at this recipe, what do you think are some of the major components? Accept all reasonable answers. Possible answers include: Recipe name Recipe category Ingredients Weight and measures Directions Equipment and utensils Food safety guidelines/haccp critical controls point(s) Serving size and recipe yield Instructor s Guide; Lesson 3, Page 6

64 LESSON THREE: REVIEW THE QUALITY SCORE CARD AND THE STANDARDIZED RECIPE There are eight major components of a recipe that should be reviewed prior to production. The major components of a recipe include: recipe name; recipe category; ingredients; weight and measures; directions; equipment and utensils; food safety guidelines/haccp critical control point(s); and serving size and recipe yield. Let s talk about each of the major components of a recipe. Each standardized recipe has a recipe name or a descriptive title that makes the dish appealing to customers. For example, Harvest Pudding sounds more appealing than carrot soufflé. The recipe category, another major component of a standardized recipe, makes it easier to sort recipes in a file box or on the computer. The recipe category usually represents the USDA meal component, such as main dish or vegetable. When reviewing a recipe, it is important to pay close attention to the ingredients. The ingredient name is usually clear and includes the type of ingredient - fresh, frozen, or canned for example. Any preparation techniques, such as slicing and dicing, are also included in the ingredient name. Ingredients are normally listed in order of use. Notice on our example, pimientos, margarine, and seasonings are listed after cooking the corn. Be sure to note the weights and measures when reviewing a standardized recipe. Weights and measures are not interchangeable. It is important to decide when weights and/or measures will be used in food production. Weighing ingredients is more accurate, but always use measure for liquid ingredients. Directions, or detailed instructions, are included with each standardized recipe. The directions tell how the ingredients should be combined; they list in order the steps to be followed when preparing the recipe. Standardized recipes include a list of equipment and utensils needed for production. School kitchens are equipped with a variety of large and small equipment. Often, different pieces of equipment can be used to achieve the same result; however, the result may not be a quality product. For example, you can cook fresh broccoli in an oven, but the result may be a lower quality product than broccoli cooked in a steamer using just-in-time for service food production. Some standardized recipes include the food safety guidelines/haccp critical control point(s). Food safety guidelines, such as cooking and holding temperatures, ensure that the final product will be safe to eat. Look for the serving size and recipe yield as you review a standardized recipe. Determine whether the serving size is appropriate for the age being served. The serving size for Mexicali Corn according to this recipe is ¼ cup. The recipe yield is the amount of product at the completion of production that is available for service. The yield will vary according to the serving size, or the amount of a single portion. Instructor s Guide; Lesson 3, Page 7

65 LESSON THREE: REVIEW THE QUALITY SCORE CARD AND THE STANDARDIZED RECIPE If you want to serve a ½ cup portion, what number scoop would you use? Suggest participants look up the correct scoop number on the Basics at a Glance, Handout 3-3 (4 pages) in the Participant s Workbook to find the correct answer. Correct! A number 8 scoop will serve ½ cup of the Mexicali Corn. How many ½ cup servings would this recipe yield? Most participants should answer 25 ½ cup servings. Remember, if you change the portion size, the yield of the standardized recipe will need to be adjusted and recorded. Once the recipe has been reviewed, it can be prepared. During preparation, if you make any changes to the recipe, it could affect the yield, nutritional content, and product quality. Any changes or recipe concerns should be discussed with your supervisor. The first several times a new recipe is prepared, be sure to record the time standard. The time standard is the estimated total amount of time required for the recipe from preparation to clean up and is used to plan for just-in-time preparation of quality meals. Instructor s Guide; Lesson 3, Page 8

66 LESSON THREE: REVIEW THE QUALITY SCORE CARD AND THE STANDARDIZED RECIPE Objective 2: Understand the importance of maintaining the integrity of the recipe through the use of appropriate substitutions. At times you may need to make a substitution for an ingredient. Before you do so, make sure the substitution is appropriate for the recipe. If the recipe calls for pinto beans, you may be able to substitute light red kidney beans. While some substitutions are acceptable, an inappropriate substitution could spell disaster. For example, if you substitute cayenne pepper for chili powder just because it is one of the ingredients in chili powder, your customers may be in for an unpleasant, heated surprise. Place a tasting dish of chili powder and cayenne pepper with disposable spoons on the demonstration table in front of the participants. Allow participants to taste the difference between chili powder and cayenne pepper. More importantly, substitutions should only be made if the original ingredient is unavailable. Each ingredient in a recipe has a specific purpose, and substituting one ingredient for another may alter the desired taste or texture and the overall product quality. To reinforce what you have learned in this lesson, we are going to complete the Standardizing for Success activity. Instructor s Guide; Lesson 3, Page 9

67 LESSON THREE: REVIEW THE QUALITY SCORE CARD AND THE STANDARDIZED RECIPE Standardizing for Success Activity Purpose: To review how to use standardized recipes in quantity food production. Time allowed: 18 minutes Materials: USDA Recipe Mexicali Corn, Handout 3-2 Canned whole kernel corn, No. 10 can 1 Pepper, green 2 or 3 each depending on size (8 oz diced needed) Onion, yellow 1 or 2 each depending on size (6 oz diced needed) Pimientos, canned, chopped, drained- 3 oz Margarine 2 oz Chili powder 1 ¼ tsp Cumin, ground ¾ tsp Paprika ½ tsp Onion powder ½ tsp Disposable spoons 1 for each participant Cutting board 2 Chef s knife 2 Measuring spoons 1 set Can opener 1 Measuring quart 1 Measuring cups 1 set Spoon 1 Scale 1 Steamer 1 Full size steamtable pan, 2 inch 1 Disposable or terry cloth towels Sanitizer, prepared in buckets Marker 1 for instructor Parchment paper 1 sheet per team Before Class Preparation: Review and secure materials needed for the activity. Place recipe ingredients on a sheet pan lined with parchment paper. Using a marker, write Team 1 on the parchment paper. Repeat this step for each team s lab supplies. Place supplies in the refrigerator until needed. Set up team work stations with necessary culinary tools. Immediately prior to class, prepare 3-compartment sink for clean-as-you-go food production and set up team work stations with recipe ingredients. Instructor s Guide; Lesson 3, Page 10

68 LESSON THREE: REVIEW THE QUALITY SCORE CARD AND THE STANDARDIZED RECIPE Divide participants into teams. For 20 participants, create four teams of five people. Look at Recipe: USDA Recipe Mexicali Corn, Handout 3-2 Quality Score Card for Cooked Vegetables, Handout 3-4 Team 1 will measure and determine if the No. 10 can of drained, whole kernel corn equals what is stated in the USDA recipe for Mexicali Corn (2 qt and 2 2/3 cup). Team 2 will prepare the diced green pepper according to the recipe; Team 3 will prepare the diced, fresh onion according to the recipe. When Teams 1, 2, and 3 have completed their tasks, they will combine the corn, peppers, and onions, and steam the ingredients according to recipe instructions. Team 4 will prepare the drained pimientos, margarine, and seasonings according to the recipe. After steaming, Team 4 will add the final ingredients, stir lightly, and place the Mexicali Corn on the display table. During preparation, visually observe food production and provide any assistance needed. Look at the Quality Score Card for Cooked Vegetables. Gather participants around the display table. Allow participants to taste test product using disposable spoon. Read the statements on the Quality Score Card for Cooked Vegetables to the participants and ask them to score aloud whether or not the product meets the target(s) on the quality score card. Note to Instructor: If participants state the product needs additional salt, discuss reducing sodium content in school meals to meet Dietary Guidelines for Americans. Reinforce the use of quality score cards as a way to improve school meal quality. We will use a ½ cup measure and determine if the recipe yield is correct. Instructor s Guide; Lesson 3, Page 11

69 LESSON THREE: REVIEW THE QUALITY SCORE CARD AND THE STANDARDIZED RECIPE Using a ½ cup measure, determine if the recipe yields 25 ½ cup servings. While measuring 25 ½ cup servings, discuss the importance of using serving dippers and specialty spoons to maintain the recipe yield during serving. The yield could be correct in the back-of-the-house, but lost due to over or under portioning during service. If the recipe does not yield the 25 ½ cup servings, ask participants why they think this could have happened. Possible answers include: The ingredients were not weighed or measured correctly. The canned corn did not yield what the USDA recipe stated. The product lost moisture during cooking. Standardized recipes are the building blocks of quality food production. By following detailed recipe instructions, a quality product will be produced every time it is prepared and served. Be sure to read the entire recipe from beginning to end prior to preparing. By doing so, you will save time and energy and prevent food production problems that arise by not planning ahead. Reviewing the standardized recipe means you will have less stress during serving because you will know you have the right amount of quality food for your customers. Show video segment. Ask participants to look at Post-Training Assessment, Handout 3-5 Allow time for completion. Review the answers from the Pre- and Post-Training Assessment Answer Key, Handout 3-5a with the class to close the lesson. Be sure to point out that answering these questions was easier this time than in the Pre-Training Assessment because of the lesson activities and discussions. Collect the Post-Training Assessments for later review. Thank you for participating in this session. If applicable, make sure that participants have signed the attendance roster and/or credits sheet. Instructor s Guide; Lesson 3, Page 12

