Food Services: Coordinated Vocational Academic Texas Education ...

DOCUMENT RESUME

ED 099 526 CE 002 607

TITLE Food Services: Coordinated Vocational AcademicEducation..

INSTITUTION Texas Education Agency, Austin. Dept. of OccupationalEducation and Technology.; Texas Tech Univ., Lubbock.Home Economics Instructional Materials Center.

PUB DATE 74NOTE 412p.; For other guides in the series, see CE 002

606-608

EDRS PRICE MF-$0.75 HC-$19.80 PLUS POSTAGEDESCRIPTORS Career Education; *Curriculum Guides; *Disadvantaged

Youth; Food Processing Occupations; *Food Service;Food Service Occupations; *Foods Instruction;Handicapped Students; Home Economics Education;*Occupational Home Economics; Reference Materials;Secondary Education; Service Occupations; VocationalEducation

IDENTIFIERS Texas

ABSTRACTDesigned for junior or senior high school students

with academic, socio-economic or other handicaps, the CoordinatedVocational-Academic Education (CVAE) Food Services course is also

useful in other vocational education programs. Information in thecurriculum guide is presented in three sections. Section one is anoverview for teacher preparation; suggestions for planning, teaching,and evaluating CVAE programs; and suggestions for using the guide.Section two includes the following concepts: job opportunities infood services, equipment for commercial food production, sanitation,safety, food production, customer service techniques, and thereceiving, storing, and issuing of food and supplies. Section three

aids the teacher in planning laboratory experiences which simulateactual job situations. The role of the CVAE food service teacher iscompared to the role of the food service manager. Information isincluded to aid in menu planning, using standardized recipes,altering recipes, purchasing food, production, serving, and cleaning

up. A detailed description of plans for one meal function is included

as a further aid in planning. A 16-page annotated reference listconcludes the document and offers student references, books,audiovisual aids, pamphlets, and other instructional materials.

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FOOD SERVICES

Materials Developed and Distributed by

Home Economics Instructional Materials CenterTexas Tech University

Box 4067Lubbock, Texas 79409

Directed by

Texas Tech UniversityCollege of Home Economics

Department ofHome Economics Education

Lubbock, Texas

In Cooperation with

Texas Education AgencyDepartment of OccupationalEducation and TechnologyHomemaking Education

Austin, Texas

DESCRIPTION OFHOME ECONOMICS INSTRUCTIONAL MATERIALS CENTER

The Home Economics Instructional Materials Center was established September1, 1967, as a continuing project. It is a cooperative project betweenHomemaking Education in the Texas Education Agency, and the College ofHome Economics, Home Economics Education Department, Texas Tech Universityat Lubbock, Texas. The instructional materials which are being developedat the Center are intended to assist teachers and coordinators in promotingand teaching home economics gainful employment programs or homemakingeducation.

To provide a background of information for the establishment of the HomeEconomics Instructional Materials Center, a Planning Grant Project wasapproved by the Texas Education Agency for February 1 through August 31,

1967. The major purposes of the Planning Grant Project were (1) to assembleand catalog an occupational reference library, (2) to develop proceduralsteps for preparation of instructional materials, and (3) to illustrate thefirst sequence of these steps, that is, to develop job analyses and to listcompetencies needed for employability of students.

The present major objectives of the Home Economics Instructional MaterialsCenter are (1) to develop instructional materials designed for use bystudents enrolled in cooperative part-time training programs and in pre-employment laboratory training programs in preparation for employmentin occupations requiring home economics knowledge and skills, (2)

develop materials in homemaking education, and (3) to develop at a latertime materials designed for use in home and community service programs.

Acknowledgement is given to:

Mrs. Elizabeth F. Smith, Director, Homemaking Education, Texas EducationAgency, who conceived the original plan for establishing the Centerand continues to determine ways in which the Center can meet the needsof Homemaking Education in Texas.

Dr. Camille G. Bell, Chairman, Department of Home Economics Education,who continues to serve in an advisory capacity.

Linda Glosson, Acting DirectorHome Economics InstructionalMaterials Center

Betty Robinson, Assistant DirectorHome Economics InstructionalMaterials Center

iii

ACKNOWLEDGMENTS

This guide for CVAE Food Services, prepared by the Home Economics InstructionalMaterials Center at Texas Tech University, is the result of the combined effortsand ideas of many people, namely:

Mrs. Sandra Honeycutt, Lubbock, Texas; Mrs. Bette Ramsey, Amarillo, Texas; andMiss Betty Sadberry, Fort Worth, Texas, CVAE Teachers, who spent a month at theCenter helping with the writing of these materials.

Mrs. Ann Spikes, Department of Food and Nutrition, Texas Tech University, whoserved as subject matter specialist in food services.

Mrs. Virginia Thompson, Lubbock, Texas, who drew the illustrations for theinstructional materials and designed the cover.

Miss Gay Nell McGinnis, Mrs. Sharla Becton, Mrs. Lynda Ferguson, Miss VickiReid, and Mrs. Rella Peterson, Graduate Research Assistants, Texas TechUniversity, Lubbock, Texas who helped with the development of this guide.

iv

PREFACE

"Coordinated Vocational-Academic Education is designed for students with

special learning needs. The program is fcr in-school youth possessingacedemic, socio-economic, or other handicaps which prevent them fromsucceeding in traditional educational endeavors. The program includesvocational instruction that provides opportunities of achieving a saleablevocational skill and modified academic instruction that provides basicknowledge in the fields of mathematics, science, English, and social

studies. The dual-phase approach enables students enrolled to reachmaximum personal development, including employment potential, within theirabilities in the shortest possible time. The program must be supported by

a specialized guidance and counseling program."

"Coordinated vocational-academic education is designed for the following

purposes:

To provide students with education preparing them for gainfulemployment in jobs requiring semi-skilled knowledge and training.To prepare students, when feasible, for entry into a regularhigh school vocational program preparing for gainful employment.To provide students with an academic curriculum, that departsfrom traditional content and methods of teaching, at a level

where students can succeed."'

CVAE Food Services is designed for use in teaching the food service phase

of General Home and Community Services at the junior or senior high school

level or in teaching Commercial Food Services at the high school level.Although the materials were designed specifically for CVAE Programs, theyshould be equally useful to teachers of Pre-employment Laboratory TrainingPrograms, Vocational Education for the Handicapped, Home Economics CooperativeEducation, and adult vocational education programs.

The following concepts are included: job opportunities in food services,

equipment for commerical food production; sanitation; safety; receiving,storing, and issuing food and supplies; food production; and customerservice techniques.

The information included in this publication is presented in three sections.

Section One is an overview for preparing teachers to teach CVAE students;suggestions for planning, teaching, and evaluating CVAE programs; and sug-

gestions for using this guide.

Section Two includes concepts and subconcepts in food services.

Orientation to CVAE Food Services introduces the student to CVAEFood Services through displays and shows relationship of job op-portunities in Food Services and students' ability to perform necessarytasks in those jobs.

lVocational Homemaking Education Program Standards. Revised May 1973.

Austin, Texas: Texas Education Agency, 1973. p. 29.

Ability to safely use and care for equipment for commercial food produc-tion contributes to the student's employability. Emphasis is placed onlearning correct names of tools and equipment and of parts essential intheir operation. The student learns when to use each equipment, how touse it safely and correctly, how to care for it, and where to store it.

Sanitation is an essential aspect of any food service operatiw. Thelegal implications of sanitation are explained. The importance ofpersonal sanitation is stressed. Procedures are given for sanitarypreparation and storage of food and for sanitizing physical facilities inthe food service establishment. Sanitary dish washing procedures arealso detailed.

The frequency of accidents caused by burns, cuts, and falls in foodservice establishments necessitates a strong emphasis on safety. Thisunit stresses precautions for preventing accidents, but also includesinformation on procedures to follow when an emergency occurs.

Using correct procedures in receiving, storing, and issuing food isanother important part of food service. This phase of the food serviceoperation is important in controlling operating coasts.

Food production necessitates knowledge of basic information about factorsdetermining quality and food preparation techniques. Information isincluded on preparing a variety of foods using quantity cookery methods.Accuracy in portioning the foods prepared also aids in cost control.

Customer service techniques may be entirely responsible for thecutomer's impression of the food service establishment. Detailedprocedures are given on preparing the table, serving guests, busservice, and handling money. Customer relationships are especiallyemphasized.

Section Three sho0d aid the teacher in planning laboratory experiences whichsimulate actual job situations. The role of the CVAE food service teacher iscompared to the role of the food service manager. Information is includedto aid in menu planning, using standardized recipes, altering recipes, pur-chasing food, production, serving, and cleaning up. A detailed descriptionof plans for one meal function are included as a further aid in planning.

vi

TABLE OF CONTENTS

Page

DESCRIPTION OF HOME ECONOMICS INSTRUCTIONAL MATERIALS CENTER . . . iii

ACKNOWLEDGEMENTS iv

PREFACE

SECTION ONE - OVERVIEW 1

DESCRIPTION OF THE CVAE STUDENT 2

CHARACTERISTICS OF THE CVAE STUDENT 2

CVAE FOOD SERVICE GUIDE 4

Program Planning 4

Curriculum Planning 5

Contents of the Guide 6

How to Use the Guide 7

REFERENCES TO BE USED IN PLANNING 7

DEFINITIONS OF TERMS 8

TAXONOMY OF EDUCATIONAL OBJECTS 9

Levels of Learning 9

Cognitive Domain 11

Affective Domain 12

Psychomotor Domain 13

SUGGESTIONS FOR TEACHING CVAE STUDENTS 14

CONCEPTUAL FRAMEWORK FOR CVAE FOOD SERVICES 18

SECTION TWO - INSTRUCTIONAL MATERIALS 25

ORIENTATION TO CVAE FOOD SERVICES 27

CVAE Food Services 28

Job Opportunities In Food Service 30

MAJOR EQUIPMENT FOR COMMERCIAL FOOD PRODUCTION 41

Cleaning and Disposal Equipment 42

Beverage Equipment 48

Toasters 59

Cutting Equipment 63

Mixing Equipment 67

Ovens 74

Surface Cooking Equipment 79

Steaming Equipment 93

Food Preparation Stations 100

Holding and Serving Equipment 104

Cold Storage Equipment 113

vii

Page

SMALL EQUIPMENT FOR COMMERCIAL FOOD PRODUCTION 117Hand Utensils 118Cutting Equipment 123Can Openers 132Measuring Equipment 135Pots and Pans 141

Decorating Equipment 148Serving Equipment 152Linens 160Small Cleaning Equipment 166

SANITATION 171Legal Aspects of Sanitation 172Personal Sanitation 174Sanitation in Food Handling 185Sanitation of Physical Facilities 188Sanitary Dishwashing Procedures 192

SAFETY 199Precautions 200Emergency Procedures 204

RECEIVING, STORING, ISSUING 207

FOOD PRODUCTION 219Factors Determining Quality 221Food Preparation Techniques 224

Terms 224Measures and Equivalents 230Recipes 238

Production Techniques 243Quantity Cookery 246

Beverages 246Sandwiches 249Salads and Salad Dressings 256Vegetables and Fruits 260Sauces, Gravies, and Soups 271breads 275Desserts 279Cereals and pasta 288Meats, Poultry, and Seafood 291Eggs 298Cheese 303Spicing and Flavoring 305Garnishes and Appetizers 308

Portioning Techniques 312Convenience Foods 316

viii

Page

CUSTOMER SERVICE TECHNIQUES 321

Preparing the Table 323

Meeting the Public 332

Serving Guests 340

Bussing 363

Handling Money 366

SECTION THREE - CVAE FOOD SERVICES LABORATORY 371

ROLE OF THE CVAE FOOD SERVICE TEACHER 37.2

Menu Planning 373

Standardized Recipes 374

Altering Recipes 376

Purchasing Tips 377

Production, Service and Clean Up Procedures 378

HOW TO PLAN AND EXECUTE A FOOD FUNCTION 378

ix

SECTION ONE

OVERVIEW

1

DESCRIPTION OF THE CVAE STUDENT

The Vocational Homemaking Education Program Standards (Revised, May, 1973)describe the student eligible for entrance into the CVAE program as astudent who is enrolled in grades seven through twelve and who meets thefollowing requirements:

1. The results of counseling indicate the student can profit from par-ticipation in the program.

2. A student must be one or more years behind grade level academically.

3. A student must be at least fourteen (14) years of age at the timeof entry into the program.

CHARACTERISTICS OF THE CVAE STUDENT

The same general principles of learning which apply to other groups applyto CVAE students as well. The biggest difference lies in the meaningsthings hold for these learners and the degree to which certain factors areoperative. For example, although all learners proceed from concrete toabstract, what is abstract and what is concrete may be different to CVAEstudents with congnitive and verbal problems and whose experiences may belimited in some areas. In addition, what motivates learning may be some-what different for the CVAE student.

The CVAE student may be handicapped academically because of a lack of com-munication skills and low reading ability. These problems, as well aslack of cultural or educational advantages, may have contributed to hisfailure to achieve at optimum levels in the regular academic program.

The CVAE program affords excellent opportunities for the teacher to pro-vide experiences which encourage learning. A variety of activities may beused which enable the student to learn by doing. These techniques, morethan lecture and research methods are more likely to be effective with theCVAE student. Because the CVAE student frequently has a short attention span andneeds variety to maintain his interest.

Because of limited reading ability and communication skills, the CVAE stu-dent learns most effectively through experiences which de-emphasize readingor which include use of materials with low reading level. The student'slow reading ability may restrict his comprehension of written materials.If so, explanations or demonstrations using actual equipment or objects mayaid the student in learning a new concept. Audio-visuals may also enable thestudent to learn a concept he could not grasp from reading material alone.

2

The teacher must capitalize on opportunities to encourage a positive selfconcept in toe CVAE student, as past failures may have given him a negativeview of himelf and his abilities. Providing experiences at a level whichallows the student to succeed can do much to improve his self concept. Atfirst it may be necessary to encourage even small successes until a patternof success is established. The level of difficulty should then be increasedgradually as the student is capable of attempting more difficult tasks. Ofcourse, the student will not succeed at every task, but such experiencesshould be approached in a positive manner emphasizing the learning opportunityrather than the failure.

Motivation is another necessary element in encouraging the CVAE student tolearn. Encouragement from the teacher plays a major role in motivation.Peer approval may also be important to the student and can be used as amotivating element. Rewards and privileges may be included in the programas motivating forcLs.

Improvements in personal appearance may enhance the student's self-concept.The CVAE classroom may provide opportunities for the student to develop goodgrooming habits, a pleasing personality, and a positive attitude by relatingthese characteristics to the world of work. In fact, relating classroomexperiences to the student's present and future life outside the classroommay be an important key to unlocking the student's potential.

3

CVAE FOOD SERVICES GUIDE

CAE Food Services is one of three guides being developed for use in CVAEprograms in Texas. Additional guides are being prepared in the areas ofClothing Services and Home Furnishings Services.

Program Planning

Effective program planning for CVAE in the local community involves (1)understanding vocational skills needed for employment, (2) understandinghuman growth and development, and (3) cooperative planning.

Understanding Vocational Skills Needed for Employment. Planning and carryingout an effective CVAE program requires that the teacher understand the labormarket in which her students will find employment. A study of job trends,job descriptions, pay scales, and opportunities for advancement should con-tribute to this understanding. Such a study involves determining home economics-related jobs available in the local community and in nearby communities, andgetting acquainted with employers and employees in these jobs. It also involvesconstant study to learn procedures acceptable in various job situations,skills and attitudes needed for employment, and changes taking place in thefield.

Understandin9 human Growth and Development. The development of the indi-vidual from birth throughout life is characterized by the occurrence ofcertain tasks at each stage, and an awareness of the characteristics ofyouth related to them is an important part of program planning in the CVAEprogram.

Knowledge of the developmental tasks has several implications for the teacher.The tasks indicate the types of problems for which students must seek an-swers. The teacher must realize that individuals of the same chronologicalage are not necessarily in the same stage of development. In addition, theCVAE student may have special problems which must be taken into consider-ation. Because tasks arise at or about the same time in the student'slife, however, she should be able to anticipate the teachable moment andto provide learning experiences which will meet the needs, interests, andabilities of the students.

Cooperative Planning. Planning the CVAE program cooperatively with students,parents, administrators, employers, and others in the community should resultin more effective learning and a better curriculum than would be possible ina program designed by the teacher alone. Students, parents, employers, andother community members may be included in planning through questionnaires,planning groups, interviews, and advisory committees. Cooperative planningbetween CVAE vocational teachers and CVAE academic teachers is necessaryfor a successful CVAE program. Professionally trained persons includingthe school principal, other homemaking teachers, teachers in other subjectareas, guidance personnel, and local and area supervisors also provide essen-tial contributions to program planning. When preliminary plans have beendeveloped, the teacher will want to discuss program planning with her studentsto acquire greater 4nsight into their special needs and interests.

4

Curriculum Planning

Concepts and Generalizations. Curriculum planning for the CVAE program in-volves using knowledge of vocational skills needed for employment, understand-ing of human growth and development, and incorporating the results of coopera-tive planning to identify concepts and generalizations which provide opportunitiesfor relevant and lasting learning contributing to employability. A conceptmay be defined as "an abstraction representing the world of objects and eventsas a means of organizing them into categories."' Meaning is given to conceptsby generalizing from experiences that occur over a period of time. Ageneralization is a complete thought which "expresses an underlying truth, hasan element of universality, and usually indicates relationships."2 Generaliza-tions help give meaning to concepts and should be applicable in a number ofsituations. A number of generalizations are needed to develop a single con-cept. To help students formulate generalizations, the teacher should providelearning experiences which require students to define, describe, analyze,identify, classify, relate, explain, justify, interpret, and predict.

Behavioral Objectives. Concepts and generalizations are used to planappropriate behavioral objectives and learning experiences in order to developreliable and expanded concepts. A behavioral objective is measurable behaviorthat is expected to result from successful completion of designated learningexperiences. In order to educate the total student, objectives should beprovided at all levels of the cognitive, affective, and psychomotor domains ofthe taxonomy of educational objectives.

LearningExperiences. Learning experiences should be selected to enablestudents to achieve each behavioral objective. Learning experiences in CVAEhomemaking may be provided through the classroom, home, community, andFuture Homemakers of America. Students' interests are more easily sustainedif a variety of experiences are provided for learning by seeing, hearing,feeling, and doing.

Evaluation. Evaluation determines the extent to which a group or class hasachieved behavioral objectives and indicates the effectiveness of the teacherand the curriculum. Effective evaluation is a continuous process whichinvolves determining behavioral objectives, collecting evidence on behaviorchanges, interpreting the evidence collected, and using the evidence toimprove the curriculum, teaching, and guidance. Methods of evaluation in-clude pencil-and-paper tests, oral tests, performance tests, check sheetsand inventories, score cards, rating scales, behavior records, and observa-tions.

1Concepts and Generalizations: Their Place in Hi h School HomeEconomics Curriculum Development. Washington, D.C.: Amer canHome economics Association, 1967.

2lbid.

5

Contents of the Guide

In this guide the following format is used for each major concept:

Concept_: Several major concepts related to food services are developedin this guide. No attempt has been made to determine the order in which

the concepts and subconcepts should be taught. It is felt that this order

will vary considerably from one CVAE class to another depending on suchthings as students' abilities and interests, time the class meets, projectschosen, equipment available, and the teacher's own experiences, interests,and abilities.

Justification for Study: Each major concept is introduced with a justifi-cation to help students understand the relevance of the material.

Subconcept: Several subconcept3 are needed to develop each major concept.Generalizations, words to know, behavioral objectives, and learning andevaluation experiences are used to develop each subconcept. The sub-

concepts are developed as follows:

Generalizations: Meaning is given to each subconcept bysummarizing or relating ideas presented.

Words to Know: Including the key words in each conceptaids the teacher in building the student's vocabularyrelated to clothing services. Knowing these words isessential to learning the material presented.

Behavioral Objectives: Outcomes which should result fromsuccessful completion of the learning and evaluation expe-riences are given as behavioral objectives. The letters

in parentheses at the end of the objective indicate thedomain and level at which the objective is stated as follows:Cognitive Domain--Kne 'ledge (C-K), Comprehension (C-C), Ap-plication (C-Ap), Analysis (C-An), Synthesis (C-S), Eval-tation (C-E); Psychomotor Domain -- Perception (P-P), Set (P-S),Guided Response (P-GR), Mechanism (P-M), Complex Overt Response(P-COR); Affective Domain--Receiving (A-Rec), Responding (A-Res),Valuing (A-V), Organization (A-0), Characterization (A-C).When objectives in more than one domain might b7 written for alearning experience, only the domain most closely related isused. Elecause such overlapping is particularly true at thelower levels of the three domains, only objectivessin thecognitive domain are included at these levels. Whep objectives

at more than one level might be written for a learningexperience, only the higher level objective is given..

Learning_and Evaluation Experiences: Suggestions are Pro-vided through the learning and evaluation experiences for wayseach concept might be taught using a variety of teachingmethods and techniques. Many of the suggested experiencesmay be used to evaluate the student's progress toward theobjectives.

6

How to Use the Guide

The guide is presented by concepts, rather than units, to provide maximumfreedom for the teacher to adapt the materials to her local situation. Thematerial is not designed for use in any particular community. The teacherwill need to use her own initiative, imagination, and creativity in working

cooperatively with students, parents, employers, school, and community todevelop an effective CVAE program.

The teacher is not expected to use all the suggested experiences given in thisguide with one class. She may adapt, supplement, and expand the suggestionsin view of the specific needs, interests, abilities, backgrounds, and levelsof maturity of her students. The variety of experiences included shouldenable the teacher to select those teaching-learning experiences that willhelp her students reach objectives necessary for their employment.

The guide emphasizes ways various concepts might be taught rather than includeall the information the teacher will need to know to carry out the suggestedlearning and evaluation experiences. The teacher will find a variety ofreferences included in the reference list accompanying the guide which willaid in becoming knowledgeable in the various aspects of Food Services. In

addition, the teacher should use Food Service Em lo eel as a primary sourceof information on the concepts included in this guide.

REFERENCES TO BE USED IN PLANNING

Arny, Clara Brown. Evaluation in Home Economics. New York, New York!Appleton-Century-Crofts, Inc., 1953.

Bloom, B.S., ed. Taxonomy of Educational Objectives: CognitiveDomain. New York, New York: David Mckay Company, Inc., 1956.

Concepts and Generalizations: Their Place In High School Home EconomicsCurriculum Development. Washington, D.C.: American Home EconomicsAssociation, 1967,

Gronlund, Norman E. Stating Behavioral Objectives for ClassroomInstruction. New York! New fcTiTThe Macmillan Company, 1970.

Krathwohl, D. R., et al. Taxonomy of Educational Objectives: Affective Domain.Palo Alto, California: Fearon Publishers, 1962.

Sanders, Norris M. Classroom Questions, What Kinds? New York, New York:Harper and Row, 1966.

Simpson, Elizabeth J. "Classification of Educational Objectives, PsychomotorDomain," Illinois Teacher. Vol. X, No. 4, Winter, 1966-67.

Vocational Homemaking Program Standards. Austin, Texas: TexasEducation Agency, 1973.

Dictionary of Occupational Titles. Washington, D.C.: U.S. Department ofLabor, 1965.

1Food Service Employee. Lubbock, Texas: Home Economics InstructionalMaterials Center, 1969.

7

DEFINITIONS OF TERMS

Behavioral objective - the expected measurable behavior that shouldresult from successful completion of designated learning experiences.

Concept - an abstraction representing the world of objects and eventsand a means of organizing them into categories.

Evaluation experiences - activities which help determine the progressmade toward the achievement of specific behavioral objectives.

FHA - Future Homemakers of America organization.

Generalization - a complete thought which expresses an underlyingtruth, has element of universality, and usually indicatesrelationships. Generalizations help give meaning to concepts.

Learning experiences - purposeful activities that have meaning forstudents at their developmental level and result in some degreeof growth toward behavioral objectives.

Resources - teaching materials, books, pamphlets, journals, visualaids, and other instructional materials needed to carry out thesuggested learning experiences and to reach behavioral objectives.

Taxonomy of educational objectives - a system for classifying behavioralobjectives into hierarchies or levels of learning in three domains(cognitive, affective, and psychomotor).

8

TAXONOMY OF EDUCATIONAL OBJECTIVES

Levels of Learning

Recent trends in vocational education call for objectives which indicateexactly what changes in behavior should be expected from students. Such

objectives may be developed and arranged in order of complexity accordingto the Taxonomy of Educational Objectives, a system for classifyingbehavioral objectives.

The Taxonomy of Educational Objectives is divided into three categories.These are the cognitive domain (thinking), the affective domain (feeling)

and the psychomotor domain (doing). Each domain is then divided into

a hierarchy of levels from least complex to most complex. Students

must reach objectives which are least complex in a domain before they

are able to master more complex objectives. To reach objectives at eachlevel, students must have mastered learning at all the levels below.

The cognitive domain deals with knowledge and information and is divided

into six levels of learning:1 knowledge, comprehension, application,analysis, synthesis, and evaluation. Each of these is explained more

fully on page 11. The hierarchal aspect of the cognitive domain is

illustrated in the l'ollowing example: Students must know and understandbasic facts about nutrition before they can apply them in planning

nutritious family meals.

The affective domain which deals with attitudes and appreciation isdivided into five levels of learning:2 receiving, responding, valuing,

organization and characterization. These levels are explained on

page 12. The hierarchy in this domain may be illustrated as follows:A student must be receptive and responsive to maintaining good healthbefore he values having good health, relates health to personalappearance, or allows his desire for good health to direct his

behavior to the point that he chooses nutritious meals and snacks andtries to get plenty of rest.

1Bloom, Benjamin S. Taxonomy of Educational Objectives, Handbook I:

Cognitive Domain. New York: David McKay Company, Inc., 1956.

2Krothwohl, David R.; Bloom, Benjamin S.; and Bertram, B. Masia.

Taxonomy of Educational Objectives Handbook II: Affective Domain. New

York: David McKay Company, Inc., 1964.

9

Levels of learning included in the psychomotor domain, the manipulativeskill areas, are still being developed. One author3 has identifiedpossible levels in the psychomotor domain as follows: perception, set,guided response, mechanism, and complex overt response. Explanations ofthese suggested levels are found on page 13. The hierarchy in thepsychomotor domain may be illustrated as follows: The teacher may demonstratethreading a sewing machine while students perceive what she does. Nextthe student prepares himself physically, mentally and emotionally torespond. The student then imitates the teacher or follows directions.Practice is required until he can thread the machine with little consciouseffort. Finally, the student develops such a high degree of skill thathe threads the machine automatically and with confidence.

Objectives in all three categories (cognitive, affective and psychomotor)should be included when planning units in homemaking education. Cognitiveand affective domains can easily be included in all areas of homemaking.The psychomotor domain is applicable primarily in the teaching of skills,particularly in the areas of food services and clothing services. Behavioralobjectives aid in planning learning experiences as well as in planningevaluation items to measure the degree to which students have achievedthese objectives.

The inclusion of objectives at the higher levels of learning as well asat lower levels is another important consideration in curriculum planning.Unfortunately, the memory aspects of learning often dominate thecurriculum. Research has shown that a large portion of memorizedmaterial is forgotten rapidly and that students are often unable toapply memorized material when it is needed. For example, a student may knowmany facts about nutrition without being able to make nutritious foodchoices for himself in the school cafeteria. As a result of spendingexcessive time at the memory level, many teachers tend to offer studentslittle opportunity to develop their capacities at higher levels. Toimprove the intellectual climate of her classroom, the teacher mustconsciously include objectives at the higher levels of learning in eachdomain and provide the necessary learning experiences to enable thestudents to reach the objectives.

Objectives at the lower levels of the affective and psychomotor domains(Affective, Receiving and Responding and Psychomotor, Perception and Set)are difficult to measure. Therefore, the teacher may find it easier tomeasure only cognitive objectives at the lower levels. However, opportunitiesshould be provided through learning experiences for students to develop inaffective and psychomotor areas. For example, the teacher may present ademonstration on using classroom equipment safely. This learning experiencenot only develops the student's cognitive knowledge about safety, but giveshim the opportunity to receive information on the importance of safety andto observe the physical procedures involved in the safe use of the equipment.Because the affective and psychomotor aspects are difficult to test at thislevel, the teacher may only ask the student to list safe procedures forusing the equipment demonstrated, a Cognitive-Knowledge-level objective.

3Simpson, Elizabeth J. "Classification of Educational Objectives,Psychomotor Domain," Illinois Teacher. Vol. X, No. 4, Winter, 1966-67.

10

LEVELS OF LEARNING

Cognitive Domain'

EVALUATION

Ability to judge thevalue of ideas, proce-

dures, methods, etc.,using appropriate crite-

ria.

SYNTHESIS

Ability to put together partsand elements into a unified

organization or whole. May in-

volve production of a new communi-cation, a plan of operation, or aset of abstract relations.

ANALYSIS

Ability to break down a communication intoconstituent parts to make organization of

idea clear. May include identification ofparts, analysis of relationships between parts,and recognition of organizational principles in-

volved.

APPLICATION

Ability to use ideas, principles, theories, in particu-lar and concrete situations.

COMPREHENSION

Ability to understand or grasp the meaning of what is beingcommunicated and make use of the idea without relating it toother ideas or materials or seeing its fullest meaning. May in-

volve translation, interpretation, or extrapolation.

KNOWLEDGE

Ability to recall, to bring to mind the appropriate material. Involves

remembering a wide variety of previously learned materials from specific

facts to complete theories.

1Adapted from Bloom, Benjamin S., ed. Taxonomy of Educational Objectives,

Handbook I: Cognitive Domain. New York: David McKay Company, Inc., 1956.

11

LEVELS OF LEARNING

Affective Domainl

CHARACTERIZATION

Allows values tocontrol or guide be-

behavior; integratesthese into a total phi-losophy of life. Behavior

is persuasive, consistent,and predictable. Involves

student's general patterns ofadjustment.

ORGANIZATION

Conceptualizes values; organizesvalues into hierarchy. Emphasis on

comparing, relating and synthesizingvalues.

VALUING

Accepts worth of belief, attitude, value, orideal; expresses preference for it; develops a

commitment to it. Involves behavior which isconsistent and stable enough to make the value

clearly identifiable.

RESPONDING

Responds obediently, then willingly, and receives satisfac-tion from responding. Involves active participation on the

part of the student.

RECEIVING

Becomes aware of an idea, process, or thing; is willing to learn, orto try a particular behavior. Concerned with getting, holding, and

directing the student's attention.

IAdapted from Krathwohl, David R.; Bloom, Benjamin S.; and Masia, Bertram

B., Taxonomy of Educational Objectives, Handbook II: Affective Domain. NewYork: David Maay Company, Inc., 1964.

12

LEVELS OF LEARNING

Psychomotor Domainl

COMPLEX OVERTRESPONSE

Performs the actautomatically without

hesitation. Involves

hesitation. Involves

high degree of skill.

MECHANISM

Performs the act habituallywith some degree of confidence.Involves increased efficiency.

GUIDED RESPONSE

Performs the action under super-vision through imitation or trial

and error. Involves practice.

SET

Becomes ready to act mentally, physically

and emotionally.

PERCEPTION

Becomes aware of the action to be performed

through sensory stimulation. Involves observ-

ing to recognize and relate to action.

1

Adapted from Simpson, Elizabeth Jane. "The Classification of

Educational Objectives Psychomotor Domain," Illinois' Teacher of Home

Economics, Vol. X, No. 4, Winter, 1966-67. pp. 110-144.

13

A

SUGGESTIONS FOR TEACHING CVAE STUDENTS

The following suggestions for teaching CVAE students have been made byexperienced CVAE teachers:

Presenting Information

1. Handout sheets are more effective if key ideas are illustrated andthe information is broken down into simple, meaningful steps whichserve as aids to the slow reader.

2. Short phrases and sentences are more effective for learning materialsthan lengthy or detailed information.

ivities.3. Students and parents may serve as resource persons for class artThis may be useful as a motivating technique. For example, a parent whois employed at a drycleaning or laundry establishment could explainhis job responsibilities to the class.

4. Former students' experiences may be utilized through taped interviewsand pictures of students on the job. Hearing or seeing a success storymay help the student understand how he will benefit from theCVAE program.

5. Visits to training stations of cooperative CVAE students provide stu-dents with an opportunity to see an actual job setting and to becomefamiliar with available jobs.

6. Mirromatics (mirrors placed around the room) may provide motivation ingrooming and posture.

7. Repetition is a necessary technique; however, the teacher should use avariety of learning experiences to present each concept.

8. Resource people who can explain procedures in simple terms should beused whenever possible.

9. Field trips can be a m tivating tool, if well planned. The studentshould be given information or a check sheet on points to observe.Knowing what to expect enables the student to drive maximum benefitfrom the experience.

10. Samples of projects can be prepared in advance for use in teachingstudents how to construct or prepare the item. These are mosteffective when broken down into steps with a sample for each step.Samples need to be the actual size to be produced in class, sincestudents may not be able to transfer what is seen from scale models.

11. When reading level is suitable, articles from newspapers, magazines,and pamphlets may be used to present information.

12. Tapes can be used to present panel discussions, interviews, or otherinformation when resource persons cannot attend class.

14

Involving Students

1. Pictures or slides of students involved in class activities mayencourage self-evaluation and serve as a motivating factor. Students

often see positive or negative behavior in pictures better than when

they actually occur.

2. Variety in activities helps maintain the student's interest level.Alternate activities which involve movement with those which do not.

Also alternate group work with individual work.

3. Tape recording a lab without the student's knowledge gives studentsthe opportunity to evaluate themselves at a later time.

4. Rewarding the students immediately for their successes provides neces-

sary reinforcement. A reward might be as simple as, "That's good

work. I'm proud of you."

5. Lesson plans should provide more than enough activities for the entire

class period.

6. Assignments for tasks should be specific, and if they are of a dailynature, a rotation chart should be utilized to insure that each student

has the opportunity to perform all tasks.

7. Physical involvement is always a part of lab situation; however, theteacher should provide for physical involvement of students during

all phases of the CVAE program. Examples: Use students as aides

during demonstrations; allow students to set up audio-visual equip-ment; provide games for students to play that would serve as rein-forcement for learning or as evaluation.

8. An activity should be repeated if students show an interest in doingso and repetition is justifiable.

9. Students should be given opportunities to arrange bulletin boardsand "dress" display windows using their projects.

10. Simulated experiences provide learning which can be transferred to

actual situations.

11. A "wishing well" for student wishes or a "druthers" box may be usedto provide additional opportunities for communication between students

and teacher.

12. Magazine illustrations can be used effectively .to inspire discussion.

13. Students should be encouraged to present class demonstrations whenever

possible.

15

Using Group Work

1. Class activities maybe integrated with overall school projects.Examples: enter a contest the school is sponsoring; press choirrobes; help with stage decorating; place pictures and articles in theschool newspaper.

2. Class projects may be chosen which benefit the school, such as makingjumpers for P. E. classes, patching shop aprons, sewing cushions forteacher's chairs. Assembly line techniques should be used insuch projects whenever possible.

3. Special events such as socials, field trips, or special privilegesmaybe planned as class rewards.

4. A system of rewards may be developed for CVAE students. Tokens orpoints may be collected which will allow the student to obtain specialprivileges, tickets to school events, concessions, etc.

Using Visual Aids

1. Students should be encouraged to produce some of the visuals forclass. Provide the necessary materials for making the visuals.

Students may be allowed to set up audio-visual equipment on a rotationbasis. Set aside a time to demonstrate the operation of audio-visualequipment.

3. If the exact script is read along with filmstrips, students mayhave a tendency to become bored. Hit the major ideas and dispense withthe rest. Pause for student questions during the filmstrip, as needed.

4. Students enjoy hearing their own voices on tape. Make use of tapesduring role play, practice interview., etc. Tapes may be saved andplayed again later to show progress.

5. Transparencies are particularly helpful in working with the problemreader. Through the use of overlays, material can be easily brokendown into segments.

6. Flash cards are an effective method of reviewing terminology related toequipment and tools.

7. Flip charts showing step-by-step procedures are helpful even to theteacher, who finds herself giving the same directions repeatedly.

8. Filmstrips are often more effective than films because concepts canbe discussed and explained during filmstrips.

16

9. In grading written assignments, be sure to acknowledge correct answersas well as incorrect answers.

10. When self-evaluation is utilized, a comparison with the teacher'sevaluation is beneficial and encourages honesty and objectivity.-

11. The student's attendance during each grading period should be evaluatedas a part of his pre-employment training.

12. Smile and frown symbols indicating correct and incorrect responsesmay be used to evaluate the students. Use of such symbols may be lessnegative and more easily understood than other methods of rating.

13. Check lists, rating scales, and questionnaires can be used by studentsfor self-evaluation.

Managing the CVAE Classroom

1. A student management system may be planned cooperatively with students.Job designations such as supervisor, equipment manager, inspector, andothers may be made.

2. Plan a regular classroom routine and try not to vary from it.

3. The CVAE classroom should be operated as if were a business. Students

might even be expected to punch a time clock and be responsible fortheir use of break time.

4. All directions should be stated in simple terms.

5. Laboratory experiences should be broken into simple steps.

6. Extra activities and projects should be provided for faster students.

7. Students should have a definite place to keep their personal materialssuch as paper, pencils, and notebooks.

8. Definite instructions must be given for using money box for cash receiptsfrom projects.

9. Parent permission slips for field trips or other outside activitiesshould be used to keep parents informed of such activities.

