Course Profile   Hospitality, Grade 11, College Preparation, Catholic and Public

 

Unit 3:  Kitchen Operations

Time:  33 hours

 

Activity 3.1 | Activity 3.2 | Activity 3.3 | Activity 3.4

Unit Description

Students develop skills needed to produce a large-scale buffet. Students are introduced to the basic principles and culinary techniques of food preparation and management of resources while using proper sanitation principles. Employing standard techniques with special attention to commercial and quantity preparation, students learn to prepare stocks, soups, and sauces, as well as meat, fish, seafood, poultry, and dessert dishes. Tool and equipment use, weights and measures, and recipe conversions are also discussed and practised. Students develop presentation skills by practising garnish preparation and creating appealing table and plate designs. Students participate in class discussions and collaborative group work and research to learn about and prepare a buffet menu. Practical application of learned skills take place in food service preparation labs. Students write reflective journals and are engaged in teacher, peer, and self-assessment to enhance their learning. A glossary of cooking terms is developed throughout this unit to enable students to understand and use the vocabulary and forms of expression used in the food industry.

Unit Synopsis Chart

Activity

Time

Expectations

Assessment

Tasks

3.1 The Menu: The Foundation of Any Foodservice Operation

540 min

TFV.02, TFV.04; TF4.01, TF4.02, TF4.03; TF4.04; SPV.02; SP2.02, SP2.09

Knowledge

Inquiry

Create glossary (cooking terms)

Create sample menu

Compare and convert recipes

Conduct group research and give presentation on buffets and buffet service

Brainstorm buffet theme

Choose buffet recipe(s)

Prepare shopping list

3.2 Inventory Control: Cost Management and Production Planning

360 min

TFV.02; TF1.05, TF1.06; SPV.01; SP1.01, SP1.02; SP2.06, SP2.10

Knowledge

Inquiry

Application

Cost recipe worksheet

Research environmental impact on inventory

Create inventory sheet

3.3 Food Preparation: The Buffet Meal

720 min

TFV.04; TF2.01; SPV.02; SP2.01, SP2.03, SP2.04, SP2.05, SP2.07, SP2.11, SP2.12, SP2.13

Knowledge

Inquiry

Application

Create glossary (cooking terms)

Demonstrate safe food handling practices

Participate in food labs

Define and take on role of food industry staff

Clean and sanitize lab

3.4 Food Presentation: Staging the Buffet Meal

120 min

SPV.02; SP2.03, SP2.05, SP2.07, SP2.13

Knowledge

Communication

Application

Create glossary of cooking terms

Prepare garnishes

Set up buffet table presentation

Set up individual plate presentation

 

Activity 3.1:  The Menu: The Foundation of Any Foodservice Operation

Time:  540 minutes

Description

Students are introduced to menu planning and its impact on meal organization and cost. Through discussion and brainstorming activities, students learn that the menu is an important tool in the food industry. Students work collaboratively to plan and organize a menu for a buffet meal. New terms related to various product preparation and presentation techniques are listed in a cooking terms glossary. Students examine and compare recipe formats and measurement standards to learn conversion and yield modifications.

Strand(s) & Learning Expectations

Strand(s):  Theory and Foundation, Skills and Processes

Overall Expectations

TFV.02 - identify culinary trends based on demographic information;

TFV.04 - identify product preparation and presentation techniques;

SPV.02 - prepare and present food in a variety of ways.

Specific Expectations

TF4.01 - identify cooking applications (i.e., conduction, convection, radiation, fusion), their appropriate methods, and their effects on products;

TF4.02 - identify cooking methods (i.e., using dry heat as in roasting or frying and moist heat as in boiling or poaching) and their effects on food;

TF4.03 - describe common ingredients used in cooking and for garnishing food;

TF4.04 - identify a variety of herbs and spices;

SP2.02 - describe the fundamentals of imperial and metric measurement and make conversions to amounts of ingredients in recipes;

SP2.09 - describe the effect of different recipe formats.

Prior Knowledge & Skills

Students should:

·         have effective verbal skills;

·         have teamwork, time-management, and communication skills;

·         have critical thinking skills;

·         have collaborative/cooperative learning skills.

·         have familiarity with brainstorming techniques;

·         have collaborative/cooperative group skills;

·         have familiarity with mind mapping/webs;

·         have computer/Internet skills;

·         be familiar with journal writing;

Planning Notes

·         Prepare a list of defined cooking terms for inclusion in the students’ glossary (see Appendix A – Glossary of Cooking Terms).

·         Be familiar with food allergies and religious beliefs that might prevent some students from handling certain foods (Note: for further information go to: http://www.eatethnic.com/Religious%20Foods.htm).

·         Arrange access to the school Library/Resource Centre for students to research buffet history and to find recipes for their buffet menu.