70 LESSON THREE: REVIEW THE QUALITY SCORE CARD AND THE STANDARDIZED RECIPE HANDOUT 3-1 Pre-Training Assessment Please circle the answer to the following questions: 1. A standardized recipe includes all of the following except: a. weights and measures b. directions c. recipe yield d. student acceptance 2. Which of the following is an advantage of using a standardized recipe? a. It will ensure customers will receive a consistent, quality product b. Staff will not have to review the recipe once it is memorized c. Manager will not have to supervise food production d. There will be less plate waste 3. The amount of product at the completion of production that is available for service is a. the leftovers from the previous day. b. the amount of food in storage. c. the amount of food on the serving line. d. the amount of food the recipe yields. 4. Recipe ingredient substitutions should only be made if a. the facility is trying to save money. b. the original ingredient is unavailable. c. the staff does not want to search for the original ingredient. d. the staff is being creative. 5. An appropriate substitution would be a. chili powder instead of cayenne pepper. b. light red kidney beans instead of pinto beans. c. tomato sauce instead of ketchup. d. mozzarella cheese instead of cream cheese. Instructor s Guide; Lesson 3, Page 13

71 LESSON THREE: REVIEW THE QUALITY SCORE CARD AND THE STANDARDIZED RECIPE 3-2 Recipe: USDA Mexicali Corn HANDOUT Vegetables INGREDIENT Canned liquid pack whole kernel corn, drained OR Frozen whole kernel corn 3 lb 12 oz *Fresh green pepper, finely chopped 50 SERVINGS 100 SERVINGS WEIGHT MEASURE WEIGHT MEASURE 4 lb 2 oz 2 qt 2 ⅔ cups (1 #10 can) 8 oz 1 ½ cups 2 Tbsp 8 lb 4 oz 1 gal 1 ⅜ qt (2 #10 cans) DIRECTIONS 1. Combine corn, green peppers, and onions. 2 qt 2 ½ cups 7 lb 8 oz 1 gal 1 ¼ qt 2. To steam: Place corn mixture in steamtable pans (12 x 20 x 2 ½ ). For 50 servings, use 1 pan. For 100 servings, use 2 pans. Heat uncovered, in steamer at 5 lb pressure. For canned corn, heat 4-8 minutes. For frozen corn, heat 9-13 minutes. To heat: Place corn mixture in stock pot or steam-jacketed kettle. For 50 servings, add 2 cups water. For 100 servings, add 1 qt water. Heat, uncovered. Drain. Pour into steamtable pans (12 x 20 x 2 ½ ). For 50 servings, use 1 pan. For 100 servings, use 2 pans. CCP: Heat to 140 F or higher. 1 lb 3 ¼ cups 3. Add pimientos, margarine or butter, and seasonings. Stir lightly. *Fresh onions, chopped 6 oz 1 cup 12 oz 2 cups 4. CCP: Hold for hot service at 135 F or higher. OR Dehydrated onions 1 oz ½ cup 2 oz 1 cup Canned chopped pimientos, 3 oz ¼ cup 1 Tbsp 6 oz ½ cup 2 Tbsp drained Margarine or butter 2 oz ¼ cup 4 oz ½ cup **Seasonings Chili powder 1 ¼ tsp 1 ½ tsp Ground cumin ¾ tsp 1 ½ tsp Paprika ½ tsp 1 tsp Onion powder ½ tsp 1 tsp Nutrients Per Serving Calories 42 Saturated Fat 0.25 g Iron 0.41 mg Protein 1.10 g Cholesterol 0 mg Calcium 4 mg Carbohydrate 7.72 g Vitamin A 204 IU Sodium 132 mg Total fat 1.33 g Vitamin C 7.8 mg Dietary fiber 0.9 g *Marketing guide for selected items: Food as purchased for: servings Green peppers 10 oz 1 lb 4 oz Mature onions 7 oz 14 oz ** Mexican Seasoning Mix (see G-01A, Sauces, Gravies, and Seasoning Mixes) may be used to replace these ingredients. For 50 servings, use 1 Tbsp Mexican Seasoning Mix. For 100 servings, use 2 Tbsp Mexican Seasoning Mix. Serving Yield Volume ¼ cup (No. 16 scoop) provides ¼ cup if 50 Servings about 5 lb 3 oz 50 Servings about 3 quarts ½ vegetable, 1 steamtable pan cup 100 Servings about 10 lb 6 oz 2 steamtable pans 100 Servings about 1 gallon 2 ¼ quarts Instructor s Guide; Lesson 3, Page 14

72 LESSON THREE: REVIEW THE QUALITY SCORE CARD AND THE STANDARDIZED RECIPE HANDOUT 3-3 Basics at a Glance Instructor s Guide; Lesson 3, Page 15

73 LESSON THREE: REVIEW THE QUALITY SCORE CARD AND THE STANDARDIZED RECIPE HANDOUT Instructor s Guide; Lesson 3, Page 16

74 LESSON THREE: REVIEW THE QUALITY SCORE CARD AND THE STANDARDIZED RECIPE HANDOUT Instructor s Guide; Lesson 3, Page 17

75 LESSON THREE: REVIEW THE QUALITY SCORE CARD AND THE STANDARDIZED RECIPE HANDOUT Instructor s Guide; Lesson 3, Page 18

76 LESSON THREE: REVIEW THE QUALITY SCORE CARD AND THE STANDARDIZED RECIPE HANDOUT 3-4 Quality Score Card for Cooked Vegetables DATE: MENU ITEM: PROUDLY PREPARED BY: QUALITY SCORED BY: When the food is ready to serve, use this Quality Score Card to evaluate the quality. Mark YES when the food meets the standard and NO when it does not. Mark NA (Not Applicable) when a specific quality standard does not apply to the food being evaluated. Use the COMMENTS section to explain why a food does not meet a standard. Remember, if a food does not meet the quality standards, it should not be placed on the service line. Appearance Bright color typical of the vegetable Vegetable pieces are similar in size QUALITY STANDARD YES NO NA COMMENTS Vegetable pieces are intact (pieces not overcooked with a mushy appearance) There is no visible oil or fat Garnish is edible and appropriate for the dish Texture or Consistency Vegetable is fork-tender (slightly crisp and not overcooked) All pieces of the vegetable have the same texture Vegetables in casserole-type recipes are well blended, tender, and identifiable Flavor and seasoning Vegetable has a distinct, good flavor Seasonings are detectable but not overpowering Seasonings enhance the vegetable flavor A minimal amount of salt has been added (recipe used) A minimal amount of fat has been added (recipe used) If a sauce is used, it complements the vegetable (mild, not overpowering) Service Temperature Hot- 135 F or above Instructor s Guide; Lesson 3, Page 19

77 LESSON THREE: REVIEW THE QUALITY SCORE CARD AND THE STANDARDIZED RECIPE HANDOUT 3-5 Post-Training Assessment Please circle the answer to the following questions: 1. A standardized recipe includes all of the following except: a. weights and measures b. directions c. recipe yield d. student acceptance 2. Which of the following is an advantage of using a standardized recipe? a. It will ensure customers will receive a consistent, quality product b. Staff will not have to review the recipe once it is memorized c. Manager will not have to supervise food production d. There will be less plate waste 3. The amount of product at the completion of production that is available for service is a. the leftovers from the previous day. b. the amount of food in storage. c. the amount of food on the serving line. d. the amount of food the recipe yields. 4. Recipe ingredient substitutions should only be made if a. the facility is trying to save money. b. the original ingredient is unavailable. c. the staff does not want to search for the original ingredient. d. the staff is being creative. 5. An appropriate substitution would be a. chili powder instead of cayenne pepper. b. light red kidney beans instead of pinto beans. c. tomato sauce instead of ketchup. d. mozzarella cheese instead of cream cheese. Instructor s Guide; Lesson 3, Page 20

78 LESSON THREE: REVIEW THE QUALITY SCORE CARD AND THE STANDARDIZED RECIPE HANDOUT 3-5a Pre- and Post-Training Assessment Answer Key 1. A standardized recipe includes all of the following except: a. weights and measures b. directions c. recipe yield d. student acceptance 2. Which of the following is an advantage of using a standardized recipe? a. It will ensure customers will receive a consistent, quality product b. Staff will not have to review the recipe once it is memorized c. Manager will not have to supervise food production d. There will be less plate waste 3. The amount of product at the completion of production that is available for service is a. the leftovers from the previous day. b. the amount of food in storage. c. the amount of food on the serving line. d. the amount of food the recipe yields. 4. Recipe ingredient substitutions should only be made if a. the facility is trying to save money. b. the original ingredient is unavailable. c. the staff does not want to search for the original ingredient. d. the staff is being creative. 5. An appropriate substitution would be a. chili powder instead of cayenne pepper. b. light red kidney beans instead of pinto beans. c. tomato sauce instead of ketchup. d. mozzarella cheese instead of cream cheese. Instructor s Guide; Lesson 3, Page 21

79 Practical Skills for Preparing High Quality School Meals: A Five Step Process 4 Organize Equipment and Ingredients Lesson at a Glance Time: 30 minutes TIME Topic Task 4 minutes Introduction Introduce the lesson objectives Objective 1: Identify the proper equipment needed to follow standardized recipes. Conduct Pre-Training Assessment 7 minutes Identify Equipment Based on the Standardized Recipe Identify equipment needed to make vegetable wraps Discuss equipment identified Objective 2: Understand the importance of using only approved commercial grade equipment in school foodservice kitchens. 1 minute Commercial Grade Equipment Discuss approved, commercial grade equipment Objective 3: Understand the importance of organizing workspace, equipment, and ingredients to work smarter not harder. 18 minutes Work Simplification Conduct kitchen tour Conduct Work Smarter Not Harder activity Show video segment Conduct Post-Training Assessment Review answers to the Pre- and Post-Training Assessment