17

CONCEPTUAL FRAMEWORK

FOR

CVAE FOOD SERVICES

I. ORIENTATION TO CVAE FOOD SERVICES

A. CVAE Food Services

B Job Opportunities i n Food Services

1. Types of Food Service Establishments2. Positions Available

II . Major Equipment for Commercial Food Production

A. Cleaning and Disposal Equipment

1. Commercial Di shwasher2. Garbage Disposal and Rinse Sink3. Pot and Pan Si nk

B. Beverage Equipment

1 . Coffee Brewer2. Tea Urn

3. Col d Drink Di spenser

4. I ce Maker

5. Malt Mixer6. Soft Ice Cream Machine

C. Toasters

1. Individual2. Conveyer3. Waffl e Iron

D. Cutting Equipment

1. Food Slicer2. Food Cut ter or Chopper

E. Mixing Equipment

1. Food Mixer2 . Blender

F. Surface Cooking Equipment

1. Range Top2. Griddle3. Deep-fat Fryer4. Electric Fry Pan5. Broiler6. Hood and Fan

G. Ovens

1. Range Oven2. Convection Oven3. Microwave Oven

H. Steaming Equipment

1. Pressure Sauce Pan2. Steamer3. Steam Jacketed Kettle

I. Food Preparation Stations

1. Salad Station Unit2. Sandwich Station3. Baker's Table

J. Holding and Serving Equipment

1, Hot2. Cold

K. Cold Storage Equipment

1. Refrigerators2. Freezers

III. SMALL EQUIPMENT FOR COMMERCIAL FOOD PRODUCTION

A. Hand Utensils

1. Mixing Bowls2. Mixing Spoons

a. Solidb. Perforated or slotted

3. Rotary Beater4. Wire Wisk Beater5. Spatulas and Turners

a. Bowl Scraperb. Narrow-blade spatula

c. Wide-blade spatulad. Spreadere. Hamburger turnerf. Spatula turner

6. Tongs

7. Colander8. Funnel

9. Flour Sieve10. Shakers11. Pastry Board12. Rolling Pin13. Pastry Wheel14. Brushes

a. Pastryb. Vegetablec. Pot

15. Thermometersa. Candy and fryingb. Meat and oven

16. Timer17. Cooling Racks18. Molds

B. Cutting Equipment

1. Cutting Board2. Knives and Cutting Devices

a. Boning knife (flexible, stiff)b. French knifec. Paring knifed. Slicer, ham and meate. Electric slicing knifef. Peelerg. Kitchen shearsh. Salad masteri. Potato cutterj. Egg slicerk. Butter slicer

3. Sharpener Steel

4. Cutlery Rack

C. Can Openers

D. Measuring Equipment

1. Graduated Measures2. Measuring Spoons3. Scales

E. Pots and Pans

20

1. Baker Pans2. Bun and Sheet Pans3. Cake Pans4. Muffin Pans5. Pie Pans6. Pizza Pans7. Roast Pans8. Sauce Pans9. Double Boiler

10. Utility or Dish Pan

F. Decorating Equipment

1. Pastry Bag2. Tube Set3. Cookie Press

G. Serving Equipment

1. Serving Utensilsa. Serving Spoonsb. Serving Forkc. Tongsd. Ladles (dipper, flat)e. Scoops

f. Dippersg. Pie markerh. Pie server

2. Trays and Cartsa. Compartment or serving trayb. Utility cartc. Silverwared. Holding cart

3. Tablewarea. Dinnerwareb. Flatwarec. Glassware

4. Condiment Containers and Dispensersa. Salt and pepper shakersb. Sugar bowlsc. Syrup pitchersd. Vinegar and oil cruetse. Salad-dressing dispensersf. Napkin, straw, and toothpick dispensers

5. Beverage Containersa. Beverage serversb. Pitchers

H. Linens

1. Table cloths2. Placemats

3. Napkins

4. Dishcloths5. Dish towels

I. Small Cleaning Equipment

1. Pot Brush2. Brooms

a. Push

b. Upright

3. Dustpan

4. Mops5. Scrub brush

6. Buckets

7. Laundry Baskets

IV. SANITATION

A. Legal Aspects of Sanitation

B. Personal Sanitation

C. Sanitation in Food Handling

D. Sanitation of Physical Facilities

E. Sanitary nishwashing Procedures

V. SAFETY

A. Precautions

B. Emergency Procedures

VI. Receiving, Storing, Issuing

VII. Food Production

A. Factors Determining Quality

B. Food Preparation Techniques

1. Terms2. Measures and Equivalents

3. Recipes

22

C. Production Techniques

D. Quantity Cookery

1. Beverages2. Sandwiches3. Salads and Salad Dressings4. Vegetables and Fruits5. Sauces, Gravies, and Soups6. Breads7. Desserts8. Cereals and Pasta9. Meats, Poultry, and Seafood

10. Eggs

11. Cheeses12. Spicing and Flavoring13. Garnishes and Appetizers

E. Portioning Techniques

F. Convenience Foods

VIII. CUSTOMER SERVICE TECHNIQUES

A. Preparing the Table

B. Meeting the Public

C. Serving Guests

D. Bussing

E. Handling Money

23

SECTION TWO

INSTRUCTIONAL MATERIALS

CONCEPT: Orientation to CVAE Food Services

JUSTIFICATION:

To be prepared to seek employment most suited to his individual skills

and abilities, the student needs to be aware of the various job opportunities

in food service. He should also be aware of the tasks or duties performed

in various positions. This knowledge will enable the student to select

from available jobs a job suitable for his skills and interests.

OVERALL OBJECTIVES:

Relate class activities in CVAE Food Services to the world ofwork (C-Ap)

Pursue information on food service jobs available in thecommunity (A-Rec)

Explain the relationship of the skills to be learned inCVAE Food Services to those required in specific jobs (C-C)

c;Z6/27

CVAE Food Services

KEY IDEAS: CVAE Food Services helps the student to acquire basic skillsneeded for employment.

CVAE Food Services gives the student experience with equip-ment used in food-service jobs.

Laboratory experiences in CVAE Food Services acquaint thestudent with situations similar to those he would encounterin actual job experiences.

Knowledge of rules to be followed in a food-service establish-ment contributes to employability and to formation of goodwork habits.

WORDS TO KNOW: food servicelaboratory

procedures stationduties preparationequipment

Behavioral Objectives Learning and Evaluation Experiences

Cite the purposes ofCVAE Food Services (C-K)

Cite class routine forCVAE Food Services (C-K)

List rules to be observed inCVAE Food Services (C-K)

List skills to be learned inCVAE Food Services (C-K)

List the purposes of CVAE Food Servicesas outlined by the teacher. Name fivepurposes of CVAE Food Services.

Listen as teacher describe the classroutine to be followed in CVAE FoodServices. Where should you place yourpersonal belongings when you come toclass? What are you expected to bringto class? How will roll be taken? Howwill you determine your duties each week?How long before the end of class shouldyou begin straightening up the room?

Study a handout sheet on rules to beobserved in CVAE Food Services. Whatsafety and sanitation rules are to beobserved? What procedures are to beused in checking out books? Whatrules apply to student conduct?

Watch a slide story on skills to belearned in CVAE Food Services. Whattypes of laboratory experiences arecarried out in CVAE Food Services?

28


Identify classroom equipmentand facilities for CVAE FoodServices (C-K)

Accept food-service laboratoryregulations (A-V)

Tour the food service lab to becomefamiliar with the physical arrangeinent

of the classroom. Use a labeleddiagram of the classroom to locateequipment, storage areas, and facilitiesused for CVAE Food Services. Listen

as the teacher explains the uses foreach area. Where are clean aprons kept

and put on? Where are dirty apronsplaced? Locate the following areas:customer service area; food preparationstations, including beverage station,bakery station, and cook's station's;clean-up stations, including pot sink,dishwasher, garbage disposal; storageareas, including refrigerator,freezer, and pantry; and bathroom

facilities.

Brainstorm to give reasons forspecific rules observed in a food-service establishment.

Observe rules in the CVAE Food Servicelaboratory willingly throughout the year.

29

Job Opportunities In Food Service

KEY IDEAS: Food service is one of the largest industries in the UnitedStates.

Employment is available in various types of food-service es-tablishments.

Employees with qualities desired by food service managers aremore likely to succeed than employees without these qualities.

Each food service employee must perform specific duties.

Employment in food service may be a rewarding experience.

WORDS TO KNOW: restaurant

lunch countersnack bardrive-in

mobile food unitcafeteriavending machineinstitutional foodservice

catering companytravel food servicefood services managercheffirst cook

second cookfry- or short-order

cook

vegetable cookcook's helpersalad makersandwich makerbakerbaker's helperdishwasherpotwasherpurchasing agentmaitre d'hosthostess

head waiterhead waitress

waiterwaitressbusboybusgirl

cashierdietitiancleaning and main-tenance

attitudedependablecooperativeinitiativeartistic ability


Name the types of food-serviceestablishments (C-K)

List characteristics of eachtype of food-service estab-lishment (C-K)

Study the yellow pages in the telephonedirectory to identify various types offood-service establishments such asixes-taurants, lunch counters or snack bars,drive-ins, mobile food units, cafeterias,vending machine companies, insitut'onalfood services, utering companies, andtravel food services. Brainstorm tolist types not in the telephone direc-tory. Listen as the teacher describesany types not mentioned.

Brainstorm to list characteristics ofeach type of food-service establishment.Where is food served? How is it served?What type of atmosphere may it have?

30


Describe specific types offood - service es tab 1 ishments

(C-C)

Name jobs available in foodservice (C-K)

List duties of specific food-service employees (C-K)

Explain duties of specificfood-service employees (C-C)

Divide into small groups. Draw a card

describing a type of food-serviceestablishment. Work together to developa pantomime on that type of foodservice. Perform the pantomime whileother groups try to guess the type ofestablishment portrayed. The groupguessing the most correctly may havea special privilege.

Study the "help wanted" ads in a largenewspaper to identify jobs availablein food service. List jobs available.

Collect pictures illustrating jobs avail-able in food service. Use the picturesto make a bulletin board display.

Try to find the food service jobs avail-able in the word puzzle. (See p. 34.)

Visit a food-service establishment tolearn the names of positions available.Listen to descriptions of the duties ofeach employee.

Listen as recent CVAE graduates describetheir jobs in food - service establishments .

To whom is each responsible? What are theduties of each?

Listen as the instructor describes theduties to be performed by each personin the food-service lab,. Refer to thelist of duties as needed when you areassigned specific jobs. (See sampleon p. 35.)

Divide into groups of four. Write thetitles of food-service employees on3 by 5 in. cards. Shuffle the cards.Deal each player five cards. Placeremaining cards in center of table toform draw pi le.

31


List qualities needed by afood-service employee (C-K)

Explain the qualities neededby food-service employees (C-C)

Show personal qualitiesneeded by food-serviceemployees (C-Ap)

Turn top card face up to start discardpile. To play, player to right of dealerplaces one card face up on table anddescribes the duties of that employee.If he does so to the satisfaction of theother players, he also discards onecard from his hand. If he cannot

describe the duties of the food-serviceemployee named on the card played,he must place the card back in his handand draw another card as well. The firstplayer to get rid of all cards in hishand wins. Continue until only oneplayer is left. Play several roundsuntil most of the food-service cardshave been used at least once.

Listen to a panel of food-serviceemployers, such as school lunchroomsupervisor, restaurant manager,cafeteria manager, and drive-inmanager discuss qualities they look forin employees.

Brainstorm to give reasons a food-serviceemployer might look for an employee witheach of the following qualities: goodattitude, dependability, cooperativeness,willingness to work, initiative, cleanli-ness, interest in food service, artisticability, good health, stick-to-itiveness.

Listen to a description of a food-serviceemployee (emphasizing one good quality orbad quality). Discuss the quality. Is

it a good or a bad quality? Why? Wouldan employer look for this quality? Whyor why not?

Use a checklist to rate yourself onpersonal qualities needed by food-serviceemployees. (See p. 38.) try to thinkof ways to eliminate any poor qualities.Put your plan into action.

32


Determine advantages and dis-advantages of jobs in foodservice (C-An)

Brainstorm to list advantages and disad-vantages of food-service jobs. (Ad-

vantages include compliments fromclientele or management, chance to becreative. Disadvantages include workingon holidays and weekends, long hours,and shift work.)

33

FIND A JOB IN FOOD SERVICE

DIRECTIONS: Find the names of food-service jobs listed below in this word-search game. `!amen of jobs may be spelled vertically orhorizontally. Circle each name located.

F 0 SERVICESE S M A N A G E R

A Z T I U M R 0 H O S T T ESS T V N

B W VS T 0 E T E B S M R K N P E U

A AN H L I X FR Y CO OK U G P

K I Q WAITER T X Z 0 I T U R E U

A N D W I C HE T S C H MAKER Z C T

R R S E C O N D DC00 K T UN H AKS E O S TU H T Z G O B U S O V A ABU

H S O E A G D C R U A H T UN P S L 0

E S P R H B F I I T K L K S M O I E K

L C O O K S H E L P E R RN GQTN C A

P A K E R S E J L U R T R I S W GOSES T DE AZ `I M Q U X C R D A AO 0R H E C G F B C A A F I V L U S GK UDIE T I T I AN GBH E VW H E .Z

V U B

R R 0

WORDS TO LOCATE:

HE S DS E R T 0 C 0 K EN U B

S A L A D M A K E R R AT R T RS

food-services managerchef

second cookfry cookgrillman

vegetable cookcook's helpersalad makersandwich makerbakerbaker's helper

dishwasherpotwasherpurchasing agenthosthostesswaiterwaitressbus boybus girl

cashierdietitian

34

DUTIES OF FOOD SERVICE EMPLOYEES

Food Services Manager:

Supervises food preparation and service, employees, maintenance.Orders equipment.Checks on food cost.Trains new employees.Supervises kitchen.Plans and writes menus.Purchases suppliesMakes out work schedules.

Chef:

Develops new recipes.Trains other food preparation workers.Supervises product delivery.Makes sure that all food served'meets standards of establishment.

Second Cook:

Prepares stocks, soups, and related dishes.Prepares boiled, stewed, braised, creamed, and special "a la carte" dishes.

Fry Cook:

Does deep-fat frying.Prepares eggs, fritters, omelettes, pancakes, and all fried items.

Vegetable Cook:

Cleans all vegetables.Does pre-preparation and preparation of all vegetables.

Cook's Helper:

Assists all cooks in preparing and serving food.

Salad Maker:

Prepares all salads (tossed, chef's, gelatin, etc.).Makes sandwiches as orders come in.Prepares fillings and dressings.

Baker:

Supervises production of all breads, rolls, muffins, as required bythe menu.

Bakor's Helper:

Assists baker in preparation of breads.

35

Dishwasher:

Keeps glasses, silverware, and plates clean.

Potwasher:

Cleans pots and pans.

Purchasing Agent:

Orders food.Receives and inspects food.Stores food.Distributes food as needed.

Host or Hostess:

Supervises dining room before serving hours.Welcomes and seats the guests.Offers a pleasant good-bye as guests leave.Supervises dining room during serving hours.Handles guests' complaints.Supervises closing of dining room.

Waiter or Wditress:

Helps to set up tables.Takes the orders.Assembles the orders.Serves the meal.Presents the guest with the check.Performs closing duties.

Busboy or Busgirl:

Assists the waiters and waitresses.Assists in setting up the tables.Fills and refills water glasses and pitchers.Removes all tableware after a meal.Keeps side stands supplied with linen and silverware.Replenishes supplies for coffee station.Resets tables after each patron or group has left.Performs light-housekeeping tasks.

Cashier:

Verifies cash on hand.Sets up change banks.Checks menu.Receives payment from guest.Proves cash.

Dietitian:

P1 ans menus with nutritional aspects uppermost i n mind.May supervise food preparation.Responsible for client heal th care in the field of nutrition.

HOW DO YOU MEASURE UP?

PART I

Appearance

A. Clean Clothes

B. Simplicity in dress

C. Neat, well pressed clothes

D. Clean shoes

E. Simple jewelry

F. No body odor

G. Well kept nails

H. Clean hands

I. Clean hair - well groomed

J. Clean teeth

K. Close shave or conservative makeup

L. Moderate use of fragrances

PART II

Conduct

A. Manners and poise

B. Courtesy

C. Self-confidence

D. Attitude

E. Sincerity

F. Cooperativeness

G. Honesty

H. Dependability

38

Very Good Fair Not so Good

PART III

Mental Characteristics

A. Concentration

B. Persistence

C. Keep record of correct names andaddresses of former employers

D. Accuracy of information onprevious education and experience

E. Correct information on personsgiving references

39

Very Good Fai r Not so Good

CONCEPT: Major Equipment for Commercial Food Production

JUSTIFICATION:

Because of the variety of food service establishments, a knowledge of

general and specialized cooking equipment is needed to become a skilled and

successful food service employee. Major equipment represents a large monetary

investment; and therefore, students desiring employment as a food service

employee should learn the proper use and care of equipment. If equipment is

used and maintained properly, it can be expected to give good performance for

many years.

OVERALL OBJECTIVES:

Follow correct procedures for the operation and care of major equip-ment (P-GR)

Perform assigned tasks involving operation and care of major equip-ment (P-M)

Apply safety measures in the use and care of major equipment (C-Ap)

Exhibit use of safe procedures for using and caring for the majorequipment (A-V)

Cleaning and Disposal Equipment

KEY IDEAS: Properly operating dishwashing and warewashing equipment isvital to the food service industry.

If the proper techniques are used i i operation andcare, dishwashing and warewashing equipment will give moresatisfactory and longer lasting service.

WORDS TO KNOW: tank

curtain

scrap traygarbage disposalsoap dispenser

electrodes

wash arms dish racksrinse jets dish detergentwater fountain water softenersplash trough presoak

and covers power spraydrain overflow pipe


Identify major cleaningequipment in a commer-cial kitchen (C-K)

Explain factors that in-fluence location ofcleaning equipment (C-C)

View pictures or transparencies of thevarious commercial dishwashers. Notewhether baskets or racks are used witheach. Identify the type dishwashingmachine available in the food-servicelab.

View the disposal unit. How does itdiffer from a disposal unit installedin a home?

Observe the pot sink. How does itdiffer from a regular sink? Whattasks are performed at the pot sink?Is any food preparation ever donehere?

View transparencies of layouts of com-mercial kitchen equipment. Point out thelocation of the dish machine, disposal,and pot sink in the food-service lab.Illustrate the proper location of equip-ment by drawing lines on the transparencyto indicate traffic patterns of thefollowing: customers disposing oftrays in cafeteria service; bus boysdisposing of trays in regular service;employees scraping plates; cooks takingpots from serving area or food preparationarea to pot sink.

42


Cite the major parts of thecommercial dishwasher anddescribe how it operates (C-K)

Describe the purpose forthe major parts of thedishwasher (C-C)

State procedures forsafe operation of thedishwasher (C-K)

Discuss where the pot sink should be lo-cated. Note the weight of large potsand the heat from the range as well asfrom the hot water.

Watch the operation of the commercialdishwasher as a cafeteria worker loadsand operates it. Note the major partsof the dishwashing machine and howthey operate.

View a film on the operation of acommercial dishwasher. Discuss the

following points from the film. How

does the dishwasher sanitize dishes?What type of detergent is used in themachine? Why are drying agents used?What things about the use of hot waterare important to remember?

Watch as the instructor tapes a labelto each dishwasher part. Pronounce

the name of each part. After theinstructor removes the label fromthree parts, try to name them aloud.The instructor will remove more labelsin groups of three until all partsare without a label. Can you nameeach part?

Choose from a stack of cards a cardwhich lists the purpose of one part ofthe commercial dishwasher. Read thepurpose to the class and allow classmembers to guess what part of the dish-washer you are describing. (See p. 47.)

Listen while a resource person, such asa cafeteria supervisor, gives a talk anddemonstration on safety in the use of thedishwasher. Note how dishes are racked.What causes the water pressure to be toolow? Name the three cycles of thedish machine.

43


Carryout the procedurefor operation of the dish-washer under supervision(P-GR)

List procedure for cleaningthe dishwashing machine (C-K)

Illustrate the procedurefor cleaning the dishwashingmachine (C-C)

Listen to a tape recording of interviewswith dishwasher operators on safeoperation of dishwashers. Note theprecautions they feel are important.

Work with a partner to rack dishes,add measured amount of detergent, andadjust controls.

Work with your partner to load the ma-chine and start the controls; remove thedish rack; inspect dishes for completefood removal; load dishes onto cart ortray and return them to their properplace of storage.

Draw a card listing the dishes orutensils you are to wash. Wash themcorrectly in the dishwasher undersupervision of a "Certified DishwasherOperator."

Watch a demonstration of the procedureto follow in cleaning the dishwasherlocated in the lab. Note the followinginformation. Why is it important toturn the heater off before cleaning?Are the curtains cleaned while hangingor are they removed from the machine?Must the arms be removed for cleaning?What is the best tool for removingparticles from the openings on thearms? What method is used for cleaningthe scrap trays? How can the inside ofthe dishwasher be reached for cleaning?Why are the drain cap and overflow ventthe last items to be cleaned?

Prepare a step-by-step illustrated chartfor cleaning the dishwashing machine.Hang the chart near the dishwashingmachine.

44


Demonstrate the propertechniques for cleaningthe dishwashing machine (C-Ap)

Determine the advantagesof using a dishwashingmachine instead of thehand method (C-An)

Examine dish rack loadsfor proper loading (C-An)

Improve ability to oper-ate the dishwasher (P-M)

Cite proper procedurefor operation of thedisposal (C-K)

Illustrate safety measuresfor disposal use (C-C)

Choose from a group of cards one portionof the dishwashing machine to clean.The teacher will inspect each portion.Examples: curtains, wash and rinsearms, rinse-jet pipes, scrap tray, drain,overflow pipe.

Take part in a lab where the totalclean-up is done by hand. Time thelab. Prepare the same menu again, thistime using the dishwasher to clean up.Time the lab; compare the time requiredfor clean-up in the two labs.

Check sample loads and rate them accord-ing to the following points: overloaded,underloaded, water can reach all sur-faces of dishes; dishes positioned sothey won't hold water; silverwareloaded in cylinders with handles down.

Demonstrate operation of the dishwashingmachine. After successfully demon-strating operation and cleaning thedishwashing machine, you will receive a"Certified Dishwashing Operator's Cer-tificate."

Run the dishwasher during lab accordingto a rotating lab chart. Clean thedishwasher after each day's use.

Note a demonstration by the instructoron proper use of the commercial disposaland rinse sinks. Answer the followingquestions. What two factors areabsolutely necessary for proper operationof the disposal? Why should the disposalbe filled before starting the motor?Who is responsible for keeping thecounter section clean? What waste itemsmust not be put down the disposal?

Prepare a chart listing safety rules orprepare comic posters to be displayedby the disposal each week.

45


Adjust disposal for use(P-S)

Fellow correct proceduresfor operating the disposal(P-GR)

Determine measures to take inemergency situations (C-An)

Execute proper techniques foroperating the disposal (P-M)

Name the parts of thepot and pan sink (C-K)

Explain the use of each sectionof the sink (C-c)

Cite steps in cleaningthe pot and pan sink (C-K)

Explain the techniques forcleaning the pot and pansink (C-C)

Practice proper techniquesfor using and cleaning thepot and pan sink (P-GR)

Locate the cold water faucet and theswitch for turning on the disposal.

Operate the disposal during food prepara-tion. Ask the instructor about dispos-ing of waste you are unsure about.

Indicate what to do in the followingsituations: money falls into disposal;water is leaking from the seal; thedisposal is jammed.

Maintain the disposal work stationduring lab without the aide of the in-structor.

View a transparency of the pot and pansink or the actual sink in the labora-tory as the teacher labels each section.

Listen to pot-and-pan-washing procedures.Where are each of the following pro-cedures done: soaking, washing, rinsing,sanitizing if there are two sinks, threesinks. How can the fill line be marked?What is the purpose of the boosterheater?

Watch a demonstration by the teacher ontechniques for cutting grease build-upin the pot and pan sink, removing wastefrom the drain, and cleaning water spotsfrom stainless steel.

Role play the part of a food servicesupervisor who is explaining techniquesin cleaning the pot and pan sink to anew employee.

Carry out the duties of the pot and panwasher during a regular lab. A studentsupervisor will check the sink forcleanliness when you are finished.

46

PARTS OF THE DISHWASHER

Wash arms- sprays soapy hot water over the dishes and utnesils.

Rinse jets- sprays dishes with clear hot water to sanitize them.

Scrap tray- collects bits of food from the dishes and utensils.

Detergent reservoir- holds extra detergent which is added automatically tothe wash water in some dishwashers.

Curtains- Keep the water from spraying outside the dishwasher.

Racks- hold the dishes and utensils.

Heater- heats water to high enough temperature (180-195°) for final rinse.

47

KEY IDEAS:

Beverage Equipment

Tasty tea and coffee are dependent upon properly cleaned equip-ment, properly measured tea or coffee, and use of correct pro-cedures for operating the coffee and tea makers.

Cold drink dispensers provide high-volume service of carbonatedbeverages.

Sanitation in beverage preparation and dispensing is depen-dent upon knowledge of exact procedures for cleaning andoperating the commercial beverage machines.

Following procedures for use and care of the icemaker isessential to prevent off-flavor ice and to meet sanitary andsafety standards.

WORDS TO KNOW: beveragefiltergrounds

depositsdrip grindregular grindfine grindbitterover extractionfilm

tannincaffeincarbon dioxide

syrupcups

drink head

syrup containerscarbonater pumpdispensedrip traydrink releaseice (cubes, crushed

or chipped)ice scoopice bucketsanitizing solutiondrainspindlespeed switchmalt cupcup adjustermaltspigot

shakeconesoft ice creamdippedhopper or mix

reservoir

On-Off switchspeed control

switch

dispensedraw gatelever

dasherdanger lightdrip tray orbucket

sterilize

Behaviora) Objectives Learning and Evaluation Experiences

Identify the coffee urn (C-K)

Name the essential partsof the coffeemaker (C-K)

View pictures of the urn, automaticbrewer. and vacuum coffeemaker. Namethe type available in the lab.

Select pictures of various coffee makersfrom commercial equipment catalogs.Cut them out to make a poster. Labeleach type.

Point to the major parts of the coffee-maker as the teacher identifies each.Examples: On and Off control, spoutor spigot, heating elements, glass tube,and storage section.

48


List safe and sanitary pro-cedures for operating thecoffeemaker (C-K)

Give examples of safe andsanitary procedures for usingthe coffeemaker (C-C)

List procedures for thoroughcleaning of the coffeemaker(C-K)

Illustrate procedures forcleaning the coffeemaker (C-C)

View a transparency of the model coffee-maker available in the food-service lab.Name the parts as the teacher points tothem. (See p. 54.)

View a film or filmstrip on the operationof the coffeemaker. Note the following.If the coffeemaker is the type which re-quires the transfer of hot water from oneportion of the urn to another, what pre-caution should be taken to prevent burns?Why is the cloth coffee-filter bag soaked inwarm water before filling it with groundcoffee? Why must a constant temperaturebe maintained? Why should the faucetbe tagged with a warning when a cleaningsolution is in the coffeemaker?

Take part in a "magic circle" by naming asanitary or safety precaution to use inoperating and storing the coffeemaker.Examples: storing cloth filter bags forcoffeemaker in cold water, unpluggingcoffeemaker if there is a spill over.(Only those who can continue to name aprecaution can remain in the circle.)

Observe procedures for cleaning coffee-makers between batches, at the end of theday, semi-weekly. (See the manual ofinstructions for your particular coffee-maker.) Note: Are soaps, scouringpowders, or abrasives ever used to cleancoffee brewing equipment? What toolmust be used to clean the gauge glass?Why is thorough rinsing important aftercleaning a coffeemaker? Why is coffee-maker left half full of fresh water?

Observe snack bar workers as they cleanand polish the beverage equipment.

Prepare a flip chart describing pro-cedures to follow in cleaning thecoffeemaker.

49


Carry out procedures forproper operation and cleaningof beverage equipment (P-GR)

Improve efficiency inoperating the coffeemaker (P-M)

Determine the conditionin which the coffee-maker was stored (C-An)

Identify the tea urn (C-K)

Name the parts of thetea urn (C-K)

List the procedures forusing the tea urn properly(C-K)

Describe the stepsin using the tea urn (C-C)

Carry out procedure forusing the tea urn (P-GR)

List the procedure forcleaning the tea urn (C-K)

Prepare coffee for classmates' "coffeebreaks" or begin a daily coffee servicefor teachers, office workers, and cus-todians. Clean the equipment, and havethe teacher check your work.

Operate coffeemakers during labs, andserve coffee according to a rotationchart. Make additional coffee whenneeded without being told by the teacher.

Act as a supervisor and check the condi-tion of the coffeemaker. Tape a faceshowing either a smile or a frown on theclean or unclean area. Allow the otherstudents to have a "treasure hunt" tosee if all parts were cleaned properly.

View pictures of various types of teaurns. Name the type available in thefood-service lab.

View the tea urn as the teacher identifieseach major part. Then name each partyourself.

Observe a demonstration by the teacheron the steps to follow in preparing teain the urn. (See p. 246.)

Explain to the class each step in pre-paring tea in quantity.

Prepare brewed tea in the urn; prepareinstant tea. Compare the time involvedin each procedure and the flavor of bothtypes of tea.

View a demonstration on procedures forcleaning the tea urn. Note the follow-ing. Why is the container flushed withclear w4er? What types of cleaner areused? Wloy must the faucet be dismantledand cleaned each time? Is the urn towel

dried or air dried?

SO


Illustrate the procedurefor cleaning the tea urn (C-C)

Practice cleaning the tea urn(P-GR)

Maintain the tea urn (P-M)

Identify cold-beveragedispensing machines (C-K)

List procedures for operatingand cleaning cold-beverage dis-pensers (C-K)

Prepare a flip chart indicating pro-cedures to follow in cleaning the teaurn.

Clean the urn after daily use; delime theurn each week. Ask the teacher to checkyour procedures.

Keep the urn fresh and free from depositsby cleaning after each use.

View transparencies or pictures of cold-beverage dispensing machines found incommercial food service equipment cata-logues. Examples: milk dispensers,recirculating fruit juice dispensers;non-circulating fruit juice dispensers;soft ice cream and malt machines. (See

pp. 55-57.)

Visit a short-order restaurant to observethe operation and cleaning proceduresfor the malt machine, soft ice creammachine and cold-beverage dispenser.Note the following: Why is the propercleaning so vital to the milk dispensingmachine and soft ice-cream and maltmachines? Why are these machines sani-tized before each day's use and at theend of the day? When juice dispensersare cleaned, why must the juice drainedfrom the storage section be refrigerated?After the tanks of juice dispensers arecleaned with a cleaning solution, whymust the tanks be rinsed and even thefaucet and tubing rinsed? Is the driptray removed for cleaning?

Observe snack bar workers as they cleanand polish the cold-beverage equipment.

51

View a film on fountain operation. Re-

view after the film to list the importantprocedures in operating the cold-drinkdispenser. Discuss the following: theamounts of syrup, carbonated water, andice used; the method for filling thedispenser.

Behevi oral Objectives Learning and Evaluation Experiences

Give examples of safe andsanitary proceduresfor operating cold-

beverage machines (C-C)

Practice proper use andcare procedures for usi ngcold-beverage equipment (C-Ap)

Gai n increased ski ll in

operating the cold beverageequipment (P-M)

Identify the ice makermachine (C-K)

Lis t proper cleaning and

use procedures for the icemaker machine ( C-K)

Describe proper cleaning anduse procedures for the icemaker machine (C-C)

Rol e play food service workers who areportraying poor sanitary procedures .

Examples: Drinking the remainder of amal t from the mixer container; drinkinga coke while on the job dispensingbeverages, 1i rg fingers when a softice cream cone over - fills, putting

hands i n i ce maker to get some i ce to

eat. Discuss how you would feel if youwere a customer and observed such prac-ti ces .

Operate, if possible, each variety ofcold drink di spenser while on a fieldtri p to a short-order restaurant.

Operate the beverage machine in the snackbar of the school cafeteria under thesupervision of the cafeteria worker.

Operate the cold -drink machine in schoolconcession stands during ball games, etc.

Vi ew pi ctures of various models of i ce

makers . Identify the type 1 ocated in thelab. (See p. 58.)

Observe a demons tration by the teacheron the procedures for operating andcleaning the ice maker. Note the fol-lowing. How often must the ice makerbe defrosted, di smantled, and cleaned?Why is a bristle brush more effectivein cleaning the ice maker than a spongeor cloth?

Vol unteer to call the local heal thauthorities to find out the defrostingregulation on ice makers in your city.Report your findings to class.

Rol e play the part of an equipment sal es-man . Explain each step in operating andcleaning the ice maker.

52


Practice using and cleaningthe ice maker using properprocedures (C-Ap)

Turn on the ice maker prior to servingtime. Clean the exterior of the icemaker after each lab. Defrost andclean when the teacher indicates it isnecessary.

Fill extra container with ice from theice machine. Store in the freezer foruse during peak serving periods.

53

COFFEE MAKER

heatingelementson-offswitch

indicator lighthot waterspigot

brewingbasket

serving pot ordecanter

54

heatingelements

on-offswitch

COLD DRINK DISPENSER

drink release

55

SOFT ICE CREAM MACHINE

Danger light -

On switchOff switchAutomatic switchWash switch

Mix Reserve or hopper

Lever

Reset button

56

Dasher(inside thisplate)

Draw gate

Drip pan

MALT MIXER (SHAKE MIXER)

57

Speed switchon top

Off-On switch

Spindle

Cup adjustor

Drip tray

u)WZI04L i i

0

\o,MA

\kSMS\

\ata Inn \\a)-o0E004_

KEY IDEAS:

Toasters

Following safe procedures for use and care of the toasterwill keep it in good repair, result in higher quality foodproducts, and contribute to the safety and sanitation of the

overall operation.

WORDS TO KNOW: heating elementappliance cordejectorsregulators

crumb trayconveyorstarter switchthermostat

thermostat di al

test runpreheattoast basketstoast chute

Behavi oral Objectives Learning and Evaluation Experiences

Identify the individual andconveyor toaster (C-K)

Identify parts of the com-mercial toasters (C-K)

Give examples of uses of toast-er in commercial-food prepara-tion (C-C)

Cite steps in using andcaring for the toaster (C-K)

Cut out pictures of commercial toastersfrom commercial - equipment catalogs. Label

them as individual or conveyor toasters.

Note the types of toasters available inthe lab.

Observe as the instructor names the partsof a toaster.

Label the of parts on a diagram ofan individual toaster: heating element,cord, crumb tray, ejector, and brownnessregulator.

Label the following parts on a diagramof the conveyor toaster: starter switch,

thermostat dial, toast baskets, andheating element. (See p. 62.)

Brainstorm to explain the various ways atoaster could be used in food production.

Observe conveyor toasters in operation whenstudy tours are conducted of food serviceestablishments. Listen as an employeeexplains procedures in their use andcare.

59


Demonstrate steps in operatingthe commercial toaster (C-Ap)

Gain speed in operating thetoaster in lab situations (P-M)

Identify types of waffleirons (C-K)

Identify the parts of thewaffle iron (C-K)

Observe a demonstration by the instructorof operating the toaster. Discuss thethree major safety factors: disconnectingcord before cleaning, keeping fingersclear of elements, and keeping hands dry.

Note the method of cleaning with dampcloth; the use of non-abrasive cleaningagent; the prevention of water fromgetting on the elements; the method

of cleaning crumb tray; the boiling ofbaskets for conveyor toaster.

Test run a couple of slices of bread;check them for desired brownness; adjustcontrols, if necessary.

Experiment in using the toaster to heatcommercially prepared pop-tarts, waffles,or English muffins.

Clean and store the toaster; a classmatewill score your use and storage of thetoaster.

Have a "Toast Nook" for off-duty teachersor students in other vocational classes.Make to orders such varieties of toastas butter, raisin, cinnamon, and plaintoast to be served with coffee or hotchocolate.

Prepare a breakfast meal using the toast-er.

Prepare a luncheon of short order sand-wiches.

View pictures or a display consisting ofwaffle iron, double waffle iron, roundmodels, and rectangular models.

Study a diagram of a waffle iron with themajor parts labeled. WIte the waffleiron available in the lib. Name theparts of the waffle iron.

60


List steps in using and caringfor the waffle iron (C-K)

Explain the steps in usingand caring for the waffleiron (C-C)

Carry out the steps for

operating the waffle iron

(P-GR)

View a teacher demonstration on how touse the waffle iron correctly. Note the

following. How long must the iron be pre-

heated? What method is used to determineif the waffle is done? Are waffles to beremoved immediately from the waffle iron?What tools or utensils can be used to re-move particles of waffle left on the iron?

What is used in place of soap and waterfor cleaning the waffle iron?

Work with a partner to explain the stepsin using the waffle iron. Your partner

will explain the proper method forcleaning the waffle iron. Check one

another's explanations for accuracy.

Use a prepared waffle mix to practicemaking waffles in lab. Each student

should pour one waffle, bake it, andremove it correctly. Check your pro-

duct for the degree of brownness youwanted.

See p. 275 for addition experiences inpreparing waffles.

61

CONVEYOR TOASTER

KEY IDEAS:

Cutting Equipment

The food cutter or chopper provides uniformly cut or chopped

raw food items in quantities necessary for commercial food

production.

Slicers produce food portions of uniform thickness produced

by a minimum of physical energy.

Carelessness or improper procedures in using commercial

cutting equipment can be hazardous.

Knowledge of machine parts and where they fit is imperative

to the proper cleaning of cutting equipment.

WORDS TO KNOW: bowl guard slicer knife food holder

safety catch blade guard gauge plate

bowl blade control scrape tray

knives indicator receiving tray

blade food carriage


Cite safe procedures foroperating a slicer (C-K)

Observe a demonstration by the instruc-

tor on the operation of the slicer.What safety precautions are absolutely

necessary? Watch as the instructordisassembles and names each part of

the slicer.

Identify the parts of the Study handout sheet on slicer parts.

slicer (C-K) (See p. 65.)

Describe the purposeof each part of theslicer (C-C)

List safe procedures foroperating and cleaning theslicer (C-K)

See how many parts you can name as atransparency diagram of the slicer is

shown.

Point to. each part and give its purpose.

Make a poster showing settings on slicerrecommended for various foods and post

in the food-service lab.

Repeat aloud the steps in operatingand cleaning the slicer as teacherwrites them on board.

Study a handout sheet on steps in oper-

ating and cleaning the slicer.

63


Follow the procedures forusing and cleaning theslicer (P-GR)

Perform assigned tasksoperating the slicer (P-M)

Identify parts of foodcutter or chopper (C-K)

State safe procedures for useand care of the food cutteror chopper (C-K)

Cite procedures for safeoperation of the foodchopper (C-K)

Practice placing the parts offood chopper in properposition (P-GR)

Operate and clean foodchopper under supervision(P-GR)

Gain skill in operating thefood cutter (P-M)

View slides on cleaning the slicingmachine. List the steps in cleaningthe slicer.

Practice as teacher guides using theslicer to slice cheese or meat.

Check the chart on slice settings, setthe controls, and slice food productsfor the lab without assistance fromthe teacher.

Look at handout sheet and locate majorparts of a food chopper as the teacher

demonstrates disassembling the chopper.

View a transparency as the instructoror resource person lists steps in safeuse and care of the food chopper.(See p. 66.)

Watch as the instructor demonstrates

chopping cabbage, dry bread, and hamwith the chopper. What foods cannotbe cut with the food chopper?

Observe a food-service worker in a

commercial establishment operating thefood chopper. What safe practicesdoes he emphasize?

Work individually as teacher super-vises to reassemble the chopper.

Prepare a simple salad. Use the foodchopper as the teacher supervises.Serve samples to fellow students.Note the quality of product. Cleanthe food chopper as the teacher givesdirections.

Prepare a salad luncheon for teachersusing foods which can be chopped usingthe commercial food chopper.

Prepare a chow-chow or relish and storefor use later.

64

FOOD SLICER

Parts of Food Slicer

1. Blade or slicer knife2. Blade guard3. Blade control indicator4. Food carriage5. Food holder6. Gauge plate7. Scrap tray8. Receiving tray9. On and Off switch

65

FOOD CUTTER OR CHOPPER

Bowl

Safety Catch

Bowl Guard

nives

Removable Bowl

KEY IDEAS:

Mixing Equipment

Commercial mixers make possible the mixing, blending, orwhipping of large quantities of ingredients for high - volume

cookery.

The variety of tasks a commercial mixer can perform ispossible through the use of attachments.