·         Collect a variety of recipes in both imperial and metric measurement units.

·         Develop a checklist including skills and expectations from Appendix B – Cooperative Group Work Rubric for self and peer assessment.

Teaching/Learning Strategies

1.   Students begin a cooking terms glossary, adding new terms as they arise (see Appendix A – Glossary of Cooking Terms).

2.   The teacher leads a discussion about the menu, emphasising that it is a focal point in the food service industry because it is used to determine the supplies needed, number of workers required, skills required, equipment needed, and the clientele to be served.

3.   The teacher and students brainstorm the factors which influence the menu chosen, e.g., people to be served, cost, type of cuisine, equipment, skill of workers, cultural and regional differences, special diet considerations.

4.   The teacher provides sample menus and the class discusses the advantages and disadvantages of each menu.

5.   Students work in groups of three or four to research one of the following about buffets and buffet service:

·         history and definition;

·         occasions when this style of service is preferred;

·         advantages and disadvantages;

·         considerations when planning a buffet (dietary and religious concerns; avoiding repetition of a primary ingredient of a dish; offering foods prepared by different methods; providing foods with a variety of colour and texture).

This information is presented to the class.

6.   Students assess their group work using the Group Progress Chart (Appendix 2.1.1) in Unit 2.

7.   Students determine the nature or theme of the buffet, i.e., celebratory, seasonal, or school-related.

8.   Through discussion and consensus, the class agrees on a menu for the buffet (menu items should be based on buffet theme and information learned from group presentations on buffets and buffet service).

9.   The teacher assigns menu sections to each group under the headings of cold section, hot section, breads, pastries and desserts. Students explore possible menu items.

10.  Students examine, compare, and apply measurement standards used in the food industry (imperial and metric). Students learn to convert recipes into different amounts using these units, e.g., increasing and decreasing the recipe.

11.  Students create a shopping list of food required.

12.  Throughout this activity students complete a daily reflective journal of activities and skill development.

Assessment & Evaluation of Student Achievement

Task/Product

Tool

Purpose

Assessment

Brainstorming Activity

Checklist

Diagnostic

Knowledge

Research/Presentation

Research/Presentation Rubric

Formative

Communication

Group Cooperation

Cooperative Group Work Rubric (Appendix B)

(self/peer assessment)

Formative

Inquiry/ Communication

Accommodations

·         Consult students’ IEPs and meet with the appropriate special education teachers in order to implement prescribed modifications and accommodations.

·         Provide one-on-one assistance as required.

·         Provide a prepared cooking terms glossary worksheet with an example at the top for students to follow as new terms are added.

·         Monitor students’ progress frequently to identify any need for remediation.

·         Allow for extended time to complete computer activity.

·         Provide a variety of modes of instruction (verbal, written, video, demonstration, etc.).

·         Select groups to optimize success for all students.

·         For enrichment, students may research new cooking terms for their cooking terms glossary and then find recipes that incorporate these terms.

Resources

Lukins, Sheila. All Around The World Cookbook. New York: Workman Publishing, 1994.
ISBN 1-56305-237

Pepper, Michael R. FMP. Menu Planning and Cost Control, 2nd ed. New York: Glencoe/McGraw-Hill, 1993. ISBN 0-02-667502-1

Pepper, Michael R. FMP. Menu Planning and Cost Control: Teacher’s Resource Guide, 2nd ed. New York: Glencoe/MacMillan/McGraw-Hill, 1993. ISBN 0-02667503-X

Ray, Mary Frey and Evelyn Jones Lewis. Exploring Professional Cooking, 4th ed. New York: Glencoe/McGraw-Hill, 1996. ISBN 0-02-668489-6

Ray, Mary Frey and Evelyn Jones Lewis. Exploring Professional Cooking: Student Workbook, 4th ed. New York: Glencoe/McGraw-Hill, 1996. ISBN 0-02-668492-6

Ray, Mary Frey and Evelyn Jones Lewis. Teacher’s Resource Binder: Exploring Professional Cooking, 4th ed. New York: Glencoe/McGraw-Hill, 1996. ISBN 0-02-668491-8

Ruhlman, Michael. The Soul of a Chef. U.S.A.: Penguin Group, 2000. ISBN 0-670-89155-X

Shannon, Ellen. Dictionary of Culinary Terms. New York: Hippocrene Books, 1998.
ISBN 0-7818-0692-5

Spicer, Kay. Multicultural Cooking. Campbellville, Ontario: Mighton House, 1995.
ISBN 0-9695688-2-7

Wagner, Sue, ed. The Recipe Encyclopedia: The Complete Illustrated Guide To Cooking. Toronto: Whitecap Books, 1999. ISBN 1-55110-642-6

Periodicals and Magazines

Food Service and Hospitality. Toronto, Canada: Kostuch Publications Ltd.