80 LESSON FOUR: ORGANIZE EQUIPMENT AND INGREDIENTS Preparation Checklist Use this preparation checklist to get ready for the training session. Keep track of your progress by checking off tasks as they are completed. LESSON Tasks 3 Gather lab supplies for instructor Chef s knife 1 Cutting board 1 Scale- spring 1 Gather lab supplies for activity Self adhesive notepads 1 per team Ladle,1 oz 1 per team Steamtable pans, various sizes and depths depending on what is available for each team Parchment paper 1 sheet per team Scoop, No per team ¼ measuring cup 1 per team Bread knife 1 per team Cutting board 1 per team Scale 1 per team Vegetable peeler 1 per team Markers 1 for the instructor and 1 per team Gather other materials Pencils 1 per participant Computer and LCD projector BLT 2010 video segments from Nametags (optional) Make copies of the Participant s Workbook 1 per participant Instructor s Guide; Lesson 4, Page 2

81 LESSON FOUR: ORGANIZE EQUIPMENT AND INGREDIENTS Key Terms Mise-en-place (meez-un-plahss) French for to put in place. This term is referred to by cooking professionals as the preparation and assembly of all necessary ingredients and equipment prior to food production. Work simplification The process of finding the easiest and most efficient way to do a job. Instructor s Guide; Lesson 4, Page 3

82 LESSON FOUR: ORGANIZE EQUIPMENT AND INGREDIENTS Welcome Welcome to Lesson Four: Organize Equipment and Ingredients. In this lesson, we will cover the following objectives: Objective 1: Identify the proper equipment needed to follow standardized recipes. Objective 2: Understand the importance of using only approved commercial grade equipment in school foodservice kitchens. Objective 3: Understand the importance of organizing workspace, equipment, and ingredients to work smarter not harder. Direct participants to the Pre-Training Assessment, Handout 4-1 in the Participant s Workbook. The pre-training questions on the Pre-Training Assessment will allow us to measure how much new information you receive through this course. Don t worry if you are unsure of the correct answer; you will have an opportunity to learn the new information in the lesson. Choose the answer that seems correct and remember, your first thought is usually the right one. Allow time for completion of the Pre-Training Assessment and collect them for later review. The answers to the Pre-Training Assessment will be discussed at the end of the lesson. Thank participants for answering questions about information that may be unfamiliar to them. Return to the lesson. Instructor s Guide; Lesson 4, Page 4

83 LESSON FOUR: ORGANIZE EQUIPMENT AND INGREDIENTS Objective 1: Identify the proper equipment needed to follow standardized recipes. Step three of the five step process is to organize equipment and recipe ingredients. A wellorganized cook saves time and energy by assembling all ingredients and equipment before starting food preparation. Professional chefs use the French term mise-en-place (meez-un-plahss) which means to put in place to describe assembling ingredients and utensils. This term also means a state of mind. It is important to plan and anticipate situations that could arise during food production. You know that Hazard Analysis Critical Control Point(s) (HACCP) is based on being proactive or thinking ahead. It also includes corrective action what to do when something goes wrong. Proactive food production is like proactive food safety programs. Thinking ahead, knowing culinary techniques, and being a well-organized cook reduces stress in the kitchen and helps staff easily solve problems that could arise during food production. Direct participants to the USDA Recipe: Vegetable Wraps, Handout 4-2 and the What Do I Need?, Handout 4-3 in the Participant s Workbook. For 20 participants, create four teams of five people. Working in teams, read the recipe for Vegetable Wraps and write down all of the equipment you think you would need to prepare the recipe on the worksheet What Do I Need? Allow teams approximately three minutes to complete this activity. Once participants have finished, gather participants for discussion. Ask for a team to volunteer and share their answers with the group. If a team does not volunteer, select a team to share their results. If the team lists any necessary items that are not on your list, please add it to What Do I Need?, Handout 4-3a. Allow teams to share and discuss results. Instructor s Guide; Lesson 4, Page 5

84 LESSON FOUR: ORGANIZE EQUIPMENT AND INGREDIENTS Objective 2: Understand the importance of using only approved commercial grade equipment in school foodservice kitchens. Having the equipment you need for food production is critical to a job well done. Only commercial grade large and small equipment should be used in a commercial kitchen. Is it safe to make a chill stick out of a plastic two liter soda container or store food in leftover one gallon Ranch dressing container? All participants should answer no to this question. Can anyone tell me why it is not safe to make a chill stick out of a plastic two liter soda container or store food in leftover one gallon Ranch dressing containers? The correct answer to the question is: This type of plastic is single use only, and cannot be sanitized after using, therefore it is considered a food safety hazard. Show participants a piece of small equipment (chef s knife) with the NSF (National Sanitation Foundation) logo. This logo stands for the National Sanitation Foundation. Companies pay a fee for the National Sanitation Foundation to certify that their product is easily cleaned, safe for food to touch, nontoxic, and nonabsorbent. Using unapproved, non-commercial tools and equipment could be a hazard in your facility. Instructor s Guide; Lesson 4, Page 6

85 LESSON FOUR: ORGANIZE EQUIPMENT AND INGREDIENTS Objective 3: Understand the importance of organizing workspace, equipment, and ingredients to work smarter not harder. Conduct a five minute tour of your kitchen and discuss improved organization of workspace, equipment, and ingredients. Ask participants for ideas or suggestions to improve work flow, streamline food production, and increase efficiency in your kitchen. Ideas for improvements may include: Rearranging work tables. Increase use of rolling bun pan racks and/or carts. Easily accessible storage of film wrap, aluminum foil, and parchment paper (parchment paper could be stored in a sheet pan located on top or bottom of rolling bun pan rack). Removing unnecessary items from dry storage and table drawers. Use of food processing equipment, i.e. sectionizers, slicers, food processors. Better organization of storage areas, including refrigerated and dry. Organizing the workspace to work smarter not harder is a major component to proper mise-en-place. Take time to plan your work. Eliminate any unnecessary steps. It is estimated the average cook takes 14,000 steps per day. To help develop your work simplification skills, we are going to organize an imaginary workspace preparing vegetable wraps. Instructor s Guide; Lesson 4, Page 7

86 LESSON FOUR: ORGANIZE EQUIPMENT AND INGREDIENTS Work Smarter Not Harder Activity Purpose: To develop mise-en-place and work simplification skills to improve kitchen efficiency. Time allowed: 10 minutes Materials: Self adhesive notepads 1 per team Ladle, 1 oz 1 per team Steamtable pans, various sizes and depths depending on what is available for each team Parchment paper 1 sheet per team Scoop, No per team ¼ measuring cup 1 per team Bread knife 1 per team Cutting board 1 per team Scale 1 per team Vegetable peeler 1 per team Marker 1 for the instructor and 1 per team Before Class Preparation: Review and secure materials needed for the activity. Place equipment on a sheet pan lined with parchment paper. Using a marker, write Team 1 on the parchment paper. Repeat this step for each team s lab supplies. For 20 participants, create four teams of five people. Set up team work stations with necessary culinary tools. Divide participants into teams. Direct each team to the USDA Recipe: Vegetable Wrap, Handout 4-2 in the Participant s Workbook. Make sure each team has completed the What Do I Need? Handout 4-3 prior to beginning this activity. Instructor s Guide; Lesson 4, Page 8

87 LESSON FOUR: ORGANIZE EQUIPMENT AND INGREDIENTS Each team is to design a work station for preparing vegetable wraps. On the self adhesive notes, write the name of the food item and place it where you think it belongs in your workspace. You will have three to four minutes to create your workspace. During the activity, visually observe participants and provide any assistance needed. If participants are able to setup work stations in less time, use the additional time for work simplification discussion among teams. Gather participants around each team s workspace starting with Team 1, Team 2, and so on. Discuss as a group the pros and cons of the workspace created by the team and make any suggestions for improvement. Show video segment. I know you want to find out what you have learned. Let s take a few minutes to take the Post- Training Assessment. Ask participants to look at Post-Training Assessment, Handout 4-4. Allow time for completion. Review the answers from the Pre- and Post-Training Assessment Answer Key, Handout 4-4a with the class to close the lesson. Be sure to point out that answering these questions was easier this time than in the Pre-Training Assessment because of the lesson activities and discussions. Collect the Post-Training Assessments for later review. Thank you for participating in this session. If applicable, make sure that participants have signed the attendance roster and/or credits sheet. Instructor s Guide; Lesson 4, Page 9

88 LESSON FOUR: ORGANIZE EQUIPMENT AND INGREDIENTS HANDOUT 4-1 Pre-Training Assessment Please circle the answer to the following questions: 1. The term mise-en-place means a. your place of employment. b. to put in place. c. there are mice in the place. d. it has been misplaced. 2. An advantage to being a well-organized cook is a. the kitchen is less stressful. b. the food tastes better. c. the kitchen does not require a manager. d. the recipes are easier to follow. 3. NSF stands for a. non-safe food. b. National Safety Foundation. c. National School Foundation. d. National Sanitation Foundation. 4. Food cannot be stored in 1 gallon leftover ranch style dressing containers because a. the label states it is Ranch dressing. b. the plastic cannot be properly sanitized. c. the container is too small. d. hot food will melt the thin plastic. 5. Commercial grade tools and equipment should be a. long-lasting. b. waterproof. c. nonabsorbent. d. lightweight. Instructor s Guide; Lesson 4, Page 10