Due to their high speed, blenders can perform a variety ofservices such as cutting, mixing, and liquefying in seconds.

Following correct procedures for use and care of the commer-cial mixer and blender will keep them in good repair andgive higher quality food products.

WORDS TO KNOW: bowl

bowl supportbeater shaftbowl raisingwheel or lever

gear or speedcontrol

attachment socketfl at beater

dough hookpastry knifevegetable chopperattachmentpuree

liquefychopgrate

1 id

basejarbladescordspeed switcherlid capgasketblendwire whip


Identify the mixer partsand attachments (C-K)

State procedures for operatingthe mixer (C-K) of operating the mixer in the lab.

View a display of labeled mixer attach-ments and accessories .

Identify the mixer attachments andaccessories found on the informationsheet.

View transparency diagrams of mixerparts. See how many you can namealoud. (See pp. 71-72.)

View the operation of the mixer in thecafeteria as yeast dough, cake batter,or meringue is being made. Which at-tachments were used?

View a demonstration by the instructor

67


Cite uses for each mixerattachment (C-K)

Explain the purpose of eachpart of the mixer (C-C)

Cite safe procedures foruse and care of mixer (C-K)

Exhibit use of safe pro-cedures for using themixer in lab (A-V)

Attempt to place anattachment on the commercialmixer (P-GR)

Practice procedures forusing the mixer (P-GR)

Galt, skill in using andcaring for the commercialmixer (P-M)

Observe demonstrations uses for eachattachment. Examples : Wire whi p--

fros ti ngs ; whipped cream; flat beater- -

mashed potatoes; dough hook--bread ordough-nuts; pastry knife--pie crust;food colander and soup strainer--soupand salad; food chopper- -ham or chickensalad; shredder--cole slaw.

Reach into a box filled with mixerattachments. Draw one out and explainits uses to the class.

Observe the instructor's disassemblingthe mixer for cleaning and replacementof attachments. What safe proceduresare used in operating and caring forthe mixer?

Divide into groups of three to nameprecautions you think should be observedwhile using a mixer. Compare this classlist with one prepared on a chart bythe teacher. Observe these precautionswhile using the mixer.

Choose a strip of paper which namesa mixer attachment. Use proper pro-cedure for attaching the part and tella use for the attachment.

Work with a partner as teacher super-vises to prepare a mix using the com-mercial mixer. Prepare a commercialcup cake mix, cornbread mix, pancakebatter, brownie mix, or doughnut mixfollowing directions on the box.

Use the mixer to prepare dry ingredientsfor brownies, pancake mix, or pie-crustmix to be stored and used later.

Develop skill in using the commercialmixer by preparing sweets for a coffeeshop. Serve doughnuts (mixed in themixer) and coffee. Classes later inthe day may prepare brownies, cup cakes,or cake squares using the commercialmi xer.

68


Cite procedure for useand care of the blender(C-K)

Identify parts of theblender (C-K)

State safe procedures forusing the blender (C-K)

Explain safe techniquesfor use and care of theblender (C-C)

Act as an inspector and check the mixerand attachments thoroughly for clean-liness.

Observe as a service representativefrom a power company demonstrates use ofthe blender. How many ofothe followingcan you name: parts of the blender,safety precautions, uses of variousspeeds, and procedures for cleaningthe blender?

View a transparency with diagrams ofblender parts and a listing of partnames. Match the names of the parts ofthe blender by drawing lines from theparts to their name. (See p. 73.)

Divide into two teams to practiceidentifying parts of an actual blender.The first member of Team One attemptsto identify the part of the blenderpointed to by the teacher. If sheresponds incorrectly the first memberof Team Two may try. Alternate ques-tions and teams until each member hasan opportunity to play. A correctanswer earns one team point. Any stu-dent answering out of turn causes histeam to forfeit one point. Parts ofvarious pieces of commercial kitchenequipment may be used in the game.

Name the safety rules for using theblender taking turns in round-robinstyle.

Choose one of the following questionsto explain to the class. How full maya blender be filled? How may ingred-ients be added when the blender isrunning? What are some of the jobsa blender can do? How should a blenderbe cleaned? How do you determine thespeed to use in preparing various foods?How long should foods be blended?

69

Behavioral Objecti',es Learning and Evaluation Experiences

Practice safe proceduresfor operating and cleaningthe blender (P-GR)

Acquire additional skillin using the blender (P-M)

Adopt safe procedures forusing the blender (A-V)

Describe in your own words the proce-dures for one of the following: a)

chopping nuts, b) chopping ice, c)chopping a vegetable, and d) gratingcheese.

Brainstorm to describe accidents thatmight occur if safety rules are notfollowed when operating the blender.

Prepare with a partner a simple fooditem using the blender. Check on achecklist all the safety rules whichare practiced. Have your instructorcheck the blender to see if it wasproperly cleaned and stored.

Prepare a blender food efficiently andserve to customers. Examples: dip,

sandwich spread, dessert, or beverage.Ask customers to indicate whether thefood is blended properly.

Take turns using the blender as neededto prepare foods in the food-servicelab.

Use without being reminded safe pro-cedures when using the blender. Re-

mind other students of safe proceduresif unsafe procedures are observed.

70

MIXER PARTS

ATTACHMENTSOCKET

GEAR OR SPEED CONTROL

BEATER SHAFT

BEATERS

BOWL CLAMP

BOWL

ON & OFFSWITCH

BOWL LIFTHANDLE

BACK BOWLCATCH

BOWLSUPPORT

DESTAL

BASE

71

MIXER ATTACHMENTS

whip

sweetdough hook

beater

ditIL

pastry knifre72

BLENDER

/ os

73

Lid

Jar

Blades

Speedswitches

Base

Ovens

KEY IDEAS: The use of a range oven vary from baking and roasting to ovenfrying.

Speed defrosting, reconstituting, and total preparation offood items is possible by the use of microwave ovens.

WORDS TO KNOW: preheatheat circulationcontinuous cleaningmain burner valvetimer

thawbrowning element

oven ready lightvent controldirectional headcontrol switch

warm up buttonreconstitute

thermostatself cleaningpilot lightmicrowavestanding timeleft over


Identify the basic types ofcommercial ovens (C-K)

Identify the major partsof the ovens (C-K)

Explain the differences intypes of commercial ovens(C-C)

State safe procedures for useand care of the commercialovens (C-K)

View pictures of the range oven, micro-wave oven, and convection oven. (Seepp. 77-78.)

List types of ovens seen while on studytour during the food-service unit.

Listen to the instructor give an illus-trated talk on the parts and operationof the range oven, convection oven, andmicrowave oven.

Find each major part on the oven in thefood-service lab as the instructor namesthe parts.

Divide into three groups. Each groupshould summarize the characteristics ofone type oven. Describe the advantageof one type over another.

List safe procedures for use, care andcleaning of a regular oven, convectionoven, and microwave oven.

Identify in an oral question and answerperiod procedures for using an oven.Answer the following questions. Whendo you bake in a commercial oven? Whenshould the high setting be used? Why doyou preheat? Do you preheat each type ofoven? Why should you avoid opening anoven door during baking? What is theprocedure for cleaning an oven?

74


Give examples of safe procedures Listen to case situations on bad expe-for use and care of the commer- riences that have occurred when personscial ovens (C-C) have used improper procedures with the

oven. These may be cooking failuresor accidents. Brainstorm to discoverways of avoiding these bad experiences.

Follow correct procedures in Practice setting dials on ovens forusing commercial ovens (P-GR) recipes chosen by the teacher.

Attempt to use the commercialovens (P-GR)

Practice cleaning a commercialovens (P-GR)

75

Use correct procedures in using the ovenwhen preparing food in class.

Prepare casseroles to be served in thefood-service lab. Evaluate the casseroles.

Take part in a lab in which the sametype foods are cooked in a regularoven, convection oven, and microwaveoven. Compare the time needed to cookthe foods, and compare the taste, tex-ture, and color of the foods.

Experiment with methods of thawing foods.Thaw one piece of frozen meat in therefrigerator, one in water, and one inthe microwave oven. Compare thawingtimes.

Cook some of the following foods in themicrowave oven: popcorn, baked potato,frozen broccoli in a box, cake or bakedproduct, bacon, steak, baked apple,hot chocolate, and coffee.

Work in teams of two to clean the oven.Two classmates will act as inspectorsand evaluate the cleaning techniquesused.


US.: and clean the oven

without assistance (P-M)

Accept responsibility forkeeping ovens clean (A-V)

Take orders for breads, cakes, cupcakes,and pies that are baked in the oven, andset aside a certain day each week forbaking these foods. Clean the ovens asneeded.

Clean the oven manually or automatically,depending upon the model available in thelab. Do not wait until you are told toclean the oven.

76

N3A0 NO1103ANO0

MICROWAVE OVEN

KEY IDEAS:

Surface Cooking Equipment

Heating elements or burners provide direct heat for fast

cooking.

Lower temperatures for keeping foods hot or for preparingdelicate items such as sauces are obtained by using thehot top.

The griddle provides for fast "short-order" cooking byeliminating the need for using a steam table.

The quality of a product fried in the deep fryer is dependentupon the use of carefully filtered oil and correct fryingtemperature.

The flavor of meats is enhanced by using a gas broiler.

The exhaust hood is necessary to prevent excessive heatbuild-up and to exhaust smoke, grease, and vapor from thecooking areas.

WORDS TO KNOW: hot topheat controlfry topoven topburnerspilot light

(burner valve)e'lements

thermostatic controlgrill

griddletemperaturecarbon depositsgriddle stone orbrick

grid

thermostatdraining tray ordrawer

grease troughfats

frying basketfrying thermometerstrainboilingkettle

fill linestacksdrain

coating or batterbreading

season

brownadjustment levertemperature knobbroilersalamander broilerinfra-red broilergas jetceramic briquetsexhaust fanfilter

fire protectiondry chemical

extinguishing agentnontoxic


Identify types of range tops(C-K)

View labeled pictures of "hot top,""open top," and "fry top" ranges. (See

p. 88.) Note the following. Which typehas a solid top? Where is the hottes't

part of the range top? Which top cangive heat instantly and be turned offwhen not needed? Which is really alarge griddle? Which one gives morecooking area?

79


Identify the major parts ofrange top (C-K)

State safe procedures for useand care of the range top (C-K)

Give examples of safe proceduresfor use and care of the range(C-C)

View transparencies of range tops. Namethe types as quickly as you can as thetransparencies are shown on the screen.

Visit a restaurant supply to see differ-ent types of range tops.

Take a study tour to a commercial kitchenof a utility company if one is availablein your area to see commercial cookingequipment.

Become familiar with the important partsof the range illustrated on a handoutsheet. Name the parts as the instructorpoints them out on the range top in thelab.

Watch a demonstration by the instructorto indicate the proper methods of usingand cleaning the range top. Note thefollowing items. Are burners auto-matic or must matches be used? Is thegas turned on before or after lightingthe match? How much of the surface ofthe solid top should be used for cooking?What top-of-the-range cooking methodshelp keep the kitchen cool and save fuel?Why must grease not be allowed to buildup on a range top?

List on the board the cleaning agentsand tools for cleaning a range top.

Interview a cafeteria worker on the safeuse of the range. Then work in pairs andlist each safety precaution mentionedin the interview.

Relate any personal experiences the cafe-teria personal might have had concerningsafe use of the range.

Make some photos of range-safety situations.Act out unsafe and safe procedures in useand care of the range; have one class-mate take pictures. Use the pictures fora bulletin board, or practice sortingright and wrong procedures.

Behavioral Objectives Learning ,end Evaluation Experiences

Apply safe procedures foroperation and care whenusing the range (C-Ap)

Perform assigned task of oper-ating a range (P-M)

Secure equipment and supplies needed forcleaning the range top. Volunteer todemonstrate a cleaning procedure.

Use the range top in preparing a vege-table, eggs, or a one pot meal.

Operate the range top using the correcttemperatures and pan for the food beingcooked. Arrange the pots correctlyaccording to burner size.

Identify the griddle and its View pictures of various models and sizesuse (C-K) of commercial griddles. Note the thickness

of the plate, the thermostatic control,the splash-guard height, and the widthof the grease trough. List aloud somefoods which can be prepared on a griddle.

Cite types of grills as pictures areprojected on a screen.

Label the parts of the griddle Identify each part of the griddle as it(C-K) is shown on a transparency. (See p. 89.)

Explain the parts of the griddle(C-C)

List safe procedures for useand care of the griddle (C-K)

Label the parts on a diagram of thegriddle.

Describe the purpose of one part of thegriddle. Ask classmates to guess thepart being described.

Listen to taped interviews with short-order cooks as they describe safety pre-cautions for using the griddle. Listthese rules aloud and on the board.

Listen to second portion of the inter-view as the short order cook describeshow he cleans i..he grill at is part-icular restaurant.

Watch a demonstration by a representa-tive of a power company on the safe useand care of the griddle. Observe thefollowing: temperature control; oilingthe griddle; breaking in a new griddle,cleaning with a spatuala, grill screenor griddle brick; wiping clean; andreseasoning.

81

Behavioral Objctives Learning and Evaluation Experiences

Describe safe vocedures foruse and care of griddle (C-C)

Operate the griddle usingproper procedures for ttsoperation and care (P-GR)

Perform assigned tasks usingthe griddle (P-M)

Identify the deep-fat fryer(C-K)

Identify the parts of thedeep-fat fryer (C-K)

Tape yourself as you summarize the stepsin using and cleaning the griddle. Playback the tape and check off the items ona list of procedures given to you by theteacher.

Follow proper procedures for cookingpancakes on the griddle. Have a partnercheck you on using the turner with thegrain, using proper section for rightbrownness, and cleaning the grill.

Prepare grilled sandwiches with everyclass member making her own to practiceusing the grill correctly. Comparethe products.

Experiment with cooking eggs on thegriddle. Compare results with a skilletcooked egg.

Operate a "pancalvd house" for zustomers.Serve a variety of pancakes at a break-fast for teachers.

Serve a hamburger lunch, a bacon sand-wich lunch, or a bacon iind egg breakfast.

Locate pictures of th' 411e4-f;-,t fryer in

a commercial-eqwipmeni cktaloyue. Mountthem on poster b 'ard a 'abel m ac-cording to electria. ge4 i 4sl (tir-

cle the type located ln ttre 140.

4artc. as the instrOctor or wilimercilo,

cooking-egVpment represeetetive peiRtsout the major parts F thf deep-fa:

fuer, and describes LAI eporationcleaning procedures for ld e deep-fatfryer. The instruc:or or r4roentativewill tape labels to each section andlater remove one at a time. Try toneme the section from which the lab&is removed.

Match rart names to a diagram of theateato-t4t fryer. (See p. 90.)

82


Explain the parts of the deep-fat fryer (C-C)

State safe procedures for useand care of the deep-fatfryer (C-K)

Illustrate safe procedures foruse and care of the deep-fatfryer (C-C)

Select one part of the deep-fat fryer.Explain to the class the purpose or useof that part.

Explain to a partner each part of theactual fryer. Partner will check theparts identified on a diagram of thefryer.

View a film on frying in a commercialdeep-fat fryer.

Listen to taped directions for use of thefryer. Discuss the following: Why is itnecessary to light the fryer prior tofrying time? What is the usual range offrying temperature for most foods? Howcan you tell when the proper temperaturehas been reached? Why are breaded itemsshaken after they are placed in thebasket? Why is this process not doneover the fryer? What is the holdingtemperature for the fryer between batches?What portion of the oil should be filteredfirst? What type solution can be usedto clean the fryer in your lab?

Study a chart of foods and suggestedcooking temperatures and times. Locatethe proper temperatures on the deep-fryer thermostat, as the teacher callsout a particular product such as dough-nuts, chicken, fried pies.

Study a bulletin board display which liststhe safety rules regarding grease fires.

Pantomime each step in operating the deep-fat fryer. Have your partner check eachitem on a check list and make corrections.

Fry potatoes in fat that is too cold;judge the finished product. Fry cannedbiscuits at a low temperature. Comparethem with those fried at a medium-hightemperature. Check the doneness of thecenter biscuit dough and the oiliness ofthe biscuit. Explain the reasons friedproducts ray be too oily.

83


Demonstrate procedures for useand care of the deep-fat fryer(C-Ap)

Operate and care for the deep-fat fryer (P-M)

Develop work simplificationmethods for using the deep-fatfryer (C-S)

Evaluate the quality of productsfried in the deep-fat fryer (C-An)

Identify the types of broiler(C-K)

Make a chart with illustrations of eachstep in cleaning the deep-fryer. Postin the room.

Practice operating the deep-fat fryerExperiment with such products asFrench fries, onion rings, shrimp,breaded steak fingers. Apply rulesfor cooking frozen food products.

Practice cleaning the deep-fryer asyour partner checks you on the followingsteps: filtering oil; wiping the kettle;burning clean the coils of the electricfryer; boiling detergent solution in thekettle; rinsing with vinegar water;drying the kettle; and storing the oil.

Prepare fried pies and French fries inthe deep-fryer to sell with hamburgersduring sports events or the lunch hour.

Take orders from teachers for doughnuts,fried pies, and fried chicken.

Devise a system to use when preparingand frying large quantities of a part-icular food such as fried pies or dough-nuts. Determine the best method forplacing the product in the fry baskets,for turning the product, and for pack-aging.

Act as an inspector and judge the friedproducts before packaging them for sale.Check for size, brownness, and shapeof product.

View a bulletin board display of variousbroiler types such as: charcoal, ceramic,open-hearth, and salamander. (See p.91. Note which type is in the lab.Which types have class members seen mostoften? Which types are used with meats?Which types are used for finishing offfood items?

84


Name the important parts of thebroiler (C-K)

Explain the purpose of eachpart of the broiler (C-C)

State safe procedures foruse and care of the broiler (C-K)

Illustrate the safe proceduresfor use and care of the broiler(C-C)

Follow safe procedures for useand care of the broiler (P-GR)

Observe as the instructor points outeach part of the broiler and explainsits purpose.

Name the parts of the broiler to aclassmate.

Pin to the back of each student'sgarment the name of a broiler part.Stand with your back to the class.Classmates will give verbal clues asyou attempt to guess what part youare.

Brainstorm to list examples of foodswhich might be prepared in the broiler.

Check several references on preparingmeats to different stages of doneness.

Observe a resource person as he demon-strates the parts, use, care, and safetyof the broiler.

Interview a broiler cook and tape hisresponse to questions on safety, timingof meats, and customer preference onthe way meats are prepared.

List aloud the steps to follow in usingthe broiler as the instructor writesthem on the board.

Role play the position of a commercial

food-equipment representative, andexplain the parts of the broiler andtheir use.

Work in teams of two or three to preparesimple foods, such as hamburger patties,toasted cheese sandwiches, tuna burgers,observing safety procedures and workhabits. Evaluate individual wrrk habits.

85

Be lavi oral Objecti ves Learning and Evaluation Experiences

Perfect techniques for use andcare of the broiler (P-M)

Identify exhaust hoods usedin commercial food produc-tion (C-K)

Identify parts of the exhausthoods (C-K)

Prepare short-order hamburgers for teach-

ers. Invite a resource person to eat sothat he can observe the work habits.What suggestions did the resource personhave for improvement?

Take orders for a special steak dinnerfor teachers. Prepare steaks in the

broiler to specific doneness.

Note size and types of exhaust hoods seenon study tours of restaurants, cafeteriasand hospital kitchens.

Visit u food-service operation which hasinstalled "all surface" fire protection.Listen as the manager explains how thethermostat located in the stacks abovethe cooking vats melts at a certaindanger point and automatically dumps achemical all over the surfaces near thecooking vats. Discuss why a chemicalfire prevention system is used insteadof a water type system.

Examine the exhaust system as the teachernames each part. Note whether the hood

has a light. (See p. 92.)

Cite steps in the operation and Observe the teacher in a demonstration of

care of the exhaust hood (C-K) the operation and care of the exhaustsystem located in the lab. Note: loca-

tion of the On and Off switch, the lightbulb, filters, and the stack or pipewhich carries the smoke out of the build-ing. Notice also the method for replac-ing light bulbs and filters. How oftenmust filters be changed? Why is it im-portant to keep the exhaust hood cleanand free from grease build up?

Explain the operation and care Explain to the class the function of

of the exhaust hood (C-C) the exhaust hood.

Interview the fire marshall. Tape his

responses to questions on why exhausthoods are required by law.

86


Give examples for safe proceduresfor use and care of the hood (C-C)

Apply safe procedures for useand care of the hood and fan(C-Ap)

Perform assigned task related tothe exhaust hood and fan (P-M)

Show continued desire toproperly maintain the hood(A-V)

Describe the method for changing thefilter and washing it. How often doeseach section need to be cleaned?

Practice washing the filter by hand; alsowash it in the commercial dishwasher;compare results.

Use the proper cleaning solution toclean the hood. Have the instructorcheck your work.

Clean and care for exhaust hood regularlyfollowing a duty chart.

Initiate the cleaning of the exhausthood without. being told.

87

GRIDDLE

1. Griddle Surface2. Grease Troughs3. Temperature Control4. Splash Guard5. Draining Tray or Drawer

89

I

DEEP FAT FRYER

CharBroiler

c c=3 c())43c= 10 Open Hearth

91

/1,111,1W

Salamander- Broiler

VENT- A- HOOD

KEY IDEAS:

Steaming Equipment

The steam jacketed kettle provides even heat distribution

desirable for many food products.

Pressure sauce pans are used to produce small quantities ofvegetables, meat, poultry, and fruits.

Pressure steam cooking produces a product high in nutritiondue to faster cooking and the use of less water.

Steam and pressure cooking is a safe method of cooking ifthe equipment is functioning properly and the food serviceworker is familiar with the proper use of equipment.

WORDS TO KNOW: pressure steam compartment

steam valve pressure indicatorsafety valve or gaugesteam jacket water level gaugebaskets broiler tank

perforated baskettimer

pounds pressuregaskets

exhaust valvvs

Behavtoral Objectives Learning and Evaluation Experiences

Cite reasons for use ofsteam in cooking foods (C-K)

State differences in steam-jacketed kettle and steamer(C-K)

Watch a demonstration by the instructoras potatoes are cooked by boiling ontop of the range and by using the pressurecooker for the same amount of time.Check the potatoes. Which ones cookedmore quickly? Why is shorter cookingtime important in commercial food pro-duction? What additional reasons arethere for using steam?

View pictures and diagrams of steam-typecooking equipment. (See pp. 97-99.)Listen to an explanation of how thesteam-jacketed kettle cooks food andhow the steamer cooks food. What dif-ferences did you observe in the steam-jacketed kettle and the steamer?

Identify the types of steam cooking equip-ment shown in pictures or diagrams andstate whether steam comes in direct con-tact with the food in each type equipment.

93


Identify the varieties ofsteam-cookery equipmentavailable (C-K)

Identify the major parts of thesteam-cookery equipment andthe use of each part (C-K)

Explain in your own terms thepurpose for each part of thesteam-cookery equipment (C-C)

Tour a large food-service establishment.Identify the types of steam-cookingequipment by checking the items onan equipment list. Discuss the following:What sizes of steam-cookery equipmentare available? Are steam kettlesti ltable?

Label diagrams or pictures of the pres-sure sauce pan, steam-jacketed kettle,and steamer.

Name aloud the types of steam-cookeryequipment as the instructor shows ex-amples on the opaque or overheadprojector.

Study illustrated pictures or if avail-able the actual steam kettle, pressuresauce pan, or steamer to identify majorparts of the equipment.

Tour school cafeteria or other food-service establishment and observe aspersonnel point out the major partsof the steam-cookery equipment anddemonstrate their use.

Practice identifying for a classmatethe parts of the pressure cooker,steam-jacketed kettle, and steamer.

Use a card sort with three headings:pressure sauce pan, steamer, and steam-jacketed kettle. Stack the cards namingthe major parts of each under the correctpieces of equipment. Check your answers.

Select a labeled part of the pressuresauce pan, steam-jacketed kettle, orsteamer, and explain to the class itspurpose.

94


State safe procedures for useand care of the pressure saucepan (C-K)

Give examples of safe proceduresfor use and care of steam-cookeryequipment (C-C)

View a demonstration of the procedures tofollow in using the pressure sauce pan.Note the amount of water used; themethod of closing lid properly; themethod of maintaining an even pressureby controlling the amount of heat; useof time chart; the method for reducingpressure; the time the sauce pancan be opened safely; and the needfor careful cleaning of the rubbergasket. Repeat procedures you have

observed for a classmate.

Observe a demonstration by the instruc-tor on the safe use and care of the steam-jacketed kettle. Examples of food-preparation to be demonstrated:browning and steaming a roast; making

stock gravy; cooking vegetables;preparing pudding. Note the following.Which is added to the kettle first,water or vegetables? Are foods cookedat a boil or a simmer? Why shouldfoods be removed immediately afterthey are cooked?

View a film on the use of a steamer bya commercial chef. Note the steps tofollow in using the steamer and incleaning the equipment. Note the fol-lowing. What built-in safety featuresare there? When can the door be opened?What precaution must be taken to preventburning one's hands? What tool is usedfor cleaning the interior of the steamer?Why must door gaskets be cleaned thoroughly?

Divide the class into three teams. Each

team will select one piece of steam-cookeryequipment and explain to the class theprocedures for operating and cleaning

the equipment.

Prepare a flip chart on procedures forusing and for cleaning the pressuresauce pan, the steam-jacketed kettle, andthe steamer.

95

Behavioral Objectives Learning and Evaluation Exper!ences

Apply safe procedures for useand care of the steam-cookeryequipment (C-Ap)

Perform assigned tasks usingsteam-cookery equipment (PM)

Display continued desireto properly operate andmaintain the steam-cookeryequipment (A-V)

Pantomime what to do in case of steamequipment failure or malfunction. Ex-amples: steam leaking past the doorgasket on a steamer; and steam kettlepops and jumps.

Practice in the lab operating the steamer,steam-jacketed kettle, and pressuresauce pan according to the proceduresoutlined on the flip chart.

Assist a cafeteria worker in operatingsteam-cookery equipment if it isn't avail-able in the lab. Rotate until all studentshave had opportunity to assist.

Prepare soup using steam-cookery equip-ment for a "Kettle Soup of the Day."Serve kettle soup with a quick bread.

Assitt the instructor in cleaning steam-cookery equipment during the semester.

Use steam-cookery equipment in preparingfoods in the food-service laboratory.

Initiate the use of the steam-cookeryequipment in labs where speed in veg-etable and meat cookery is necessary.

96

STEAM JACKETED KETTLE

Steam Valve

0 Handle

COMPARTMENT STEAMER

1. compartment2. pressure gauge3. safety valve4. exhaust valve

98

KEY IDEAS:

Food Preparation Stations

The productic,n of food items at one centralized location such as

a work station increases the speed and efficiency of the food-service worker.

WORDS TO KNOW: drain boards back splash stainless steelingredient bins


Identify the salad stationunit (C-K)

Name the sections of thesalad-station unit (C-K)

List procedures forcleaning the salad station(C-K)

Explain the steps in cleaningthe salad station (C-C)

Practice steps in cleaningthe salad station (P-GR)

View slides or photographs of variousmodels of the salad station. Identify

the set-up for institutional establish-ments and for a short order establishment.Discuss why the salad station should belocated near a reach-in or walk-in re-frigerator.

View the salad station located in thefood-service lab as the teacher indicatesthe sections of each type. Institutional

type: sink and cleaning unit, work table,chopping board, grinding and choppingequipment, movable tanks for salad in-gredients, drain boards, back splash, legs,and supports. Short-order type: wellsfor different salad ingredients, cover,refrigerator unit. (May be same as sand-

wich station.)

Name the equipment and sections of thesalad station as they are indicated on atransparency.

Observe a demonstration by the teacheron the steps in sanitizing the saladstation. Note the following. Why musta sanitizing solution be used at the endof each shift? Why is deliming donetwice a week? Why is the sink some-times rinsed with a solution that reducesbacteria that causes odor and decay?

Summarize for the class the steps involvedin sanitizing the salad station.

Clean the salad station following a labon vegetable or salad preparation.

100


Identify the baker'stable (C-K)

Name the parts of thebaker's table (C-K)

List the steps in cleaningthe baker's table (C-K)

Illustrate steps incleaning the baker's table(C-C)

Carry out procedures forcleaning the baker's table(P-GR)

Acquire speed in cleaningthe baker's table (P-M)

Identify the sandwichstation (C-K)

Name the parts of thesandwich station (C-K)

View pictures of various models ofbaker's tables. Discuss the types offood preparation done at a baker'stable. Why is the mixer located nearthe baker's table? The baker's scale?

Observe the baker's table located as theteacher indicates the major parts: stain-less-steel counter top or heavy woodencounter, ingredient shelf, and portableingredient bins or undershelf.

View the cleaning procedure used bycafeteria workers for cleaning the baker'stable. Why must loose food particles bescraped away before scrubbing with acleaning solution? Is stainless steelair dried or dried with a cloth and pol-ished? What chemical is used on wooden-topped baker's tables to keep themsanitary.

Prepare to illustrate the effect of wateron a surface covered with dried yeastdough. Scrub one section with a spongeand water, scrape another section freeof the dried dough, and then wash bothwith a sanitizing solution. Compare theresults.

Clean the baker's table following ayeast-dough demonstration by the teacher.

Follow a rotation chart and clean thebaker's table after labs which includethe preparation of bakery products.

View a transparency or pictures of variousmodels of sandwich stations. (See IL 103.)

View transparency overlays of the parts ofthe sandwich station. Example: the firsttransparency shows a drawing of the re-frigerated compartment; the second, theindividual quart-size wells for sandwichingredients; the third, the work board;and the fourth, the cover for the wells.

101


Explain the parts of thesandwich station (C-C)

Cite the steps i n cl eani ng

the sandwich station (C-K)

Describe proper methods forcleaning the sandwich station

(C-C)

Follow the correct proceduresfor cleaning the sandwichstation (P-GR)

Gain skill in usingproper procedures forcleaning the sandwich station

(P-M)

Name the sections of the sandwich stationavailable in the lab as you point to them.

Describe to the class the purpose of eachsection of the sandwich station.

Watch as the teacher demonstrates the pro-cedure for cleaning the sandwich station.Note the following: How are the stainless-

steel areas cleaned? The wooden workinc

areas? The shelves and interior of therefrigeration unit?

Choose one area of the sandwich stationand explain to the class the steps incleaning i t.

Clean the sandwich station following ateacher demonstration of short-ordersandwiches.

Follow a rotation chart and clean thesandwich station properly after all

sandwich labs.

102

SANDWICH STATION

Cutting Board

RefrigeratedCompartment

StorageCompartment

103

KEY IDEAS:

Holding and Serving Equipment

Holding and serving units use dry or steam heat aredesigned to keep foods hot before and during serving.

A minimum temperature of 140° is necessary to control growth

of germs in foods being held in a stem table.

Dry, overcooked foods may be the result of allowing thewater in a steam table to boil or give off excessive steam.

Cleaning steam table equipment immediately after use con-tributes to ease in cleaning.

Cold food holding and serving units use a refrigerationunit or an ice bed to ensure crisp, cold foods.

WORDS TO KNOW: steam serving tableholding oventhermostatcold panscold cabinets

dry-heat servingtable

cold servingtable

pass-throughwarmer

infra-red lampbun warmerholding refrigeratorbanquet cartportable holding

units


List the most common types ofhot food holding and servingunits found in food service(C-K)

Cite the advantages and dis-advantages of commontypes of hot-food holding andserving units (C-K)

Make a study tour of the school cafeteriaand other food service facilities. Make

a list of the types of hot holding andserving units available.

View a bulletin board titled, "KeepingHot Foods Hot!" Name the types of hotfood holders pictured on the bulletinboard.

Use catalogues from equipment supplyhouses and institution and power-company magazines to locate picturesof hot-food holding and serving units.Cut out and label the pictures.(See pp. 108-110.)

Listen to tapes of food service managersas they discuss the advantages and dis-advantages of the common food holdingand serving units.

104


Cite safe use and careprocedures for each typeof hot-food holding andserving unit (C-K)

Describe safe use and careprocedures for hot-foodholding and serving units

(C-C)

Show safe use and care pro-cedures for hot-foodholding and serving units(C-Ap)

Study the chart produced by the teacherlisting the advantages and disadvantagesof various hot holding and serving units.Examples: steam serving table, dryheat serving table, infrared lamp,twin well warmer, and bun warmer.(See p. 111.)

Tour a hospital kitchen; note themethods used for keeping the foodhot while it is being distributedto patients. How do these methodsdiffer from a regular steam table?

View a film on correct methods forusing holding equipment to preventcontamination of food.

Study handout which lists precautionsfor operating hot holding and servingequipment.

Observe a demonstration by the instruc-tor on the use and care of the hotholding and serving equipment availablein the lab.

Give examples of safety precautionsto follow in using each type of hotholding and serving equipment shownon the screen by the opaque projector.

Role play the part of a supervisorinstructing a new employee, and demon-strate to the class the procedure forusing hot holding and serving equipment.

Set the heat controls and prepare thehot holding and serving equipment foruse in serving food. Examples: ham-

burger lab--hold patties and Frenchfries in steam table and buns in thebun warmer.

105


Perform assigned tasks usingthe hot-food holding andserving unit (P-M)

List the types of cold-foodholding and serving unitsmost commonly found infood service (C-K)

Cite safe use and care pro-cedures for each type of cold-food holding and serving unitstudied (C-K)

Describe safe use and care pro-cedures for each type of cold-food holding and serving unit(C-C)

Set up the holding and serving units andplace foods in the correct order forserving foods to customers; replenishhot-food supply as necessary withoutbeing told; clean the serving andholding units using correct procedures.

Look through commercial equipmentmagazines and find the varietiesof cold-food holding and serving units.

Tour the school cafeteria. Note thetype of cold-food holding and serving

units used. After returning to class,list on the board the foods served inthe cafeteria that required cold holdingand serving.

Identify diagrams of cold servingtables cooled by ice (or machine) andthe holding refrigerator. (See p. 112.)

View diagrams of the different types ofcold holding and serving units available.Listen as an equipment company represen-tative describes their use and care aswell as advantages of each type.

Watch a demonstration on safe use andcare of the cold-food holding andserving unit in the foods lab.

List procedures orally for the use ofeach type of cold holding and servingequipment as the teacher writes thename of each type on the board.

Describe to the class how to use thecold holding and serving equipmentavailable. Include hod to fill, dis-play food items, remove ice, and cleanthe equipment.

Compare cold food units to refrigerated

food units.

106


Demonstrate safe use of thecold-food holding andserving unit (C-Ap)

Perform assigned tasks relatedto each cold-food holding andserving unit studied (P-M)

Choose to safely use andcare for cold and hotholding and serving units(A-Res)

Rol e play to illustrate a customer'sreactions to a salad case covered withfinger prints; a hair in the ice inthe cold bain marie; hardened whippedcream on the racks of the cold cabinet.

Prepare a cold-food snack and hold ituntil ready to serve. Eximples: a

parfait, mousse, party seodwich, orcold refrigerator pie.

Store cold items such as salads, des-serts, juice, and milk during lab inturn according to a rotating duty chart.

Prepare individual cold plates according

to a special order.

Survey several persons on the topic

"What Bugs Me Most About RestaurantFood." Present the findings to theclass. How many times was food servedat the wrong temperature listed as acomplai nt?

Take responsibility for ensuring thatfood prepared is served at the correcttemperature without being told.

107

HOT SERVING AND HOLDING UNITS

PORTABLE HOT FOOD WARMER

Advantages and Disadvantages of Hot Holding and Serving Units

Advantages Disadvantages

Infrared 1. Is Portable. 1. Dries food out.

Lamp

Steam 1. Holds all types of foods. 1. Water level must be checked.

Serving 2. Holds large quantities of 2. Must be preheated.

Table food. 3. Water must be drained daily.

3. Reduces food shrinkage. 4. Food quality must be checked

4. Keeps foods at a hotterserving temperature.

at intervals to prevent over-cooking or sogginess of somefood products.

5. Possibility of burns when re-placing or removing counterpans,

Dry heat 1. Less trouble since no 1. Dries food out.

Table water is used. 2. Sometimes burns food on the

2. Temperature easily con- bottom of the counter pan.

trolled. 3. Possibility of burns when re-placing or removing counter

pans.

Bun 1. Keeps bread from drying 1. Limited number of types of

Warmer out. foods that can be placed

2. Efficient method for holdinghot breads as breads can beprepared ahead.

in the warmer.

3 Easy 4) clean.,

Twin well 1. Particularly good for 1. Is portable.

warmer holding sauces and gravies. 2. Used for limited quantity

2. Can be used with or withoutsteam.

3. Water level must be checkedif steam is being used.

4. Water must be drained daily.5. Must be preheated.

111

COLD HOLDING AND SERVING UNITS

Cold PanStation

Salad Case

o''''i 1'

.,, -,P

KEY IDEAS:

Cold Storage Equipment

Properly operating cold-storage equipment is a major con-tributor to the economic success of a food-service operation.

Checking contents of cold-storage facilities each day is asafeguard against defective equipment and food spoilage.

WORDS TO KNOW: vapor moisture-proof spoil temperaturepaper freeze chill

thaw crisper meat drawerhydrator


Identify the purposes of storingfood in the refrigerator andfreezer (C-K)

Identify types of cold-storage facilities (C-K)

Identify storage areas of therefrigerator and the freezer (C-K)

State procedures for storingspecific foods in refrigeratoror freezer (C-K)

Discuss as a group reasons for refrig-erating foods. Examples: to preventspoilage, improve taste of some foods,preserve for a longer period of time,and improve texture or add crispness.

Locate pictures of reach-in and walk-in freezers and refrigerators.

Take a study tour to view the cold-storage facilities in the schoolcafeteria or other food-service estab-lishments. Note the following. Areboxes stacked next to the wall? Is

anything stored directly on the floor?Are new supplies stored in front ofolder supplies?

Label pictures or diagrams of cold-storage facilities.

View a chart which indicates what typesof foods should be stored in each ofthese sections: cold, colder, andcoldest freezing compartment. Label

the shelves of the lab refrigeratorwith the following terms: cold,

colder, coldest, freezing.

Study a handout sheet on methods forplacing foods in walk-in freezers andrefrigerators.

113


Illustrate storage of food in

refrigerator and freezer (C-C)

Identify safe procedures foruse and care of the refriger-ator and freezer (C-K)

Illustrate safe procedures foruse and care of the refriger-ator and freezer (C-C)

Apply safe proceduresin use and care of therefrigerator and freezer (C-Ap)

Place food models on a flannel boardunder the proper cold-storage catagory.

Draw sketches of a walk-in freezer and

a walk-in refrigerator. Draw in theproper place the following foods:boxes of frozen meat patties, cheese,non fat dry milk, fresh peaches, andcrates of eggs.

List safety measures in using andcleaning the freezer or refrigerator.Discuss what to do in the followingsituations: excessive frost in

coils and unusual noises orvibrations from the cooling unit.

Study a handout on how to defrost therefrigerator in the lab. Name thesteps to a classmate without lookingat the handout.