Canada’s Foodservice News. Toronto: Canada’s Foodservice News.

Fine Cooking. Newtown, Connecticut: The Taunton Press. ISBN 1072-5121

Gusto. Markham, Ontario, Canada: PLM Imaging Inc. (www.gustomagazine.com)

Canadian Vegetarian Magazine. Toronto, Canada. (Publishes 10,000 copies every second month which are available free at health food stores, bookstores, restaurants, libraries, colleges, and universities.)

Fork, Fingers & Chopsticks. (Supporting Food, Nutrition, and Health Professionals in Multicultural Settings) Sunnyvale, CA: Four Winds Food Specialists. (http://www.fwfs.com)

Healthy Exchanges. DeWitt, IA. (PO Box 124, DeWitt, IA 52742-0124)

(Features plenty of low-fat, low sugar, and low sodium recipes; tips on healthy ways to prepare food and advice on healthy lifelong life-styles.)

Journal of Nutrition In Recipe & Menu Development. Binghamton, NY: Haworth Press.

CD-ROM

Cooking Light (MasterCook recipe software). Sierra Software.

Websites

All about foods http://fp.enter.net/~rburk
A collection of recipes in the MasterCook format.

All Recipes http://www.allrecipes.com
Recipes, glossary, and general information

Food Television http://www.foodtv.com
Recipes, glossary, general information, and Rogers CITC partner

Saskatchewan Internet Educational Services http://www.sasked.gov.sk.ca/curr_inst/iru/bibs/paa/tourism
Detailed course descriptions, lesson ideas, and resources on hospitality and tourism

Escoffier Online http://escoffier.com
Links to a number of sites of interest to foodservice and hospitality management, including employment information, recipes, vendors of food and restaurant supplies, software, and other categories

Eat Ethnic – Religion and Food http://www.eatethnic.com/Religious%20Foods.htm)
Links to a number of sites of interest to foodservice and hospitality management, including employment information, recipes, vendors of food and restaurant supplies, software, and other categories

Epicurious Food Dictionary http://www.epicurious.com/run/fooddictionary/home
Dictionary of over 4,000 cooking terms

 

Activity 3.2:  Inventory Control: Cost Management and Production Planning

Time:  360 minutes

Description

Students are introduced to the ever-changing factors that significantly affect cost management and production planning: seasonality; variations in product cost, quality and availability; and unexpected changes in customer demand. Students determine procedures for ordering, shipping, receiving, storing, rotating, and maintaining inventory. Students apply mathematical formulas to calculate the recipe costs of their menu items. Students apply the knowledge obtained in this activity by developing an inventory sheet to be used for ordering and pricing all food lab activities in subsequent activities.

Strand(s) & Learning Expectations

Strand(s):  Theory and Foundation, Skills and Processes

Overall Expectations

TFV.02 - identify culinary trends based on demographic information;

SPV.01 - identify and, where possible, apply procedures for inventory control.

Specific Expectations

TF1.05 - identify physical and chemical changes that may occur when food is handled, cooked, or stored;

TF1.06 - identify the impact on the hospitality industry of the effects that weather has on the availability, quality, and pricing of products;

SP1.01 - identify and apply procedures for ordering, shipping, and receiving products;

SP1.02 - describe and apply procedures for storing, rotating, and maintaining inventory;

SP2.06 - describe the effect of freezing foods;

SP2.10 - apply mathematical formulas to calculate the actual cost of food.

Prior Knowledge & Skills

Students should:

·         have effective verbal skills;

·         have teamwork, time-management, and communication skills;

·         have critical thinking skills;

·         have collaborative/cooperative learning skills;

·         be familiar with brainstorming techniques;

·         have collaborative/cooperative group skills;

·         have computer/Internet skills;

·         be familiar with journal writing.

Planning Notes

·         Arrange access to the school Library/Resource Centre for students to research environmental impact on inventory.

·         Develop a math worksheet for recipe costing.

·         Prepare copies of the Group Progress Chart (Appendix 2.1.1) for distribution to the class.

·         Prepare a rubric to assess/evaluate group research and presentation (Appendix 2.1.2 and 2.2.4).

·         Prepare a checklist for the creation of an inventory control sheet.

·         Develop a test on recipe costing and inventory terms.

Teaching/Learning Strategies

1.   The teacher leads a classroom discussion on various inventory control principles, terms, and procedures, such as F.I.F.O. (first in, first out).

2.   The teacher discusses recipe costing as an integral part of inventory control.

3.   Students cost out menu items on the work sheet provided by the teacher.

4.   In small groups, students research the effect weather has on availability, quality, and pricing of inventory.

5.   Students assess their group work using the Self and Peer Group Work checklist (Appendix 2.2.5).

6.   Students use the Internet to conduct initial research about inventory practices and survey several local businesses for additional information.