89 LESSON FOUR: ORGANIZE EQUIPMENT AND INGREDIENTS 4-2 USDA Recipe: Vegetable Wraps HANDOUT INGREDIENT 50 SERVINGS 100 SERVINGS DIRECTIONS WEIGHT MEASURE WEIGHT MEASURE Enriched flour tortilla, 12 soft (at least 1.8 oz) 50 each 100 each 1. Steam tortillas for 3 minutes until warm OR Place in warmer to prevent torn tortillas when folding Ranch dressing (E-19) 50 oz 1 qt 2¼ cups 100 oz 3 qt ½ cup 2. For ranch dressing use Ranch Dressing recipe (see E-19) Spread 2 Tbsp ranch dressing down the center of each tortilla. * Leaf lettuce 13 oz 1 qt 2¾ cup 1lb 10 oz 3 qt 1½ cup 3. Place about ¼ oz lettuce on top of ranch dressing. Raw mixed vegetables 4. Combine raw vegetables: green peppers, onions, carrots, and cucumbers. Portion 2 oz of vegetable mix with a No. 10 scoop (⅜ cup) on top of lettuce leaf and dressing. Raw green peppers, chopped 1 lb 10 oz 1 qt ¾ cup 3 lb 4oz 2 qt 1½ cup 5. Sprinkle 1 oz (¼ cup) cheese on top of vegetables. Raw onions, chopped 1 lb 13 oz 1 qt 1 cup 3 lb 10oz 2 qt 2 cups 6. Fold the top and bottom of the tortilla into the center. Beginning at either side, roll the tortilla until all the contents cannot be seen. Raw carrots, peeled and 1 lb 5 oz 1 qt 1 cup 2 lb 10oz 2 qt 2 cups 7. Cut diagonally in half. sliced Raw cucumbers, peeled and diced 1 lb 9 oz 1 qt 1 cup 3 lb 2oz 2 qt 2 cups Reduced fat Cheddar cheese, shredded 3 lb 2 oz 3 qt ½ cup 6 lb 4oz 1 gal 2¼ cup Nutrients Per Serving Calories 299 Saturated Fat 4.72 g Iron 2.04 mg Protein g Cholesterol 21 mg Calcium 226 mg Carbohydrate g Vitamin A 3707 IU Sodium 636 g Total fat g Vitamin C 16.5 mg Dietary fiber 2.9 g *Marketing guide for selected items: Food as purchased for: serv. Leaf lettuce 1 lb 4 oz 2 lb 8 oz Green peppers 2 lb 1 oz 4 lb 2 oz Mature onions 2 lb 1 oz 4 lb 2 oz Carrots 1 lb 10 oz 3 lb 4 oz Cucumbers 1 lb 14 oz 3 lb 12 oz 2 Pieces provide 1oz equivalent meat/meat alternate, ⅜ cup of vegetable, and 2 servings of grains/breads. Servings Yield about 19 lb about 38 lb Volume 1 gallon ⅜ quarts (vegetable filling) 100 halves 2 gallons 1 ¾ quarts (vegetable filling) 200 halves Tested 2004 Instructor s Guide; Lesson 4, Page 11

90 LESSON FOUR: ORGANIZE EQUIPMENT AND INGREDIENTS HANDOUT 4-3 What Do I Need? Item Description Quantity needed Instructor s Guide; Lesson 4, Page 12

91 LESSON FOUR: ORGANIZE EQUIPMENT AND INGREDIENTS HANDOUT 4-3a What Do I Need? Suggested Answers Disposable gloves What Do I Need? Suggested Answers Method for dispensing Ranch dressing, select 1: Squeeze bottle 2 oz ladle 2 oz spoodle 1* Cutting board 1* Chef s knife 1* Food processor, Optional, for slicing carrots and cucumbers 1 Colander for rinsing vegetables 1 No. 10 scoop OR 3 oz spoodle 1* Scale 1 Method for measuring shredded cheese (1/4 cup measure equals1 oz shredded cheese), select 1: 2 oz portion cup 2 oz spoodles 2 oz scoop 1* Pan for shredded cheese 1 Pan for tortillas 1-2 Pan for vegetable mix 1 Pan for rinsed leaf lettuce 1 Bread knife to cut wrap in half 1 2 inch pan for finished product 1-2 Film wrap to cover finished product 1 Other as determined by trainer: *Notes to instructor, if multiple persons/stations are preparing, you may need more than one of these items. Insert the type of pan you plan to use on the blank lines provided above. Instructor s Guide; Lesson 4, Page 13

92 LESSON FOUR: ORGANIZE EQUIPMENT AND INGREDIENTS HANDOUT 4-4 Post-Training Assessment Please circle the answer to the following questions: 1. The term mise-en-place means a. your place of employment. b. to put in place. c. there are mice in the place. d. it has been misplaced. 2. An advantage to being a well-organized cook is a. the kitchen is less stressful. b. the food tastes better. c. the kitchen does not require a manager. d. the recipes are easier to follow. 3. NSF stands for a. non-safe food. b. National Safety Foundation. c. National School Foundation. d. National Sanitation Foundation. 4. Food cannot be stored in 1 gallon leftover ranch style dressing containers because a. the label states it is Ranch dressing. b. the plastic cannot be properly sanitized. c. the container is too small. d. hot food will melt the thin plastic. 5. Commercial grade tools and equipment should be a. long-lasting. b. waterproof. c. nonabsorbent. d. lightweight. Instructor s Guide; Lesson 4, Page 14

93 LESSON FOUR: ORGANIZE EQUIPMENT AND INGREDIENTS HANDOUT 4-4a Pre- and Post-Training Assessment Answer Key 1. The term mise-en-place means a. your place of employment. b. to put in place. c. there are mice in the place. d. it has been misplaced. 2. An advantage to being a well-organized cook is a. the kitchen is less stressful. b. the food tastes better. c. the kitchen does not require a manager. d. the recipes are easier to follow. 3. NSF stands for a. non-safe food. b. National Safety Foundation. c. National School Foundation. d. National Sanitation Foundation. 4. Food cannot be stored in 1 gallon leftover ranch style dressing containers because a. the label states it is Ranch dressing. b. the plastic cannot be properly sanitized. c. the container is too small. d. hot food will melt the thin plastic. 5. Commercial grade tools and equipment should be a. long-lasting. b. waterproof. c. nonabsorbent. d. lightweight. Instructor s Guide; Lesson 4, Page 15

94 Practical Skills for Preparing High Quality School Meals: A Five Step Process 5 Use the Right Culinary Technique Lesson at a Glance Time: 30 minutes TIME Topic Task 4 minutes Introduction Conduct Pre-Training Assessment Objective 1: Demonstrate proper knife skills by correctly cutting up various fruits and vegetables. 15 minutes Chef s Knives Proper use of chef s knife How to maintain a chef s knife Fabrication of fresh produce Objective 2: Understand the importance of weighing and measuring ingredients and how it relates to high quality prepared food products and the nutritional value of these products. 5 minutes Weights/Measures Nutrition Integrity Discuss the difference between weights and measures Objective 3: Recall the various types of cooking methods and when they are best used with various types of foods. 3 minutes Cooking Methods Discuss various cooking methods Objective 4: Understand that some students may have special dietary requirements, and different preparation techniques may be needed to accommodate these students. 3 minutes Special Needs Students Discuss special dietary requirements for students with disabilities Show video segment Conduct Post-Training Assessment Review answers to the Pre- and Post-Training Assessment

95 LESSON FIVE: USE THE RIGHT CULINARY TECHNIQUE Preparation Checklist Use this checklist to get ready for the training session. Keep track of progress by checking off tasks as completed. LESSON Tasks 3 Gather lab supplies for instructor Chef s knife 1 Steel 1 Cutting board 1 Method to secure cutting board Single-use, disposable gloves Cantaloupe 1 Portion cup, 2 oz 2 Red seedless grapes, 3-4 Spinach leaves, fresh, 2 oz Iceberg or garden mix, 4 oz Entrée salad container or bowl Portion scale, electronic and/or spring Shredded cheese 1 oz Spinach 5 lb bag of pre-rinsed spinach leaves Disposable or terry cloth towels Sanitizer, prepared in buckets Gather lab supplies for participants Cutting boards 1 per participant (2 participants can share if necessary) Chef s knife 1 per participant (2 participants can share if necessary) Gather other materials Pencils 1 per participant Computer and LCD projector BLT 2010 video segments from Nametags (optional) Copies of the Participant s Workbook 1 per participant Instructor s Guide; Lesson 5, Page 2

96 LESSON FIVE: USE THE RIGHT CULINARY TECHNIQUE Key Terms Chiffonade To finely slice or shred leafy vegetables or herbs. Culinary Technique A step-by-step food preparation method. Fabrication The process of slicing and dicing food. This term is often used to describe slicing or dicing fresh fruits and vegetables. Grilling A dry-heat cooking method in which foods are cooked by heat radiating from a source located below the cooking surface. Nutrient Analysis The calculated nutrient content of foods, recipes, and/or menus. Nutrition Integrity A level of performance that assures all food and beverages available in schools are consistent with the Dietary Guidelines for Americans, and when combined with nutrition education, physical activity, and a healthy school environment, contribute to enhanced learning and the development of lifelong, healthy eating habits. Tare To reset an electronic or spring-style scale to zero; also known as zero the scale. This may be used to weigh ingredients without weighing the container. Before you begin this lesson, provide each participant with a chef s knife, cutting board, and disposable gloves. If supplies are limited, two participants can share a chef s knife and cutting board. Instructor s Guide; Lesson 5, Page 3