Watch a demonstration by the instruc-tor on proper procedures for cleaningthe commercial freezer and refrigerator.Note the importance of cleaning upspills in a walk-in freezer or refriger-ator; the importance of the use of sodainstead of detergents for cleaningreach-in refrigerator; and the impor-tance of observing the temperature-gauge or dial in the laboratoryrefrigerator and freezer.

Cite in round-robin style procedures foruse and care of commercial refrigeratorsand freezers.

Make a poster to illustr.te the careand cleaning of the refrigerator andfreezer. Display the poster nearthe refrigerator and freezer.

Use correct procedures for storing foodsin the refrigerator and freezer duringtraining in food services.

114


Initiate precautionary measures inusing and maintaining therefrigerator and freezer (A-V)

Report and remove food items which havebeen in the refrigerator or freezer toolong or aren't properly covered orwrapped. Wipe up any spills immediatelyeven though it is not your turn toclean the cold storage areas.

115

CONCEPT: Small Equipment for Commercial Food Production

JUSTIFICATION:

Essential to efficiency and quality in food preparation in the food

service industry is a knowledge of small equipment and its proper use.

Po curate use of measuring equipment contributes to consistant quality.

Customer satisfaction is increased by the use of decorating equipment to

create appealing food. The food service employee's provision of proper

serving equipment, and clean linens also contributes to customer satisfaction

and to the atmosphere of the establishment. Appropriate and clean serving

equipment and linens aid in assuring sanitation in food service.

Use of cleaning equipment designed for specific jobs helps provide the

safe and sanitary environment necessary in a food service establishment.

OVERALL OBJECTIVES:

Choose safe procedures in the use and care of small equipment (A-V)

Gain skill in the use of small equipment (P-M)

Employ correct techniques in the use and care of small equipment (C-Ap)

KEY IDEAS:

Hand Utensils

Hand utensils are used for a variety of preparation andserving tasks associated with quantity food production.

The ability to select the appropriate piece of equipmentto do a specific task is necessary for employment in food

service.

Following safe procedures for use and care of hand utensilsincreases their life and contributes to the overall safety

and sanitation of the operation.

WORDS TO KNOW: mixing bowlsmixing spoonssolid, pierced, and

slotted spoonswooden spoonladledipperrotary beaterwire wisk beaterspatulaturnerbowl scrapernarrow-blade spatula

wide-blade spatulaspreaderhamburger turnerspatula turnersandwich spreaderfood tongsfunnel

strainerflour sieveshakerpastry boardindividual gelatinmolds

colanderdough blenderrolling pinpastry wheelpastry brushvegetable brushpat brushcandy and fryingthermometers

meat and oventhermometers

timercooling racks


Identify hand utensils com-monly found in food service(C-K)

View transparancies to learn the identity

of hand utensils. Repeat the name ofeach utensil as the teacher points it

out on the transparancy.

Draw a card from the cards provided by

the teacher. The words on the card willcorrespond with a hand utensil. Locate

the hand utensil named on the card.Make a display by placing the utensiland its name card on a table indicatedby the teacher. Study the display ofutensils and name cards to learnthe identity of hand utensils.

State uses of hand Watch demonstrations by the instructor

utensils (C-K) on the proper use of hand utensils.

118


Practice use of handutensils (P-GR)

Explain the uses of each hand utensilas the teacher holos up the utensil.

Divide into groups of four to study theuses of each hand utensil pictured onthe cards provided by the teacher.(Teacher provides groups with 3 X 5flash cards showing pictures of utensilson one side and the use on the otherside. The cards are different foreach group). Groups exchange cards tostudy so individuals can learn he usesof all the hand utensils.

Choose a hand utensil from the displayarranged by the teacher. Identify theutensil and give a mock demonstrationon the use of the hand utensil in foodpreparation.

Divide into two groups for a gameidentifying the hand utensils used infood service. Each team selects a teamname and a captain. The two teams areseated facing each other and the teammembers answer in turn. Alternatequestions, giving the team a point fora correct answer and penalizing eachteam two points for a member answeringout of turn or cheating. A wrong orunanswered question by one team is thengiven to the other team to answer.(Teacher decides end of game in advance.Depending on class size, the game couldend when one team scores 20 points orwhen each team member has had three orfour turns.)

Play "Hot Pepper" (musical utensils) tolearn the identity of hand utensils.(The teacher will choose the hand uten-sils to pass and she will hand the uten-sil to the students in the circle. Theteacher will start and stop the music.)Stand in a circle. Pass out one handutensil, play music, and pass the handutensil around the circle, each personrepeating the name of that piece. When

119


State safe procedures foruse and care of the handutensils used in food

service (C-K)

the music stops, the one holding the

utensil is out of the game. Continue

play, using other hand utensils, untilonly one player is left in the game.The remaining player is the winner.

Play "What's in the Bag?" to learn theidentity of hand utensils used in food

service. The teacher places handutensils in paper bags and places them

on a nearby table. (In choosing hand

utensils for the game the teacher shouldkeep in mind the safety of the student.)Players stand in a circle. One member

is chosen to be "it" and stands outside

the circle. The player who is "it"chooses a sack from the table, walksaround the circle, stops in front of a

member of the circle, and hands the sack

to the person. The person in the circleis blindfolded, then removes the utensilfrom the sack and identifies the utensilby feeling rather than seeing. Only one

answer can be given to identify the

utensil. When a correct answer is given,

the player in the circle exchanges places

with the player who is it and play

continues. When the answer given is

wrong the utensil is placed in the sack

and returned to the table, and the personwho is "it" must choose another sack and

another person in the circle. Play

continues until all hand utensils in the

sacks have been correctly identified.

Watch a demonstration by the instructoron the proper use and care of the hand

utensils used in food service. After

watching the demonstration, list atleast five hand utensils used in food

preparation. Answer the following ques-tions about the hand utensils you have

listed. What procedures should you followin the care of these pieces of equipment?What safety precautions should you observeas you use or clean these pieces of

equipment?

120


Give examples of safe useand care procedures forhand utensils used in foodservices (C-C)

Attempt to safely use andcare for hand utensilsfound in food services(P-GR)

Relate hand utensil toassigned tasks (C-Ap)

Describe use and care procedures forspecific hand utensils. Let classmates

decide if the procedure described iscorrect or incorrect.

Select a hand utensil used in food ser-

vice. Identify the hand utensil

and give a mock devrnstration of itssafe use and care. Let teacher andclassmates suggest ways to impruve.

Draw a card for your assignment. (Teach-er provides the class with cards statingthe name of a hand utensil found in foodservice.) Locate the hand utensil named

on your card. Explain in your own wordshow to safely use and care for the handutensil that is named on the card. Tell

where the utensil should be stored.

Participate in a game of "Scavenger Hunt"to learn the safe procedure for use andcare of hand utensils used in foodservice. Divide into two teams. Theteacher gives each team a list of handutensils to locate in the food servicelab during a certain period of time.Identify the safe use and care as wellas the names of the hand utensils. The

first team to complete the assignmentin the allotted time is the winner.

View transparancies of various tasks in

food services. Identify the appropriatehand utensil that should be used for the

task. Explain your choice to the class.

Write your name beside one of theassigned tasks the teacher has listedon the chalkboard. Locate, in the lab,

the appropriate hand utensil for thetask. When the teacher calls the nameof the task, explain to the class whyyou have chosen the hand utensil forthis particular task.

121


Perform assigned taskusing hand utensilefficiently (P-M)

Choose safe procedures inuse and care of handutensils (A-V)

Draw a card from the cards provided bythe teacher. The number on the cardwill correspond with the numbered taskswritten on the chalk board. Select theappropriate hand utensil for the taskand perform the task using the safeprocedure.

Work in small groups. Volunteer to doone of the tasks listed on the chalk-board. Locate the correct hand utensilsfor your task. Perform your task usingthe correct hand utensils. Follow thesafe procedure for use and care of thehand utensils. (Teacher will providea list of tasks that utilize use ofseveral of the hand utensils. Types oftasks might include making the following:jello pie crust, pie filling, ormeringue.)

Divide into small groups. Each groupbrainstorm on the importance of usingsafe procedures in using and caringfor hand utensils in food service.

Participate in group discussion on thefollowing topics. (1) Following safeprocedures for use and care of handutensils increases their life span.(2) Following safe procedures for useand care of hand utensils contributes tothe overall safety and sanitation of afood-service operation.

Observe the safe procedure for the useand care of hand utensils in the food-service lab.

Follow the safe procedure in using andcaring for the hand utensils.

122

KEY IDEAS:

Cutting Equipment

Specific knives are designed for particular food-preparation

tasks.

The ability to select the appropriate knife for a specifictask is necessary for maximum efficiency and productionin food services.

Following safe procedures in the use, care, and storage

of knives will help to eliminate accidents,

Proper use and care of knives contributes to their satisfactoryperformance and lasting service.

WORDS TO KNOW: cutleryblade

handlepointserrated

sectionedgecore

peel

cutslicewedgechop

dicemincetrimdresspeeler

salad masterbread knifeboning knifeFrench knifebutcher knifeparing knifefruit-and salad

knifeslicer, ham

and roastelectric slicing

knifetable steak knifecarving forkcarving knifecleaverkitchen shearspotato cutter

potato cutterfood chopperegg slicerbutter slicerpizza cutting wheeldoughnut/biscuit

cutterdough cutternarrow blade

spatula

wide bladespatula

cutting boardcutlery rackrack slotssharpening steelfood chopper


Identify the cuttingdevices used in foodservice (C-K)

View a transparancy to learn theidentity of cutting devices. Name

the particular cutting device as theteacher points it out on the transparancy.(See p. 128.)

Take a field trip to a restaurant-supplystore to learn about the types of knivesused in food service. Name four knivesused in food service.

123


State the correct usesof knives used in foodpreparation (C-K)

View a filmstrip to learn the identityof cutting devices used in food services.Discuss the kinds of knife blades and thekinds of knife handles found on thecutting devices. What is meant by point,edge, back, and handle of knife? Whatare the names of some of the mostcommon knives used in food preparation?

Identify the cutting devices from a dis-play of the different hand utensils usedin food service. When the cutting deviceis correctly identified, remove it fromthe display and place it on a table. Taketurns identifying the equipment untilall cutting devices have been removedfrom the display of hand utensils andplaced on the table.

View a transparency to learn the usesof knives used in food preparation. (Seep. 129.) List four knives and name theuses of each knife you have listed.

Watch a film on salad preparation. Forwhat was the French knife used? Whichknife was used for sectioning the citrusfruits?

Play the game of "Knif-O" (played thesame as Bingo) to learn the correct usefor a specific knife in food preparation.(Teacher provides the students withmarkers--buttons or circles cut fromconstruction paper--and "Knif-O" cardsprinted with the names of the knives.The center square on the card is a freesquare. The names of the knives may beused more than once.) As the teacherreads a description of a knife and itsuses, place a marker on the correspondingname on the "Knif-O" card. When markersare placed on five squares in a straightline--either vertical, horizontal ordiagional--call out "Knif-O" and win thegame.

124


Illustrate use of knivesin food service (C-C)

Relate the correct knifeto a specific task (C-Ap)

State safety practicesto be followed in theuse and care of knives (C-K)

Cite safety techniques forusing specific knives (C-K)

Di vide the class into pairs. Prepare

posters to illustrate the correctuse of the most common knives used infood preparation. Illustrate the posterwith a drawing or a picture of the knife;include the name of the knife, the sizeof the blade, and pictures of the foodsthe knife should be used to cut. Each

team will explain its pos ter to the

class. Place the posters in the lab forreference and review.

Choose a knife from the display arrangedby the teacher. Identify the knife andexplain the uses of the knife to theclass.

Select a picture of a prepared food suchas salad, fruit, meat. dish, etc. Locate

the correct knife or knives to be usedin preparing the food in the picture.Identify the knife and explain yourdecision to the class.

Choose one of the safety guidelineslisted in the handout on safety practicesin using cutlery (See p. 131.) In

your own words, explain the safetypractice to the class. Give two reasons

for taking care of knives.

View a filmstrip on the use, care, andsafety of knives. Why does it take morethan one knife to prepare a meal? What

makes a quality knife? What safety pro-cedures were observed in the use and careof knives? How should knives be stored?When carrying a knife, how should theknife be held? How do you wash and wipea kni fe?

Listen to a restaurant or food-servicemanager explain the safe use and careof knives. What accidents involvingknives are most common? How should knivesbe placed in the dishwashing sink? How

should knives be stored?

125


Explain safety practices tobe followed in the use andcare of knives (C-C)

Attempt to safely use thecorrect knife for a task(P-GR)

Perform a specific taskin food preparation usingthe correct knife (P-M)

State the procedurefor sharpening knives(C-K)

Attempt to sharpen a knifewith the sharpening steel(P-GR)

Watch a demonstration by the instructoron the correct use of the knives usedin food preparation. What are usesfor the paring knife, boning knife,French knife, butcher knife, roastslicer, and carving knife? Why is itimportant to know the correct use ofeach knife?

Select a knife and explain the safe useand tare of the knife to the class.

Write your name beside one of theassigned tasks the teacher has listed onthe board. Loc?te, in the lab, theappropriate knife for the task. Whenthe teacher calls the name of the task,identify the knife you have chosen anddemonstrate its safe use in performingthe task to the class.

Perform an assigned task using the correctknife in a safe manner. Tasks mightinclude slicing and cutting raw fruitsand vegetables, cutting cakes or sand-wiches, coring lettuce, paring andsectioning fruits, removing eyes frompotatoes, and peeling fruits or vegetables.

Work in small groups to prepare theassigned salad for a salad luncheon usingthe appropriate knives. Practice safetywhen using the knives. Salads mightinclude tossed salad, meat salad,cole slaw, fruit salad, carrot curls,radish roses, or stuffed celery.

Watch a demonstration by the instructoron the use of sharpening steel. Whatis a common test for the sharpness ofthe cutting edge of a knife?

Take turns sharpening knives usingsharpening steel under the teacher'ssupervision. Follow safety practiceswhen working with knives.

126


Di splay continuing desire touse, store, and care for knivesin a safe manner (A-V)

Choose to use, store and care for knivessafely when working on assignments i n

the food - service 1 ab .

127

CUTTING DEVICES

Mar

0 0 0)

Paring Knife

Boning Knife

Roast Slicer

°

0 0

128

Chsf's Steel(Magnetized)

French Cook'sKnife

Table Steak Knife

Carving Fork

Carving Knife

Most Common Knives and Their Uses

BONING KNIFE

disjointing fowlgit

separating meat from bonedicing raw meatscoring lettuce

5" to 6" blade made of stainlessor carbon steel--wooden orplastic handle

BREAD KNIFE

-r7--""4"- )77;---) slicing bread or cake",".

9" blade with serrated edge

HINT FOR USING: Hold bread or cake lightly and use a sawing motion with theknife.

0 0

8" to 12" blade of crucible orstainless steel--wooden handle

FRENCH KNIFE

) slicing and cutting raw fruits1 and vegetables

slicing hot or warm meatchopping small quantities ofmaterials, such as parsley,onions, and nuts

dicing and mincing ingredients

HINT FnR USING: Hold point of knife on cutting board with one hand. Useother hand to lift handle of knife in an up-and-downslicing motion.

10" to 16" carbon or stainless-steel blade which may be serrated- -

wooden or plastic handle

SLICER

slicing tomatoesslicing lettuce wedgesslicing roast or hamcutting cakes or sandwiches

HINT FOR USING: When slicing meat, use back-and-forth sawing motion.

129

FRUIT AND SALAD KNIFE

-1 0 oO

5-1/2" to 6" stainless-steel blade

3" to 3-1/2" blade of carbon orstainless steel

coring lettuceparing and sectioning fruits

PARING KNIF

paring fruits and vegetablesremoving eyes from potatoes

PEELER

slicing thin strips of fruitsand vegetables

peeling fruitspeeling vegetables

6" floating blade

Knives which are kept sharp are both easier and safer to use. Less pressureis required when the knife is sharp and there is less danger that the knifewill slip.

Practices to follow which will help to keep knives sharp are listed below.

1. Wash knives by themselves, rather than with other utensils.

2. Place knives in the dishwashing sink with the handles togetherand the blades pointed in the sane direction.

3. Dry each knife separately and store in knife rack or specifiedplace in the drawer.

4. Use only for cutting and slicing, not for prying lids or cans open.

130

SAFETY PRACTICES IN USING CUTLERY

Proper use and care of knives is an important factor in keeping knives ingood condition. Following are some guidelines' for using knives.

1. Use the correct knife for a particular job.

2. Use a cutting board whenever possible.

3. Always wash and wipe a knife from the back of the blade, being surethat the fingers do not extend to the cutting edge. Do not wash aknife in the dishwasher as it dulls the blade.

4. Do not put a knife down into water where it is not easily seen.

5. When carrying a knife, hold it with the point downward.

6. Never hold a knife by the blade.

7. Do not use a knife as a lever to pry jar lids off, open boxes, orfor other similar purposes.

8. Do not use a knife for cutting paper and string or for sharpeningpencils.

9. A sharp knife is safer than a dull knife if it is used effectivelyand carefully.

10. Knives stored in racks or in slots in drawers can be picked upmore safely than those which are thrown into a drawer.

11. Do not use a knife to turn food, such as hamburger patties, steaks,pork chops, or pancakes, since heat will damage the blade.

1U.S. Department of Agriculture, Training Course Outline on Use andCare of Equipment. Washington, D.C.: U.S. Government Printing Off 1-ce.TM, pp. 132.

131

KEY IDEAS:

Can Openers

The commercial can opener is designed to remove the lids fromcans ranging from small through institutional sizes.

When properly used, the can opener saves much time andenergy.

Following safe procedures for use and care of the can openerincreases its life, and contributes to the overall safetyand sanitation of the food-service operation.

WORDS TO KNOW: handle shank bench mountedblade base hand-operated canelectric can electric lever opener

opener or arm


Identify commercial canopeners (C-K)

Identify the parts ofcommercial can openers(C-K)

State safe procedures foruse and care of the commer-cial can openers (C-K)

Look at picture cards to learn theidentity of different types of com-mercial can openers. What are thedifferences in the types of canopeners? Identify can openers foundin the lab.

View a transparency to learn to identifythe parts of the can opener. (See p.134). Identify the parts of the canopener as the teacher points it out onthe transparency. 0/hat is the can

opener used for? Explain, in your ownwords, the purpose of the handle, blade,shank, and base in the operation of thecan opener.

Watch a demonstration by the teacher ofsafe procedures for the use and care ofcommercial can openers. How do youremove and clean the shank? Why do youinspect the blade? How do you clean thebase? What effect do the acids fromfruits and vegetables have on the canopener?

132

Behavioral Objectives Learning and Evaluatioo Experiences

Attempt to safely use thecommercial can opener (P-GR)

Operate the commercial canopener with safety andefficiency ( P-M)

Display continued desire toproperly operate and maintainthe can opener (A-V)

Open a can with the commercial can open-er using a safe procedure. (The teacherprovi des empty cans obtained from afood - service i nsti tuti on )

Perform assigned tasks operating thecan opener as needed with safety andefficiency. Check for any food depositsremaining on the blade of the can opener.

Wipe off the blade of the can opener witha damp cloth between each operation withdifferent food products.

Clean the can opener after daily usage.Inspect for cleanliness and for damage

. to blade that causes metal on cans topeel.

Observe voluntarily the safe proceduresfor use and care of the can openerwhen working in the food-service lab.

133

IDENTIFICATION OF PARTS

Bench-Type Manual Can Openerl

1. Handle

2. Blade

3. Shank

4. Base

How to Operate a Bench-Type Manual Can Opener.

What to do: How to do it:

1. Lift handle andpuncture can.

2. Open can.

3. Remove can.

1. Lift handle to vertical positionuntil cutting blade is about 1 inch

above can. Place can on base. Wipe

off top of can with damp cloth.With quick downward pressure, forceblade into top near can edge.

2. Lower handle to horizontal position.Turn handle clockwise until bladecuts out lid. Remove lid beforeit drops into can.

3. Raise handle to vertical position.Lift shank clear of can. Remove can.Lower handle to horizontal position.Lower shank into base.

NOTE: Blade should be wiped off withdamp cloth after each operationbetween different food 1)R/ducts.

1 U. S. Department of Agriculture, Training Course Outline on Use and Care

of Equipment. Washington, D.C.: U.S. Government Printing Office. 1960, pp.

126.134

Measuring Equipment

KEY IDEAS: Measuring equipment is needed for accurate measurement ofingredients in recipes.

The ability to select the proper measuring equipment isnecessary for employment in food service.

Scales are used in food preparation to save time and ensureaccuracy.

Proper care of measuring equipment contributes to accuratemeasurement and extends the life of the equipment.

WORDS TO KNOW: teaspoonpintouncegraduated measuring

cups

scaled brass beam

tablespoonquartpound

liquid measuri ngcups

scoopwei ghts

cup

gallon

measuring spoonsscalesbalancewei ght indicator

weighing platform

Behavi oral Objecti yes Learning and Evaluation Experiences

Identify the measuring equip-ment used in food prepara-tion (C-K)

Look at a display of measuring equipmentto learn the identity of each piece.

Name the measuring equipment as theteacher holds each item up. What ismeant by graduated markings, rimextension, and pouring lip? Name fiveutensils used in measuring.

Draw a card from the cards provided bythe teacher. The word on the card willcorrespond to a piece of measuringequipment. Locate the equipment namedon the card. Identify the equipmentfor the class.

Tour the ingredient room of a largeinstitutional kitchen. Watch as in-gredients for recipes are measured.What are the purposes of the ingredientroom? Is it necessary for all food-service establishments to have one?

135


State the uses of measuringequipment used in foodservice (C-K)

Identify scales used infood preparation (C-K)

Identify the parts ofscales used in foodservice (C-K)

State uses of scales infood service (C-K)

Replace labels by the proper measuringequipment after the instructor has

removed them. Group together allequipment that might be found in a home;all the equipment not usually found in

a home kitchen.

Name each piece of measuring equipmentas it is shown on an overhead projector.

Watch a demonstration by the teacher to

learn the uses of measuring equipment.Why are both glass and metal measuringcups used in food preparation? Which

cups are used to measure liquids?Which cups are used to measure dryingredients? What are the measuringspoons used for?

Look at picture cards to learn theidentity of the types of scales usedin food preparation. What are thedifferences in the types of scales usedin food service? Locate and iden-tify the type of scales used in thefood service lab.

View a transparency to identify theparts of scales used in food prep-

aration. (See pp. 138-140.) Name the

part of the scales as the teacherpoints it out on the transparency.

Compare the scales used in the lab with

the transparency. Identify the parts

of the scales.

Watch a demonstration by the teacher tolearn the uses of scales in food prepara-tion. When are scales used in foodpreparation? Explain, in your own wordsthe functions of the weight indicator(called brass beam), the scoop, andthe weighing platform in the operationof scales.

136


Attempt to select thecorrect measuring equip-ment (P-CR)

State the procedure forthe care of measuringequipment (C-K)

Explain the care required bymeasuring equipment (C-C)

Display responsibility forthe proper care of measuringequipment (A-V)

Observe a demonstration by a cafeteriaemployee of the use of scales. Whatingredients should be measured on scales?

Select a card from the cards providedby the teacher. Locate the piece ofmeasuring equipment named on the card.Place the name card and the equipmenton a table indicated by the teacher.Have classmates check for accuracy.

Choose a piece of measuring equipmentfrom the display arranged by the teacher.Identify the piece of equipment and,in your own words, explain when itshould be used. What is the differencein the dry measuring cup and the liquidmeasuring cup?

Watch a demonstration by the teacher onthe care of measuring equipment. What

happens to plastic measures which areneglected in their care? What happensto glass measures which are neglectedin their care? Why is it important tostore measuring equipment carefully?

Select from a box the name of one pieceof measuring equipment. Locate theequipment and explain its care to the

class.

Wash and air-dry measuring equipmentafter each use.

Use measuring spoons only for measuring-not for mixing or stirring.

Wipe the scales with a damp cloth afterweighing each ingredient.

Store measuring equipment carefully.

137

PORTION SCALE

4 weight arrow

scale tray

2scaled beam

1 weight indicator

Figure A

A suggested method of operation for the illustrated portion scale is:

1. Place the weight indicator (1) in the groove along scaled beam (2)for the amount of the desired portion.

2. Place product on scale tray (3).

3. Check weight arrow (4) to see if the portion needs to be increased ordecreased.

138

A suggested method of operation for the illustrated baker's scale is:

Place the weight indicator (1) at zero on the scaled brass beam (2), whichindicates ounces up to one pound.

Center the scoop (3) on the left-hand platform (4).

Balance the scoop by placing the proper weight (5) on the right-handplatform (6). (Weights are used to balance the two platforms. The left-

hand platform should be slightly lower than the right platform).

The ingredients to be weighed are placed in the scoop (3) on the left-hand platform (4). Move the weight indicator (1) on the brass beam (2)to the right until the desired weight is found and the two platformsare balanced. If necessary, add or remove a portion of the ingredientsto make them balance.

When the weighing procedure has been completed, remove the ingredientsor food items being weighed and return the scales to a balanced position.

3scoop

BAKER'S SCALE

4left-handplatform

weight indicator

139

5weights

right-handplatform

scaled brassbeam

1. steel platform

2.dial needle

A suggested method of operation for the illustrated portion scale is:

1. Place the product to be weighed on the steel platform (1).

2. The rotating dial needle (2) indicates the weight of the product.

3. Dial (3) on front of scale is graduated from 1/4 ounce to 32 ounces.

140

KEY IDEAS:

Pots and Pans

Specific pots and pans are designed to do specific jobs formaximum efficiency and production in food services.

The following of safety procedures in the use and care of

pots and pans contributes to satisfactory performance andlasting service.

Safety in the use of pots and pans is an important part of

food service.

WORDS TO KNOW: braiser pantube cake panpie pansaute pansquare or rectan-

gular steam-table pans

dish pancopper

bake panmuffin or cupcake

pan

sauce potround steam-tablepans

double boileraluminum

layer-cake pansheet or bun panpizza pansauce panroasting panstock potsteel skilletstainless steel


Identify pots and pans usedin food service (C-K)

View transparencies to learn the identityof pots and pans used in food service.(See pp. 144-147.) Name the pot or pan as

the teacher points it out on the trans-parency. Notice the difference in the

sizes of pots and pans.

Compare the pots and pans found in thelab with the illustrations on the trans-parency. Name the pot or pan as theteacher holds each piece of equipment

up.

Select one pot or pan from the displayarranged by teacher. Identify the

utensil.

Name the pot or pan as the teachershows a card with its picture on it.(See pp. 144-147.)

141


State correct uses ofpots and pans in foodservices (C-K)

Describe uses for specificpots and pans (C-C)

State safety procedures forthe use and care of potsand pans in food service (C-K)

Watch a demonstration by the teacher tolearn the correct uses of pots and pansin food service. Which pans should beused for soups and sauces? What is askillet used for? Which pans should beused for sauteing or cooking food inshallow fat? What is a sheet pan usedfor? What are bake pans used for?What is a braiser used for?

Take a field trip to a restaurant supplyto learn the uses of pots and pans infood service. Name four pots and pansused in food service and the uses ofeach.

Select a picture card from the cardsprovided by the teacher. In your ownwords explain the uses of the pot orpan pictured on the card.

Look at the display of pots and pansand corresponding numbers the teacherhas arranged. Each pot or pan has itsown number. Write down the number ofthe correct pot or pan as the teacherreads the uses aloud. To check answersthe teacher will again read the usesof the pots and pans. Students taketurns in answering. Select the utensilcorresponding to the number your answerindicates. Identify the utensil for theclass.

Watch a demonstration by the teacher tolearn safety procedures for the use andcare of pots and pans. How should thehandles of pots and pans be placed onthe stove? What is a safety procedureto follow when using a pot holder? Howshould you remove the lids from potsand pans? Why is grease splashing on ahot surface dangerous? What is theproper procedure for cleaning pots andpans?

142


Give examples of safe pro-cedures for use and care ofpots and pans in foodservice (C-C)

Cite proper storage ofpots and pans in foodservice (C-K)

Give examples of properstorage of pots and pans

(C-C)

Display continuing desire touse, store, and care for pots

and pans in a safe manner (A-V)

Give an oral report on the safe use and

care of one pot or pan available in the

food-service lab.

Divide into teams of two. Prepareposters to illustrate the safe use and

care of a pot or pan. Each team will

explain its poster to the class.

Read or listen to stories of actualexperiences about accidents involving

pots and pans. Suggest safety procedures

that should have been followed.

Listen to an illustrated talk on thecorrect storage of pots and pans. Locate

storage areas in the food-service lab.

Visit kitchens of at least two foodservice facilities and look at the

storage areas in each. What are thedifferences between kitchens inmethods of storing pots and pans?What similarities in the storage of

pots and pans did you notice?

Check over the list from the city healthdepartment to see if storage in food serv-ice lab is correct according to their

rules. Why does the city health depart-ment have rules for storage of pots

and pans?

Divide into small groups. Each group

presents a skit showing examples of im-

proper storage. After the skit is pre-sented, classmates give the proper

storage procedure.

Return pots and pans to proper storage

area after use.

Observe safe procedures for use and careof pots and pans in the food service lab.

143

PAN USE

(---

,

Used for range top cooking wherethe solid to liquid is high andstirring or whipping is necessary.

I

Used fm baking sweet goods (cookies,sweet rolls, and sheet pies). Oftensalads, etc., are set up on sheetpans, which are then placed inrefrigerator. Also are used astrays.

0101®10 For sponge cakes and other pro-ducts requiring a tube pan.

46110

144

PAN USE

,

1

For boiling and simmering where alarge amount of water in relation tosolids is used (such items as turkeys,bones for stock ham, and some vege-tables). Inside rack holds certainfoods off bottom of stock pot.

For searing, braising and stewing.

\IIIIIIIIIIIIIII°

)

For baking such products as cakes,cornbread, casseroles, baking apples,macaroni, etc.

145

PAN USE

For baking of layer cakes.

For baking muffins or cupcakes.

)rTh(;\..c,/

For baking pies.

146

PAN USE

For baking or steaming some foodsin the same pan in which they areserved or as a transfer pan fromcooking utensil to hot storage.

For storage of hot or cold foods.

147

Decorating Equipment

KEY IDEAS: Decorating equipment is used to make specific food itemsattractive and appealing.

The attractiveness of cake or pastry is dependent uponthe neatness of decorations.

Skill in color combination and frosting application con-,

tributes to successful decorating.

WORDS TO KNOW: frosting pastry bag foam practice form

icing decorating tubes parchment paperbatter cookie press paper cone


Identify decorating equipmentused in food service (C-K)

State procedures for care ofdecorating equipment (C-K)

State the uses of decorating

equipment (C-K)

Watch a demonstration by the teacher tolearn the identity of decorating equip-ment. What is the difference in a pastrybag and a pastry tube? Name threedesigns of the pastry tube.

Name each piece of decorating equipmentas the teacher points it out in the foodslab.

Watch a demonstration by the teacher ofcaring for decorating equipment. In

your own words, explain the care of thepastry bag and tube.

Take a field trip to a bakery to watcha demonstration on the uses of decoratingequipment. When filling a pastry bag,why is it important that no air becaptured in the icing. For what is thepastry bag used?

Watch a demonstration by the teacher onusing the pastry bag to make cookies.Which tubes are used fa.' cookies? How

is the hand positioned to hold the pastrybag for filling?

148


Attempt to use the pastry bagand pastry tube (P-GR)

Perform specific tasks withthe pastry bag and pastrytube (P-M)

State the use of a papercone (C-K)

Practice making a papercone (P-GR)

Attempt decorating with thepaper cone (P -.(R)

Fill the pastry bag with a soft cookiebatter. Press the batter out of thetube to make cookies. Space the cookiesabout one inch apart to allow forspreading. Keep the cookies uniform insize and shape.

Select the correct pastry tube for thecookie design on the assignment card.Fill the pastry bag and press the batterout of the tube to make cookies theshape of the design.

Watch a demonstration by the teacher onmaking and using a paper cone as apastry bag. (See p. 151.) Notice thedifferent methods of cutting the pointof the cone to form various designs.What type of paper is used for the cone?For what is the paper cone used?

Cut the parchment paper into triangles,then practice making them into papercones. Roll them so that the point ofthe cone is closed. Make four conesand place them one inside the other.The paper cones will be used later inthe foods lab.

Give a demonstration showing how to makea paper cone for decorating. Let teacherand classmates suggest ways to improve.

Fill a paper cone with buttercream frost-ing. Decorate the back of a baking panor layer pan, pretending it is the topof a layer cake. Practice making aborder design. Practice making an in-scription such as "Happy Birthday."Scrape the frosting from the practicepan and return it to the bowl. Use itagain for practice.

Fill a paper cone with buttercream frost-ing. Cut the point of the cone to makea rosebud tube. Practice making rose-buds on the back of the layer pan.

149


Perform a specific task withthe paper cone (P-M)

Display a continuing desire todecorate food items in an attrac-tive and neat manner (A-V)

Fill a paper cone with buttercream frost-

ing. Cut the point of the cone to make

a leaf tube. Practice making the leafdesign on the back of the layer pan.

Practice decorating a cake by using thepaper cone and foam-rubber forms.(Teacher provides foam rubber practiceforms made from a sheet of 2-inch or3-inch foam rubber available at fabricand upholstery shops. The foam is cut

into the shapes of circles, squares,cup cakes, and hearts to simulatecakes.) Show the decorated cake form

to the class. Wash the icing out ofthe foam and air dry the foam. The

foam can be reused at later time.

Make a paper cone and cut the pointaccording to the assigned design. Use

the cone to decorate cupcakes with anappropriate design.

Use the paper cone to make rosebud andleaf designs. Place the designs on wax

paper to dry and firm up. Choose thebest designs to use as cake decorations.

Decorate a layer cake. Use the rosebud

and leaf designs to decorate the cake.Add a border design or an inscription tothe cake using the paper cone. Place

decorated cake on a display table forclass to view.

Take turns decorating cakes for teachersand principal on their birthdays. Sur-

prise teachers who have summer birthdayswith a cake on a holiday, such as Valen-tine's Day, St. Patricks's Day, Easter,and Halloween.

Study picture cards of decorated foodto learn attractive color combinations.

Chooses to practice to improve own deco-rating techniques when using food-deco-rating equipment.

150

MAKING A PAPER CONE

/

fold

cut

roles

fo l

., OM ... Me am.,I. .r.

P.... ..........fold

cut

Directions for making a paper cone:1. Cut square of parchment paper in half diagonally to form a triangle.2. Roll the triangle to form a cone.3. Fold edge of paper into the cone. Fill cone with frosting.4. Fold over top part to seal cone. Cut a small hole at bottom of cone with

scissors. Cone is ready for use.

Cone for rosebuds:

17-Rikrind fill a paper cone.2. Cut one side of the point only. Cut 1/2-inch from the center point to the

outside of the cone.

Cone for leaf:1. Make and fill a paper cone.2. Cut both sides of the cone's point equally. Cut 1/4-inch from the center

point to the outside.

151

KEY IDEAS:

Serving Equipment

Specific pieces of serving equipment are used for specific

tasks in food service.

The ability to select the appropriate piece of servingequipment is necessary for employment in food service.

Following the correct procedure for the use and care ofserving equipment increases its life and contributes tothe sanitation of the operation.

WORDS TO KNOW: serving utensilsserving spoonserving forktongs

dipper type ladle

flat ladlescoopice-cream dipperpie markerpie server

condiment containersand dispenserssalt and pepper

shakers

sugar bowl andcreamer

syrup pitchervinegar and oil

cruetsalad dressing

dispensernapkin dispensertoothpick dispenser

beverage containerspitcherpunch bowlpunch cuppunch ladle

trays and cartscompartment orserving tray

utility cartportable hot

food serverportable cold

food serverice maker withwater filler

silverwarecontainer

holding cartside-service stand

dinnerwaredinner plate

bread-and-butterplate

salad platesalad bowlsoup bowl

fruit dishdessert dishcupsaucer

flatwaredinner kinfebutter knifedinner forksalad forkteaspooniced teaspoon

glasswarewater glass

tea glassjuice glasssherbet dishice-cream dish

Behavioral Objectives Learning and Evaluation Experierces

Identify serving utensils usedin food service (C-K)

Watch a demonstration to learn the identityof serving utensils used in food service.Name each serving utensil as the teacherholds it up.

Study a display of serving utensils ar-

ranged by the teacher. Repeat the nameof the serving utensil as the teacherpoints it out.

152

Behavioral Objectives Learning and Evaluation Experierces

State the uses of servingutensils in food service (C-K)

State procedures for thecare of serving utensils (C-K)

Identify condiment containersand dispensers used in foodservice (C-K)

State the use of condimentcontainers and dispensers usedin food service (C-K)

Select the serving utensils from adisplay of various types of equipment

used in food service.

Watch a demonstration to learn the cor-rect uses of serving utensils. What is

a scoop used for? A ladle? Explain theuse of each serving utensil as the teacherpoints out the equipment.

Name the correct serving utensil for servingeach food as the teacher shows pictures

of food items.

Select a serving utensil and explain theuses for it to the class.

Watch a demonstration on the care ofserving utensils. Why should the ice-cream dipper be washed when you changeflavor of the ice cream you are dipping?Why is it important to keep servingutensils in the correct storage place?Why is it important to keep servingutensils clean?

View transparencies to learn the identityof condiment containers and dispensersused in food service. Explain what is

meant by the word "condiment." Name

some condiments. Name each container asthe teacher points it out on the trans-parency.

Locate a condiment container or a dis-penser in the food-service lab. Identify

the container.

Watch a demonstration to learn the usesof condiment containers and dispensers.What is the difference in a straw dis-penser and a toothpick dispenser?

Select a condiment container or a dis-penser from the display and explain theuse of it to the class.

153


State procedures for the careof condiment containers and dis-pensers (C-K)

Practice the proper careof condiJent containersand dispensers (P-GR)

Identify beverage containersused in food service (C-K)

Select a picture card and choose the cor-rect condiment container or dispenserfor the item named on a card.

Watch a demonstration on the care of con-diment containers and dispensers. Why isit important that condiments be kept inclean containers? When should you re-fill sugar bowls? Why should you checkinside the sugar bowl for lumps? Howoften should sugar dispensers and sugarbowls be emptied and washed? How do youclean the spout of the creamer? Whenshould you refill salt and pepper shakers?Sometimes the holes in the shaker becomeclogged; how do you open the holes?What aids in keeping salt and sugar dryin the containers?

Demonstrate the correct way to fill asugar bowl. Why should you use a largepitcher filled with sugar to fill thebowl?

Show the correct procedure for cleaningsalt and pepper shakers. After washingand drying the shaker, why shouldthe shaker be turned upside down andplaced on a towel?

Demonstrate the correct way to put catsupand mustard from large containers intosmall bowls for table use. Which servingutensil should be used in the process?Why should you remove silver spoons fromcontainers of mustard and mayonnaise?

Study picture cards to learn the identityof beverage containers used in food serv-ice. Name the item as the teacher flashesa picture card.