7    Students create an inventory sheet for use when ordering and pricing during subsequent lab activities.

8.   Students complete and submit the test on recipe costing and inventory terms.

9.   Throughout this activity students complete a daily reflective journal of activities and skill development.

Assessment & Evaluation of Student Achievement

Task/Product

Tool

Purpose

Assessment

Recipe costing

Math Worksheet

Diagnostic

Knowledge

Group cooperation

Cooperative group work rubric (Appendix B)

(self/peer assessment)

Formative

Inquiry

Communication

Inventory control sheet

Checklist

Formative

Application

Test on recipe costing and inventory practices

Test

Summative

Knowledge

Application

 

Accommodations

·         Consult students’ IEPs and meet with the appropriate special education teachers in order to implement prescribed modifications and accommodations.

·         Provide one-on-one assistance as required.

·         Monitor students’ progress frequently to identify the need for remediation.

·         Allow extra time to complete tests.

·         Provide clear, step-by-step handouts on inventory control practices.

·         Arrange for a teaching assistant or peer tutor as required.

·         Select groups to optimize success for all students.

·         For enrichment, students may be asked to convert recipe measurements to alternate measurement units, increase or decrease the recipe, and cost the full recipe.

Resources

Canadian Restaurant and Foodservices Association. Sanitation Code for Canada’s Foodservice Industry. Toronto: Canadian Restaurant and Food Services Association, 1998.

Gisslen, Wayne and Mary Ellen Griffin. Study Guide to Accompany Professional Cooking, 4th ed. Toronto: John Wiley and Sons, Inc., 1999. ISBN 0-471-32065-X

Gisslen, Wayne. Professional Cooking, 4th edition. U.S.A.: John Wiley and Sons, Inc., 1999.
ISBN 0-471-23997-6

Pepper, Michael R. FMP. Menu Planning and Cost Control, 2nd ed. New York: Glencoe/McGraw-Hill, 1993. ISBN 0-02-667502-1

Pepper, Michael R. FMP. Menu Planning and Cost Control: Teacher’s Resource Guide, 2nd ed. New York: Glencoe/MacMillan/McGraw-Hill, 1993. ISBN 0-02667503-X

Ray, Mary Frey and Evelyn Jones Lewis. Exploring Professional Cooking, 4th ed. New York: Glencoe/McGraw-Hill, 1996. ISBN 0-02-668489-6

Ray, Mary Frey and Evelyn Jones Lewis. Exploring Professional Cooking: Student Workbook, 4th ed. New York: Glencoe/McGraw-Hill, 1996. ISBN 0-02-668492-6

Ray, Mary Frey and Evelyn Jones Lewis. Teacher’s Resource Binder: Exploring Professional Cooking, 4th ed. New York: Glencoe/McGraw-Hill, 1996. ISBN 0-02-668491-8

CD-ROM

Professional Cooking, 4th ed. John Wiley & Sons.

Websites

Agriculture and Agri-Food Canada www.agr.ca/deptinfe.html
The goal of the Department of Agriculture and Agri-Food is to help the agriculture and agri-food sector maximize its contribution to Canada’s economic and environmental objectives and achieve a safe, high-quality food supply.

Canadian Food Inspection Agency www.cfia-acia.agr.ca/english/toc.html
The Agency’s mission is to provide safe food, consumer protection, and market access.

Canadian Restaurant and Foodservice Association – Canadian foodservice industry journal
www.crfa.ca

Escoffier Online http://escoffier.com
Links to a number of sites of interest to foodservice and hospitality management, including employment information, recipes, vendors of food and restaurant supplies, software, and other categories

Food Safety Resources, Inc. http://www.haccp-compliant.com/food-safety-videos.htm
Book and video resources on food safety and sanitation. Specific reference to inventory control (FIFO) in training guide.

 

Activity 3.3:  Food Preparation: The Buffet Meal

Time:  720 minutes

Description

Teacher demonstration is used to teach students new cooking techniques, new ingredients and proper, safe food handling practices and equipment usage. Students work in small groups to prepare assigned recipes from their buffet menu. To provide a working-world atmosphere, students may be assigned various roles of food industry staff and fulfill each individual job requirement. Proper food handling and storage techniques are highlighted throughout this activity. student work areas are assessed for safety and sanitation. Students are provided with many learning opportunities through self-, peer, and teacher assessment of food preparation skills. Students need to consider the timing and preparation of the buffet menu items for the best appearance and freshness in order to successfully stage the buffet meal.

Strand(s) & Learning Expectations

Strand(s):  Theory and Foundation, Skills and Processes

Overall Expectations

TFV.04 - identify product preparation and presentation techniques;

SPV.02 - prepare and present food in a variety of ways.