97 LESSON FIVE: USE THE RIGHT CULINARY TECHNIQUE Welcome Welcome to Lesson Five: Use the Right Culinary Technique. In this lesson, we will cover the following objectives: Objective 1: Demonstrate proper knife skills by correctly cutting up various fruits and vegetables. Objective 2: Understand the importance of weighing and measuring ingredients and how it relates to high quality prepared food products and the nutritional value of these products. Objective 3: Recall the various types of cooking methods and when they are best used with various types of foods. Objective 4: Understand that some students may have special dietary requirements and different preparation techniques may be needed to accommodate these students. Direct participants to the Pre-Training Assessment, Handout 5-1 of the Participant s Workbook. The pre-training questions on the Pre-Training Assessment will allow us to measure how much new information you receive through this course. Don t worry if you are unsure of the correct answer; you will have an opportunity to learn the new information in the lesson. Choose the answer that seems correct and remember, your first thought is usually the right one. Allow time for completion of the Pre-Training Assessment and collect them for later review. The answers to the Pre-Training Assessment will be discussed at the end of the lesson. Thank participants for answering questions about information that may be unfamiliar to them. Return to the lesson. Instructor s Guide; Lesson 5, Page 4

98 LESSON FIVE: USE THE RIGHT CULINARY TECHNIQUE Objective 1: Demonstrate proper knife skills by correctly cutting up various fruits and vegetables. School nutrition programs around the United States are serving more fresh fruits and vegetables to improve the health of young people. Research shows that eating a variety of fresh fruits and vegetables every day improves wellness and the future health of individuals. Step four of the five-step process is to use the right culinary technique. To improve your culinary skills and techniques in the fabrication of fresh produce, this lesson will teach you how to properly use the chef s knife. Every cooking professional must be skilled in how to use a chef s knife. The most common grip is to hold the handle with three fingers while gripping the blade between the thumb and index finger. Demonstrate how to hold a chef s knife as shown in the picture below. Do not slice the cantaloupe until you are directed to do so later in this session. An eight inch chef s knife is the preferred blade length for most females due to females typically being of short stature (height). Instructor s Guide; Lesson 5, Page 5

99 LESSON FIVE: USE THE RIGHT CULINARY TECHNIQUE Be sure not to place your index finger along the top of the blade of the knife. This could lead to the development of carpel tunnel health problems. Place index finger on top of blade to demonstrate what not to do. Let each participant individually demonstrate the proper way to hold a chef s knife and help participants make corrections as needed. The opposite hand is used to hold the food item. It is important that you cannot see fingernails of this hand. If you can see fingernails, you might cut that hand. Always keep your non-cutting hand in a claw on top of the product. Ask the participants to hold up their non-cutting hand and show their claw. Instructor s Guide; Lesson 5, Page 6

100 LESSON FIVE: USE THE RIGHT CULINARY TECHNIQUE Knives should always be used with a cutting board. It is important to never cut on stainless steel tables because your knife will become dull instantly. CUTTING BOARDS If your cutting board is not designed with rubber edges to hold it in place, be sure you secure your cutting board with a damp, sanitized terry or disposable cloth or rubberized shelf liner. If you are using a color-coded cutting board system for food safety, be sure you have paired the correct color with the correct food. For example, a green cutting board should be used with fresh produce. Before fabricating any foods, especially produce, make sure your knife is sharp. A dull knife will not leave a smooth, clean edge on the food. A dull knife may crush and damage food, reducing eye appeal and product quality. School nutrition operations may use a knife sharpening service, electric knife sharpening equipment, or manual knife sharpening equipment to sharpen knives. Note to Instructor: Some school nutrition personnel may be trained to sharpen knives using a whetstone. Please note that untrained personnel should not attempt to sharpen knives using a whetstone. Improper use of the whetstone could result in knife blade damage. The steel does not sharpen a knife. A steel is used to hone or straighten the blade edge after sharpening or in between sharpening for longer use. Instructor s Guide; Lesson 5, Page 7

101 LESSON FIVE: USE THE RIGHT CULINARY TECHNIQUE Use the illustration below as a guide and demonstrate how to properly use a knife steel to hone the blade. hone a knife blade While holding the knife at a 20 angle, place the heel of the knife at the top of the steel. Press the knife blade against the steel firmly. Slowly drag the knife down the steel while pulling the knife towards the body, so that the tip of the blade is touching the steel when it gets to the bottom of the steel. Alternate sides to be sure the blade is properly honed. Do not clean and sanitize knives in a commercial dishwasher. The heat and chemicals may damage the handle and the blade. Always clean and sanitize knives using the 3-compartment sink method. Wash, rinse, and sanitize all utensils and cutting boards immediately after each use. Knives should never be left in the sink unattended because this could be an employee safety hazard. When fabricating fresh produce, be sure to rinse all produce prior to using. Best practice is to wear single use, disposable gloves when handling ready to eat foods, such as produce. To demonstrate the proper way to use a chef s knife, I am going to make cantaloupe slices and dices. Note to Instructor: Three million Americans suffer from latex allergy. Please note that the allergens (latex proteins) can be transferred from latex gloves to food. As a precaution, purchase non-latex containing single-use, disposable gloves. Instructor s Guide; Lesson 5, Page 8

102 LESSON FIVE: USE THE RIGHT CULINARY TECHNIQUE Using a chef s knife, demonstrate the proper culinary technique for slicing and dicing a cantaloupe. Be sure to wear single use, disposable gloves. Use the following illustration as a guide. slice a cantaloupe Remove each end of the melon using a chef s knife. After removing both ends of the fruit, place cut side down. Cut away skin while turning 20 degrees after each cut. Cut the melon in half. Using a large spoon, remove and discard the seeds of the fruit. Tip: Use a 4 or 6 inch pan as a table top garbage can for seeds and rind. Instructor s Guide; Lesson 5, Page 9

103 LESSON FIVE: USE THE RIGHT CULINARY TECHNIQUE slice a cantaloupe, continued The cantaloupe may be sliced into wedges and served. If a dice cut is preferred, after slicing, turn the fruit one quarter turn and slice again into 1-2 inch cubes. Using the right culinary technique will result in a high quality product that is more acceptable and appealing to students. In addition, using the correct technique will save time during food production. Instructor s Guide; Lesson 5, Page 10

104 LESSON FIVE: USE THE RIGHT CULINARY TECHNIQUE Fill a portion cup with the diced cantaloupe. Use a damp, sanitized terry cloth or disposable towel to wipe down the cutting board for the next demonstration. How could we garnish our portion cup of diced cantaloupe for improved eye appeal? Accept all reasonable answers. Possible answers include: Garnish with fresh, red seedless grapes. Garnish with slice of strawberry. Garnish with fresh blueberries. Garnish the cantaloupe with 3-4 red, seedless grapes. Another culinary technique that can be used to blend healthy ingredients, such as spinach, into a green salad or prepare fresh herbs for use in recipes is chiffonade. Instructor s Guide; Lesson 5, Page 11

105 LESSON FIVE: USE THE RIGHT CULINARY TECHNIQUE Use the photos below as a guide and demonstrate how to slice spinach for use in salads. Toss sliced spinach leaves in a container with iceberg or precut garden greens. Discuss the improved eye appeal and nutritional benefits of a blend of spinach and iceberg. One ounce of spinach contains over half of your day s Vitamin A requirement, while one ounce of iceberg provides only three percent of your daily Vitamin A requirement. Provide participants with a small amount of whole spinach leaves at each work station. Allow participants to practice proper use of the chef s knife by slicing spinach for salads; observe participants to make sure the chef s knife is held properly and the non-cutting hand is in the claw form. After participants have completed this activity, gather participants around the demonstration table. slice spinach for use in salads Roll leaves tightly like rolling up a burrito. You do not have to remove any spinach stems. While keeping the leaves tightly rolled, slice into strips of desired thickness. Technically, chiffonade means to finely slice; however this term may be used when creating larger slices. Instructor s Guide; Lesson 5, Page 12

106 LESSON FIVE: USE THE RIGHT CULINARY TECHNIQUE Objective 2: Understand the importance of weighing and measuring ingredients and how it relates to high quality prepared food products and the nutritional value of these products. Standardized recipes are used in school foodservice to ensure that consistent, quality products are produced in the amounts or portions that are needed for service. To get the desired recipe results, ingredients must be weighed or measured correctly. Recipes indicate the amount of each ingredient to use in two ways by volume and by weight. Volume refers to the amount of space an ingredient occupies in a measuring container and is expressed in terms such as teaspoons, cups, and gallons. Weight refers to the heaviness of an ingredient and is expressed in terms such as ounces and pounds. Weighing ingredients is considered the more accurate measurement of the ingredient. You do not have to worry if you leveled the flour correctly, packed the brown sugar, or did not put enough shredded cheese on your chef salad because weighing ingredients will eliminate errors and speed production. Another important reason for using correct weights and measures is nutrition integrity. In other words, the nutrient analysis of the standardized recipe is accurate. How would you feel or what would you think if you purchased a meal that was advertised as low in fat and calories only to find out this was not true? Accept all reasonable answers. Note to Instructor: Most participants will feel this practice is wrong as they may be on a calorie controlled diet, watching their fat intake, or may be a diabetic that needs to watch fat and calories daily. It is critical that the nutrient analyses of school nutrition recipes and menus published for the community are accurate. In order for the nutrient information on the recipe to be accurate, ingredients must be weighed or measured correctly each time the recipe is prepared. Instructor s Guide; Lesson 5, Page 13