154


State procedures for use andcare of the beverage containersused in food service (C-K)

Practice the correct procedurefor using beverage container(P-GR)

Identify trays and cartsused in food service (C-K)

Cite the uses of traysand carts in food service

work (C-K)

Watch a demonstration to learn the cor-rect use and care of beverage containers

in food service. If the punch bowl ischina or glass why is it important tocheck that the bowl is not warm beforecold punch is added? How should youavoid cracking a punch bowl with sudden

change in temperature? How should you

keep a ladle from dripping? How should

you refill the punch bowl at the table?

Watch a demonstration to learn the cor-rect use and care of a pitcher in food

service. Explain how you use a napkin to

keep the pitcher from dripping? What

is the purpose of the ice lip on the

pitcher? How do you support a pitcherthat is heavy when filled with ice?What utensil is used in handling ice

cubes? Cracked ice?

Demonstrate the correct procedure forserving punch from the punch bowl using

a punch ladle.

Demonstrate the correct procedure forfilling a water glass from a pitcher.How full should you fill a water glass?

View transparencies to learn the identityof trays and carts used in food service.Compare the carts and trays in the foodservice lab with the ones pictured on the

transparencies. What is the difference inthe portable hot-food server and the por-

table cold-food server? Name the equip-

ment as the teacher points it out.

Select a picture card and identify thetray or cart pictured on the card. What

is the difference in a utility cart and

a holding tart? What is the purpose of

a side-service stand?

Watch a demonstration to learn the correctuse of trays and carts in food service.

When should a tray be used?

155


Describe uses for traysand carts in food service(C-C)

State procedures for the safecare of trays and carts infood-service work (C-K)

Attempt to use a tray orcart safely and efficiently(P-GR)

Identify tablewa're usedin food service (C-K)

Explain the use of one of the trays orcarts. What items are kept on the side-service stand? What is the best way tomove a cart?

Explain the techniques that will add toyour efficiency and safety in loadinga tray. Where should you placethe heavier pieces. How should youcarry the tray?

Study a handout on food service safetywhen using a tray. (See p. 159.) Howshould you place dishes and containerson a tray to avoid overloading the tray?How should you clean a cart?

Explain how to clean a serving tray. Whyshould you make sure a tray is dry beforeusing it?

Demonstrate the correct technique to usein loading a tray.

Demonstrate safe procedures for lifting,carrying, and setting down a tray.

Demonstrate the correct way to move acart.

View transparencies to learn the identityof tableware use in food service. Nametho tableware as the teacher points it outon the transparency.

View a display of labeled pieces of table-ware. What is the difference between asaucer and a bread and butter plate? Asalad fork? A dinner fork, and a serv-ing fork? A water glass and anotherbeverage glass?

Name the tableware as the teacher flashesa card with its picture on it.

156


Cite uses of tablewarein food service (C-K)

State safe procedures forcare of tableware (C-K)

State good procedures forhandling tableware (C-K)

Practice handling tablewarein a safe, sanitary manner (P-GR)

Select one piece of tableware from thedisplay arranged by the teacher. Identifythe tableware.

Draw a slip of paper with the name of apiece of tableware on it. Find a pictureof the specified tableware.

Watch a demonstration to learn the usesof tableware in food service. Explainthe use of four items of dinnerware;four items of flatware; four items ofglassware.

Draw a number. Locate the correspondingnumbered tableware displayed. Identifythe tableware and explain its use.

Match picture cards of food items withthe correct tableware used in servingthem.

View a filmstrip to learn the correct careof tableware. If it is suspected thatthere is broken glass or dishware insoapy water, how should broken pieces beremoved? Why shouldn't knives be placedin soapy water? Why should glassware ofall kinds be inverted after being washed?How should you clean up broken glass orchina? What should you do with a dish orglass that is chipped?

Watch a demonstration to learn safe pro-cedure for handling tableware. How doyou hold cups? Glasses? How should yougrip flatware? How do you hold platesand platters?

Demonstrate the safe, sanitary techniquesfor handling cups, glasses, flatware,plates, and platters. Let teacher andclassmates offer suggestions for improve-ment.

157


Relate the correct servingequipment to a task (C-Ap)

Perform a specific taskusing the correct servingequipment (P-M)

Display desire to followcorrect procedure for usingservice equipment in foodservice (A-V)

Draw a card and select the serving equip-ment needed for the task named on the card.Explain your decision to the class.

Match up serving equipment and specifictasks on picture cards.

Play "bingo" to relate serving equipmentto tasks. Place a marker on the correctname of the serving equipment as theteacher reads a task to be performed.

Perform an assigned task using the cor-rect serving equipment. Follow theappropriate safety procedure and demon-strate the correct technique in performingthe assignment. (Assignments might in-clude serving specific food items thatrequire various pieces of serving equip-ment, loading a tray, carrying a tray,and moving a cart.)

Use appropriate serving equipment forassigned tasks each time food is servedin the food service laboratory.

Make an effort to select correct servingequipment for food items in the foodservice lab. If you do not know whatequipment to use ask your teacher.

Handle serving equipment in a safe, sani-tary manner without being reminded.

158

TRAY HANDLING

Loading the tray:

1. Be sure tray is clean.

2. Place the larger, heavier plates and dishes in the center

of the tray. Place lighter pieces toward the edges of the

tray.

3. Do not place cups on saucers.

4. Do not let hot dishes touch cold dishes.

5. Turn the spouts of tea and coffee pots in and away from plates

of food. Do not fill coffee and tea pots so full that they will

leak from the spout.

6. Load the tray so that it is evenly balanced.

Lifting the tray:

1. Bend at the knees and lift the tray with the legs. Avoid lifting

with the back.

Carrying the tray:

1. Carry the tray shoulder high. Avoid carrying the tray at waist

level. Carrying the tray high forces the thighs, legs, shoulder,

and arm to carry the weight, rather than forcing the back to carry it.

2. The shoulder can help carry the load if the tray is heavy.

3. Carry the tray with the palm of the hand flat against the bottom

of the tray. Carrying the tray with the hand flat gives more con-

trol of the tray than carrying the tray on fingertips.

159

Linens

KEY IDEAS: Appropriate linens contribute to customer satisfaction and addatmosphere to food service.

Clean and attractive linens contribute to overall sanitation infood service.

Following the correct use-and-care procedures for linens willextend their life.

WORDS TO KNOW: linens

tableclothplace matnapkins

dish clothdish towel

underclothsilence pad

linen closetlinen roomstain


Identify linens used infood service (C-K)

State the correct procedurefor care of linens (C-K)

View transparencies to learn the identityof linens used in food service. Name eachlinen as the teacher points it out on thetransparency.

Name each type linen as the teacher pointsit out in the food-service lab.

Match up flash cards of linens with theircorrect names.

Make a poster to show linens used infood service. Illustrate with a pictureand identify tablecloth, place mat,napkin, dish cloth, and dish towel.

Visit a food service institution to learnthe proper care of linens. What is thepurpose of a linen closet or a linen room?Why should linen be stored on well

shelves? Why is it important torotate linens? What is meant by misuseof linens?

Explain the proper care of linens. Whyshould stained linens be spot cleanedor bleached before being laudneredwith other linens? How may spilled sugardamage a tablecloth?

160


Attempt to use the correctprocedure in removing stainsfrom linen (P-GR)

Use the correct procedure toremove a specific stain fromlinen (P-M)

State uses of linens infood service (C-K)

State the correct procedurefor laying a tablecloth (C-K)

Describe procedure for layinga table cloth (C-C)

Attempt to use the correctprocedure for laying a table-cloth (P-GR)

State the correct procedure forfolding and using napkins infood service (C-K)

Watch a demonstration on removal of stainsfrom linens. (See p. 163.) Why shouldthe stain be cleaned as soon as possible?Explain the general rule for removingstains.

Remove a stain from a cloth, using thecorrect procedures. Small clothes pro-vided should be stained with coffee,grease, and food stains.

Select a stained cloth with a labeldescribing the stain. Use the correctprocedure to remove the stain.

Watch a demonstration by the teacher tolearn the correct use of linens in foodservice. What is the difference in a dishcloth and a dish towel? A tablecloth anda place mat? What is a silence pad?Where is the place mat placed on the table?Which piece of linen is used to wipe offthe table?

Select a linen article from the displayand explain its use and care to the class.

Watch a demonstration to learn the correctprocedure for laying a tablecloth. (Seep. 164.) What is the guide for centeringthe cloth on the table?

Explain in your own words the method forlaying a table cloth.

Demonstrate the correct procedure for lay-ing a tablecloth. Let the teacher andclassmates suggest ways to improve.

Watch a demonstration to learn the correctprocedure for folding and using napkinsin food service. (See p. 165.) Name oneof the decorative folds that some restau-rants use. Where should the flap side ofthe napkin be placed?

161


Describe how to fold anapkin (C-C)

Practice folding a napkin using

the correct method (P-GR)

Practice decorative folds

for napkins (P-GR)

Describe how tc fill adispenser with paper

napkins (C-C)

Practice filling d;spenserswith paper napkins (P-GR)

Perform a specific task cor-rectly using the appropriatelinens (P-M)

Display a desire to use andcare for linens correctly (A-V)

Explain the correct procedure for foldinga napkin by putting drawings of each step

in the correct order.

Demonstrate the correct procedure for

folding a napkin. Let the teacher and

classmates suggest ways to improve.

Select a card and demonstrate a decora-tive fold for a napkin. (Decorative folds

might include the fish, roll in a glass,two tips, diagonal roll, flat fold, four

flaps, and the candle): Why is it importan

to fold napkins according to the preferenceof the restaurant where you are employed?

Watch a demonstration to learn the correctprocedure for filling a dispenser withpaper napkins. Why shouldn't paper nap-

kins be folded? Explain the correct pro-

cedure for filling the dispenser withpaper napkins.

Demonstrate the correct procedure forfilling a dispenser with paper napkins.

Select an assignment card. With the ap-propriate linen, perform the assignment

in an efficient manner. (Assignments

may include laying a tablecloth, folding

a napkin, wiping off the table, arranging

place mats on table, and filling napkindispensers.)

Use without being told the correct linensfor .specific tasks in the food-service

lab.

Check linens voluntarily for stains.Follow correct procedures for stained

items.

Use correct techniques for foldingnapkins and laying tablecloths.

162

REMOVING STAINS

General rule;

1. Clean as soon as possible.2. Work toward center of stains from the outside.

A. Coffee or tea stains:

Soak in cold water; wash with detergent and water.

B. Blood, egg, meat-juice stains:

Soak in cold water; wash with detergent and warm water. (Hot water will

set stains)

C. Cream or ice cream stains:

Soak in cold water; wash with detergent and warm water.

D. Lipstick:

Sponge with cleaning fluid in well ventilated room. Rub detergent into

stain and let set 10 minutes. Wash in detergent and warm water.

E. Mustard:

Sponge with detergent. Wash in detergent and warm water.

F. Salad dressing, fresh grease spots:

Place cornstarch or talcum powder on spot to absorb stain. Brush off

powder or cornstarch.

G. Fruit stains:

Soak in cold water; wash in detergent and warm water.

H. Chocolate, catsup, gravy stains:

Soak in cold water. Rub detergent into stain and let stand 10 minutes.Wash in detergent and warm water.

REMEMBER: Follow manufacturers directions for stain removal whenever possible.

163

LAYING A TABLECLOTH

1. Thoroughly wash the table.

2. Place silence pad or undercloth on table.

3. When tablecloth is properly folded, it will be folded in four parts. Placethe folded tablecloth on the table.

4. Take hold of the bottom edge of the folded tablecloth. With a smoothmovement, lift the tablecloth to cover one-half of the table.

5. Take hold of outer edge of tablecloth. Gently pull the cloth toward youuntil the entire table is covered.

6. Use the press lines as guides to center the cloth.

7. The tablecloth should not extend below the seat of the chair.

164

Fold napkin in half

FOLDING A NAPKI N

2 Flatten fold with hand

4 Fold in half

r 1=11 111

I AIMED OMEN 11 MO=

doingammumalimIL0011111, Olmi M11.1. 41.11

3 Fold napkin in half

MEMO ilMM

5 Fold napkin in half

6 Folded napkin with all edges even

165

KEY IDEAS:

Small Cleaning Equipment

Specific cleaning equipment is designed for specific jobs.

Safe and sanitary surroundings are necessary in food service.

Following the correct procedure in the use and care of

small cleaning equipment extends its life am contributes

to the sanitation of the overall operation.

WORDS TO KNOW: push broom block mop wringer

upright broom fiber set wet mop

pot brush bristles dust mop

scrub brush mop head bucket

wire brush mop holder laundry basketresilient


Identify small cleaningequipment (C-K)

List the uses ofsmall cleaning equipment(C-K)

State procedures for the care

of small cleaning equipment

(C-K)

View transparencies to learn the identity

of small cleaning equipment. Name the

equipment as the teacher points it out

on the transparency.

Select a card naming a piece of small

cleaning equipment. Point out the equip-

ment in the transparency and identify the

item.

Study a display of small cleaning equip-

ment. Identify each piece of equipment.

Watch a demonstration to learn the uses

of small cleaning equipment. Why is it

important to use the correct cleaningequipment for specific tasks? When is

a bucket used in cleaning? A laundry

basket? Name the use of specificcleaning equipment as the teacher points

to the equipment.

Select a piece of cleaning equipmentfrom a display and explain its uses.

Watch a demonstration on the care of

small cleaning equipment. Why is itimportant to take good care of the

cleaning equipment?

166


Describe the care ofthe pot brush, scrub brush,and wire brush (C-C)

Summarize the uses of apot brush, scrub brush,and wire brush (C-C)

Interpret the care ofupright andpush brooms (C-C)

Describe the use ofthe upright broom andthe push broom (C-C)

Describe the care of the pot brush,scrub brush, and wire brush in your ownwords. When speaking of a brush, whatis meant by block? Fiber set? Bristles?How should the brushes be stored whennot in use? What is meant by combingthe brushes? Why should the brushes becombed weekly? Why should the brushesbe inspected for loose wires and loosebristles? How do you clean very soiledbrushes? Why shouldn't the brushes beused for dust removal?

Depict the uses of a pot brush, scrubbrush, and wire brush in cartoondrawings.

Explain the care of the upright broom.How should the upright broom be stored?Why shouldn't the upright broom beallowed to rest on the straws? How doyou clean upright brooms?

Summarize the care of the push broom. Whyshould the broom handle be rotated in theblock frequently? Why shouldn't you leanon the handle to rest? Why shouldn'tthe push broom rest on its fibers? Whyshould the push broom be combed weekly?How do you clean a very soiled push broom?How should the push broom be stored?

Explain the uses of an upright broom.Name three cleaning situations when itis best to use the upright broom. Why

should you avoid using the upright broomwhere dust will be raised?

Give examples of uses for a push broom.When should the push broom be used? Whyshouldn't the push broom be used forthe cleaning of resilient floors or anytype of floors in administrative, medical,

or dietary areas? Why is the amount ofdust raised a concern in these situations?

167


Explain the correctmethod of sweeping witha push broom (C-C)

Attempt to use thecorrect method ofsweeping with a pushbroom (P-GR)

Describe the care of thedust mop (C-C)

Describe the useof the dust mop (C-C)

Give exampl2s of careneeded by the wet mop (C-C)

Watch a demonstration to learn thecorrect method of sweeping with apush broom. Why should the use ofshort strokes be avoided? What is theproper length for a stroke with apush broom? Why shouldn't you flipthe push broom at the end of eachstroke? Explain the correct method of

sweeping with a push broom.

Demonstrate the correct method ofsweeping with a push broom. How

should you hold your back? How farapart should your feet be? How shouldbody weight be swung as the stroke ismade with the push broom?

Explain the care of the dust mop. Howshould you apply a treatment to the

dust mop? How should you launder thesoiled dust mop? Where should dustmops be stored? Why should dust mopsbe stored with the heads down? How do

you shake out a dust mop?

Name the uses of the dust mop in your in

words. What is the basic purpose of thedust mop? Why shouldn't you use a dustmop on wet or oily floors? Why shouldn'tyou lift the dust mop from the floorunnecessarily?

Summarize the care of wet mops. Whenspeaking of a mop what is meant by amop head? Mop holder? Mop wringer?414 should a new mop be soaked in warmwater for 20 minutes? Why should themop be turned from one side to the otherfrequently while in use? Although mops

should be squeezed or pressed toremove water, why shouldn't you twistthe mop? Why shouldn't you scrub withthe part of the mop closest to the holder?Why should you avoid using mops with lyecaustics or strong undiluted cleaningsolutions? How should you mop a roughsurface? How should you clean a mop?

168


Describe the use ofthe wet mop (C-C)

Explain the correctway to use a dust mopor a wet mop (C-C)

Attempt to use thecorrect procedurefor mopping (P-GR)

Describe the care ofthe mop wringer (C-C)

Describe the uses ofthe mop wringer (C-C)

State safe proceduresfor using small cleaningequipment (C-K)

Describe the safetyprocedures in usingsmall cleaningequipment (C-C)

How should you store a mop? Why shouldn'twet mops touch each other or come in con-tact with walls or equipment? What shouldyou do about mop strands that becomeloosened? How often should a mop be

washed?

Explain when the wet mop is used. What

is the basic purpose of the wet mop?

Watch a demonstration to learn the cor-rect method of using a mop. Why shouldn'tyou bear down on the mop? Explain thecorrect procedures for mopping.

Demonstrate the correct method of mop-ping with either a dust mop or a wet

mop. Why should you keep your backstraight and avoid overreaching whenusing the mop. When mopping, why shouldyou bend at the hips?

Explain the care of the mop wringer. Whyis it important to keep the working partsproperly oiled? Why should you keepscrews and bolts tightened on the mopwringer? How often should you clean themop wringer?

Explain the uses of the mop wringer.Does the mop wringer "wring" or"squeeze" the mop? Explain your answer.

Study posters from the National SafetyCouncil to learn safety in using cleaningequipment. In your own words explainthe safe procedures.

Explain the safety procedures in usingsmall cleaning equipment. Why is itimportant to watch how you carry yourequipment, mops, and brooms? In cleaningstairs, why is it important to watchwhere the buckets and equipment areplaced? Why should you use "Wet Floor"caution signs whenever floors are beingwet cleaned? Why should floors be dry-cleaned regularly?

169


Practice using smallcleaning equipment(P-GR)

Perform a specific taskwith small cleaningequipment (P-M)

Display a desire to usesmall cleaning equipmentin a safe and efficientmanner (A-V)

Practice using small cleaning equipmentin the food-service lab. Rotate so allclass members use each piece of cleaningequipment.

Perform specific tasks using smallcleaning equipment. (Tasks mightinclude using a push broom (storage,reversing the block, combing, properhandling); using a wet mop and wringer(storage, trimmin the strands, m41thodof use, washing the mop and wringer);using brushes (storage, combing, properuse); and using a dust mop (storage,treating the dust mop, proper method ofuse.)

Use small cleaning equipment as neededin the food-service lab. Perform varioustasks when it is your turn.

Use the appropriate cleaning equip-ment for specific tasks in the food-service lab following directions forits use.

Take proper care of small cleaningequipment without being reminded.

Observe safety procedures when usingsmall cleaning equipment.

170

CONCEPT: Sanitation

JUSTIFICATION:

Estimates indicate that at least 1 million persons in the United States

suffer from food-borne illnesses each year. Most of these illnesses result

from the failure of persons responsible for the preparation and serving of

food to use safe and sanitary food-handling methods.

Health-service regulations and inspections make sanitary food handling

practices imperative in the successful commercial food facility. In addition,

the food-service manager is liable if a law suit is brought. Because actual

standards of sanitation depend on the observance of sanitary practices by

employees, management will keep a close watch to assure that the highest

standards of cleanliness and sanitation are observed. Employees who voluntarily

and consistently observe sanitary practices are more likely to succeed in

their jobs than those who do not.

OVERALL OBJECTIVES:

Apply sanitation standards in the commercial food facility (C-Ap)

Acquire skill in appropriate sanitary procedures used in commercialfood-service activities (P-M)

Show continuing desire to maintain appropriate standards of sanitationin the commercial food facility (A-V)

171

Legal Aspects of Sanitation

KEY IDEAS: Numerous laws and sanitation regulations govern the operationof a commercial food facility.

The laws concerning food and food handlers aid in protectingpublic health and safety.

Good sanitation practices are the responsibility of the entirefood service staff.

Food service establishments may be closed by the healthdepartment for failure to observe sanitation regulations.

WORDS TO KNOW: sanitationfood handlingcleanenforced rulesCity or CountyDepartment ofHealth

healthful conditionsdishwashinglegal aspectState Department

of Health

personal hygienephysical facilitiesinspect

approved


Define sanitation (C-K)

Cite the need for sanitationin the food service industry(C-K)

Explain the importanceof using good sanitationpractices (C-C)

Brainstorm to define sanitation. Comparethe class definition with the followingdefinition of sanitation: "the scienceof bringing about general, healthfulconditions."

Collect newspaper articles about food-borne illnesses and their causes. How

could sanitation be a factor in eachcase? Who is responsible for sanita-tion in food service establishments?

Work in groups to list the areas of foodservice in which sanitation is important,such as personal hygiene, food handling,dishwashing, and physical facilities.

View a film depicting good and poorsanitation practices. Give examplesof good sanitation practices. Explainwhy sanitation is a major concern inthe food-service facility.

172


Identify sanitation lawswhich apply to food-servicefacilities (C-K)

List procedures used toenforce food-service sani-tation laws (C-K)

Summarize sanitation lawsaffecting food-servicefacilities (C-C)

Predict the possible legaloutcome of not adhering tosanitation codes in specificsituations (C-Ap)

Determine the degree of

observance of sanitationstandards in commercialfood-service facilities (C-An)

Choose to adhere to legalsanitation standards (A-V)

View films on sanitation to learn pro-cedures which should be followed infood-service facilities. List sanita-tion rules which should be observed.

Listen to a speaker from the state,county, or city health departmentexplain legal aspects of sanitationin food service establishments.Ask him to inspect your laboratoryfacilities and explain what he looksfor when inspecting a food-servicefacility.

Become familiar with local laws affectingfood-service establishments by studyinghandouts obtained from the city or countydepartment of health.

Look at a sample of an inspection reportfor food-service establishments (obtainablefrom State Department of Health). Whatdoes an inspector check when he inspects afood-service facility? Why does he checkeach of these things?

Discuss what might happen if studentsdid not follow health rules in the food-service laboratory. What would happenif an employee failed to follow healthrules on the job?

Inspect the food-service laboratory usinga list of sanitation standards. Howcan sanitary practices in your food-servicelaboratory be improved? Make plansfor improving sanitary practices in thefood-service laboratory, if needed.

Adopt desirable sanitation practicesin all laboratory work. Report to theteacher any unsanitary practices ob-served.

1/3

KEY IDEAS:

Personal Sanitation

F.igh sanitation standards and practices are essential forthe continued operation and success of a commercial-foodfacility.

An understanding of the principles of personal health andhygiene promotes improved health practices.

WORDS TO KNIA: good healthhygienic practice grooming

perSonal hygiene cleanliness


Define personal sanitation(C-K)

Cite the importance ofpersonal appearance (C-K)

Name the main componentsof personal appearance (C-K)

Identify grooming habits forfood-service workers .,C-K)

Brainstorm to define personal sanitationListen as teacher reads the followingdefinition of personal sanitation:"cleanliness such as grooming habitspracticed by an individual." What aregrooming habits?

Discuss the following statements, andtell how personal appearance entersinto the situations described.1. An employee represents the business

he works for.2. The first contact with an employee

sets the mood for the customer.3. Personal appearance of an employee

can help or hinder any good serviceprovAed by a business.

Brainstorm Lo identify the three maincomponents of personal appearance:good grooming, pleasant manner, andgood conduct.

View instant slide., depicting food-service workers lacking one of thethree elements of personal appearance.Identify the component which theworker is lacking. (See pp. 178-182.)

View transparencies on the good groominghabits for a food-service worker. Con-sider good health, including properdiet, adequate sleep, regular exercise,regular medical examinations (once ayear), and regular dental checkups(at least once a year).

174


Describe the grooming habitsof a food-service worker(C-C)

Prepare a checklist on goodgrooming habits for a food-service worker (C-Ap)

Define a pleasant manner (C-K)

Also consider personal cleanliness,including daily bath or shower, useof deodorant, clean teeth, odor-freebreath, clean well-kept hair, cleanwell-manicured hands, clean under gar-ments. Finally, consider general ap-pearance, including clean, neat uniform;clean, low-heeled shoes; clean socks or

stockings without runs; appropriatehair style; only necessary jewelry (watchand wedding band); moderate use ofmakeup; conservative use of perfume;

good posture. Why is good grooming

so important? Look at a transparencyof a food-service worker who has notacquired the essential grooming habits.How would you react to this food-service worker?

Model appropriate clothing and accesso-

ries for a food-service worker. Have

the rest of the class act as a panelof judges. Discuss changes that need

to be made in the model's appearance.

Listen to a resource person such as theschool nurse, a dietitian, or a food-service employer discuss personal health.What procedures does he recommend formaintaining one's personal healtt.?

Describe in your own words what is meantby good health of a food handler. Why is

the food handler's breath important tothe food manager? To the customer?

Work in groups to prepare a checklist onpersonal appearance. Mark the check-list every day for a week to increaseawareness of good grooming habits. How

can appearance affect success in get-ting a job?

Listen as the teacher discusses a pleasantmanner, including friendliness, courtesy,

and a pleasant facial expression. What

are the elements of a pleasant manner?Why should a food-service worker havea pleasant manner?

175


Describe a pleasant manner (C-C)

Identify rules for goodconduct (C-K)

Explain good conductrules (C-C)

Cite personal habits of afood-service worker thatprevent the spread ofdisease (C-K)

Illustrate personal habitsof a food-service workerthat prevent the spread ofdisease (C-C)

Observe a food-service worker's manner.Give examples of actions or words thatshow pleasant manners and unpleasantmanners. Describe the effect eachmanner has on you.

Look at pictures showing poor conductby a food service employee. Includegathering in the corner to gossip,running, pointing, chewing gum, smoking,never looking at guests to see if theyneed anything.

Role-play good and poor conduct by 0food-service worker. Discuss the con-duct portrayed. How can you improveyour conduct? How will your conductaffect your customer?

View a film on personal sanitation forfood-service workers. After viewing thefilm, participate in a round-tablediscussion to cite hygenic practiceswhich should be observed by food-serviceemployees, such as observing all theelements of good grooming, especiallykeeping hands and fingernails clean;washing hands frequently with soap andhot water, particularly after using ahandkerchief, after tying shoelaces,after visiting the restroom, and beforehandling food; avoiding coughing,sneezing, spitting, or smoking nearfood or food containers; avoidingtouching the hair, face, nose, andmouth; avoiding scratching skin whileworking, and bandaging cuts and sores;staying at home when sick. Explainwhy each practice should be observed.

176

Make posters showing personal workhabits that a food-service workershould follow. Display the postersin the food-service lab.


List correct handwashingprocedures (C-K)

Explain the procedures forcorrect handwashing (C-C)

Carry out correct hand-washing procedures (P-GR)

Practice personal sanitationappropriate to a commercialfood service employee (C-Ap)

Observe a demonstration and study hand-out sheet on correct handwashing.(See p. 183.) Why is correct hand-washing important to a food handler?When should a food handler wash hishands?

View transparencies showing when afood handler should wash his hands.(See p. 184.)

Work in pairs to explain the correctprocedure for handwashing.

Make a bulletin board display showingcorrect handwashing procedures andoccasions for observing them.

Practice correct handwashing proceduresdescribed on the handout sheet.

Work in discussion groups to devise achecklist of hygienic practices a foodhandler should follow. Follow thechecklist.

177

Script on Persona] Appearance

1. What does your personal appearance say about you?

2. Personal appearance is important you know.

3. Customers get their first impressions from the way the food serviceemployee looks,

4. First impressions can be lasting.

5. If you're a waitress, first impressions can last right up until the timethe customer places his tip on the table.

6. There are three main elements of personal appearance..good grooming, apleasant manner and good conduct.

7. Would you like for Janie to serve you? What kind of first impression wouldshe make? What would improve her groomings?

8. Bathing daily.

9. Using a deoderant.

10. Washing hands often.

11. Brushing teeth at least twice a day.

12. Being sure fingernails are clean, medium length, and unpolished.

13. Wearing no jewelry except a watch and wedding band.

14. Keeping hair clean, and choose a simple hair style.

15. What's wrong with Janie's makeup?

16. What should Janie do to be well-groomed?

17. Be frieldly.

18. Be courteous. Say "Yes, ma'am. "Yes, sir," and "Thank you," and "Please."

19. Smile.

20. Which waitress would you want to greet yOU? Why? W".at is a pleasant manner?

21. Follow these rules of good conduct?

22. Don't gather in a corner to gIssip.

23. Don't run.

24. Don't point.

178

25. Don't chew gum.

26. Don't smoke.

27. Keep your eye on the guests. They may want to catch it!

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SANITARY METHOD OF HANDWASHING

1. Use correct sink for handwashing.

2. Turn on cold water, and add hot water until it is as hot as you can use.

3. Wet hands and wrists under running water.

4. Use soap, and work up a lather.

5. Rub hands together briskly -- making sure to scrub knuckles and nails.

6. Rinse hands and wrists thoroughly under running water.

7. Dry hands and wrists carefully with a paper towel, or use a hot-air dryer.

8. Dispose of paper towel in container provided.

183

WASH HANDS

BEFORE:

c\--.Starting to work

I Wor4S.N1AFTER:

Visitingrestroom

Coughing or sneezingBlowing nose

Smoking

184

Sanitation in Food Handling

KEY IDEAS: Appropriate cleaning and storing methods and proper foodhandling contribute to providing safe and sanitary food.

WORDS TO KNOW: food handlermicroorganisms

safe temperaturehost

perishable food bacteriapotentially hazardous food contamination

food toxinagents


Cite the importance of sanitaryand safe handling of foods(C-K)

Cite procedures for sanitaryand safe handling of foods(C-K)

Explain procedures forsaWtary and safe handlingof foods (C-C)

Listen to a tape recorded interview ofsomeone who has seen food-born illnessesoccur. What were the results of thesituation? Discuss the dangerousaspects of food-borne illnesses.

View films or filmstrips showing im-portance of safe handling of largequantities of food.

View transparencies showing temperaturesat which food should be stored andserved.

List procedures which should be observedin food-service facilities to ensurehandling and storing food. How shouldfood be served to keep it safe? Why isit important to observe safe foodhandling and storage procedures?

Discuss personal experiences with foodscontaminated by foreign objects. Examples:hair in the soup, gum in a salad, usedband-aid in the meat loaf, nail polishchips in a cream pie. How would suchexperiences affect a customer's attitudetoward the food establishment? Describehow you would react to this type ofexperience, and describe possible re-sults of each situation. How couldsuch carelessness be prevented?

185


Apply procedures for sanitaryand safe handling of foods(C-Ap)

Conduct an experiment on the growth ofbacteria. Place specimens of variousfoods on slides or agar plates. Store

one sample of each food properly, oneimproperly. Periodically check eachsample under a microscope to observethe growth of bacteria. What do re-sults tell you about the properstorage of foods? About the growthof bacteria? Discuss conditionsaffecting the growth of bacteria?

Experiment with bacteria from variousscurces. Take cultures from some ofthe following: cough, sneeze, spit,dirty hands, hair, can opener, garbagecan, dirty floor, cockroaches, flies, orrodents. Can you see the bacteria ineach specimen?

View the results of the experiment, anddiscuss diseases such as typhoid fever,tuberculosis, common cold, influenza,strep infections, undulant fever, infec-tious hepatitis, and diptheria, whichare transmitted through contaminationof food. Discuss the symptoms and theseriousness of each disease. View slidesor pictures of the effects of eachdisease, or ask the school nurse todiscuss them.

Work in groups to prepare a skit or il-lustrated talk on one of the followingsubjects:1. The hygienic practices of a food .

handler (pantomime)2. Temperatures above or below which

hazardous foods should be kept(poster)

3. Best germ spreader in food service(skit)

4. Disposal of garbage and trash(demonstration)

5. Methods of pest control (poster,talk)

6. Satisfactory handwashing(demonstration, talk)

186


Display sanitary and

safe handling of foods (A-V)Exhibit sanitation procedures in thelaboratory. Report to the teacherimmediately i f you suspect that afood might be contaminated.

187

Sanitation of Physical Facilities

KEY IDEAS: Each employee has a responsibility for keeping his work areaclean and orderly.

Sanitizing serving surfaces decreases the spread of bacteria.

WORDS TO KNOW: sanitizing physical facilities cleaning


Cite the necessity ofsanitary physical facilities(C-K)

Describe sanitary standardsfor physical facilities (C-C)

List the steps in cleaningfurniture surfaces (C-K)

Explain steps in cleaningfurniture surfaces (C-C)

Watch skits showing situations in whichcustomers enter food service establish-ments which are clean or dirty. What

can happen if the furnishings are notclean? Does this make customers want toreturn? Why is it important to haveclean facilities in a food service estab-lishment?

View films or filmstrips showing sanita-tion of equipment and facilities. List

methods and devices used to keep foodservice equipment sanitary. Why is itimportant for food service facilities tobe clean?

Work in groups to determine the pur-pose of cleaning and to set up standardsfor cleaning the food-service laboratory.Share your standards with the class.

Watch a filmstrip showing proceduresfor cleaning counters, chairs, andtable tops. What methods of cleaningare used for each? Why is sanitizingof table tops and counters necessary?How are table tops and counterssanitized? What type of cleaningis required before new customers areserved?

Work in groups to list the steps involvedin cleaning specific food-service fur-nishings, such as tables, chairs, andserving counters.

Look at a display of cleaning equipmentand supplies. Decide which would be usedfor a specific cleaning job, such ascleaning a vinyl chair, a wooden table,or a formica serving counter.

188


Demonstrate the steps incleaning furniture surfaces(C-Ap)

Carry out appropriate standardsof sanitation in the care offurniture surfaces (P-GR)

Name the steps in cleaningspecific surfaces in a food-service establishment (C-K)

Look at pictures illustrating furnituresurfaces which need cleaning. Decidewhich items in the pictures need cleaning,and describe the procedures which shouldbe used to clean them.

Arrange in the correct order, cardslisting the steps in cleaning a specificfurniture surface.

Work with a partner to show correct pro-cedures for cleaning tables, servingcounters, and chairs. (See p. 191.)

Practice cleaning the counter, table tops,and chairs in the ftod- service lab.With some students playing roles ofguests, rotate duties to let everyoneclean each at least once.

Observe demonstrations on cleaning ofspecific surfaces. Ask a custodian togive hints on cleaning floors, windows,woodwork, doors, blinds, and furnish-ings. Work in groups to list the stepsused for cleaning each. When are floorsswept, dust mopped, wet mopped, vacuumed,or polished? How is each process done?For which floor surfaces is each mostappropriate?

Work in groups to list the steps involvein cleaning specific areas in food-servicefacilities. Include floors, light fix-tures, woodwork, blinds, walls, doors,and windows.

View a filmstrip, demonstration, ortransparencies showing procedures forsweeping, dust mopping, wet mopping,vacuuming, and polishing floors. Listthe steps involved in each. How oftenis each done in a food-service estab-lishment? What motion is used foreach? What equipment and supplies areused for each?

189


Give examples of cleaningprocedures for specificsurfaces (C-C)

Demonstrate the steps forcleaning specific surfacesin a food-service estab-ment (C-Ap)

Follow appropriate proceduresfor floor care in a commerjalfood establishment (P-GR)

Show continuing desire tomaintain sanitary commercialfood service facilities (A-V)

Work with a list of floor surfaces, andindicate whether each should be swept,dust-mopped, wet-mopped, vacuumed, orpolished.

Work in pairs to explain correctcleaning procedures for various partsof a food-service establishment. One

partner pretends to be an experiencedemployee explaining to his partner, anew employee, the steps followed incleaning various types of floors, walls,light fixtures, and windows. Switchroles. Evaluate instructions.

Work with a partner to show correctcleaning procedures for floors (includ-ing sweeping, dust-mopping, wet-mopping,vacuuming, and polishing) walls, windows,and light fixtures.

Work with a partner to practice sweeping,dust-mopping, wet-mopping, vacuuming,and polishing floors. Follow steps out-lined in previous activities.

Practice cleaning the facilities in thefood-service lab, following steps andprocedures learned in previol!Gactivities.

Display desire to follow procedures forsanitary facilities while working in thefood service laboratory.

190

Cleaning Procedures

Dining Tables, Counters, Bar Tops, Chairs, and Stools

1. When guest leaves his seat, clear away dishes and glasses.2. Wipe area, including edges of furniture and chair seats, with clean towel

wrung out in a sanitizing solution.3. Rinse towel in solution often.4. Keep towels clean. Change them often.5. Each day, spray a cleaning and sanitizing agent on surfaces. Wipe

clean and dry.6. Wipe all surfaces with a clean, dry, cloth.

Loading Dock

1. Sweep up and remove all loose trash.2. Apply hot sanitizing solution to floor areas and to garbage can exteriors,

steps, ramps, etc.3. Let solution stand 5 minutes.4. Spray-rinse with clear hot water.

Walls--Tile, Block, and Plaster.

1. Wipe clean with a warm solution of cleaner.2. Clean areas, such as light switches, that come in contact with hands.3. Clean areas soiled by splashing solutions and waste materials.4. Let surfaces air dry.5. If walls are heavily soiled, rinse with clear water, and allow to air dry.

Finished Wood Paneling

1. Wipe clean with clean cloth wrung out in an all-purpose cleaning solution.2. Wipe dry with a clean, dry cloth.

Floors

1. Clear floors of all movable objects.2. Sweep to remove loose soil.3. Mop with a disinfectant solution.4. Rinse mop.

5. Rinse floor, changing water frequently.

191

KEY IDEAS:

Sanitary Dishwashing Procedures

Clean, sanitary dishes contribute to bacteria-free food service.

If not cleaned and sanitized, utensils and equipment used inpreparing, serving, and storing food will contaminate it.

WORDS TO KNOW: pre-rinse

scrapedish detergentwater softenersanitizing agent

spotting agentbactericide


Identify the steps in prepar-ing dishes for washing (C-K)

Describe procedures inpreparing dishes for washing(C-C)

Carry out pre-wash procedures(C-Ap)

Identify the steps in manual(hand) dishwashing (C-K)

Describe the procedures inmanual dishwashing (C-C)

Observe a demonstration on pre-wash pro-cedures: scraping, disposing of garbage,and pre-rinsing. What equipment is used?How is paper trash disposed of? How isgarbage disposed of when a garbagedisposal is not available? What is thetemperature of water used for pre-rinsing?

Prepare posters to illustrate scraping, disposing of garbage, and pre-rinsing. Placeposters near the dishwashing area. Whyare these ore-wash procedures important?

Practice scraping, disposing of garbage,and pre-rinsing of dishes in lab, fol-lowing directions given on the posters.

Watch a cafeteria worker, restaurantemployee, or other resource persondemonstrate manual dishwasing. Whatitems are usually washed manually?What supplies are needed? What equip-ment is used? List steps involved inmanual dishwashing. How is watertemperature checked? What type ofdetergent is used? How is it measured?