Specific Expectations

TF2.01 - identify the different styles of cooking a variety of foods;

SP2.01 - prepare food for special dietary needs;

SP2.03 - prepare a variety of garnishes and use them with a variety of fish, meat, poultry, and dessert dishes;

SP2.04 - describe how dried and fresh herbs and spices affect products in preparation;

SP2.05 - apply appropriate baking techniques and procedures to produce desserts;

SP2.07 - use various cooking techniques and presentation methods to enhance dishes;

SP2.11 - describe physical and chemical changes that take place when mixing raw ingredients.

SP2.12 - prepare stocks, soups, and sauces, as well as meat, fish, seafood, and poultry dishes;

SP2.13 - describe and apply food handling, serving, and storage techniques that meet health and safety standards.

Prior Knowledge & Skills

Students should:

·         have effective verbal skills;

·         have teamwork, time-management, and communication skills;

·         have critical thinking skills;

·         have collaborative/cooperative learning skills;

·         have collaborative/cooperative group skills;

·         have familiarity with journal writing.

Planning Notes

·         Develop a list of defined cooking terms to be distributed to students for inclusion in their cooking terms glossary (see Appendix A – Cooking Terms Glossary).

·         Consult with science teachers regarding procedures and equipment required for kitchen and food sanitation lab, e.g., Petri dish germ samples.

·         Duplicate the recipes chosen by groups.

·         Collect materials and equipment necessary for demonstrations of various cooking techniques.

·         Review the HACCP (Hazard Analysis Critical Control Point) system of monitoring food.

·         Order food required for demonstrations and lab work.

·         Ask students about any food allergies or religious beliefs that might prevent students from handling certain foods (Note: for more information see http://www.eatethnic.com/Religious%20Foods.htm.).

·         Prepare a test on safety and sanitation.

·         Prepare food lab and food lab worksheet for reviewing cooking terms, techniques, and measurement.

·         Arrange for a guest chef to come into class to demonstrate various cooking techniques.

Teaching/Learning Strategies

1.   Students review safety and sanitation standards and practices in the kitchen.

2.   Students complete the test on safety and sanitation.

3.   To demonstrate the need for food and kitchen sanitation, students are given Petri dishes and asked to divide their Petri dish into four sections. Students are instructed to take four different swab samples from around the different areas of the kitchen or from certain foods, and apply the swab samples to the sections of the petri dish. Students record the observations of bacterial growth from each swab section over the next few days.

4.   Students review basic cooking terms and techniques.

5.   The teacher demonstrates new cooking techniques and introduces new ingredients.

6.   Students review both metric and imperial measuring systems. The importance of accurate measurement is emphasised.

7.   The teacher demonstrates the use of new equipment, and reviews the use of previously used equipment.

8.   A guest chef demonstrates various cooking techniques to the class.

9.   The teacher defines the various roles of food industry staff and makes a list of the responsibilities each role may have on the job. (Note: for a complete list of these roles see the Classic and Modern Kitchen Brigade sections of Appendix A – Glossary of Cooking Terms.)

10.  The teacher assigns a food industry staff role to each of the students.

11.  Working in groups of two or three, students prepare dishes for the buffet from recipes that they have selected during their research.

12.  Students complete the food lab worksheet.

13.  The teacher leads a discussion of proper food handling and storage techniques.

14.  The teacher and students discuss the finished products.

15.  Students participate in thorough clean up after each lab. Safety and sanitation guidelines are reviewed.

16.  Students complete assessment checklists for the food preparation process, the lab clean-up and the finished product.

17.  Throughout this activity students complete a daily reflective journal of activities and skill development.

Assessment & Evaluation of Student Achievement

Task/Product

Tool

Purpose

Assessment

Safety and sanitation quiz
(re: food preparation)

Quiz

Diagnostic

Knowledge

Review test of cooking terms, techniques and measurement

Food lab and lab worksheet

Diagnostic

Knowledge

Reflective journal

Anecdotal comments

Formative

Inquiry

Food labs including clean-up

Checklist (self/peer/teacher assessment)

Formative

Application

Product presentation

Rubric (self/peer/teacher assessment)

Summative

Application

Accommodations

·         Provide one-on-one assistance as required.

·         Provide a food safety and sanitation procedure checklist to follow during labs.

·         Monitor students’ progress frequently to identify any need for remediation.

·         Allow extra time to complete tests.

·         Select groups to optimize success.

·         For enrichment, students may use more complex recipes that require more tasks.

Resources

Canadian Restaurant and Foodservices Association. Sanitation Code for Canada’s Foodservice Industry. Toronto: Canadian Restaurant and Food Services Association, 1998.