107 LESSON FIVE: USE THE RIGHT CULINARY TECHNIQUE If possible, place an electronic and spring scale on the demonstration table. Electronic and spring scales are used in school nutrition to weigh ingredients and determine correct portion sizes, such as portioned meats and cheeses. If your scale is a spring scale, meaning not electronic, please be sure to pick it up by the base. Picking up spring scales by the platform used for weighing the food will eventually destroy the unit. When weighing a product, be sure to tare or zero the scale prior to using. The tare may also be used to weigh ingredients without weighing the container. Simply place the container on the scale and tare or zero the scale. Now you are ready to weigh your ingredients. Put one ounce of shredded cheese in a two ounce portion cup. How much does this two ounce portion cup of shredded cheese weigh? Allow participants to guess the weight of the cup. Place an electronic or spring scale on the demonstration table to show participants that the two ounce cup contains one ounce of shredded cheese. The two ounce cup actually contains one ounce of shredded cheese. It is very important to note that weights and measures are not interchangeable. Instructor s Guide; Lesson 5, Page 14

108 LESSON FIVE: USE THE RIGHT CULINARY TECHNIQUE Objective 3: Recall the various types of cooking methods and when they are best used with various types of foods. Using the right culinary technique means to use the right cooking method, too. Matching ingredients with the correct cooking method will help to create a quality product. Heat causes proteins and starches to thicken, sugars to caramelize, water to evaporate, and fats to melt. Using the incorrect cooking method could spell disaster. Would you boil an expensive steak? Most participants should answer no to this question. Looking at the Cooking Methods, Handout 5-2, what cooking method would you choose for an expensive steak? Most participants should answer grilling. Yes, a steak should be grilled to caramelize the sugars on the surface and allow for a short cooking time so that proteins do not bind too tightly and cause the meat to become tough and dry. Many items on a school nutrition menu are baked or steamed. It is important we cook foods to safe internal temperatures and do not overcook products until they are tough, dry, and distasteful. This is especially true for items precooked by the manufacturer. For example, raw poultry should be cooked to an internal temperature of 165 F. However, when heating precooked chicken tenders, you should follow the manufacturer s instructions to ensure the safety and quality of the tenders. Due to temperature loss between the oven and the serving line, some schools choose to heat manufactured food to higher temperatures than required. This practice is acceptable, but make sure the product is not overcooked and food quality is lost. Another important step in maintaining food quality is just-in-time service. Batch cooking helps to reduce holding time and improves food quality. Foods that are held at high temperatures (above 160 F) may continue cooking and become dry and distasteful. If a food item is overcooked, it should not be served. If time permits, continue discussion of cooking methods on the Cooking Methods Handout 5-2 of your workbook. Instructor s Guide; Lesson 5, Page 15

109 LESSON FIVE: USE THE RIGHT CULINARY TECHNIQUE Objective 4: Understand that some students may have special dietary requirements, and different preparation techniques may be needed to accommodate these students. At times, school nutrition operations may be asked to prepare meals for students on special diets. The U.S. Department of Agriculture s nondiscrimination regulation (7 CFR 15b), as well as the regulations governing the National School Lunch Program and School Breakfast Program, make it clear that substitutions to regular meals must be made for children who are unable to eat regular meals due to disabilities certified by a licensed physician or recognized medical authority. Schools are required to make reasonable accommodations for disabilities including diabetes, food allergies, and food intolerances such as celiac disease (gluten intolerance). Other accommodations may be made for children who have difficulty chewing or swallowing. For these students, school nutrition personnel may be required to puree, blend, or cut food into smaller pieces. Small equipment, such as a commercial blender, food processor, or immersion blender, works well for pureeing and blending food. Equipment used for pureeing meals should be commercial grade and stamped with the National Sanitation Foundation seal of approval. If the medical authority has approved the use of broths or stocks, these may be added to improve texture and flavor. Consider a low sodium school-made vegetable broth for improving the texture and flavor of pureed foods. Instructor s Guide; Lesson 5, Page 16

110 LESSON FIVE: USE THE RIGHT CULINARY TECHNIQUE It is imperative the menu plan and recipes be followed exactly as written by the medical authority to ensure the student is receiving a safe and healthy meal. Deviating from the recipe could be lifethreatening and extremely dangerous to students requiring special meals. If the meal is designed to be allergen free, make sure there is no cross-contamination of allergen-containing foods. Cooking different types of food in the same fry oil can cause allergens to be transferred. Do not reuse parchment paper or put food on surfaces that have touched allergens. Make sure utensils, pots and pans, and equipment have been properly washed, rinsed, and sanitized before and after food production. Wash hands and change gloves often, especially when handling foods commonly associated with allergic reactions. Common food allergens are: Peanuts Tree nuts such as almonds, pecans, and walnuts Milk, eggs, soy, wheat Fish such as bass, cod, and flounder Crustacean shellfish such as crab, lobster, and shrimp Instructor s Guide; Lesson 5, Page 17

111 LESSON FIVE: USE THE RIGHT CULINARY TECHNIQUE If you are uncertain if a food item contains an allergen food, check with your supervisor. For example, some deli meats contain dairy products. If you cannot identify all of the food ingredients, do not serve that food to a child with known allergies. Choosing the right culinary equipment, using the right culinary technique, and following safe food handling procedures are critical to back-of-the-house food production and front-of-the-house quality school meal service. Show video segment. I know you want to find out what you have learned. Let s take a few minutes to take the Post- Training Assessment. Direct participants to the Post-Training Assessment, Handout 5-3 in the Participant s Workbook. Allow time for completion. Review the answers from the Pre- and Post-Training Assessment Answer Key, Handout 5-3a with the class to close the lesson. Be sure to point out that answering these questions was easier this time than in the Pre-Training Assessment because of the lesson activities and discussions. Collect the Post-Training Assessments for later review. Thank you for participating in this session. If applicable, make sure that participants have signed the attendance roster and/or credits sheet. Instructor s Guide; Lesson 5, Page 18

112 LESSON FIVE: USE THE RIGHT CULINARY TECHNIQUE HANDOUT 5-1 Pre-Training Assessment Please circle the answer to the following questions: 1. Using the correct culinary technique a. improves meal quality. b. reduces leg strain. c. improves meal counts. d. is only used by chefs. 2. A steel is used between knife sharpenings to a. sharpen the blade. b. store the knife. c. hone the blade. d. prevent theft. 3. Cutting boards may be secured to the work surface by using a. a clean, sanitized, dampened terry cloth towel. b. metal clamps. c. a sponge. d. your apron. 4. The volume of food is defined as a. the amount of space an ingredient occupies in a measuring container. b. the amount of food that can be consumed during a lunch period. c. the weight of food placed on a portion scale. d. the amount of food required for a reimbursable meal. 5. School nutrition assistants are required to make substitutions and modifications to school meals for students a. who have a letter from the parent. b. who have disabilities diagnosed by a medical professional. c. who are vegetarians. d. who have special religious beliefs. Instructor s Guide; Lesson 5, Page 19

113 LESSON FIVE: USE THE RIGHT CULINARY TECHNIQUE HANDOUT 5-2 Cooking Methods dry-heat methods medium equipment Broiling Air Overhead broiler Grilling Air Grill Roasting Air Oven, combi oven Baking Air Oven, combi oven Sautéing Fat Tilt skillet (May sauté using sheet pan in an oven) Stir-frying Fat Tilt skillet, steam-jacketed kettle, wok Pan-frying Fat Stove top, tilt skillet Deep-frying Fat Deep fat fryer Moist-Heat Methods Medium Equipment Poaching Water or other liquid Stove top, oven, steam-jacketed kettle, tilt skillet Simmering Water or other liquid Stove top, steam-jacketed kettle, tilt skillet Boiling Water or other liquid Stove top, steam-jacketed kettle, tilt skillet Steaming Steam Convection steamer, combi oven Combination-Heat Methods Medium Equipment Braising Fat, then liquid Oven, combi oven, tilt skillet Stewing Fat, then liquid Oven, combi oven, tilt skillet Instructor s Guide; Lesson 5, Page 20

114 LESSON FIVE: USE THE RIGHT CULINARY TECHNIQUE HANDOUT 5-3 Post-Training Assessment Please circle the answer to the following questions: 1. Using the correct culinary technique a. improves meal quality. b. reduces leg strain. c. improves meal counts. d. is only used by chefs. 2. A steel is used between knife sharpenings to a. sharpen the blade. b. store the knife. c. hone the blade. d. prevent theft. 3. Cutting boards may be secured to the work surface by using a. a clean, sanitized, dampened terry cloth towel. b. metal clamps. c. a sponge. d. your apron. 4. The volume of food is defined as a. the amount of space an ingredient occupies in a measuring container. b. the amount of food that can be consumed during a lunch period. c. the weight of food placed on a portion scale. d. the amount of food required for a reimbursable meal. 5. School nutrition assistants are required to make substitutions and modifications to school meals for students a. who have a letter from the parent. b. who have disabilities diagnosed by a medical professional. c. who are vegetarians. d. who have special religious beliefs. Instructor s Guide; Lesson 5, Page 21