Study handouts on manual dishwashing pro-cedures. (See p. 196.)

Depict on a separate poster each step usedin manual dishwashing. Discuss the post-ers, and arrange them in correct order.What water temperature is necessary towash the dishes, to rinse the dishes, tosanitize the dishes? How is water suppliedat these temperatures? Display the post-ers near the sink where dishwashing is done.

192


Follow manual dishwashingprocedures (C-Ap)

Explain how a commercialdishwashing machine operates(C-K)

Explain how using a dishwash-ing machine contributes touncontaminated food (C-C)

Point out the advantages anddisadvantages of mechanicaland manual dishwashing (C-An)

Practice procedures foroperating the dishwasher (P-GR)

Operate the dishwasher (P-M)

Work in pairs to carry out manual dish-washing procedures: readying the equip-ment, gathering supplies, carrying outpre-wash procedures, washing, rinsing,and sanitizing.

View a film showing the operation of

the commercial dishwasher. Discuss

the following questions: What cyclesdo dishes go through in a commercialdishwasher? How are dishes rackedfor washing? What kind of detergent isused? How much is used? How is itmeasured? What sanitizing agents areused? When are they used? Whatquantities are used? How are they

measured?

Listen to a commercial-dishwashingequipment salesman, or a commercial-dishwasher operator explain and demon-strate how the dishwasher operates.

Discuss the following questions: How aredishes sanitized in a commercial dish-washer? What role does the temperatureof the water play? The amount and typeof detergent? The amount and type ofsanitizing agent?

Determine the differences between thetwo methods of washing dishes. Comparethe water temperatures, the number ofpeople involved, the time required, etc.

Take turns trying to operate the dish-washer, checking each step in the pro-cedure a against those observed in thedemonstration. Inspect the dishes forcleanliness when they are removed fromthe dishwasher.

Operate the dishwashing machine in thefood-service lab, rotating the respon-sibility each class period.

193


Identify the method ofdrying dishes used in food-service establishments (C-K)

Identify procedures forhandling clean tableware (C-K)

Describe the procedures forcorrect handling of cleantableware (C-C)

Interview several food-service establish-ment owners or managers to determine howdishes are dried in their establishments.Why do they use these methods? Is a

dish towel ever used? Why?

Notice how the dishes, glassware, andsilverware are dried in food-serviceestablishments you visit.

Observe a demonstration on methodsof carrying and handling clean itemssuch as cups, plates, bowls, silver-ware, and glassware. Note which areasof the clean items are touched bythe hand.

View transparencies showing the correctmethod of handling clean dishes. (See p.

198.) Describe the correct procedure forholding various types of dishes. Examplesinclude holding plates by the rims andnever putting thumb or fingers in thecenter of a plate, holding cups bythe handles, holding bowls by the sides,and holding glassware by or near thebottom.

Volunteer to explain the procedure forhandling each item of tableware as theteacher holds it up.

Draw a card naming an item of table-ware, and describe how you would carryit to the storage area or servingstation.

Explain ways of transporting cleanutensils to the storage area. Why aresilverware and other similar equipmentpicked up by the handle after cleaning?Why are dishes handled only by the rim?

194


Carry out procedures forcorrect handling of cleantableware (P-GR)

Use correct handling ofclean tableware (P-M)

Identify the storage areasfor clean utensils (C-K)

Describe the procedures forproper storage of cleandishes (C-C)

Apply correct storageprocedures for clean dishes(C-Ap)

Practice picking up dishes and silverware

by the rims and handles.

Improve handling of clean dishes untilcorrect handling becomes a habit.

Tour the food-service lab, and note thestorage areas for dishes, silverware,glasses, and pots and pans.

Look at pictures of various storageprocedures for tableware.

Explain the correct procedures forstoring tableware. (12 in. abovethe floor in a clear, dry place and,when practical, covered or turnedupside down)? Why is all glasswarestored upside down? Why should bowlsbe turned upside down? Why areportable, self-leveling devices pre-ferable?

Store the clean items, using the correctmethod and storing in the proper area.Work in pairs to check each other onproper handling of equipment.

195

Sanitary Methods to Clean Pots and Pans

1. Get supplies and equipment ready. Get out fiber brush, wire brush,detergent, and sanitizing agent. Use a two- or three-compartment sink.(See p. 197.)

2. Fill first compartment of the sink with hot water (110 - 120 degrees F.)

3. Scrape pots and pans. Soak until time to wash them.

4. Drain first compartment, and fill with hot water (110 - 120 degrees F).

5. Measure the right amount of detergent. (Following the package directions.)Add detergent to water.

6. Wash all over pots and pans, using a clean fiber brush.

7. Change water if needed to keep it at 110 degrees.

8. Scrub burned pots and pans with a wire brush.

9. Rinse pots and pans in warm water in second sink. Change water often tokeep it free of detergent.

10. Sanitize in rinse section if using a two-compartment sink. Hold pots andpans in 170 degrees F. water for 2 minutes.

11. Fill the second compartment of the three-compartment sink with cleanhot water to cover pots and pans.

12. Place pots and pans in 170-degree-F. water for 2 minutes to sanitize. Orin 212 degree F. water for 30 seconds.

13. Use chlorine bleach as sanitizing agent, if desired. (Follow directionson bottle.)

14. Pots and pans which are too large to be covered with water in the thirdcompartment, are sanitized by hosing with live steam, or boilingwater or by spraying or swabbing with a chlorine solution.

15. Remove pots and pans from hot water.

16. Drain pots and pans. Air-dry on a rick or clean surface. Do nottowel dry.

17. Store pots and pans upside-down on s 's, or cover to protect.

196

SINKS AND TEMPERATURE S FORHAM J111,1-SLWA3H I NG

Water 1700 for2 minutes andsanitizingsolution

Warm water Water 110°to 120° F.

"best"method

EIO

unlorine solution100 parts permillion should not

\. fall below 50 parts\\.per million

or

Warm water Water 110°to 120° F.

"next best" method

Water 1700for 2 minutes

Water 1100to 1200 F.

197

HANDLING CLEAN DISHES

IGHT

WRONG

SilverwareCarry silverwareby the handle only RIGHT

WRONG

Hold glasses at the base

RIGHT

PlatesHold plates by rim only

198

Bowls

WRONG

CUCEPT: Safety

JUSTIFICATION:

The National Safety Council estimates that 90% of all accidents occuring

in commercial food-service facilities are avoidable. Accidents are expensive

to employers as well as to employees in terms of time, money, and physical

health.

Food-service employees handle thousands of dollars worth of equipment

daily. Carelessness and extravagance in handling equipment increases cost of

operation; therefore, employees and management should constantly work together

to minimize losses caused by breakage, damage, or spoilage of property.

OVERALL OBJECTIVES:

Demonstrate the ability to perform commercial food tasks safely (C-Ap)

Apply standards of safety when working in a commercial food facility (P-M)

Show concern for safety in a commercial food facility (A-V)

199

KEY IDEAS:

Preventative Procedures

There are many potential hazards in food-service operations.

The safety of the worker depends on his taking necessary pre-cautions and operating equipment correctly.

Knowledge of preventive procedures can cut down on unnecessaryaccidents.

WORDS TO KNOW: safety

accidentaccident prevention

unsafe actsinjury

unsafe conditionssafety precautions


Note the importance ofsafety in the commercialkitchen (C-K)

Cite typical accidents andinjuries in commercial foodfacilities (C-K)

Identify factors which leadto unsafe conditions incommercial food facilities(C-K)

List unsafe conditions ina commercial food-serviceestablishment (C-K)

Listen to a representative of a casualtyinsurance company discuss the statis-tics of accidents in food-service estab-lishments.

Discuss the cost of accidents in relationto time, money, health, etc.

React to the statement "Accidents don'thappen; they are caused, and can beprevented."

Make a bulletin board of clippings andpictures titled, "This could be you,"showing accidents common in commercialfood facilities, such as falls, collisionswith persons or equipment, slips,stumbles, burns, cuts, sprains, splinters,broken bones, and bruises.

Work in groups to identify safety hazardsdepicted in cartoons, such as neglect,carelessness, lack of organization,improper functioning of equipment,inappropriate clothing in dining andfood-preparation areas. Whose respon-sibility is it to prevent these hazards?

Define an unsafe condition. Tour thefood-service laboratory. Can you spot anyunsafe conditions? Brainstorm toidentify other unsafe conditions thatmight exist in a food-service establish-ment.

200


Describe unsafe conditionsin a commercial food-serviceestablishment (C-C)

Identify unsafe actsoccuring in a commercialfood-service establishment(C-K)

Depict unsafe actsoccuring in a commercialfood-service establishment(C-C)

Identify accident-preventionprocedures for the commercialfood facility (C-K)

Describe accident-preventionprocedures for the commercialfood facility (C-C)

Apply accident-preventionprocedures in the commercialfood facility (C-Ap)

Point out safety pre-cautions to be observedin the commercial foodfacility (C-An)

Compile a checklist ofsafety precautions to usein the laboratory (C-S)

Look at illustrations showing unsafeconditions. Explain why a particularcondition is unsafe, and predictpossible accidents that might resultfrom the condition.

View transparencies showing unsafeacts found in a commercial food-serviceestablishment. What is an unsafe act?Name the unsafe acts seen in the slides.Can you think of others? (See p. 203.)

Pantomime unsafe acts, such as breakingglass, lifting heavy boxes, using equip-ment you do not 'now how to operate,"horseplaying" on the job, or wearing un-safe clothing.

View films on kitchen safety. Discuss

the responsibility of each employee inhelping to achieve and maintain safeconditions for food' preparation and ser-vice. Note the ways accidents are pre-vented.

Study illustrations of potential hazardsin a commercial food facility, andgive examples of ways to make theunsafe act or condition into asafe one.

Select a piece of equipment used or atask performed in a commercial foodfacility, and demonstrate the safetyprecautions associated with the use ofthe equipment or the performance of thetask.

Follow safe practices for the preventionof accidents, report hazards, andsuggest safety precautions to reduce ac-cidents in the commercial food-serviceestablishment.

Develop a check sheet of questions to aid inprevention of accidents. Examples:

201


Falls:

1. Are spills cleaned up immediately?2. Are mops and brooms put in the proper

storage area after use and not leftout for someone to trip over?

3. Are stepladders sturdy and in goodcondition?

Cuts:

1. Is broken glass promptly swept upand the small pieces picked up withwith a damp paper towel?

2. Are knives to be washed left on thedrain board and not dropped into thesink?

Burns:

1. Are dry pot holders used for liftinghot pans?

2. Are lids lifted properly from pansso that steam burns are avoided?

3. Are flames turned off when pansare removed from the range?

202

SAFETY HAZARDS

Gas onbefore match

oi,i,eou

c---""

0 o o o

Handle facingout

Improper clothes

10

Improper traffic flow

Catching fallingobjects

203

Improper lifting position

ii,

KEY IDEAS:

Emergency Procedures

Emergencies require immediate and appropriate handling.

Failure to respond to emergencies properly may result inthe loss of or extensive damage to life, limb, or property.

An understanding of how to huidle emergencies aids in pro-tection of the food-service worker.

WORDS TO KNOW: emergency situationcarbon dioxideextinguishers

soda-acidextinguishers

pressurized-waterextinguishers

dry-chemicalextinguishers

combustible material


Identify potential emergenciesin the commercial foodfacility (C-K)

Name the elements of afire (C-K)

Cite the three types offires (C-K)

Identify the methods ofhandling fires (C-K)

Describe methods ofextinguishing fires (C-C)

Icentify other emergencysituations (C-K)

Define "emergency". Brainstorm to listpossible emergencies that might occur ina commercial food-service facility.

Listen as the teacher goes over the threeelements of a fire: heat, oxygen, and acombustible material. Are these elementspresent in a food-service facility? Where?

Listen to a fireman discus the threetypes of fires: rubbish, wood, or paper;oil; and electrical. Where might these typof fires occur in a food-service facility?

Listen to the fire chief discuss the kindsof fire extinguishers used for differenttypes of fires. Note the placement offire extinguishers in the food-servicelab.

Watch a demunstration on handling fires.

Draw an assignment card naming a typeof fire to be extinguished. Explainthe procedure for extinguishing it.

Brainstorm to identify emergency situa-tions other than fires, such as cuts,burns, and falls.

204


Identify procedures forhandling specific emergencies(C-K)

Describe procedures forhandling specific emergencies(C-C)

Practice procedures for han-dling emergencies (P-GR)

Adopt procedures for han-dling selected emergencysituations (A-V)

Listen to a commercial food-servicemanager describe various emergencysiutations and ways of handling them.

Listen to a school nurse discuss han-dling of emergency cuts, burns, and falls.Work in groups, and list steps for han-dling a cut, burn, or fall.

Watch a nurse demonstrate emergencyfirst-aid treatments. Examine a first-aid kit. Note the location of thefirst-aid kit in the food-service lab.

View a film on food-service emergencies.Note the procedures for handlingemergency situations. To whom shouldthe accident be reported?

Make posters to illustrate proceduresfor handling emergency situations suchas cuts, burns, and falls. Displayposters in the lab.

Divide into rescue teams, and practicehandling simulated emergency situationssuch as a grease fire on the griddle ora cut finger.

Draw an emergency-situation assignment,and pantomime the emergency situation.

Select appropriate emergency procedures inthe lab when presented with an emergencysituation.

205

CONCEPT: Receiving, Storing, and Issuing

JUSTIFICATION:

Receiving, storing, and issuing food are important phases in food pro-

duction because of their role in cost control. Careful checking of deliveries

for both quality and quantity is essential. ;:torage of food influences its

quality and safety. Issuing food on a first-in, first-out basis prevents

spoiled food which results in loss of money through direct waste or loss of

money. In addition, strict adherence t.) issuing procedures discourages

careless requisitioning and stealing.

OVERALL OBJECTIVES:

Utilize correct procedures for receiving, storing, and issuingfood (C-Ap)

Endorse receiving, storing, and issuing procedures which contribute tomaintenance of food quality (A-V)

Receiving, Storing, And Issuing

KEY IDEAS: Careful checking of deliveries for both quantity andquality saves the food service establishment money.

Proper storage of food affects i is quality and safety.

Issuing foods on a first -in, first -out basis preventsspoi led food which results i n 1 oss of money either throughdirect waste or through 1 os t customers .

Careless requisitioning or unauthorized requisitioning costsand food service establishment money in wasted time andfood and in stolen food.

WORDS TO KNOW: receivingreceiving clerkdeli very

purchase orderinvoice

delivery slipspecifi cations

qualityquantitycredit memoreceiving records

receiving ticketsreceiving or

invoice s tamp

daily receivingsheet

conventi onal

receivingblind receivingstoreroom manstewardperishable foods

spoi lage

aging (of meats)

circulationrancidthawing

swelling (of cans)dry bulk foodsfirst-in, first -out

issuing

requisition forminventory


List facilities andequipment needed forreceiving and storingfood (C-K)

Tour a commercial food - service estab-

lishment or school cafeteria to vi ewreceiving and food-storage faci 1 i ti es .

What three ways are foods stored?

Observe the arrangement of foods in thestorage room, the refrigerator, andthe freezer. Listen as the receivingclerk or storeroom man poi nts outfeatures of the facilities. What equip-ment is essential for receiving food?Why is ability to use scales accuratelyessential?

Locate food-storage facilities in foodservice lab.

208


Cite procedures forreceiving food (C-K)

Listen to a receiving clerk describeprocedures for receiving food. Why isit necessary to Pieigh each item re-ceived separately? What procedures areused to check quality of perishablefruits and vegetables? How cn taggingmeats with their weight at time ofdelivery save tine later? Why shouldchecking be done before signing theinvoice or delivery slip? Who elseshould check peAshables? How can thereceiving clerk be sure each item meetsthe specifications of the order? Whyshould the receiving clerk be familiarwith meat specifications of management?know how to read meat labels and inspec-tion stamps? Why should he know how toweigh and measure meats? Why shouldprices and quantities not merely becopied from the invoice? What re-ceiving records are needed? What is"blind receiving"? What procedure isused for refusing part of an order?What procedures is used if the orderis short?

Listen as teacher describes proceduresto be used in storing food in the foodservice lab. Answer questions aboutprocedures to be used until you canrecite them without hesitation.

List the points every shipment receivedshould be checked against the invoicefor. Include type of item, size, numberof items, weight, quality, and condition.How do you know that the delivery invoicerepresents what was ordered? Legallywhat does the receiving clerk's sig-nature mean on an invoice?

209


Identify forms usedin receiving food (C-K)

Summarize proceduresfor receiving food (C-C)

Utilize correct proceduresin receiving food (C-Ap)

Endorse receiving procedureswhich ensure receipt ofthe quantity and qualityfood ordered (A-V)

Study sample receiving records, receiv-ing tickets, and receiving or invoicestamp. (See p. 216.) How are these

used in receiving food? If dailyreceiving records are used, who getseach copy? What is included on thedaily receiving record?

Make a poster to serve as a reminderbriefly stating procedures for receiving.

ctice filling out forms to be usedHI the food-service lab for receivingfood.

Role play to practice procedures forreceiving food. One student takes thepart of the delivery man, another ofthe receiving clerk.

Take turns receiving food for the food-service lab according to a rotationchart. Which should be inspected morethoroughly, canned tomatoes or freshtomatoes?

Observe procedures which ensure thatfoods delivered are the exact quantityordered and that the quality meetsthe established specifications, eventhough these procedures take more time.Never sign a delivery slip or invoicewithout checking the goods receivedfirst. Ask supervisor to check anyitems about which there is a question.Discuss personal qualities the receivingclerk needs. If the receiving clerk isconsistently thorough and honest wheninspecting shipments, what influencemay this have the delivery man andhis company?

210

Behavioral Objectives Learning and Evaluation Exp'riences

State reasons for carefulfood storage (C-K)

Cite procedures forstoring food (C-K)

Brainstorm to list reasons for carefulfood storage. How is food storagerelated to sanitation? How can foodstorage affect profits? How canstorage of food influence how flavor-ful and appetizing it is to the cus-tomer?

Listen to a health inspector describeacceptable procedures for storing food.What is the chief function of thestorage department? When should foodsbe stored after they are received?Which foods should be stored first,what cleanliness and sanitationstandards should be maintained inrefrigerators? Freezers? Storeroom?

Observe a demonstration on storing foodsin the refrigerator. How often shouldfoods be checked for spoilage? Whichfoods should be stored may fromstrong-odered foods? What special pro-cedures s)ould be followed for storingeggs? Butter? Cheese? Fruits and

vegetables? Meats? Why is itnecessary to allow room for air tocirculate? What type pans allow foodto cool most quickly? Why shouldprepared foods be cvered? Should therefrigerator door be allowed to remainopen?

Study charts showing temperatures atwhich various foods should be storedand the acceptable length of time eachmay be stored. Post copies of thecharts near each storage area.

Observe a demonstration on storingfoods in the freezer. How should foodsbe wrapped for freezing? What types ofwrap may be used for freezing? Whattype containers may he used?

211


Explain proceduresfor storing foods (C-C)

Observe a demonstration of storingfoods in the storeroom. What type con-tainers should be used for storing drybulk foods such as flour, sugar, andsalt? Why should foods be stored offthe floor? How can labeled shelves aidin locating items? How can arrangingfoods by groups such as cereals, fruits,soups, and vegetables, or alphabeticallyand placing like foods together, aid inlocating items? What is meant by first-in, first-out? At what temperature shouldcanned goods be stored? Should nonfooditems such as soaps, detergents, insectpowders, and rat and other poisons bestored in the storeroom? Why?

Di vide into groups of four. Each playerdraws a number. Player who draws thehighest number may draw a card listing afood to be stored. If the player cor-rectly tells how to store the food to thesatisfaction of other players, hescores four points. If he cannot, theplayer who has drawn next highest numbertries to answer. If correct, he scoresthree points. A player giving only apartial answer may receive half thepoints, and the next player who cancomplete the procedures receives theremaining poi nts . Cards for whichcorrect storage procedures are given areplaced in a discard pile. If no playercan tell how to store the food, playerslook up the correct procedures inreferences or ask teacher. The cardis returned to the draw pile, whichis then shuffled. The player scoringthe most points at the end of a specifiedtime period is the "Food StorageExpert" and may have the first oppor-tunity to be in charge of receivingand storing food.

212


Demonstrate ability tostore food properly(C-Ap)

Accept responsibility forstoring food properly(A-V)

View a role-play situation of a foodservice worker who leaves the freezerdoor open unnecessarily; makes severaltrips to the freezer or refrigeratorfor items needed in one lab; doesn'tuse a cart to collect items; storesfood uncovered; uses a sharp knife tochip off ice when defrosting. Identifyas many incorrect procedures observedas you can.

Prepare a display case using foodmodels and vapor-and-moisture-proofwrap to illustrate procedures forproper refrigerator and freezer storage.

Practice procedures for storing foodproperly under teacher's supervision.Store eggs to ensure proper circulationof air. Wrap butter or closely coverto prevent rancidity. Store strong-flavored cheeses away from eggs. Preparefruits and vegetables for storage.

Store meats so air can circulate aroundall surfaces. Store fish in well-insulated fish box surrounded with iceand away from other foods. Allow atleast 24 hours for thawing fish, meats,and fruit pies in refrigerator and donot refreeze. Label shelves. Arrangegoods in first-in first-out order.Store heaviest and most frequently useditems nearest entrance.

Store all foods immediately uponreceipt from most perishable to leastperishable without being reminded.

Voluntarily check food daily forspoilage and to identify foods whichneed to be used immediately; when youare in charge of storeroom.

Wipe up any spills and remove particlesof food from storage areas withoutbeing told.

213


Define inventory (C-K)

Explain procedures for

taking an inventory (C-C)

Demonstrate abilityto take inventory (C-Ap)

Identify procedures forissuing food (C-K)

Summarize proceduresfor issuing food (C-C)

Rotate stock so that foods are used ona first-in, first-out basis, even thoughfollowing this procedure is time con-suming and required additional energy.

Listen as a storeroom clerk explainsprocedures for taking inventory.Define inventory.

Explain in your own words proceduresfor taking inventory. What forms areused? Why are periodic inventoriesmade?

Follow procedures for taking inventoryin the food service storeroom onceduring the year on a rotating basis.

Observe a demonstration by a chef,steward, or storeroom man on proceduresfor issuing food. What procedure isused to requisition food? Who may haveto approve each requisition? How

are requisitions like "checks drawn ona food bank"? Is food requisitionedall day or only during specific hours?Why? Who is responsible for checkingdaily to see if any foods need to beused immediately?

Study a sample requisition form (seep. 217.) What information is included?Why may requisition forms be used tocontrol distribution?

Listen as teacher describes proceduresto be used in issuing food in the foodservice lab.

Make a poster listing proceduresfor issuing food to post in the foodstorage area.

214


Employ correctprocedures for issuingfood (C-Ap)

Form a habit of usingrequisition formscorrectly (A-V)

Practice filling out requisition forms.Draw a recipe card for a food whichmight be prepared in the food-servicelab. Fill out a requisition form forthe ingredients which would be neededfrom the stockroom.

Fill out a requisition form to requestfoods from the stockroom each timeyou prepare food. Be sure to requestall items, allowing time to have themdelivered to your work station whenneeded. Do not acquire a habit ofrequesting food several times a dayor as needed during a lab.

Use correct procedures for issuingfood in the foods lab. Take turns

being the steward by following a ro-tation chart.

Make an effort to carefully andaccurately fill out each requisitionform. Include the ordering depart-ment, the item needed, the size or

amount needed, the grade required, theperson responsible for the order, andthe time the order is needed. Secureapproval from the instructor withoutbeing reminded.

Check each requisition carefully beforefilling when you are in charge ofissuing food. Do not fill a requisitionwhich has not been approved by theinstructor.

Volunteer to list foods which have notbeen used in several months.

215

RECEIVING RECORDNo,

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RECEIVING TICKET

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HOTEL TEXASStar AvenueAustin, Texas

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QUANTITY DESCRIPTION AMOUNT- '._ grAMG if/WW11/

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RECEIVING OR INVOICE STAMP

RECEIVED BY DATEPRICES & EXTENSIONS CHECKED BYDEPARTMENT HEAD APPROVAL,PAYMENT APPROVAL

216

Form 119

HOTEL 91 III

STAR AVE. AUSTINTEXAS

REQUISITION

DEPARTMENT

Please deliver to bearer

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Department

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217

CONCEPT: Food Production

JUSTIFICATION:

Food production is a major function of the commercial food-service estab-

lishment. An establishment must serve high-quality food at a price which its

patrons are willing to pay and which provides a profit.

The food service employee who recognizes factors which determine quality

can do much to enhance the establishment's reputation for serving good food.

Food preparation, arrangement, and garnish all influence the patron's reaction

to the food.

The food service employee should be able to use standardized recipes.

This means knowing terms, measures, and equivalents used in recipes. Use of

standardized recipes ensures that food will be the same quality each time it

is prepared, that it will yield the seme number of servings, and that each

serving will be the same size. Use of standardized recipes aids management

in controlling costs. In health care facilities, standardized recipes insure

that the nutritive content, which may be imperative to the health of the

patient, is consistent.

Use of production techniques which save time and energy can also save the

food service-establishment money. Management may initiate time-and-motion

studies to find ways to simplify work, but the conscientious food-service em-

ployee can also find and initiate ways to save time and energy.

Skill in quantity cookery contributes to employability in food-service

jobs. Food-service establishments produce a variety of foods with jobs

varying from general production of foods to production of only specific

foods. In addition, use of convenience foods is becomming increasingly

popular. Knowing how to prepare a variety of foods should aid the CVAE

student in getting and keeping a job.

ai,y219

Once a food is prepared, it must be portioned according to specifications

to aid in cost control and contribute to customer satisfaction. The food-

service worker must develop attitudes which encourage accuracy in portioning

and prevent favoritism. Careless portioning can greatly increase food costs

for the establishment.

OVERALL OBJECTIVES:

Demonstrate the ability to efficiently prepare and serve quality foodproducts using commercial equipment (C-Ap)

Maintain acceptable standards for food items (P-M)

Adopt proper methods for preparation of food items (A-V)

220

KEY IDEAS:

Factors Determining Quality

Proper methods of food preparation and attractive servingmethods contribute to high-quality food items.

Customer satisfaction is in part dependent upon the variety,taste, flavor, and appearance of the food being served.

Consistency in appearance and flavor a necessary factorin obtaining repeat customers.

Eye-appealing plate arrangement and use of garnishes cancontribute greatly to customer appeal.

WORDS TO KNOW: consistency aroma flavortexture variety eye appeal

garnish plate arrangement portion control


Identify factors related tohigh-quality food produc-tion (C-K)

Visit a grocery store and look at fruits,vegetables, and meats. Listen as the pro-duce manager and meat manager describequalities to look for in fresh produce.After your return to the classroom, nameas many factors as you can which relateto quality food production.

Visit a packaging house and listen to aresource person discuss quality of meats.Observe samples of different qualities.

View a display of baked apples or someother easy to prepare fruit. Notequality of each serving (One is burned;one isn't cooked thoroughly; one has someof the syrup dripping from the side ofthe dish; one still has seeds; one isjust a mass of pulp; one is attractiveand tasty looking). What is wrong witheach portion?

Discuss the following topic: "What makesa high-quality food product?" Is it

a clean sanitary food? A properly pre-pared food? A food that is served inan attractive manner?

221


Give examples of factorscontributing to quality(C-C)

Define the "perfect" hamburger. Comparethe definitions of each class member. As

each is discussed, check with the othermembers to see if they would be satis-fied with that type of hamburger. Whydoes quality vary from one food-serviceestablishment to another? Is our ownidea of perfect the only way to dothings? Why is it important to followthe recipes developed by the restaurantyou are working for?

Name the overall qualities customers lookfor in the foods they choose to eat whendining out, as the instructor lists themon the board.

Select one food and describe to the classthe qualities customers might expect.Examples: bread, pie, meat dish, salad,and cooked vegetable.

Use cardboard food models and arrangethem on a plate in an attractive manner.Line up all the plates and judge theplates? Which is the most attractive?Why? Share ideas on how to improve theremaining plates.

Summarize the remarks of a cafeteriamanager regarding his policy on gar-nishes and explain to the class how thepurchase of garnishes (olives, parsley,cherries, whipped topping) can actuallypay for themselves in increased sales.

Observe quality of food in food serviceestablishments as you visit them and eatout. Describe the quality of food to theclass. As a customer, comment on whetheryou would choose to eat there again.

222


Relate techniques of food pro-duction to quality (C-Ap)

Apply standards ofquality to foodproduction (P-M)

Adopt standards ofquality in foodproduction (A-V)

Conduct an experiment 1..o show how foodpreparation technique affects quality.Divide the class into several groups.Each major group will select a specificfood to prepare. Hal f of the group will

follow the directions exactly ; the otherhalf of the group will do the preparationincorrectly. Example: Prepare frozenpeas incorrectly by not measuring water;by starting the peas in cold water; bycooking for a longer period of time thancal led for. Prepare another box of frozenpeas following di rections carefully.

Divide i nto pairs. Each pai r will pre-

pare the same recipe for a baked product.Display finished products and comparedi fferences . Select the most standardfinished product according to character-istics of quality.

Ini ti ate a vi sual judging of quality .

Remove servings of substandard foodsfrom the serving 1 ine or take steps onyour own to improve its quality or ap-pearance.

223

KEY IDEAS:

Food Preparation Techniques - Terms

Food service employees must be able to identify cookingterminology as most recipes contain at least one or twoterms which indicate a certain technique is to be used.

A successful food service employee is capable of performingcooki ng techniques With some degree of s k i l l .

WORDS TO KNOW: Meats

bastebraisebreadbroil

browncrumbdredge

dust with fl our

filetfl ake

fricasseegrill

grind

roastsearseasonstufftruss

Sal ads, Fruits and

Vegetables,

au gratinblanchchill

chopcut

di ce sautegrate scaldhull simmerjulienne steammarinate steep

mash stewmincemold Mixing andpare Preparationpeel beatpi t blendpuree brushscallop creamthaw cut and foldunmol d cut -in

di lute

Surface Cooking dissolveboil dotcoat the spoon fl ute

cool folddeep-fat fry kneaddip leaven

fry 1 evel off

melt mi x

pan-broi 1 sti r

poach toastwhip


Define common food-p roducti on terms ( C-K)

View slides depi cting terms used inquantity food preparation. As theteacher shows the slides an additionaltime, try to name each production term.(Note to teacher: Use students topose for pi ctures to be used in futurepresentations) .

View a filmstrip on cooking terms . Whichterms were unfami liar to you? Vi ew those

sections of the filmstrip once more asthe instructor gives additional i nforma-tion.

224


Study handout sheets on baking andpastry, meat cookery, salad, vegetableand fruit preparation, and surface-cooking terms.

Read a recipe for biscuits, muffins,or other simple food. Underline allterms which tell you how to make theproduct.

Play "Match Up" by dividing into teams.Each team will attempt to match flashcards of terms and the meanings beforethe other teams can. Each team will begiven two sets of cards. Cooking termswill be written on cards of one colorand the meanings of each cooking termwill be written on cards of a differentcolor. All members of a team will workwith other teammates to match terms andtheir definitions. Use classroom tablesto spread out the cards and do the match-ing process. The team which correctlymatches the most terms and definitionsin the least time wins.

Call out the definition as the instruc-tor displays a flash card with the cookingterm written on it.

Review terms by playing the word-searchgames, Chef Rummy or Food Bingo. (See

pp. 227-229.)

Name the cooking terms or techniquesillustrated on transparencies as theinstructor shows each on the overheadprojector.

Play "Name That Term." As'the teachercalls out definitions of cooking termswrite down the terms defined. Studentswill receive one point for each correctanswer. (If students have difficultyspelling terms, alphabetized lists of theterms may be provided.)

225


Describe procedures indicatedby food production terms (C-C)

Follow procedures indicatedby food production terms (P-GR)

Refer to a recipe in which cooking terms

are underlined. Explain the terms to theclass and what equipment or cooking sur-face is used.

Select from a box one cooking term to il-lustrate for the class. Use proper equip-

ment and explain the process.

Select from the list of most unfamiliarterms at least two zo actually demonstrateto the class. Examples: fricassee, au

gratin, julienne, marinate.

Perform tasks indicated by food productionterms as needed during food service lab.

226

BAKING AND MIXING TERMS

DIRECTIONS: Find the words listed below in the word search game. The wordsmay be spelled vertically or horizontally. Circle each wordlocated.

WORDS TO LOCATE:

BE ATHOFL U T E T

LRWTSDOAPWTSEIHATDLWTSANNCKNEADABJIADOTEASHWCYTJIAWSMHWCYTWBD V I B W M L W C W Y T

W I C R E A M F I H L I

1 1W B F U 0 I INS F T

FILSIAXRTPWKTILHIEBIIBTM

S T C I T W R 0 T S

beat blenddot kneadsteam flutefold brushcream mixstir whipsift

227

Chef Rummyl

EQUIPMENT NEEDED:

1 deck of playing cardsUse at least 46 cards--23 for the cooking terms and 25 for the definitions.Pieces of white paper cut 2" x 3" to paste on cards. Print as large ac

possible a cooking term on a card and its definition on another.A master list of terms and definitions for checking.

RULES:

1. 2-4 players2. Shuffle the cards and deal one at a time face down until each

player has 6 cards.3. Place the remaining cards face down in the center of the table

to form "Drawing Pile." Turn top card face upward beside drawingpile; this starts the "Discard Pile."

4. Each player tries to get rid of his cards by playing "Books." A

book is 2 cards--one with a cooking term and the other with itsdefinition.

Example

To cook in the oven.

5. Play is begun by player at left of dealer, who draws a card fromthe top of either the "drawing pile" or "discard pile," and forms,if possible, a "book" which he lays face upward before him.

6. At this point, other players may "challenge" the match of a book.If the book is "incorrect" the player must pick up the cards and putthem back into his hand.

7. At the completion of a "challenge", if any, the player then discards

one card to the discard pile. He may form more than one book if hecan, but may only draw and discard once.

8. This order of draw, play, and discard must be followed, unlessplayer is unable to play or desires to hold back cards to blockopponents, when he merely draws and discards as usual.

9. If all cards in the drawing pile have been used before the game is won,the discard may be shuffled and turned face down to form a new drawingpile.

10. A game is ended if a player clears his hand of all cards or when nocards remain in the drawing or discard pile.

1Developed by Mrs. Frances Whitaker, CVAE Teacher, Fort Worth, Texas.

228

OPTIONAL RULE: Any player may "buy" the discard by stating "I'll Buy" if

the player whose turn it is does not want it. But, he mustdraw a card from the "Drawing Pile" plus the discard beforehe, can get it. This will take more pairs of cards, if thisrule is used.

SCORING:

+ 5 for player going out first.

+ 1 for each book any player has made.

+ 3 for challenger - -if challenge is correct.

- 3 for challenger--if challenge is incorrect.

+ 3 for player--if the challenger is incorrect.

- 3 for player--if challenger is correct.

A player with the total of 50 points wins the game.

229

KEY IDEAS:

Food Preparation Techniques - Measures and Equivalents

Consistency in food products can be obtained only through useof standardized recipes and measuring equipment.

The amount of an ingredient needed in preparing a food productis just as important as the type of ingredient used.

The use of abb viations of measuring terms save time andspace on recip:: cards.

WORDS TO KNOW: measurement1;quid ingredientsdry ingredientsteaspooncup (liquid, dry)

metal spatulaeye levelflat surface

lid of a cup

ounces

tablespoonpintpound

fractionmarker lineslevel

heaping

specificpowdered sugargranulated sugarsiftbrown sugarwax paperrecipeequal

method


Cite steps in usingmeasuring equipmentused in food production(C-K)

Give examples for use offood-production measuringequipment (C-C)

Experiment in using propermeasuring techniques (P-GR)

View a filmstrip or film on techniquesfor using measuring equipment. Note thefollowing. Is flour usually sifted incommercial food production? What ingre-dients are usually packed down when mea-sured? Why must measuring spoons ofingredients be leveled off? If a pan is

used on a measuring scale, why must younote how much the pan weighs before addingthe ingredients? Which is more accurate,weighing ingredients or measuring ingre-dients in cups and spoons? Why mustmeasurements be exact?

Draw a card which indicates a certainamount of an ingredient to be measured.Explain to the class the equipment neededto measure that ingredient and explainthe technique for using the piece ofequipment.

Practice measuring various ingredientslisted on a check sheet. Work with apartner, checking one another 's accuracy.

230

behavioral Objectives Learning and Evaluation Experineces

Perform assigned tasksusing measuring equip-ment (P-M)

React to situations involvinglack of accuracy in measuringingredients (A-Res)

Identify abbreviations formeasurements in food production(C-K)

Make a baked item such as cookies,brownies, or cake, using a commercialrecipe. Ask the instructor to checkall ingredients as they are measured.

Take charge of the ingredient roomduring labs on a rotation basis. Measureingredients for foods prepared in thefoods lab.

Prepare mixes for one or more of the fol-lowing: brownie mix, pie crust mix, orpan-grease paste. Use mixes as needed.

Discuss case studies on inaccuracy ofingredient measurement in food production.(See p. 233.)

Study a handout sheet on abbreviationsof measurements. (See p. 234.)

Look through recipes and underline theabbreviations used.

Name the cooking measurement as theinstructor flashes a card with theabbreviation on it.

Take part in an "Abbreviation Relay."Divide the class into two teams, andline up in two rows in front of theblackboard. Two identical lists ofabbreviations of cooking measurementsare written on the board. When "start"is called, the team members attempt towrite out each word in full, one at atime. As the game progresses, teammembers may attempt a new abbreviationor correct what a teammate has done.When a team feels it has completedthe list correctly, the members cancall time. In scoring, a +1 is givenfor each correct answer, and a -1 isgiven for each incorrect answer. In

the second round the measuring termsare written in a list, and the teammembers attempt to write the correctabbreviations for the measuring terms.

231


Convert fully written-outmeasurements to abbreviations(C-C)

Employ the use of abbreviationsfor measurements in food pro-duction (C-Ap)

Identify equivalentmeasures (C-K)

Give examples of equivalentmeasures (C-C)

Relate the use of equivalentsto saving time andenergy (C-Ap)

Write the abbreviations for each measure-ment term underlined in the recipe pro-vided on a handout.

Prepare food items accurately, using arecipe in which measuring terms areabbreviated.

Observe a flannel board demonstration onequivalent measurements. (See p. 235.)Why is knowing equivalents important incommercial foods? In multiplying ordividing recipes?

Match up flash cards of measurements andtheir equivalents.

Study a sample conversion chart forchanging ingredients from measures toweights. Find equivalents for ten in-gredients using the chart. (See p. 236.)

Study a display of various size milkcartons. Rearrange the cartons todepict equivalent measurements. Ex-

amples: two pint cartons would begrouped with one quart carton.

Prepare a demonstration on how the useof equivalents in measurement can savetime and energy. Have a classmate witha stop watch time you as you measurefour one cup measures of water; as youmeasure one quart measure of water.Have the class note the water level asyou pour the four cup measures of waterand the one quart measure of water intocontainers of the same size. What doesthe same water level in each containerindicate?