Donovan, M.D. Cooking Essentials. U.S.A.: John Wiley, 1997. ISBN 0-471-28717-2

Gisslen, Wayne and Mary Ellen Griffin. Study Guide to Accompany Professional Cooking, 4th ed. Toronto: John Wiley and Sons, Inc., 1999. ISBN 0-471-32065-X

Gisslen, Wayne. Professional Cooking, 4th ed. U.S.A.: John Wiley and Sons, Inc., 1999.
ISBN: 0-471-23997-6

Haines, R. Food Preparation. U.S.A.: American Technical Publishers, 1988.
ISBN 0-8269-4433-7

Kenneth C. Wolfe, Cooking for the Professional Chef. Delmar Publishers, 1982. ISBN 0-8273-1903-7

Labensky, S., A. Hause, and Fred Malley. On Cooking. Prentice Hall Publishers, 1999.
ISBN: 0-13-973892-4

Labensky S., G. Ingram, and S. Labensky. Webster’s New World Dictionary of Culinary Arts, 2nd ed. Prentice Hall, 1997. ISBN 0-13-096622-3

Mizer, David A, M. Porter, B. Sonnier and K.E. Drummond. Food Preparation for the Professional, 2nd ed. John Wiley & Sons, 1987. ISBN 0-471-88303-4

Morris, Sallie and Lesley Mackley. Choosing and Using Spices. Oxford, Great Britain: Sebastian Kelly, 1999. ISBN: 1-84081-171-4

Mulherin, Jennifer. Spices and Natural Flavourings. London: Tiger Books International, 1992.
ISBN 1-85501-218-9

Pepper, Michael R. FMP, ed. Quantity Food Techniques, 2nd ed. New York: Glencoe/McGraw-Hill, 1993. ISBN 0-02-667506-4

Pepper, Michael R. FMP, ed. Quantity Food Techniques: Teacher’s Resource Guide, 2nd ed. New York: Glencoe/McGraw-Hill, 1993. ISBN 0-02-667507-2

Quebec/Amerique Internations, ed. The Visual Food Encyclopedia. Montreal, Quebec: Les Editions Quebec/Amerique Inc., 1996. ISBN 2-89037-893-4 (Note: the spelling in this text is the French version.)

Ruhlman, Michael. The Soul of a Chef. U.S.A.: Penguin Group, 2000. ISBN: 0-670-89155-X

Periodicals and Magazines

Fine Cooking. Newtown, Connecticut: The Taunton Press. ISBN 1072-5121

Gusto. Markham, Ontario, Canada: PLM Imaging Inc. (www.gustomagazine.com)

Cook’s Illustrated. Brookline, MA: Boston Common Press (17 Station St., PO Box 569, Boston,
MA 02147-0569)

Cooking Light. Birmingham, AL.

Cuisine. Des Moines, IA: August Home Publishing.

Culinary Trends. Long Beach, CA (6285 East Spring St., Suite 107, Long Beach CA 90808-9927)

Food Arts. New York, NY: Food Arts Publishing Inc.

Journal of Culinary Practice. Binghamton, NY: Food Products Press. (Quarterly publication contains research based articles on food preparation and cooking, including techniques & applications for quantity food preparation & food service management).

Pastry Art & Design. New York, NY: Haymarket Group Ltd.(45 W 34th St., Suite 600, New York,
NY 10001.)

Upper Crust. 361 Virginia St. Crystal Lake, IL 60014

Videos

Working in the Kitchen. The Food Service Industry Video Series. Delmar Publications, 1992. 46 min. ISBN 0-8273-5219-0 (Distributor: ITP Nelson Canada, Scarborough, Ontario, website http://www.nelson.com)

CD-ROM

Professional Cooking, 4th. John Wiley & Sons.

Websites

All about foods - http://fp.enter.net/~rburk
A collection of recipes in the MasterCook format.

All Recipes - http://www.allrecipes.com
Recipes, glossary and general information

Food Television - http://www.foodtv.com
Recipes, glossary, general information and Rogers CITC partner

Epicurious Food Dictionary - http://www.epicurious.com/run/fooddictionary/home
Dictionary of over 4,000 Cooking Terms

Cooking information http://www.geocities.com/NapaValley/4079/Menu/buffet.htm
Cooking hints on food preparation and buffets

Eat Ethnic – Religion and Food - http://www.eatethnic.com/Religious%20Foods.htm

The Culinary Institute of America - http://www.ciachef.edu
An excellent series of videos, textbooks and cookbooks as well as many website links.

Human Resources

Canadian Restaurant and Foodservice Association

Guest Speakers – Industry experts, recent graduates from College of Applied Arts and Technology

 

Activity 3.4:  Food Presentation: Staging the Buffet Meal

Time:  360 minutes

Description

Students learn to perfect the presentation of the buffet meal that was planned and prepared in previous activities. Students learn various cooking techniques and presentation methods to enhance dishes. Students prepare a variety of garnishes for their buffet menu items. Students are assessed on the buffet table presentation and their individual plate presentation. Food safety and sanitation is reviewed and emphasised throughout the activity.