115 LESSON FIVE: USE THE RIGHT CULINARY TECHNIQUE HANDOUT 5-3a Pre- and Post-Training Assessment Answer Key 1. Using the correct culinary technique a. improves meal quality. b. reduces leg strain. c. improves meal counts. d. is only used by chefs. 2. A steel is used between knife sharpenings to a. sharpen the blade. b. store the knife. c. hone the blade. d. prevent theft. 3. Cutting boards may be secured to the work surface by using a. a clean, sanitized, dampened terry cloth towel. b. metal clamps. c. a sponge. d. your apron. 4. The volume of food is defined as a. the amount of space an ingredient occupies in a measuring container. b. the amount of food that can be consumed during a lunch period. c. the weight of food placed on a portion scale. d. the amount of food required for a reimbursable meal. 5. School nutrition assistants are required to make substitutions and modifications to school meals for students a. who have a letter from the parent. b. who have disabilities diagnosed by a medical professional. c. who are vegetarians. d. who have special religious beliefs. Instructor s Guide; Lesson 5, Page 22

116 Practical Skills for Preparing High Quality School Meals: A Five Step Process 6 Deliver a Quality Product Lesson at a Glance Time: 30 minutes TIME Topic Task 4 minutes Introduction Conduct Pre-Training Assessment Objective 1: Understand the importance of a quality score card to assess the quality of school meals and assure quality standards are met. 8 minutes Quality Score Card Discuss the importance of and how to use the quality score card. Complete Quality Score Card for Fresh Fruit and Fresh Fruit Menu Items Objective 2: Understand serving line setup and maintenance of serving line during meal service periods. 10 minutes Serving line setup and maintenance Complete serving line diagrams for 1 day s lunch menu Objective 3: Recall appropriate portion control standards. 5 minutes Portion control during service Discuss the importance of portion control measures during service Objective 4: Recall necessary food safety measures required during holding and serving quality meals. 3 minutes Food safety Discuss steps to food safety during service Show video segment Conduct Post-Training Assessment Review answer to the Pre- and Post-Training Assessments

117 LESSON SIX: DELIVER A QUALITY PRODUCT Preparation Checklist Use this preparation checklist to get ready for the training session. Keep track of your progress by checking off tasks as they are completed. LESSON Tasks 3 Gather lab supplies for instructor Apples 2 Method for making apple slices (Sectionizer, chef s knife, apple corer) Lemon juice, reconstituted Pineapple juice (optional) Tongs 1 One day s menu from your school nutrition program 1 per participant Gather other materials Pencils 1 per participant Computer and LCD projector BLT 2010 video segments from Nametags (optional) Make copies of the Participant s Workbook 1 per participant Instructor s Guide; Lesson 6, Page 2

118 LESSON SIX: DELIVER A QUALITY PRODUCT Key Terms Quality Score Card Quality standards for foods that are set as a target for how the finished product should look and taste. Standardized recipe One that has been tried, adapted, and retried several times for use by a given foodservice operation and has been found to produce the same quality results and yield every time when the exact procedures are used with the same type of equipment and the same quantity and quality of ingredients. Before Class Preparation: In advance of this lesson, prepare apples by washing, removing the core, and slicing into 6 wedges. Prepare enough apple slices for each participant to receive one wedge during the taste test. Cover the wedges with reconstituted lemon juice or reconstituted lemon juice and pineapple juice (a 50/50 blend) to prevent browning. Note: Do not dilute reconstituted lemon juice with water because it weakens the strength of the acid and may not prevent the fruit from browning. Place apple wedges in the cooler until needed. Making apple wedges is easy when using a sectionizer, such as one with the apple/pear corer wedger blade as shown in the illustration on the next page. If you do not have a sectionzier, use an apple corer to remove the core and slice the apple into 6 uniform slices. If you do not have an apple corer, simply cut the apple in half, then into quarters with a chef s knife. Remove the remaining core with the knife, and cut the quarters into wedges of uniform size. In addition to the apples already prepared, wash one apple, remove the core, and slice into 6 wedges. This apple will be for demonstration/discussion purposes only. Do not cover the wedges with an acid, but instead allow these wedges to oxidize or brown. Place apple wedges in the cooler until needed. Instructor s Guide; Lesson 6, Page 3

119 LESSON SIX: DELIVER A QUALITY PRODUCT slicing apples Select an apple variety of your choosing. Place the apple wedger/corer blade in the unit. Place apple on the sectionizer and pull handle down to create apple wedges. Six apple wedges are produced from each apple. The core should be discarded. Instructor s Guide; Lesson 6, Page 4

120 LESSON SIX: DELIVER A QUALITY PRODUCT Welcome Welcome to Lesson Six: Deliver a Quality Product. In this lesson, we will cover the following objectives: Objective 1: Understand the importance of a quality score card to assess the quality of school meals and assure quality standards are met. Objective 2: Understand serving line setup and maintenance of serving line during meal service periods. Objective 3: Recall appropriate portion control standards. Objective 4: Recall necessary food safety measures required during holding and serving quality meals. Direct participants to the Pre-Training Assessment, Handout 6-1 in the Participant s Workbook. The pre-training questions on the Pre-Training Assessment will allow us to measure how much new information you receive through this course. Do not worry if you are unsure of the correct answer; you will have an opportunity to learn the new information in the lesson. Choose the answer that seems correct and remember, your first thought is usually the right one. Allow time for completion of the Pre-Training Assessment and collect them for later review. The answers to the Pre-Training Assessment will be discussed at the end of the lesson. Thank participants for answering questions about information that may be unfamiliar to them. Return to the lesson. Instructor s Guide; Lesson 6, Page 5

121 LESSON SIX: DELIVER A QUALITY PRODUCT Objective 1: Understand the importance of a quality score card to assess the quality of school meals and assure quality standards are met. In lesson one we learned to produce a quality meal. Quality must be achieved during every step of preparation and service. Before you can achieve quality in the preparation and service of foods, you must determine how a quality meal looks and tastes. To see the look and taste of a quality meal we refer to the quality score card. Quality score cards present the quality standard targets you seek in determining how the finished product should look and taste. Can anyone name at least one quality standard when evaluating a food or beverage served in school meals? Accept all reasonable answers. Possible answers include: Appearance Texture Flavor Temperature Appearance refers to how the food should look when it is prepared according to a recipe. Texture or consistency is how the food should feel in the mouth and how it cuts. Flavor is how the food tastes, and service temperature refers to the ideal temperature for serving the food, which may be higher than the safe holding temperature for hot foods. Direct participants to the Quality Score Card for Fresh Fruits and Fresh Fruit Menu Items, Handout 6-2 of the Participant s Workbook. Instructor s Guide; Lesson 6, Page 6

122 LESSON SIX: DELIVER A QUALITY PRODUCT From the refrigerator, remove the apple wedges that were coated with an acid to prevent browning (these were prepared in advance of this lesson) and place them on a display table in front of the participants. To prevent cross contamination, use tongs to give each participant an apple wedge to taste test. I would like for each of you to take a minute to complete the Quality Score Card for Fresh Fruits and Fresh Fruit Menu Items. If you believe a statement does not apply to this product, select NA for not applicable. Allow participants enough time to complete the Quality Score Card for Fresh Fruits and Fresh Fruit Menu Items worksheet. Let s go over your review of the quality score card, starting with appearance. Everyone, including children, eats with their eyes first. If the food does not look appealing, it is less likely to be selected. Ask participants to share their answer for each quality standard. Time permitting, allow for discussion of appearance, texture, flavor, and temperature. Remove the apple wedges that were not coated with an acid to prevent browning (these were prepared in advance of this lesson) and place them on a table in front of the participants. These apple wedges were prepared at the same time as the apples you just scored as having an acceptable appearance. Instructor s Guide; Lesson 6, Page 7

123 LESSON SIX: DELIVER A QUALITY PRODUCT Using your quality score card for appearance would you say the apple looks fresh? Participants should answer no to this question. How do we keep apples looking fresh and prevent oxidation or browning? Accept all reasonable answers. Possible answers include: Use an acid. Use lemon juice. Use pineapple juice. Use a combination of lemon and pineapple juice (50/50 blend). Use sweetened gelatin crystals (Jell-o ). When preparing apple slices, you must immediately place apple slices in an acid to prevent browning. A great combination for taste is to combine 50% reconstituted lemon juice with 50% pineapple juice. Use the pineapple juice from your canned pineapple tidbits. If your juice mixture is successful and strong enough, you should be able to serve leftover, fresh looking apple slices at breakfast the following day. If your juice mixture is unsuccessful or not strong enough, you will know it in a matter of minutes. All cut surfaces of the apple must be coated for a second or two to prevent browning. Have participants look again at the Quality Score Card. There is no need to complete the rest of the quality score card if the appearance of a product is unacceptable. Children should be encouraged to select nutritious, attractive, quality foods served as part of a successful school nutrition program. School nutrition teams encourage participation in the school nutrition program by offering appealing foods. Presenting apple slices that appear fresh says to your customers, I care about you and I take pride in my work. On the other hand, offering oxidized or browned apple slices says to your customers, I do not care about you and do not take pride in my work. Use the targets set on the quality score cards to evaluate the products you offer and meet and exceed your customers expectations. Instructor s Guide; Lesson 6, Page 8

124 LESSON SIX: DELIVER A QUALITY PRODUCT Objective 2: Understand serving line setup and maintenance of serving line during meal service periods. Another way to communicate we care and encourage students to participate in our program is to organize foods on the serving line. Not only should foods be nutritious and appealing to the eye, they should be easy to see and reach. When placing foods on the serving line, ask yourself the following questions: How does the food look from the customer s point of view? Do the colors complement each other? Is the item attractive and eye appealing? Would you want to eat this food? Our food should be presented in an appealing way to our customers. Planning how the serving line will be set up and what small equipment and/or supplies will be needed during serving is critical. The best way to plan your service is through serving line diagrams. These diagrams should be posted for all staff to see on the day the menu will be served. Instructor s Guide; Lesson 6, Page 9