232

CASE STUDIES ON MEASUREMENTS

Karen was to measure the ingredients for ten loaves of French bread whichwere to be served with an Italian dinner. Since so much flour was needed(11 pounds and 4 ounces) she placed a large counter pan on the food scales andbegan pouring flour into the pan until the scale showed 11 pounds and 4 ounces.Later when the baker was mixing the yeast dough she complained that the doughwas too sticKy. What was the cause of the stickiness? What did Karen dowrong when measuring the ingredients? Do you think the baker was able to

correct the mistake? How?

Janet was to measure the ingredients for eight pecan pies and for severalmore recipes. She read the recipe quickly, and instead of measuring 2 1/2tablespoons of vanilla she measured 1 tablespoon of vanilla. The recipe called

for 1 pound of pecans but she mixed that measurement up with the vanilla measure-ment and measured out 2 1/2 pounds of pecans. Do you think the vanilla measure-ment mistake would ruin the finished product? What problems would the mistakein the pecan measurement make? Could a food service establishment afford touse twice as much of an expensive ingredient like nuts?

The CVAE class had a special order for six German sweet-chocolate cakes.Jill measured out the ingredients for the recipe which included one pound ofshortening, two pounds of sugar, ten eggs, six ounces of German chocolate, onecup of water, 2 teaspoons of vanilla, 2 cups of buttermilk, 1 pound of cakeflour, 1 teaspoon salt and 2 teaspoons of soda. She measured 2 tablespoons ofsoda instead of 2 teaspoons of soda for each cake. What effect do you thinkthis mistake had on the cakes? Try to estimate the money which was wasted onthe ingredients which were used for the cakes. How would this compare to makinga mistake on a recipe for only one cake? Why is it important to double-checkmeasurements in quantity cookery? How much wasted lab time would be involvedin that one little mistake?

Peggy had measured the ingredients for butterscotch pudding for fifty.She was in a hurry and didn't double-check her ingredients. After the pudding

had been cooking some time in the steam jacketed kettle it still was not get-ting thick. Her supervisor questioned her, "Peggy did you put anything in tothicken the pudding?" Peggy looked at her recipe card and found she had notput in the one pound of flour called for. Do you think this mistake could becorrected? What would happen if she added the flour now? Even if she madea paste of the flour and added it gradually would the flavor still be differ-ent? Can a food service establishment take a chance and offer servings offood which might not be acceptable to customers? Why?

233

ABBREVIATIONS

Abbreviations used for weights and measures:

few grains fg.

speck spk.

milliliter ml.

teaspoon t.--tsp.tablespoon T.--tbsp.cup c.

pint pt.

quart qt.

liter 1.

gallon gal.

peck pk.

bushel bu.

gram g.

ounce oz.

pound lb.--#kilogram kg.

square sq.

dozen dz.

bunch bch.

Abbreviations used for time:

hour hr.

minute min.

second sec.

Abbreviations used for oven temperatures:

degrees Fahreinheit °Fdegrees Centigrade °C

moderate oven mod.

Other abbreviations used in recipes:

as purchased AP

edible portion EP

234

TABLE OF MEASUREMENTS

3 teaspoons = 1 Tablespoon

4 Tablespoons .m. 1/4 cup or 2 fluid ounces

1 stick of butter = /2 cup or 1/4 pound

1 cup /2 pint or 8 fluid ozs.

2 cups:1 pint or 16 fluid ounces

4 cups: 1 quart or 32 fluid ounces

235

EQUIVALENT WEIGHTS AND MEASURES

Measures:

few grains1 teaspoon1 1/2 teaspoons3 teaspoons1 tablespoon4 tablespoons16 tablespoons

1 cup

2 cups

4 cups2 pi nts

4 quarts8 quarts4 pecks

Fl uid Ounces:

1 tablespoon1/4 cup1/2 cup3/4 cup1 cup

1 pi nt

1 quart1 gallon

Equivalents:

1 ounce16 ounces

1 pound butter1/2 pound butter1/4 pound butter1 pound shorteninghydrogenated fats

1 pound granulated sugar1 pound confectioners sugar1 pound brown sugar1 pound al 1 purpose flour1 pound cake flour1 pound corn meal1 pound nonfat dry mi 1 k

1 ounce nonfat dry mi 1 k

1 pound nuts1 pound cheese1-15 ounce package

seedless raisins

less than 1/8 teaspoon5 milliliters1/2 tablespoon1 tablespoon15 mill liter

1/4 cup

1 cup

236.6 milliliters1 pi nt

1 quart1 quart1 gal lon

1 peck1 bushel

1/2 fluid ounce2 fl uid ounces

4 fl uid ounces6 fluid ounces8 fl uid ounces

16 fluid ounces32 fluid ounces128 fl uid ounces

28.35 grams1 pound2 cups (4 sticks)1 cup (2 sticks)1/2 cup (1 stick)

2 1/4 cups2 1/4 cups

3 1/? cups (sifted)2 1/4 cups (fi rmly packed)4 cups (sifted)4 1/2 cups3 cups4 cups

4 tablespoons4 cups4 cups (grated)

2 1/2 cups

1 square chocolate11 finely crumbled

graham crackers9 coarsely crumbled

graham crackers9 finely crumbled

salted crackers7 coarsely crumbled

salted crackers30 finely crumbled

vanilla wafers20 coarsely crumbled

vanilla wafers8 -. 10 egg whites

12 - 14 egg yolks1 lemon

grated peel of 3 lemons

1 ounce

1 cup

1 cup

1 cup

1 cup

1 cup

1 cup

1 cup

1 cup2 to 3 tablespoons juice1 1/2 teaspoons

237

KEY IDEAS:

Food Preparation Techniques - Recipes

Standardi zed reci pes aid i n control of quality, quantity, andcosts.

The recipe must be followed carefully to ensure a quality pro-duct.

Adjustments should be made in the yield of quantity recipeswith care.

WORDS TO KNOW: recipe

standardizedingredients

volumedi rections

yield

portion

essential ingredientoptional ingredients


Define recipe (C-K)

Name the parts of arecipe (C-K)

Cite informationincluded in areci pe (C-K)

AM.

Brai nstorm to define "reci pe." Is yourdefinition similar to the following:"A recipe is a formula for making a dishin cookery; a means prescribed for pro-ducing the desired result." What ismeant by the term "standardized recipe"?Why do you think standardized recipes areused in food service?

Study several quantity recipes. Whattwo parts does each include? (Ingredientsand description of the method forputting them together.)

Locate the following information on therecipe shown on the transparency: (1)

the name of the dish to be prepared, (2)the recipe number if a number has been as-signed, (3) the yield or number of por-tions the recipe will produce, (4) a

list of all ingredients in the orderthey are used including the type orform required (melted, diced) andthe weight or measurement for eachingredient, (5) each step in combiningingredients in order of performance,including temperature and time, (6)description and size of utensils andcontainers to be used, and (7) methodof service.

Find the same information on anotherrecipe. Make a list of informationincluded in a recipe.

238

Behavi oral Objecti ves Lear i ng and Eval uati on Experi er.ces

Explain the purpose ofinformation included ina recipe (C-C)

State procedures forusing a recipe (C-K)

Explain how to use a recipe(C-C)

Use a recipe correctly(C-Ap)

Endorse correct proceduresfor using a recipe (A-V)

Discuss how the information includedin a recipe is used by the food-serviceemployee. What is meant by "yield"?Why are di rections for combiningingredients given? How could knowingthe size utensil or container to usesave time? What part of a recipe tellsyou how to prepare the food?

View a film on how to use a standardizedquantity recipe. List the steps out-lined in the film. Why is it importantto measure and weigh ingredients care-fully?

Study a handout on using a recipe. (See

p. 242k)

Describe in your own words how to usea recipe. Study recipes shown ontransparencies. Determine the foodsand equipment needed to prepare each.Discuss any terms you do not know.Discuss the directions for one recipein detail.

Role play a cook preparing the recipe.Go through all the steps in using therecipe correctly. Read the recipe.Ask questions about words you do notknow. Pretend to get out food. Get

out equipment. Go through motions ofmeasuring ingredients and followingdirections. Let teacher and classmatessuggest ways to improve.

Prepare a simple recipe using correctprocedures. Look for ways you can dobetter next time.

Observe the correct procedures forusing recipes throughout the yearwithout being reminded. Never beginpreparing a recipe without reading itfirst. Do your best to prevent recipefailures caused by careless measure-ment. Always get out food and equip-ment before you begin.

239


Cite procedures forfiling recipes (C-K)

Explain procedures forfiling recipes (C-C)

Demonstrate ability tolocate and file recipes(C-Ap)

State procedure fortasting food (C-K)

Illustrate procedurefor tasting food (C-C)

Watch as the teacher points out whererecipes are kept in the kitchen anddescribes how they are filed. Intowhat categories is the file divided?How can you locate the recipe you needin the file? What care should be givento recipe cards before they are put backin the file? How should you put recipesback in the file?

Describe how to find and file recipesto a partner as if he were a newfood-service employee.

Practice locating recipes in the recipefile using a list provided by theteacher.

Divide into two teams to play a cook'srelay game to practice locating andfiling recipes. Teacher will providetwo file boxes of recipes and a stackof cards which each give the name of onerecipe. The first member of each teamwill proceed from starting line torecipe file and locate the recipe namedon the top card in the stack. Matchthe card and the recipe and place onthe table. Return to "start." Thenext teammate may then proceed to thefile box to locate the next recipe.the team which locates the most recipescorrectly or who finishes first wins.Repeat to refile the cards.

Locate and file recipe cards as neededduring each food service lab.

Watch as the teacher demonstrates thecorrect procedure for tasting food.Why were two spoons used? How was foodtransferred to the second spoon? Wasthe second spoon ever placed in the food?

Make a bulletin board to illustrate thecorrect procedure for tasting food.

240


Comply with rules fortasting food (A-Res)

Cite procedures foraltering recipes (C-K)

Explain proceduresfor altering recipes

(C-C)

Solve problems in increasingand decreasing recipes (C-Ap)

Follow correct procedure for tastingfood without being reminded.

Listen as the teacher describes pro-cedures for increasing or decreasingrecipes. Why can't recipes simply be

. multiplied or divided as needed? Whyshould recipes be multiplied or dividedonly by two, then tested before increas-ing or decreasing again? What areessential ingredients? What are optionalingredients? How does changing optionalingredients affect the recipe?

Study recipe cards showing amount ofingredients for several different yields.Which recipes should have been testedone or more times before arriving at thelargest yield? Were all the ingredientsmultiplied by the same number to increasethem to the next yield? Point out anymeasurements which were not multipliedexactly. (Note: Common sense shouldbe applied in rounding-off small amountswhich will not affect the final product.)

Listen as your teacher explains why allingredients may not be increased the sameamount. Why may ingredients which makeup the sauce portion of a casserole needto be decreased when the recipe ismultiplied several times?

Practice increasing and decreasing theyield of recipes. Example: Multiplya recipe for 100 portions so it willyield 235 portions. Round off smallamounts which will not affect the finalproduct. Note which recipes should betested before increasing to the yielddesired.

Circle the essential and optionalingredients on a recipe. Who shouldmake the final decision on any changesin a recipe.

241

HOW TO USE A RECIPE

1. Read the whole recipe before you start to prepare the food.

2. Know words and amounts before you begin. Ask questions, if necessary.

3. Get out all the food and equipment needed.

4. Weigh or measure all ingredients carefully.

5. Follow each direction in order.

6. Keep work area clean while you work.

242

Production Techniques

KEY IDEAS: Time- and energy-saving techniques reduce fatigue as wellas production costs.

More work can be performed in less time if efficient tech-niques are used.

Carefully engineered equipment aids in saving time andenergy.

Employees who do not produce the minimum volume of workincrease production costs and may be fired.

WORDS TO KNOW: time-saving techniquesenergy-saving techniqueslabor-saving equipmentaccessories

normal working areamaximum working areawork simplification


List ways to save timeand energy in foodproduction (C-K)

Name labor-savingequipment (C-K)

Depict time- and energy-saving techniques (C-C)

Listen to a panel of food-service workersdescribe ways to save time and energy infood production. Make a list of thepanel's suggestions. Why is efficientuse of time and energy important to theemployer? What may. result if an employee

cannot produce the minimum volume of work?

View transparencies showing normal andmaximum working areas. (See p. 245.)Why should tools and supplies be placedwithin these areas?

Brainstorm to list labor-saving equip-ment and the tasks each item performs.What accessories for equipment areavailable to perform additional tasks?

Make posters showing ways to save timeand energy. Include such id as asarranging work within the proper work-ing area, prepositioning tools and sup-plies so they are ready to grasp and inthe appropriate order, minimizing bodymovements, using both hands wheneverpossible, disposing of finished work bydropping it to its destination, varyingposition to prevent fatigue, usingproper illumination for work, and mini-mizing holding of work by either hand.

243


Practice using time-and energy-savingtechniques (P-GR)

Gain skill in usingtime- and energy-savingtechniques (P-M)

Choose procedureswhich save time andenergy (A-V)

Analyze techniques usedin performing specifictasks (C-An)

Trace the steps taken by a food-serviceemployee on a diagram of the establish-ment as the teacher reads a detaileddescription of her actions. Notethe distance she walks. Trace theemployee's steps again as she performsthe same task using an improved method.Note how much less she walks. How cantime-and-energy management improve jobperformance?

Collect ideas for saving time andenergy in food-service jobs. Observeand interview food service employees.Ideas may be obtained from films, re-sources, and experience.

Imitate procedures demonstrated byteacher for performing various tasks.How do these procedures save time andenergy?

Use time- and energy-saving techniqueseach time a task is performed to in-crease your skill and speed.

Follow instructions for performingtasks the most efficient way usingappropriate equipment.

Look for ways to save time and energyin performing food service tasks.Explain your idea to the teacher. Ifthe teacher approves, demonstrate thetime- and energy-saving procedure toclass.

Visit a commercial food service estab-lishment. Observe techniques used byone employee. Describe time- andenergy-saving techniques you observe.Note any signs of wasted time andenergy. Share your observations withthe class.

Observe a student performing a taskin the food service lab. Note use oftime- and energy-saving techniques.Note time- and energy-wasting practices.

244

NORMAL AND MAXIMUMWORK AREASmaximum normal normal maximumleft hand right hand

horizontalplane

maximum workarea

normalworkarea

vertical plane

maximumworkarea /

normalworkarea

245

Quantity Cookery - Beverages

KEY IDEAS: The enjoyment of a meal is influenced by the beverage served.

Proper storage of the roasted-bean or ground coffee resultsin more flavorful servings of the beverage.

Over-extraction or prolonged heating of coffee and tearesults in a bitter inferior product.

Measures such as immediate service, covering the container,and whipping the cocoa decrease the possibility of un-appetizing products.

WORDS TO KNOW: beverage aroma ground coffeeinstant coffee decaffinated percolatordrip fine grind groundscoffee beans caffeine tanninmalt shake mild

cocoa chocolate concentratesteep brew


Define terms related tothe preparation ofbeverages (C-K)

Watch a filmstrip on commercial prepara-tion of coffee and tea. Listen forterms unfamiliar to you. Ask the teacherto explain the new words.

Brainstorm to answer the question, "Whatare beverages?" List on the board theexamples mentioned. Take a vote of theentire class on what each feels is themost popular beverage in the U.S.Volunteer to check food-service booksto determine which is more popular.

Read a flip chart of instructions formaking quantity coffee, tea, cocoa, andfruit drinks. List on the board anyterms which are unfamilar.

Use a card sort to determine to whichbeverage each term is related. Example:A pegboard with cards labeled "coffee,""tea," and "cocoa" on cup hooks.

246


List quality standardsfor beverages (C-K)

List steps for preparationof a beverage (C-K)

Identify time-saving methodsfor beverage preparation (C-K)

Sort cards labeled "beans," "aroma,""instant," "decaffeinated," "grind,""drip," "black," "green," "blend,""iced," "brew," "steep," "dutch chocolate,""milk," and "boil." If a term is to beused more than once the.:.: will be morethan one card.

Listen to a taped interview of teachersas they indicate the qualities they lookfor in a good cup of coffee. Checkclass cookbooks on characteristics ofgood coffee. Make a combined list onthe board. Use this as a checklist forcoffee produced in the lab. Make sepa-rate lists for tea and cocoa using theabove methods.

Observe a step-by-step demonstration ofcoffee-preparation in the coffee makerlocated in the lab; of tea-making usingthe urn located in the lab. Note thefollowing. How is bulk tea used? Whattype container is preferred for makingtea? Is the hot concentrate poured intocold water, or is cold water poured intothe hot concentrate? Should tea bestored in the refrigerator before serving?

Observe a demonstration of cocoa and hotchocolate preparation. How hot shouldthe milk be when added to the chocolatemixture? Why is it important to stirthe mixture.

Place cards listing the steps for makingcoffee, tea, or cocoa in the correctorder. Have your partner check yourwork against her list.

Watch a demonstration by the teacher or

commercial-food salesman on the use ofprepackaged coffee for coffee makers,instant tea, instant cocoa, and chocolatesyrup. Note a display of prices percup of make-it-yourself coffee, tea,cocoa, and punch compared to prices percup of each instant or pre-mixed variety.Taste samples of each.

247


Explain in own wordshow to prepare aquantity beverage (C-C)

Apply correct proceduresfor making quantitybeverages (C-Ap)

Improve skills in preparingquantity beverages (P-M)

Display for the class the equipmentneeded for preparing one of the follow-ing: tea, coffee, or cocoa. Give a briefexplanation of the steps without actual ly

making the beverage.

Divide into two groups. Pantomime using

the coffee maker as the group scores

and watches. Use situations like thefollowing: method for filling nonauto-matic coffee maker with hot water, run-ning out of coffee, coffee maker runningover, and forgetting to put a filter in.

Make coffee for the class. Taste and

score the quality.

Divide the class into three groups. Each

group will make a serving of one varietyof tea (instant, bulk, and tea bags) foreveryone in the class to taste. Sampleeach type and score it on taste andtime necessary for preparation.

Prepare a quantity mix for cocoa and aquantity syrup for hot chocolate. Which

has better flavor? Which was easiest

to prepare?

Invite teachers to a "coffee house."Serve coffee with chocolate ice cream,with nutmeg, and with whipped cream andchocolate slivers.

Have a "tea time" for teachers. Servetea with various garnishes and anassortment of cookies or tea sandwiches.

Serve one of the academic CVAE classeshot chocolate using a variety of gar-nishes: whipped cream, ice cream, ormarshmallow products.

248

KEY IDEAS:

Quantity Cookery - Sandwiches

The popularity of sandwiches is promoted by the fact theyare nutritious, reasonable in price, and quick-food items.

Following acceptable standards for the preparation andserving of sandwiches contributes to a higher quality pro-duct.

WORDS TO KNOW: grilled sandwich club sandwich cutgrate melt brushchop di ce slicemenu spread bun


Identify types of hotand cold sandwiches soldcommercially (C-K)

Define terms related tosandwich preparation (C-K)

Compile the results obtained from anopinion poll of classmates and teachers.on favorite cold and hot sandwiches.

Categorize the lists of cold sand-wiches according to the followingheadings listed on the blackboard:Sliced Meat, Filling, and Salad.

Read through a collection of menus,and list the types of cold and hotsandwiches served. Compare the twolists. Why are sandwich lists sonearly the same in most restaurants?

View labeled transparencies illustratingthe terms used in sandwich making.Listen as the teacher gives necessaryinformation on each. Note: What is themost common sandwich bread? What othervarieties of breads are used in sand-wiches? How thick should slices be?How can butter be made more spreadable?How can flavor, color and texture offillings be changed?

Give definitions oral ly as sandwichterms are presented on flash cards.

Match illustrations and correspondingterms used in sandwich preparation.Include the following: club sandwich,spread, chop, bun, slice, filling.

249


List steps in preparing

cold-sandwiches in quantity (C-K)

Illustrate correct stepspreparing cold sandwiches inquantity (C-C)

Tour a restaurant, soda fountain, orvending company to observe the pro-cess involved in preparation of coldsandwi ch es .

View slides or films on sandwi ch pre-paration. Discuss the following. Whatare characteristics of a high-qualitysandwich? What measure prevents soggysandwiches? What happens when sand-wiches are improperly wrapped? Whatsanitation rules are related to sand-wich preparation? How is an equalamount of filling measured for eachsandwich? What tools are needed insandwich preparation? Why shouldplastic gloves be worn during sand-wich preparation?

Arrange pi ctures illustrating sand-

wich preparation in the proper order.

Watch demonstrations on making basicsandwi ch fillings. (Examples : tunasalad, pimiento cheese, and chickensalad).

Observe a sandwich assembly setup asthe teacher goes through the process.

Watch a demonstration by a caterer ofvariety in cutting and garnishing sand-wiches. Examples: checkerboard, ribbon,open, pinwheel, and two-toned sandwiches.

Draw a diagram on the chalkboard or ontransparency film of an individual work .

setup for preparing sandwiches. Usingthe illustration, take turns explainingthe step-by-step procedures for quantitysandwich preparation. (See p. 254.)

250


Prepare cold sandwiches inquantity using correct pro-cedures (C-Ap)

Apply appropriate standardsto quantity cold - sandwich

preparation (P-M)

Ini titate proper techniques

when preparing cold sand-wiches (A-V)

List steps in preparinghigh-quality hot sandwiches(C-K)

Practice spreading sandwiches using oneof the following fillings: peanut butterand jelly; egg salad; piemento cheese; orcheese. Package and serve to class andto students in other vocational classes.Spread at least three sandwiches each.A student supervisor will check your sand-wiches on amount of filling, or whetherthe filling is spread to the edges orwhether the bread is not torn or masheddown.

Prepare a sandwich luncheon for thefaculty.

Take part in assembly line productionof wrapped cold sandwiches for a con-cession or snack stand. (See p. 255.)

Prepare sandwiches to be sold at thesnack bar or by school vending machineduring 1 unch hour. ( Fill machine just

prior to lunch hour and empty immediatelyafter.)

Take orders for sandwiches for classpicnics and parties, or for parties given

by teachers and office personnel.

Volunteer to prepare sandwiches forfamily and guests at home. Use the

procedures learned in class.

Show friends and others working on acommittee for party refreshments how tospread and assemble sandwiches in orderto get a high- quality product. Thi s

might be for FHA-FFA party, Y-Teens, orother club organizations.

View a demonstration by the teacher oncorrect procedures for preparing hotsandwiches . Examples : hamburgers,grilled cheese, hot steak sandwiches,and toasted ham and cheese.

251


Identify code symbolsfor sandwiches (C-K)

Illustrate steps in hot-sandwich preparation (C-C)

Prepare quality hot sand-wiches using correct pro-cedures (C-Ap)

Visit a short-order food-service estab-lishment and observe a demonstration byan employee on preparation of hot sand-wiches. Note: Were meat patties formedby the food-service worker or purchasedfrozen? How were other ingredients pre-pared and stored? What steps were fol-lowed in hot-sandwich preparation? Werethese steps used each time? When youreturn to class, list the steps in hotsandwich preparation.

Study sandwich portion of handout sheeton codes or abbreviations used by foodservices personnel.

Review the sandwich codes through use offlash cards held up by your partner.The code will appear on the front and itsmeaning will be given on the back Re-

peat, holding up the terms. As each termis held up, quickly write its abbreviation.

Summarize steps in preparation of ahamburger and a hot dog.

Role play taking orders for hot sand-wiches, relaying ticket to the cook,making hot sandwiches using mock ser-vice, and serving the sandwich.

Divide the class into two groups. Onegroup prepares hamburgers using thecharboiler. The other group uses thegriddle. Quarter the hamburgers, andserve each student a portion of eachtype hamburger. Compare flavor andquality of each.

Practice preparing hot sandwiches byhaving a "sandwich for lunch week."Prepare a different type sandwich eachday of the week. The student supervisorwill check to see that correct amountof gravy is used, that meat and gravyare placed on the bread correctly, andthat the edges of the plate are neat andclean.

252


Produce high-quality hot sand-wiches in quantity usingcorrect procedures (P-M)

Set up a short-order restaurant forteachers; serve hot sandwiches. (Note:

Take orders several days in advance todetermine amounts of supplies needed.When teachers arrive, however, have thewaitresses take their orders and relaythem to cooks to simulate actual rush-hour conditions.)

253

INDIVIDUAL WORK SET UP FOR PREPARING SANDWICHES

1. Place bread on board2. Spread butter or margarine on bread slices3. Place filling on buttered bread4. Spread filling evenly to edge5. Close sandwich by bringing over 2 slices from stack A6. Repeat steps 2, 3, 4, 5 until there are 4 whole sandwiches in each stack7. Cut sandwiches with a straight downward motion8. Store or wrap cut sandwiches.

TRAY OFCOMPLEIEDSANDWICHES

_IA

BREAD

rETREAD

PLATE OF=IIBUTTERi

PAN OFSANDWICHFILLING

I;\\ //\ 'I. ,

-----.7 _.- -- SANDWICH COOK ----_.' '

254

scoop

Assembly Line Production of Sandwiches

Workers: 5

Equipment: trays, spreader, scoop, slicing knife, plastic wrap, plastic gloves

Ingredients: bread slices, spread, filling

First Worker: Places bread slices in four rows; slides to next worker.

Second Worker: Spreads each slice of bread with butter, mayonaise, mustard,or other spread; slides to next worker.

Third Worker: Places a scoop of filling on all bread slices in the secondand third rows. Spreads filling with a spatula. Slides tonext worker.

Fourth Worker: Closes sandwiches using both hands to cover two sandwichesand cut them. Slides to next worker.

Fifth Worker: Bags or wraps sandwiches and stores in the refrigerator.

255

Quantity Cookery - Salads and Salad Dressings

KEY IDEAS: Salads contribute variety, crispness and flavor to a meal.

Appeal of salads is dependent upon use of crisp, fresh,hi ghqual i ty fruits and vegetables .

Proper holding techniques are a necessity in the productionof salads in quantity.

The correct proportion of liquid to gelatin is importantin the preparation of gelatin salads.

WORDS TO KNOW: crisp chilled main coursedessert olive oil seasoningappetizer accompaniment vi negarlimp state bruise texturecolor discolor rustflavor


Define terms related tothe preparation of asalad (C-K)

View a film or filmstrip on salad prep-aration. Listen for terms related tosalad preparation and use. Discuss theterms unfamiliar terms .

Note pi ctures of food models of salads.Determine catagories they are in. Ex-amples: appetizer, main course, anddessert.

Observe a display of different salad

greens and salad vegetables in a marketdisplay. Listen as the instructor iden-tifies each product by name and indicatesits use. Note term for types of blem-ishes and vegetable portions which wouldhave to be discarded. Examples: bruised,limp, covered-with-rust, and discolored.

Observe a demonstration of the preparationof the basic salad types. Listen as theteacher discusses the principles of eachsalad type with regard to quality of in-gredients, eye appeal, color contrast,simplicity, neatness, and preparationtechniques such as chopping, dicing, slic-ing. Following the demonstration, listeach salad type and suitable ingredients.

256


List steps for the prep-aration of a salad (C-K)

Explain in own wordshow to prepare a salad(C-C)

Take an oral quiz to identify saladproducts by name. Choose two teams.Each will attempt to identify the pro-duct (salad green, fruit, or vegetable)and its use. Each team will be givenone point for correct answers. Onepoint will be subtracted for cheatingor answering out of turn.

View magazine pictures to gain ideas forcombining salad ingredients and forcreative uses of garnishes in preparingsalads.

Observe a demonstration on propercleaning, washing, and preparation ofsalad ingredients. Note condition ofgreens that have been prepared andcrisped prior to the demonstration.

Discuss the following questions. Howis ripeness of fruits and vegetablesjudged? How is the discoloration offruits prevented? Which fruits dis-color easily? How should salads bestored to retain their freshness?What does over-mixing do to a salad?

Arrange diagrams or pictures of stepsin salad preparation in the order inwhich they should be done.

View transparencies or a teacher demon-stration of the preparation of a gelatinsalad. Note the necessity of soakingplain gelatin in cold water; disolvingflavored gelatin in boiling water;length of time for congealing; propertime to add vegetables and fruits; andmethod for unmolding.

Prepare a poster which illustrates thesteps in salad preparation.

Duplicate the demonstration on washingand storing salad greens. As the otherstudents watch, they will write down anymistakes or points left out. Take turnswashing and storing greens properly.

257


Apply correct proceduresfor making salads (C-Ap)

Acquire skill in saladpreparation (P-M)

Create new ways of gar-nishing salads (C-S)

Develop a method forevaluating quality ofsalads (C-S)

Review salad terms and the steps in saladpreparation. Each student will selectone card from a group of cards namingpopular types of salad

Practice mass production in cleaning andstoring vegetable greens to be used laterin making quantity salads.

Select a fruit or vegetable salad whichis unfamiliar to you that appears on arestaurant menu. Prepare this saladto be served at a tasting party.

Divide the class into groups. Eachgroup will be given one catagorysalad (appetizer, main course, accom-paniment, dessert) to prepare for asalad luncheon which will be served tothe class.

Prepare a salad luncheon for guests; usea variety of salads and serve saladsindividually, cafeteria style. Be surethat each serving is neat and uniform insize and that salads placed next to eachother harmonize in color.

Take orders from teachers and schooloffice personnel for individual saladplates to be served on specific days ofthe week.

Develop through lab practice some tech-niques for garnishing salads using ideaswhich you have seen. DemonstrateAthesetechniques to the entire class.

Design a score card which can be usedin judging salads produced in quantity.The supervisior of each lab in whichsalads are served will use the scorecard as a checklist to evaluate thesalads produced that day.

258


Identify types of saladdressing and their uses(C-K)

Cite correct steps insalad-dressing prep-aration (C-C)

Explain correct pro-cedures in salad-dressingpreparation (C-C)

Produce quantity saladdressing using correctprocedures (C-Ap)

Sample each type of salad dressingin a labeled display. Rank each saladdressing according to your personalpreference. Compare your list withthose of fellow classmates. Note thecatagory under which each dressing couldbe classified: mayonnaise, cooked, orFrench. Listen as the teacher givesexamples of types of salads with whicheach dressing can be used.

Look through several menus from foodestablishments. Write down the numberof times a particular salad dressingis listed on a menu. Total the talliesto determine which salad dressings arethe most popular in your area of thecountry.

Match salad dressings with their namesby viewing a display of numbered bowlsof salad dressing and locating the nameof the dressing from a list on the board.

View a film or demonstration by theteacher of preparation of the threebasic types of salad dressings. Notethe importance of adding certain in-gredients slowly.

Divide class into four groups. Each groupwill explain one of the basic recipeswritten on a flip chart for mayonnaise,mayonnaise with a cooked base, French,and cooked salad dressings.

Prepare quantity recipes of mayonnaiseto use later with sandwiches and ham-burgers; French and thousand-islanddressings for salads.

259

KEY IDEAS :

Quantity Cookery - Vegetables And Fruits

Quantity production of vegetable and fruit dishes may bedependent upon the selection of the right variety to beused in particular recipes.

Procedures used. in preparation of fresh vegetables influ-ences color, nutritive value, attractiveness, and taste ofthe final product.

Continuous production in place of quantity production ofcooked vegetables contributes to a more nourishing andappealing product.

Methods for vegetable and fruit cookery are dependent uponthe quality and quantity of the food item and the equipmentavailable.

Cooking time and temperature affect the quality of fruit orvegetable dishes.

WORDS TO KNOW: frozen

dehydratedvi tami n

nutritive valuecannedfreeze-dri ed

textureflavor

carbohydratesgelatinci trus

half quarterboil

panningcreamingappetizing

pulp

peelingrind

enzymes

steambakepressure cookingmineral

pectin


Identify the most commonvegetables and fruits (C-K)

List aloud as many vegetables as youcan as the teacher writes these onthe board under these headings: RootVegetable; Leaf Vegetables; Fruit Type,and Seed Vegetables. Make another listnaming fruits.

View a filmstrip or transparencies ontypes of fruits and vegetables. Listfruits and vegetables which were notfamiliar to you.

Use produce magazines and cookbooks tofind names and pictures of other fruitsunfami liar to you.

260

Behavioral Objectives learning and Evaluation Experiences

Name various forms inwhich fruits and veg-etables are available (C-K)

Interpret uses of variousforms of vegetables andfruits (C-C)

Cite the correct method for

cleaning vegetables and fruits(C-K)

Play fruit bingo or work a fruit or veg-etable word-search game to familarizeyourself with names of fruits. (Seepp. 266-270.)

Visit a local grocery store and note thevariety of forms in which fruits and veg-etables are available, including fresh,frozen, canned, dehydrated, and freeze-dried.

View a demonstration on the preparationof a fruit or vegetable dish usingdifferent forms of the vegetables orfruit such as fresh, frozen, and canned.Write down the amount of time involvedin preparation of the recipe using eachform of vegetable or fruit. Compare thetime required for each.

Discuss the value of using fresh, frozen,canned, dehydrated or freeze dried veg-etables and fruits in food preparation.Suggest the appropriate uses for eachform of fruit or vegetable.

Choose one recipe from a selected groupof recipes available from the teacher.Read the recipe to the class. Explainwhat form of fruit or vegetable is neededto prepare the recipe. Determine ifanother form could be substituted. Ifso, what changes would need to be made?

Watch as the vegetable and salad workersin the school cafeteria clean the fruitand vegetables.

Observe correct ways to clean vegetablesby viewing transparencies and studyinghandout sheets.

261


Describe the proper methodsfor cleaning vegetables andfruits (C-C)

Demonstrate correct methodsof cleaning vegetables and

fruits (C-Ap)

1

List ways to reduce orprevent waste in preparingvegetables and fruits (C-K)

Name aloud methods for cleaning veg-etables. Examples peeling, paring,scrubbing, draining, boiling.

Draw a slip of paper naming a vegetableor fruit. Explai n to the cl ass the

procedure to follow in cleaning thevegetable or fruit. Indicate whatequipment would be needed.

Clean a variety of green leafy vegetablessuch as iceberg lettuce, curly endive,turnip greens, and romaine rememberingto lift the leaves out of the water.Remove discolored spots such as rust.

Clean broccoli and cauliflower usingsalt-water soak. Have your partner checkthe vegetable for any insects or discoloredspots.

Practice cleaning root vegetables suchas carrots, beets, and potatoes.

Practice cleaning fresh berries using astrainer or colandar. Check the fruitfor any spots indicating spoilage.

Practice cleaning and removing stones

from dried peas and beans.

Observe a demonstration by a food-serviceemployee on ways to reduce or preventwaste in the preparation of vegetablesand fruits .

Watch a demonstration on the methods ofpeeling oranges and grapefruit (peelingaround the fruit in circular motion andpeeling vertically). Observe how tosegment citrus fruit without membranes.

Observe a demonstration of the discolora-tion of bananas, apples, and pears afterpeeling and methods for controlling thisdarkening of fruit.

262


Give examples of methodsused to reduce or preventwaste in preparing veg-etables and fruits (C-C)

Demonstrate methods ofreducing or preventingwaste in preparingvegetables and fruits (C-Ap)

Study a flip chart which indicates waysto reduce or prevent waste in fruit andvegetable preparation. Examples: avoid-ing excessive peeling saves time andyield; diagonal slicing speeds cookingtime; uniform pieces or slices of veg-etables are necessary to prevent over-cooking of smaller pieces; followingdirections accurately for amounts ofliquid to be added to potato flakes orother dehydrated vegetables preventsa worthless product; and lowering heatafter bringing vegetables to full boilprevents their cooking to pieces.

Check s torage charts on fresh frui is and

vegetables to determine how long theycan be stored before use, and checktemperature at which they must be stored.

Select one of the methods of preventingwaste i n vegetable preparation. I 11 us -

trate the method in poster form for dis-play in the food-service lab.

Prepare. instant potatoes. Have theteacher double check the liquid measure-ment.

Weigh two 1-pound stacks of potatoes.Peel 1 pound of potatoes with a regularkitchen knife. Peel the other poundusing the vegetable peeler. Weigheach stack of potatoes and compare theresults. Which method of peeling resultsin less waste?

Practice separating fresh vegetables andfruits that are misshapen or have spotsthat could be cut away from those veg-etables and fruits that could be servedas they are. Find a use for the productsthat could be judged seconds, and for by-products such as peelings and juices.

263


Name various methods usedto cook vegetables andfruits properly (C-K)

Explain methods used invegetable and fruitcookery (C-C)

Brainstorm to name as many methodsof vegetable cookery as you can.

Review cooking terms related to vegetablecookery by viewing transparancies whichillustrate each .

Study handout sheet on vegetable cookerywhich stresses the following: using asmall amount of water; preparing as closeto serving time as possible; preparingin as small quantities as possible; notusing baking soda and similar products;and soaking for dried peas and beans fora definite time.

Choose one basic method of vegetablecookery (pot on stove, pan in oven,s team-jacketed kettle, compartmentsteamer, or deep fryer). Select thename of a vegetable from a list pre-pared by the teacher. Use cook booksavailable from the teacher to find arecipe for preparing the vegetable usingthe basic method chosen. Explain theprocedure to the class.

View a demonstration on cooking driedfruits . Note: What techniques are usedfor washing the fruit? Why is soakingthe fruit necessary? When is sugar tobe added to dried fruits?

Take "Vegetable -Fruit Quiz." As theteacher indicates a vegetable or fruitdish, list aloud the steps one woulduse in preparing that dish. Listen asthe teacher gives additional informationon the vegetable or fruit preparationif the preparation has been describedincorrectly by the student. Example:buttered frozen cauliflower, andfresh green beans.

Watch as the teacher demonstrates methodsfor holding hot vegetables until servingtime. Note the following. How long canvegetables be held in the steam table?

264


Identify ways in whichvegetables and fruitsmay be "held" afterpreparation (C-K)

Illustrate ways in whichvegetables and fruits maybe "held" after prep-aration (C-C)

Apply correct proceduresfor cooking vegetablesand fruits (C-Ap)

Gain increased skill invegetable and fruitpreparation (P-M)

Why is a fresh vegetable sometimes cookedin batches with cooking time over-lapping? What are the two techniquesfor holding vegetables that involveunder-cooking?

Study a handout on ways to "hold" veg-etables and fruits before serving.

Review the procedure for using the steamtable and food warmer. Name fruits whichshould be chilled.

Select at least one fruit and one veg-etable from sample menus and indicatethe method for "holding" the dish untilserving time. Explain the equipmentnecessary for this procedure. Do yourclassmates agree with your method? Ifnot, why?

Prepare a vegetable plate luncheon.Secure recipes which will provide a

variety of cooking methods for vege-tables from the root, seed, leafy, andflower groups.

Take orders and prepare fruit platesfor faculty. Garnish attractively.

Prepare vegetables and fruits using a

variety of methods. Serve cafeteriastyle.

265

FRUIT BINGO

Teacher Instructions:

1. Cut out the slips for drawing and place in a container. Each slipshould have a letter (F,R,U,I, or T) and the name of a fruit on it(See p. 267.)