Strand(s) & Learning Expectations

Strand(s):  Skills and Processes

Overall Expectations

SPV.02 - prepare and present food in a variety of ways.

Specific Expectations

SP2.03 - prepare a variety of garnishes and use them with a variety of fish, meat, poultry, and dessert dishes;

SP2.05 - apply appropriate baking techniques and procedures to produce desserts;

SP2.07 - use various cooking techniques and presentation methods to enhance dishes;

SP2.13 - describe and apply food handling, serving, and storage techniques that meet health and safety standards.

Prior Knowledge & Skills

Students should:

·         have effective verbal skills;

·         have teamwork, time-management and communication skills;

·         have critical thinking skills;

·         have collaborative/cooperative learning skills;

·         be familiar with brainstorming techniques.

·         have collaborative/cooperative group skills;

·         have knowledge of design process;

·         be familiar with journal writing.

Planning Notes

·         Collect a variety of pictures of attractive food displays.

·         Prepare for various garnish demonstrations.

·         Order food required for demonstrations and lab work.

·         Ask students about any food allergies or religious beliefs that might prevent students from handling certain foods (Note: for more information see - http://www.eatethnic.com/religious%20foods.htm.)

·         Prepare a quiz on food safety and sanitation.

·         Prepare food lab and lab worksheet to assess garnish techniques.

Teaching/Learning Strategies

1.   The teacher leads a class discussion on buffet and plate presentation, using colourful examples.

2.   Students and the teacher discuss buffet menu for presentation ideas. Emphasis is placed on the appealing look of the food and the buffet table. Students are asked to draw possible food placement on the buffet table.

3.   Students review safety and sanitation in the kitchen and during food presentation.

4.   Students complete a quiz about safety and sanitation during food presentation.

5.   Students review cooking terms and the teacher introduces new terms for their glossary.

6.   The teacher demonstrates techniques for garnishing.

7.   Students prepare garnishes for all items on the buffet.

8.   Students complete the lab worksheet.

9.   Throughout this activity students complete a daily reflective journal of activities and skill development.

Assessment & Evaluation of Student Achievement

Task/Product

Tool

Purpose

Assessment

Safety and sanitation quiz (re: food presentation)

Quiz

Diagnostic

Knowledge

Garnish techniques

Food lab and lab worksheet

Formative

Application

Plate presentation

Rubric

Formative

Application

Portfolio presentation (includes daily reflective journal and glossary of cooking terms)

Teacher/student conference

Summative

Communication Application

 

Accommodations

·         Provide one-on-one assistance as required.

·         Monitor students’ progress frequently to identify any need for remediation.

·         Provide multiple choice/true-false/fill-in-the-blank test questions on safety and sanitation test

·         Allow extra time to complete tests.

·         Finished presentations may be presented in a variety of formats.

·         For enrichment, students may research and prepare more complex garnishes involving more tasks.

Resources

Labensky S., G. Ingram, and S. Labensky. Webster’s New World Dictionary of Culinary Arts, 2nd ed. Prentice Hall, 1997. ISBN 0-13-096622-3

Canadian Restaurant and Food Services Association. Sanitation Code for Canada’s Foodservice Industry. Toronto: Canadian Restaurant and Foodservices Association, 1998.

Quebec/Amerique Internations, ed. The Visual Food Encyclopedia. Montreal, Quebec: Les Editions Quebec/Amerique Inc., 1996. ISBN 2-89037-893-4

Rande, Wallace L. Introduction to Professional Foodservice. Toronto: John Wiley and Sons, Inc., 1995.
ISBN 0-471-57746-4

Ray, Mary Frey and Evelyn Jones Lewis. Exploring Professional Cooking, 4th ed. New York: Glencoe/McGraw-Hill, 1996. ISBN 0-02-668489-6

Ray, Mary Frey and Evelyn Jones Lewis. Exploring Professional Cooking: Student Workbook, 4th ed. New York: Glencoe/McGraw-Hill, 1996. ISBN 0-02-668492-6

Ray, Mary Frey and Evelyn Jones Lewis. Teacher’s Resource Binder: Exploring Professional Cooking, 4th ed. New York: Glencoe/McGraw-Hill, 1996. ISBN 0-02-668491-8

Wagner, Sue, ed. The Recipe Encyclopedia: The Complete Illustrated Guide To Cooking. Toronto: Whitecap Books, 1999. ISBN 1-55110-642-6

Periodicals and Magazines

Fine Cooking. Newtown, Connecticut: The Taunton Press. ISBN 1072-5121

Gusto. Markham, Ontario, Canada: PLM Imaging Inc. (www.gustomagazine.com)

Cooking Light. Birmingham, AL.