125 LESSON SIX: DELIVER A QUALITY PRODUCT Direct participants to Serving Line Diagrams A and B, Handouts 6-3 (2 pages) in their workbook. Divide participants into teams of two. Instruct each team to complete a serving line diagram for the menu you provide using the Serving Line Diagrams. The number of menu items will determine what templates are selected. Tell participants if multiple pans are placed in a well, draw a line on the diagram to reflect multiple pans in one well. Allow participants approximately 4-5 minutes to complete the serving line diagram activity. Use the remaining 4-5 minutes to discuss the following: Are products arranged within easy reach of server and/or customer? Are hot and cold foods in a unit that is able to maintain safe temperatures? If not, how is temperature controlled for safety? Are the products matched with the correct serving utensils? What special instructions were written for this serving line setup? How could this serving line setup be improved for speed of service? How could this serving line setup be improved for food safety? How could this serving line setup be improved for attractiveness? Instructor s Guide; Lesson 6, Page 10

126 LESSON SIX: DELIVER A QUALITY PRODUCT Objective 3: Recall appropriate portion control standards. The first person and the last person served deserve the same nutritious, quality food in the same portion size. In addition to unhappy customers, if the incorrect portion is served, you have lost nutrition integrity, and you may run out of food, or have a large quantity of leftovers. The standardized recipe will include the correct portion size for that item. Take time to place the correct portioning equipment on the serving line before the bell rings and customers are waiting in line. What serving utensils did you select when completing the serving line diagrams? Discuss correct portioning equipment for serving lines based on the age of the customers in your operation and menu items. Ask participants to refer to Basics at a Glance, Handout 6-4 (4 pages) in their Participant s Workbook for portioning information included on the worksheet. Instructor s Guide; Lesson 6, Page 11

127 LESSON SIX: DELIVER A QUALITY PRODUCT Objective 4: Recall necessary food safety measures required during holding and serving quality meals. Nutritious food must first be safe food. Everyone who works in the school nutrition program must practice safe food handling during serving. Foodborne outbreaks can occur when improper procedures are used to serve prepared food. Let s take a minute and review some very important safety rules to follow when serving quality meals. Remember to keep hot foods in hot serving equipment at or above 135 F. Cold foods should be kept in a refrigeration unit or surrounded by ice at or below 41 F. During the food service period, frequently check the temperatures of foods to ensure they are being held at the correct temperatures and record those temperatures according to your procedures. It is also important to monitor hot and cold holding equipment so that you can be sure it is working properly. Well serving lids should be used to keep food covered during service; to avoid cross contamination, serving utensils should not be shared. Serving equipment and utensils should be cleaned and sanitized after each use. As a member of the school nutrition team, practice good personal hygiene; you should also wash your hands and wear gloves when handling ready-to-eat foods and never eat while standing over the serving line. Show video segment. Direct participants to Post-Training Assessment, Handout 6-5. Allow time for completion. Review the answers from the Pre- and Post-Training Assessment Answer Key, Handout 6-5a, with the class to close the lesson. Be sure to point out that answering these questions was easier this time than in the Pre-Training Assessment because of the lesson activities and discussions. Collect the Post-Training Assessments for later review. Thank you for participating in this session. If applicable, make sure that participants have signed the attendance roster and/or credits sheet. Instructor s Guide; Lesson 6, Page 12

128 LESSON SIX: DELIVER A QUALITY PRODUCT HANDOUT 6-1 Pre-Training Assessment Please circle the answer to the following questions: 1. The Quality Score Card includes a. how many students may be served in an hour. b. setting targets for how the finished product should look and taste. c. the number of times a recipe has been prepared. d. student acceptability ratings. 2. Which of the following is a quality standard? a. yield b. cooking instructions c. recipe substitutions d. appearance 3. The term oxidized refers to a. laundry detergent. b. the whitish film on apples. c. the browning of cut, fresh apples. d. a chemical experiment. 4. Which of the following are used for portioning foods during serving? a. spoodles b. slotted spoons c. whisks d. spatulas 5. Hot foods should be kept at or above on the serving line. a. 125 F b. 135 F c. 145 F d. 155 F Instructor s Guide; Lesson 6, Page 13

129 LESSON SIX: DELIVER A QUALITY PRODUCT 6-2 Quality Score Card for Fresh Fruits and Fresh Fruit Menu Items HANDOUT DATE: MENU ITEM: PROUDLY PREPARED BY: QUALITY SCORED BY: When the food is ready to serve, use this Quality Score Card to evaluate the quality. Mark YES when the food meets the standard and NO when it does not. Mark NA (Not Applicable) when a specific quality standard does not apply to the food being evaluated. Use the COMMENTS section to explain why a food does not meet a standard. Remember, if a food does not meet the quality standards, it should not be placed on the service line. QUALITY STANDARD YES NO NA COMMENTS Appearance Color is typical of the ripe fruit(s) Color is fresh (not marred by discoloration from oxidation) Fruit pieces are similar in size Fruit pieces are intact Garnish is edible and appropriate for the dish Texture or Consistency Fruit is at the peak of ripeness All pieces of the fruit have the same texture Flavor and seasoning Fruits have a pleasing, slightly sweet, ripe flavor If seasonings have been used, they are detectable but not overpowering Seasonings enhance the fruit flavor If a dressing or sauce is used, it complements the fruit (mild, not overpowering) Service Temperature Chilled- 34 F - 38 F Instructor s Guide; Lesson 6, Page 14

130 LESSON SIX: DELIVER A QUALITY PRODUCT HANDOUT 6-3 Serving Line: Diagram A BREAKFAST ; LUNCH ; SERVING UTENSILS Tongs Spatula Scoop # Ladle oz Spoodle oz SERVING UTENSILS Tongs Spatula Scoop # Ladle oz Spoodle oz SERVING UTENSILS Tongs Spatula Scoop # Ladle oz Spoodle oz SERVING UTENSILS Tongs Spatula Scoop # Ladle oz Spoodle oz SERVING CONTAINERS WEEK DAY LINE SANITIZING SOLUTION & DISPOSABLE CLOTH PLASTIC GLOVES PAN FRESH APRONS THERMOMETERS SPECIAL INSTRUCTIONS: Instructor s Guide; Lesson 6, Page 15

131 LESSON SIX: DELIVER A QUALITY PRODUCT HANDOUT 6-3 Serving Line: Diagram B BREAKFAST ; LUNCH ; SERVING UTENSILS Tongs Spatula Scoop # Ladle oz Spoodle oz SERVING UTENSILS Tongs Spatula Scoop # Ladle oz Spoodle oz SERVING UTENSILS Tongs Spatula Scoop # Ladle oz Spoodle oz SERVING UTENSILS Tongs Spatula Scoop # Ladle oz Spoodle oz SERVING UTENSILS Tongs Spatula Scoop # Ladle oz Spoodle oz SERVING CONTAINERS WEEK DAY LINE SANITIZING SOLUTION & DISPOSABLE CLOTH PLASTIC GLOVES PAN FRESH APRONS THERMOMETERS SPECIAL INSTRUCTIONS: Instructor s Guide; Lesson 6, Page 16

132 LESSON SIX: DELIVER A QUALITY PRODUCT HANDOUT 6-4 Basics at a Glance Instructor s Guide; Lesson 6, Page 17

133 LESSON SIX: DELIVER A QUALITY PRODUCT HANDOUT Instructor s Guide; Lesson 6, Page 18

134 LESSON SIX: DELIVER A QUALITY PRODUCT HANDOUT Instructor s Guide; Lesson 6, Page 19

135 LESSON SIX: DELIVER A QUALITY PRODUCT HANDOUT Instructor s Guide; Lesson 6, Page 20

136 LESSON SIX: DELIVER A QUALITY PRODUCT HANDOUT 6-5 Post-Training Assessment Please circle the answer to the following questions: 1. The Quality Score Card includes a. how many students may be served in an hour. b. setting targets for how the finished product should look and taste. c. the number of times a recipe has been prepared. d. student acceptability ratings. 2. Which of the following is a quality standard? a. yield b. cooking instructions c. recipe substitutions d. appearance 3. The term oxidized refers to a. laundry detergent. b. the whitish film on apples. c. the browning of cut, fresh apples. d. a chemical experiment. 4. Which of the following are used for portioning foods during serving? a. spoodles b. slotted spoons c. whisks d. spatulas 5. Hot foods should be kept at or above on the serving line. a. 125 F b. 135 F c. 145 F d. 155 F Instructor s Guide; Lesson 6, Page 21

137 LESSON SIX: DELIVER A QUALITY PRODUCT HANDOUT 6-5a Pre- and Post-Training Assessment Answer Key 1. The Quality Score Card includes a. how many students may be served in an hour. b. setting targets for how the finished product should look and taste. c. the number of times a recipe has been prepared. d. student acceptability ratings. 2. Which of the following is a quality standard? a. yield b. cooking instructions c. recipe substitutions d. appearance 3. The term oxidized refers to a. laundry detergent. b. the whitish film on apples. c. the browning of cut, fresh apples. d. a chemical experiment. 4. Which of the following are used for portioning foods during serving? a. spoodle b. slotted spoons c. whisks d. spatulas 5. Hot foods should be kept at or above on the serving line. a. 125 F b. 135 F c. 145 F d. 155 F Instructor s Guide; Lesson 6, Page 22