Cuisine. Des Moines, IA: August Home Publishing

Culinary Trends. Long Beach, CA (6285 East Spring St., Suite 107, Long Beach CA 90808-9927)

Food Arts. New York, NY: Food Arts Publishing, Inc.

Journal of Culinary Practice, Binghamton, NY: Food Products Press. Quarterly publication contains research based articles on food preparation and cooking, including techniques & applications for quantity food preparation & food service management.

Pastry Art & Design, New York, N.Y.: Haymarket Group, Ltd., 45 W 34th St., Suite 600, New York,
NY 10001.

Upper Crust, 361 Virginia St. Crystal Lake, IL 60014

Videos

Serving Banquets. (The Food Service Industry Video Series). Delmar Publications, 1992. 40 min.
ISBN 0-8273-5217-4 (Distributor: ITP Nelson Canada, Scarborough, Ontario, website
 - http://www.nelson.com)

Serving Food. (The Food Service Industry Video Series). Delmar Publications, 1992. 61 min.
ISBN 0-8273-5215-8 (Distributor: ITP Nelson Canada, Scarborough, Ontario, website
 - http://www.nelson.com)

Websites

All About Foods - http://fp.enter.net/~rburk
A collection of recipes in the MasterCook format.

All Recipes - http://www.allrecipes.com
Recipes, glossary and general information

Food Television - http://www.foodtv.com
Recipes, glossary, general information and Rogers CITC partner

Escoffier Online - http://escoffier.com
Links to a number of sites of interest to foodservice and hospitality management, including employment information, recipes, vendors of food and restaurant supplies, software, and other categories

Buffets and Parties - http://www.geocities.com/NapaValley/4079/Menu/buffet.htm
Cooking hints on food preparation and buffets

Appendix A

Glossary of Cooking Terms

Defining Basic Food Terms Related To Food Preparation Within The Industry. As each term is discussed in the Kitchen Operations Unit, students should write and define these terms in their notebook under the heading Glossary of Cooking Terms.

 

Cutting Techniques

chop

core

cube

dice

grate

grind

mince

pare or peel

score

shred

slice

 

 

Mixing Techniques

alternate

fold in

cut in

stir

blend

whip

cream

beat

emulsify

sift

bind

 

 

Cooking Techniques

bake

barbecue

blanch

boil

braise

clarify

curdle

deep fry

fry

griddle

grill

pan broil

poach

render

roast

simmer

sauté

scald

sear

caramelize

steam

stew

sweat

en papillote

 

Tools and Equipment

bain marie

chafing dish

conical strainer

french or chef’s knife

ladle

metal stem thermometer

paring knife

portion scale

sauce pot

skimmer

slicer

spider

steel

stock pot

 

 

 

The Classic Kitchen Brigade

chef de cuisine (chef)

entremetier

tournant

sous-chef

saucier

patissier

chef de partie

commis

garde-manger

 

 

 

 

Appendix A  (Continued)

 

The Modern Kitchen Brigade

executive chef (chef)

sous-chef

line cook

pastry chef

apprentice

 

 

 

 

The Basic (Leading or Mother) Sauces

béchamel

espagnole

hollandaise

tomato

veloute

 

 

 

 

Culinary Terms

aging

al dente

aspic

au jus

bard

baste

bouquet garni

cuisine

deglazing

demi-glace

entrée

fillet

fond lie or jus lie

flavouring

fricassee

fumet

gelatitation

glace de viande

lard liason

marinate

meringue

mirepoix

mise en place

mousse

offal

pate a choux

puree

roux

sachet

seasoning

shallet

spaetzle

stock

tournedos

truss

zest

 

Appendix B

Cooperative Group Work

 

Criteria

Level 1

Level 2

Level 3

Level 4

Works willingly and co-operatively with others

- sometimes works willingly and cooperatively with others

- usually works willingly and cooperatively with others

- works willingly and cooperatively with others

- consistently works willingly and assists others in working cooperatively

Shares resources, materials, and equipment with others

- sometimes shares resources, materials, and equipment with others

- usually shares resources, materials, and equipment with others

- shares resources, materials, and equipment with others

- consistently shares materials and equipment with others and assists in resolving difficulties in the sharing of resources

Listens attentively without interrupting

- sometimes listens passively or actively

- usually listens passively and actively by paraphrasing for accuracy

- listens passively and actively by paraphrasing for accuracy

- consistently listens passively and actively by paraphrasing for accuracy

Accepts a variety of roles, including leadership roles

- sometimes accepts different roles

- usually accepts different roles

- accepts and learns different roles including leadership roles

- assists others in accepting and learning different roles including leadership roles

Adapted from Simcoe County DSB

 

 

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