2. Make a bingo card for each student mixing up the names of fruitson each card. (See smple cards on p. 268.) Cards may be laminated,if desired.

3. Provide markers such as buttons or beans for each player.

Directions for Playing:

1. Issue one Fruit Bingo card and a supply of markers to each player.2. To win, player must cover names of five fruits in a vertical,

horizontal, or diagonal line.3. Caller will shake container, draw one slip, and call the letter and

fruit. Example: Under T, blueberry.4. Caller places slip on corresponding space on master list.5. Player should cover the fruit called, if possible, with a marker.6. When a player covers five fruits vertically, horizontally, or

diagonally, he should call out "bingo."7. Caller checks fruits covered against master list. (See p. 269.)8. Continue until several players bingo.9. Winners may be awarded a piece of fruit.

266

CALL SLIPS FOR FRUIT BINGO

F

StrawberryR

StrawberryU

Strawberry

I

Strawberry

T

Strawberry

F

Date

R

Date

U

Date

I

Date

T

Date

F

Apple

R

AppleU

AppleI

Apple

T

Apple

F

Necteri ne

R

Necteri ne

U

Necteri ne

I

Necteri ne

1Pineapple

T

Necteri ne

I

PineappleF

PineappleR

Pi neapple

U

PineappleF

Blackberry y_R

Blackberryrt

Cranberr

U

BlackberryU

Cranberr

I

BlackberryI

Cranberr

T

BlackberryT

CranberrF

CranberrF

Lemon

R

Lemon Lemon Lemon

T

Lemon

F

TangerineR.

TangerineU

Tangerine

U

Cherry

I

TangerineI

Cheri

T

Tancieri ng

T

CherryF

CherryR

CherryF

Li me

R

Li me Lime Lime

T

Lime

F

BlueberryR

B1 ueberry

U

B1 ueberry

I

B1 ueberry

T

B1 ueberry

F

OrangeR

OrangeU

Orar.ge

I

Orange

T

Orange

Peach

R

PeachU

Peach

I

Peach

T

Peach

F

Gra efrui t

R

Gra efrui t

U

Gra Pefrui t

I

Gra efrui t

T

Gra efrui t

AP ri cot AP ri cot

i

Al ri cot A ri cot As ri cot

Olive

R

OliveU

, OliveI

OliveT

Olive

F

BananaR

BananaU

Banana

I

Banana

T

Banana

Pear Pear Pear Pear Pear

F

Prune

R

PruneU

PruneI

PruneT

Prune

F

PlumR

PlumU

PlumI

Plum

T

Plum

F

Fig

R

Fig

U

Fig

I

Fig

T

Fig

F

Grape

R

Grape

Ii

Grape

I

Grape

T

Grape

F

Avocado

R

AvocadoU

Avocado

I

Avocado1'

Avocado

267

SAMPLE FRUIT BINGO CARDS

FR

UI

T

Orange

Banana

Grape

Apple

Lemon

Peach

Pear

Avocado

Nectar-

ine

Tanger-

ine

Grape-

fruit

Prune

FREE

Pine-

apple

Cherry

Apricot

Plum

Straw-

berry

Black-

berry

Li me

Olive

Fig

Date

Cran-

berry

Blue-

berry

FR

UI

T

Grape

Avocado

Straw-

berry

Date

Apple

Nectar-

i ne

r

Pi ne-

apple

Black-

berry

Cran-

berry

Lemon

Tanger-

i ne

Cherry

FREE

Lime

B1 ue-

berry

Orange

Peach

Grape-

frui t

Apricot

Olive

Banana

Pear

Prune

Plum

Fig

CALLER'S MASTER LIST

F R U I T

Aisle Al1 Aisle A1 AlApricot Apricot Apricot Apricot Apricot

Avocado Avocado Avocado Avocado Avocado

Banana Banana Banana Banana Banana

Blackberr Blackberryi Blackberry Blackberry 4 Blackberry__

Blueberry Blueberry Blueberry Blueberry Blueberry

Cherr Cherr Cherr Cherr Cherr

Cranberry Cranberry

Date

Cranberry

Date

Cranberry

Date

Cranberry

DateDate

Fig Fig Fig Fig

Grave

Fig

GrateGrave Grave Grave

Grapefruit Graefruit Grapefruit Grapefruit Grapefruit

Lemon Lemon Lemon Lemon Lemon

Lime Lime Lime Lime Lime

Necterine Necterine Necterine Necterine Necterine

Olive Olive Olive Olive Olive

Orange Orange Orange Orange Orange

Peach Peach Peach Peach Peach

Pear Pear Pear Pear Pear

Pineapple Pineapple Pineapple Pineapple Pineapple

Plum Plum Plum Plum Plum

Prune Prune Prune Prune Prune

Strawberr Strawberr Strawberr Strawberr Strawberr

Tangerine Tangerine Tangerine Tangerine Tangerine

269

FRUIT BASKET

DIRECTIONS: Find the words listed below in the word search game. The wordsmay be spelled vertically or horizontally. Circle each joblocated.

Q R S A F G N L Z W T U F G I H J B C

K UT V D A T E H L F M N 0 P T X ADCDFGAEUMWQAEFN ZGAERN G L E F V RO AEOL TUJRCWZR A I S INK N DJWOK L Y A N K F

DBMSEL TWUSMNW TSPUOSC A N T A L O U P EALOUPEHBE

LP DACFMPEEI A F IL W Y APS I T T K WDSP CI T K IK PRUNEHMPMW F IL T TGSLSHSF AEI T L P I N E A P P L E EMPJIN AW S H W TC Y TJR I A W S H W C Y ATW T B D A T V 1 1 W ML W C Y T ICITO F A W TS ONE CT AR,INEPM

E D O OE A Q AEEMASBTOLOGHK APHMASHCFE TS A ASOL

WORDS TO LOCATE:

nectarine lemonpineapple datebanana raisinapple grapecantaloupe prunemelon lime

270

Quantity Cookery - Sauces, Gravies and Soups

KEY IDEAS: The flavor of meats, vegetables, desserts may be enhancedby the addition of a carefully prepared gravy or sauce.

The reputation of a restaurant may be associated withits production of a speciality soup.

WORDS TO KNOW: thickening agent tarter roux

puree bouillon bisque

chowder consomme crouton

stock broth soupgravy fondue saucehollandaise


Identify the basicvarieties of sauces (C-K)

Illustrate the types ofsauces for each basicfood type (C-C)

Cite steps in preparingbasic saucds (C-K)

Summarize the steps inmaking basic sauces (C-C)

Look through cookbooks and magazinesto find pictures and names of sauces.

Take part in a buzz session to namethe various sauces class members haveeaten. Make a list of the sauces named.

Note the headings written on the board:"Spicy Sauces for Meats," "Sweet Saucesfor Desserts," "Cream Sauces for Vege-tables." Study the list of sauces namedby the class and take turns writing thename of a particular sauce under thecorrect heading. Did your classmatesagree with your choice? If not, why?

Observe a demonstration by a utility com-pany represmtative or a teacher on prep-aration of basic sauces. Note the fol-lowing. Is the flour always cookedbefore adding liquid? Should the liquidbe cold or hot when added to the flour?

, Choose one of the following types ofsauces and restate steps in its prepa-ration in your own words: sauces toaccompany meat or vegetables anddessert sauces.

271


Demonstrate preparation ofvarious types of sauces (C-Ap)

Define the term "gravy"(C-K)

Describe the steps ingravy preparation (C-C)

Demonstrate correct pro-cedures in making gravy(C-Ap)

Prepare a tasting lab on desert sauces.Sample the following varieties of sauces:chocolate, fruit, marshmallow, andcaramel.

Prepare a fondue meal using varioustypes of sauces to be served with breadcubes, fruits, and meat cubes or slices.

Practice steps in making a white sauce.Add ingredients to the basic sauce toproduce cheese sauce, egg sauce, mushroomsauce, and others.

Prepare a buffet meal for a service groupor faculty members. Serve baked ham withraisin sauce.

Prepare a variety of vegetables servingone portion with sauce and another portionwithout. Sample both types. Does thesauce improve the flavor of the vegetable?

Observe a demonstration on the steps inpreparing gravy. Note that the naturaljuices of the meats are cooked downbefore the addition of a thickeningagent.

Brainstorm to name the types of foodswith which gra es are served; to de-termine the types of liquids used inmaking gravies.

State in your own words the method forpreparing gravy to accompany turkey anddressing, biscuits and sausage, beefroast, and ham.

Prepare one of the following: gravyto serve with a fried chicken dinner orchicken-fried steak and gravy.

272


Name the basic ingredientsof soups (C-K)

Identify the major typesof soups (C-K)

Observe a demonstration on the methodsfor obtaining stock for soups using a

pot for bones, one for meat, and onefor vegetables. Note the following:the amount of cooking time necessary;whether salt is added; why the stocksmust be cooled quickly; and when toremove the fat that rises to the top.

Taste while blindfolded the varietiesof stock produced and attempt to guesswhich ingredient was used to produceeach variety.

Take part in a tasting lab to identifythe basic types of soups and when theymay be served at a meal. First observethe following examples of soups andappropriate accompaniments as they areserved by the teacher and assistingstudents: bouillon with bread sticks,cream of tomato soup with grilled cheesesandwiches, and meat and vegetable soupserved with cornmeal muffins. Discussthe following. What is the purpose ofserving a clear stock or light soup?Would a cream soup such as the tomatosoup served alone actually satisfy aperson's appetite? Why could the meltand vegetable soup be considered a

meal in itself or a main dish?

Distribute a card to each student withone of the following words printed inlarge letters: stock or cream. Try toname the basic types of soup by hold-ing up your card when the teacherholds up a picture of that variety ofsoup.

Give each student a card with one ofthe following words written on it inlarge letters: appetizer, accompani-ment, or main course. Hold up your cardwhen the teacher shows a picture of asoup that could be served for thatpurpose.

273


Describe the varieties ofsoups (C-C)

List the steps in preparingsoups (C-K)

Describe the steps inpreparing soups (C-C)

Prepare soup using propertechniques (C-Ap)

Acquire additional skillin soup preparation (P-M)

Look through magazines for pictures ofthe three types of soups, Make abulletin board display to show thethree types of soup.

Use food models as illustrations todescribe soups of each basic type toclassmates.

Study a flip chart of steps in preparingsoups as the teacher reads and explainseach step.

Watch as the teacher demonstrates thesteps in preparing a stock soup; a creamsoup; a chowder. List the steps inpreparing each.

Read the instructions on dehydrated andcanned soups. Are the steps in pre-paring these similar to those in pre-paring the same soup from scratch?

Explain each step in preparing the basictypes of soup, describing the equipmentneeded for each step.

Divide into three groups. Each groupprepare one basic type of soup. Servesamples of the soups to class members.Take a poll to determine which was themost popular variety.

Divide class into four groups to preparefrozen, dehydrated, and canned varietiesof the same soup as well as making thesoup from a standard recipe. Comparethe soups for taste and quality.

Plan, prepare, and serve a luncheon withsoup as a main course or a dinner withsoup as an appetizer.

274

Quantity Cookery - Breads

KEY IDEAS: Fresh baked breads may contribute to the reputation of aservice establishment.

High quality in bread products is related to the skill ofthe baker.

Accurate measurement of ingredients and proper manipulationof dough contribute to a quality baked product.

WORDS TO KNOW: biscuit fl aky lukewarmmuffin rise shapedough leavening gl aze

knead dissolve cinnamonyeast


Identify food products thatare considered quick breads(C-K)

Explain the steps in thepreparation of quickbreads (C-C)

Look through recipe books available fromthe teacher. Find a definition of theterm "quick bread." Read the definitionto the class. Explain the book definitioninto your own words.

View a bulletin board picturing a varietyof quick breads. Name all of the typesyou can.

Look through sample menus. Make a listof all breads you consider to be quickbreads. Compare your list with the restof the class.

Watch a demonstration on preparation ofquick breads. Note the ingredients neededfor the recipe. Compare these ingredientswith a display of ingredients for yeastbreads. What items are different? Notethe length of mixing time, the techniquesfor greasing the pan or muffin tin, theutensil used in filling the tin, and theamount of batter to be placed in the pan.

Watch a demonstration on preparatfie ofpancakes. Note the method used to oeter-mine 2 ounces of batter; the preparationof the griddle; the length of cookingtime; the number of times pancakes areturned; and the method of holding pancakes,if they are made up ahead of time

275


Identify quality characteris-tics of quick breads (C-K)

Prepare quick breads usingcorrect techniques (C-Ap)

Improve speed in preparationof quick breads (P-M)

Pantomime the steps in preparing quick-bread recipes selected by the teacher.

Study the score sheets for quick breads.Discuss what is meant by texture andtunnels. Use the muffins, biscuits, orloaf breads prepared in the teacherdemonstration as examples for scoring.

Prepare a basic quantity biscuit recipe;a quamtity muffin recipe; and a 1 oaf -type

quick bread.

Prepare a variety of quick breads toserve at albrunch far mothers of CAEstudents. Serve with coffee and prattea.

Prepare muffins to accompany a. saladluncheon to be served to the faculty.

Take orders from teachers for qudckbread loaves. Examples: banana nut,orange, cranberry, apricot, and nutbreads. Bake, package, and deliver.

Prepare coffee cakes to be served toteachers during an in-service day.

Invite students from other CVAE units fora pancake breakfast. Take orders fromeach student. As the orders are tunedin, use a pancake pitcher to prepare hotpancakes on the griddle.

Cite food products that are View foci models and picture of variousyeast breads (C-K) types of yeast breads.

Take part in a study tour of a localbakery. Observe the d:3plays of yeastbreads and view a demonstration on thepreparation of various yeast bread pro-ducts.

Tour a local doughnut shop to view thestep by step procedure in doughnut pro-duction.

276


List the steps in preparationof yeast breads (C-K)

Explain the steps in prepara-tion of yeast breads (C-C)

Prepare a recipe for yeastbread (C-Ap)

View a demonstration on preparation ofyeast dough in quantity. Note theingredients; the method of weighingingredients; and the techniques formixing. Check yourself to see if youcan name each step that the teacherdemonstrates.

Study photographs of steps in yeastdough preparation which have been pre-pared by the teacher. Examples: photoof student measuring the ingredients;checking water temperature; mixingyeast and water; adding dry ingredients;and mixing with the dough hook . Describeto the class the importance of each step.

Illustrate the importance of rising timefor yeast dough by allowing a dough sam-ple to set out several hours and to risetoo much, allowing dough to rise overtoo hot a surface, and showing how thedough cooks on the bottom.

Place rolls that have risen the properamount of time in the oven with rollsthat have been allowed to rise only halfthe time. Examine the baked prnduets andcompare.

Assist in the measuring of ingreand the mixing of a quantity recipe ftFrench bread. Each team of twr wi 11 wmrkto shape one loaf and take it tor,o4h thebaking process, including malting the diag-onal slits and glazing with ,egg whit*.Freeze the loaves and serve them 14terwl th a spaghetti 1 uncheon.

Prepare a refrigerator yeast-1011 ecipe.The following day, shape the dowyn intocresent, fan, and cloverleaf shapes

. Bakesample rolls for the class and freeze the.remaining rolls for use later. Use ascore sheet to evaluate the rolls.

277


Acquire skill in preparingyeast breads (P-M)

List steps in heating con-venience breads (C-K)

Practice heating conveniencebreads (P-GR)

Name uses for crumbs in foodpreparation (C-K)

List steps in making crumbs(C-K)

Prepare a quantity recipe of doughnutdough. Cut out doughnuts and freezeovernight. Allow the doughnuts to riseand fry the doughnuts the followingday, using assembly-line procedures.Serve doughnuts and coffee to teachersand office personnel.

Take orders for fresh loaves of bread,cinnamon rolls, Swedish tea rings, andjelly-filled doughnuts.

Observe a demonstration on heating con-venience breads. Recall and list eachstep demonstrated.

Heat convenience breads as needed inthe food service laboratory. Use

techniques which prevent bread frombecoming hard and dry.

Study recipes which use crumbs as aningredient. Name the ways crumbs areused.

Watch the teacher make crumbs from oldbread. Why is old bread used? Hco,

were the crumbs made? How are theystored?

Practice making crumbs (P-GR) Make crumbs as needed in the foodservice laboratory.

278

Quantity Cookery - Desserts

KEY IDEAS: Dessert production requires a hi gh degree of knowledge andskill on the part of the food - service worker.

Simi 1 ar i ngredi ents used i n di fferent proportions and with

di fferent mixing techniques provide a great variety of dessertproducts.

Many commercial food facilities have built their reputationson their dessert items .

WORDS TO KNOW: pastrydo'igh

crustflakyflutedcustardpudding

meringue

batterbutter or shortened

cakesponge cakechiffon cakesugar crystal sfrosting

icing

crumbs

drop cookiesbar cookiespressed cookiesmolded cookiesrefri gerator

cookies

gelatin

Behavioral Objectives Learning and Eval uation Experi ences

Identify pastry products(C-K)

Identify quality character-i s ti cs of pastry (C-K)

Observe a display of pastries while on astudy tour of a bakery . Ask the namesof unfami liar varieties .

View a bulletin board which pi ctures a

variety of pas tri es . See how many youcan name. Take a poll of teachers orclassmates to determine the most popu-lar type of pi e.

Visit a local supermarket and note thetypes and prices of convenience pastryitems offered for sale. Survey localinsti tutions and restaurants to deter-mine if pastries are baked on the prem-ises or purchased elsewhere.

Study a rating scale for pastry as theteacher demonstrates with a sample pi eceof pi e how to determine the qual i ties

mentioned on the s cal e.

219


Cite steps in preparing qualitypastry (C-K)

Explain the steps in preparingquality pastry (C-C)

Apply proper techniques forpreparing pastry (C-Ap)

View a filmstrip on preparing pastry.Note the following: the method forblending shortening and flour; the pastryattachment for the commercial mixer; thelength of mixing time; and the importanceof properly measuring the liquid.

View the operation of a pastry roll-outmachine. What operations must still bedone by hand? Note the assembly methodfor lining a pan with pastry dough fora one-crust pie; for a double crust pie.Note the method for trimming severalcrusts at one time.

Watch a teacher demonstrate preparingand rolling out pastry. What techniqueswere used to prevent the dough from stick-ing to the pastry cloth or rolling pin?Note the differences in texture of thecrusts made with varying amounts ofshortening. What effect does increasingthe shortening have on the pastry crust?

Use the round-robin technique to explainsteps in pastry preparation with eachclassmate giving only one step. If astep is given incorrectly or out oforder, correct it before going on tothe next person.

Make up pastry mix using the commercialmixer. Measure out enough mix for twocrusts. Add water and mix. Roll outthe dough in rectangular shape. Cut thedough into 4-inch squares. Place a table-spoon of canned pie filling in eachsquare and fold the dough diagonally toform a tart. Seal the edges and bake.Score the crust for flakiness and tender-ness.

Prepare a commercial-quantity mix fordanish pastry, following the directionson the mix. Use assembly line methodsfor rolling out dough, adding butter,and rerolling. Fill the pastry witha prepared filling. Bake and frost.Serve at a "coffee shop" for teachers.

280


Cite types of pie fillings(C-K)

Cite the steps in pre-paring fillings (C-K)

Make up pastry for fried pies,. Form thedough into small balls, and roll the ballsout on a marked dough board or pastrysheet the size of a tart. Spoon on pre-pared filling and fold over dough andseal. Cut or prick to ventilate. Fryand drain. Be sure to label for typesif more than one variety of filling isused. Fill orders for the fried pies orsell them in the teachers' lounge.

Make quantity pastry shells to fit tartpans. Stack and freeze for futureluncheons. Make quantity pastry shellsto fit regular sized pans.

View a bulletin board picturing variouspi es including frui t fillings, cream

fillings, and chiffon fillings. See howmany you can name. Place name of piesunder the following headings on theboard: "Uncooked Soft Filling," "CookedSoft Fill i ng," "Fruit Filling."

View a demonstration of the steps inpreparing the following types of piefillings: fruit, cream, and chiffon.Note the basic ingredients of each type,the method for combining ingredients,the cooking or refrigeration time, theuse of a steam jacketed kettle or compart-ment steamer to prepare cooked fillings,and the use of the French whip forstirring cooked fillings.

View a demonstration on the preparationof meri ngue from dri ed egg whi tes . Notethe mixer attachment used and the pre-cautions to take to prevent any oilygrease from getting on the egg whites.

281


. Explain the steps in pre-paring pie fillings (C-C)

Prepare the three basicvarities of pies (C-Ap)

Acquire additional skill inpreparing pies in quantity(P-M)

Identify basi c types of cake(c-K)

Divide class into four groups. One groupwill explain the steps in preparing anuncooked filling that is poured into apie shell and baked; another group willexplain the steps in preparing a cookedsoft filling that is covered with ameringue; the third group will explain thesteps in preparing meringue; the fourthgroup will explain the steps in preparinga fruit-pie filling.

Work with a partner to prepare a soft-fi I led, uncooked- filling pi e i n the first

pie lab; the second pie lab, a cookedfilling pie such as lemon, chocolate, orvanilla cream should be prepared; in thethird lab, a fruit filled pie should beprepared; in the fourth lab a chiffonpie such as lemon, orange, pumpkin shouldbe prepared. Student supervisors willview, sample, and score the pies.Serve the remaining pie slices to teachersduring their off-periods and to officepersonnel during their coffee break.Obtain their comments on the quality ofthe pies.

Fill tart shells made earlier with cannedpie fillings of both fruit and puddingtypes. Serve as desserts for regularlyscheduled meals or at a "coffee shop"set up in the lab.

Make double crust pies and soft fillingpies using assembly line techniques. Astudent supervisor will check the appear-ance of each pie for quality control.

Take orders for holiday pies at Thanks-giving and Christmas. Provide a choiceof three pies.

View food models or pictures of a varietyof cakes. Watch as the teacher groupsthem under two categories, butter andsponge, and explains the basic differencesin the two types.

282


List basic steps in cakepreparation (C-K)

Explain the basic mixingmethods for cakes (C-C)

Prepare a cake usingappropriate techniques (C-Ap)

Identify basic mixing methodsfor frosting (C-K)

Explain procedures formaking frosting (C-C)

Watch a demonstration by the teacher ofcreaming method in cake preparation.Note the following: types of ingredientsand how they are measured; techniquesfor mixing batter in the commercial mixer;preparation of the cake pans; and tech-niques for knowing how much batter isto be poured into the pan. While thecake is baking, watch the steps inpreparing a butter cream frosting.

Review the following techniques of com-mercial cake preparation observed infilm or on a study tour: method andpreparation used for greasing cake pansand automatic method of filling cake pans.

View a film on preparation of cakes. No-

tice the steps in each of the followingmethods: creaming, sponge, or whippedmethods. List aloud all the steps youcan remember from the film.

Select a sample recipe for a cake. Ex-plain to the class what method is usedin mixing that particular cake. Explainwhat basic type of frosting is recommendedfor the cake.

Make a cake using appropriate techniques.Sample the cake and use a check sheetto rate its quality.

View a demonstration on prepariag a

creamed frosting and a boiled frosting.Sample each type of frosting on agraham cracker or vanilla wafer. Howdo they seem to differ? Listen as theteacher explains the difference in thetwo basic varieties.

Study recipes for different types offrosting. Work with a partner to ex-p'ain how to prepare one type.

283


Prepare a frosting usingappropriate techniques (C-Ap)

Cite procedures for mixingfrosting (C-K)

Cite steps in frostingcakes (C-K)

Prepare cakes and frostingsusing the proper techniques(C-Ap)

Gain additional skill incake and frosting prepara-tion (P-M)

Make small recipes of frosting to vac-tice the techniques for creamed andboiled frostings. Sample and rate thequality. If frosting did not turn outwell, try to determine the reason.

View slides on frosting cakes. Attemptto npme in order eat step in frostinga cake.

Watch a demonstration on how to frost acake. Note which section of the layercake is frosted first, next, and whattechnique is used commercial ly to pre-vent cake crumbs from breaking off intothe frosting. Why is it important to usea, standard portion of frosting on cakesroich are to be sold?

Describe in your own words the steps infrosting a cake. Explain why each stepis necessary.

Prepare a basic sheet cake and butterfrosting using a commercial mixer.Frost the cake using proper procedures.Sample the cake and score both the cakeand frosting using a score sheet. Attemptto gain some other views on the qualityof your cake. Example: Have one of thehomemaking teachers or the cafeteriasupervisor score a cake sample.

Prepare various types of cakes to beserved with meals served in the food-servi ce laboratory .

Take orders from parents, teachers, andoffice personnel for special occasioncakes. Bake, decorate, and package thecakes. (See Small Equipment Unit onp. 148 for information on techniques incake decorating.)

Take orders and prepare cupcakes andcake squares for school club activities.

284


List the basic typesof cookies (C-K)

Cite the steps in cookiepreparation (C-K)

Describe the steps incookie preparation (C-C)

Apply correct steps incookie preparation (C-Ap)

Give a demonstration of frosting anddecorating cakes for an FHA group.

View a cookie display in a bakery. Askthe names of any variety which you donot recognize. Watch a demonstration bythe bakers of preparation of various typesof cookies. Look up cookies in the indexof a few cookbooks. What basic varietiesare listed? Name some of the cookiesunder each basic type.

List aloud the steps in cookie pre-paration you are able to observe atthe bakery or in the school cafeteria.

Select and read cookie recipes. Explainto the class the basic type of cookiethey produce and the major steps in mixingand preparing the dough.

Prepare a drop-cookie dough. Portion outone pan of cookie dough using a teaspoon.Use a number 40 dipper to portion doughfor another pan of cookies. Evaluate thecookies for the uniform size.

Prepare a recipe for a drop-type cookie.Weigh out a 6-oz. portion of dough. Formthe dough into a 12-inch roll. Cut theroll in half; cut each half in two pieces;cut the four pieces in thirds. You shouldhave twelve sections of cookie dough.Place on pan and bake. Compare theuniformity of these cookies with that ofthe cookies portioned with the number 40dipper. Which method is faster?

Divide the class into six groups. Eachgroup will prepare one basic type ofcookie. Score samples of all the types.Package and freeze the remaining cookiesto be sold later in the teacher's loungeor at a "sweet shop" for teachers orstudents in other vocational classes.

285


Acquire additional skill inquantity cookie preparation(P-M)

Identify types of milkdesserts (C-K)

Cite steps in productionof various milk desserts(C-K)

Describe the steps in pro-duction of various milkdesserts (C-C)

Make a sugar-cookie dough. Divide thedough into three portions. Make oneportion into a roll and refrigerate untilfirm enough to slice, chill the secondportion before rolling, and roll thethird portion immediately. Which doughis easiest to roll? Which is easiest toshape? Try using the meat slicer toslice the chilled, rolled dough. Whichmethod for shaping sugar cookies wouldyou recommend and why?

Supply cookies on a contract basis forHead Start or early-childhood classes.

Use a cookie press to make a largequantity of cookies for a specialevent such as a PTA meeting or aChristmas Open House for the CVAEdepartment.

Scan magazines for pictures of milk-type desserts. Display the picturesfor the class, and name each dessert.

Review the unit on pastries and fillingson page 279. Note the information oncustards and puddings. List the stepsyou are able to recall.

View a filmstrip on dispensing andserving ice-cream products. Whatparticular references to sanitationare made?

Review procedures in the equipment unitfor using the soft ice-cream machine.

Review information on portioning todetermine the proper methods for servingpuddings and milk desserts.

Make a series of drawings which indicatethe steps in preparing an ice creamsundae, or a banana split.

286


Produce various milkdesserts (C-Ap)

Name types of gelatindesserts (C-K)

Cite steps in preparation ofgelatin desserts (C-K)

Apply proper procedures formaking gelatin desserts (C-Ap)

Illustrate the methods for preventingsticking and scorching of cooked milkdesserts, such as the use of the doubleboiler and rinsing cooking pan withcold water before placing milk in the pan.

Prepare individually baked custards toserve with meals. Use proper portioningand holding techniques for custards.

Operate a "Sweet Shop" for other voca-tional classes and prepare banana splitsand sundaes to order.

Take part in a 5-minute contest tosee how many pictures of gelatin des-serts you can find in available maga-zines. What combinations of gelatinsand ingredients do you see representedin the example? Why do you think gelatindesserts are popular?

Review the salad unit. List the steps inthe preparation of flavored and unflavoredgelatin. What procedures do you recallthat deal specifically with dessert-typegelatins? Example: time fruits areadded to the gelatin; use of fruit juicesin place of water; reasons for not usingfrozen or fresh pineapple.

Prepare parfaits and other whipped-gela-tin desserts. Include them in thedessert display for a cafeteria servicemeal.

Prepare tortoni to be served with anItalian dinner.

287

KEY IDEAS:

Quantity Cookery - Cereals and Pasta

Cereals are increasing in popularity as breakfast items incommercial food facilities due to increased public concernregarding heart disease and cholesterol.

Pasta dishes are becoming important menu items because theyare both economical and filling foods.

WORDS TO KNOW: starch boiling water enrichedprotein whole grain dryflakes shredded macaroninoodles granular spaghettilasagna overcooking pasta

undercooking


Identify varieties of cerealsprepared in commercial foodestablishments (C-K)

List steps in cerealpreparation (C-K)

Explain steps in cerealpreparation (C-C)

Study a display of popular cooked cerealsserved in restaurants. Watch as theteacher groups the displayed cereals intothe following catagories: fine granular,coarse granular, flaked grains, wholegrains. Poll your class and find themost popular cereal.

Look at the labels on the cereal con-tainers carefully. Which cereals arequick-cooking or instant varieties?Study a flip chart which lists thefollowing basic points in cereal cookery:Use a heavy pot, steam kettle, or compart-ment steamer; pour measured amount ofcereal into boiling water (except forfine-granule cereals which must be mixedwith cold water first); stir for a shorttime to prevent lumping; follow direc-tions on the package for the amount ofwater and cereal and the cooking time;cook in as small quantities as possible;remove rice from heat when done toprevent gummy product.

Select one cereal box from a paper bagfilled with various cereal containers.Describe the basic steps for cookingthat particular cereal.

288


Apply proper techniquesin cereal cookery (C-Ap)

Acquire additional skillin cereal preparation (P-M)

Identify foods that areconsidered pasta (C -K)

Illustrate the varietiesof pastas available (C-C)

Cite steps for cookingpasta (C-K)

Take part in a cereal lab in which onegroup prepares en instant cereal, onegroup a quick cooking cereal, and .athird group a regular cereal. Portioncereal samples for each student andrate the cereal on the following chvac-teristics: free from lumps; not gummyor pasty; moist, not dry.

Prepare the following types of food:oatmeal sheet cake which requirescooked oats as an ingredient; gritsto accompany a "soul food" meal; a ricecasserole, a rice pudding to be servedas a dessert.

View a display of pasta products.Which ones can you name? Listen asthe teacher names the other varietiesand explains how they are used. Note:

What characteristics do all pastas have?

Visit a local grocery store and notethe variety of pasta available. Writedown the varieties and the cost of each.Check your list to determine which isthe most expensive; the least expen-sive.

Make a display of pasta "people" andlabel them. Examples: Macaroni Mary,Spaghetti Betty, and Noodle Norman.

Study a flip chart showing rules forcooking pasta.

Watch a demonstration in which one cupeach of macaroni, noodles, and spaghettiare cooked. After the pastas are drainedremeasure each variety to determine theamount the pasta expands while cooking.

289


Explain how to preventpoor pasta products (C-C)

Follow the correct pro-

cedures for cooking pasta(P-GR)

Acquire additional skillin pasta cookery (P-M)

Observe a chef in an Italian restaurantpreparing pasta to serve to customers,or observe a demonstration in class.Note the following. What is added tothe water to prevent clumping of thepasta? Why is pasta started in boilingwater? How can you tell when varioustypes of pasta are done? What utensilis used to drain pasta? What happenswhen pasta is cooked in large quantities?

Role play the part of an Italian chef.Your classmates will be given questionsto ask you about pasta cookery. Youare the "expert" who will tell themhow to remedy a problem. Samplequestions: I always get burned when Itry to drain the water off the pasta.How can I prevent this? My spaghettisticks together after it is cooked.What can I do about this? When I cookpasta, the water always boils over ontothe range. Why? I've heard vitaminscan be washed away. Should pasta berinsed off after draining it? Mynoodles are either over-cooked orunder-cooked. How can I cook them justthe right amount?

Divide the class into teams of two.Select a variety of pasta to preparefor class sampling. Read the instruc-tions on the package. Butter thepasta to prevent it from sticking to-gether. Sample each type and discussthe differences in each.

Prepare an Italian luncheon for teachers,providing a selection of main coursepasta dishes.

Prepare a variety of casserole disheswhich include pastas.

Prepare macaroni to be used in a main-dish salad.

290

Quantity Cookery - Meats, Poultry, Seafood

KEY \IAII,EAS: Tender meat, poultry, and seafood products are promoted byN, the use of low heat.

The quality of a cooked meat product is dependent upon thequality of meat purchased, the storage procedures followed,and the cooking methods used.

The methods chosen to cook any meat, poultry or seafooddepend on the type and size of the cut of meat, the timeavailable for cooking, and the degree of doneness desired.

WORDS TO KNOW: Techniques Meats_

bake beefbraise lambbroil porkcube variety meatsdeep-fry veal

dry-heat cookeryfricasseegrind Cornish henmoist-heat cookery chickenpan broil broilerpan fry fryerpound duckroast gooserotisserie guinea henscore squabsimmer turkeysteam gibletstewthaw

trussSeafoodclams

crab

fish

drawndressedfilleted

steaklobsteroystersalmonshrimptuna

Condition or Qualitybonedbone -i n

bonelessgradeinspection stamplean

marbledproteinscaledtendertough


Identify major varietiesof meet, poultry andseafood (C-K)

Observe a bulletin board which depictsa variety of meats. Discuss the actualsources of the meats pictured. Removethe pictures and revise the bulletinboard, placing pictures under the fol-lowing catagories: Meat--Beef, Pork,Lamb; Poultry; Seafood.

291


Identify proper methods forcare and storage of meats,poultry, and seafood (C-K)

View a filmstrip on the varieties ofmeats available. Did you recognize anyparticular cuts of meats? Name them.

Visit a local fish market and note thevarieties of fresh seafood available.

Look at menus from restaurants whichspecialize in fish dishes. List thetypes of fish and other seafoodsavailable.

Scan menus provided by the teacher.Make a list of all the types of meatsserved. Classify each variety underthe categories listed previously. Of'

all the meats listed, which would youorder from the menu? Check to see ifthe majority of the class preferredbeef, pork, lamb, poultry or seafood.

Work with a partner to identify termsin a meat word search game. (See p.297,)

Listen to a tape recording of a meat-market manager as he describes thecorrect methods fo14 care and storageof meats. Note the following. Howlong can ground meat be stored?Larger cuts of raw meat? Fresh fish?What is the best method for thawinglarge quantities of meats? Whichtypes of meats can be stored longer:beef, lamb, pork, poultry, or seafood?Should fresh meats be tightly coveredwhen stored in the refrigerator?Should cured meats be frozen? Canunused fresh meat be refrozen?

292


Explain techniques for careand storage of meats,poultry, and seafood (C-C)

Define dry and moistheat cookery (C-K)

Give examples of meats,poultry and seafood whichcan be cooked by dryheatand by moist-heat cookery(C-C)

List the steps to followin dry-heat cookery of meats,poultry, and seafoods (C-K)

1

Choose one of the following rules toillustrate to the class:1) Seafood must not be thawed at room

temperature. Show the class samplesof fish you have allowed to thaw inthe refrigerator and a sample thawedat room temperature. Note the dif-ference in seepage of fluid. Whathappens to the fish when most of thefluid is removed?

2) Ground meat should not be storedlonger than 24 hours. Show theclass a sample of fresh ground meatcompared to ground meat that hasbeen in the refrigerator two days.

Take a study tour to a meat market wherethe butcher will explain the dry andmoist heat methods of cooking meat andwill give examples of cuts of meat whichare cooked by these basic methods.

List techniques such as baking, frying,pan-broiling, braising, broiling,stewing under the catagories: dry heat,moist heat.

Study a chart which shows what cuts ofbeef, lamb, and pork can be cookedusing the dry heat method. Note thetype of poultry which can be cooked bydry heat methods. Note the fish vari-eties which can be baked or broiled.

Prepare a bulletin board illustratingthe dry- and moist-heat methods of meatcookery and the cuts and types of meats,pouitry, and seafood which can be pre-pared by each dry- or moist-heat method.

Study a flip chart which lists the stepsin the three major dry-heat techniques:roasting, broiling, and pan broiling.Why are these three methods known as

dry-heat cookery?

293


Explain the steps indry heat cookery of meats,poultry, and seafood (C-C)

Prepare meats using theproper techniques indry-heat cookery (C-Ap)

View a Film or filmstrip on roasting,broiling, and pan broiling. Note thefollowing. Is a lid placed on a roast-ing pan during the cooking process?Why is the meat placed on a rack inthe roasting pan? In broiling, is thedirect flame under or over the meat?How often is meat turned during broil-ing? In broiling, how do you mark themeat with the characteristic diagonalgrill marks? How do you determinewhen roasted and broiled meats are done?How is the loss of natural meat juicesprevented? Why 's is necessary to pouroff accumulated fat when pan broiling?

Choose one meat dish which is preparedby dry heat and explain to the classthe steps and equipment necessary in itspreparation. Examples: roast beef,broiled T-bone steak, roast turkey,broiled hamburger patties, pan-broiledham, and pork roast.

Roast a large cut of meat, a turkey, ora hen. Use a meat thermometer to deter-mine the doneness of the meat. Bone ifnecessary and freeze to serve laterwith a scheduled meal.

Prepare a fish dish such as halibutusing dry heat techniques. Serve witha salad and other vegetables as a "fishday" luncheon for teacher and otherregular customers.

Prepare both grilled and broiledhamburger patties for the hamburgerluncheon menu for regular customers.Poll the customers to see if they pre-fer broiled patties to those cookedon a griddle.

294


List the steps to followin moist heat cookery (C-K)

Explain the steps inmoist-heat cookery ofmeat, poultry, andseafood (C-C)

Heat a precooked turkey roll or bonelessbeef roast. Slice and serve as part ofthe regular luncheon menu. Compare thetime involved in preparation of pre-cookedmeats and those cooked in the lab.

Prepare a meat loaf using the commercialmixer. Be certain to mix dry ingre-dients first, then liquid, and meatlast. Do not overmix.

Study a flip chart which lists the stepsin the three major moist heat techniques:braising, frying, and stewing.

View a filmstrip or film on moist heatmethods. Note the following. What isthe difference in the amount of liquidused in braising and stewing? In frying,what liquid is used in place of water?What is the coating or covering forFried meats called? What is the purposeof breading? What is the reason forbrowning the meat in the braising process?

Observe the techniques used by a fry-cook while on a study tour of a shortorder restaurant. Note the following:Are pre-breaded meats used? Whattemperature is used for chicken? Forfish portions? For shrimp? What utensilis used to turn the meat? How doesthe cook determine if the meat is done?

Choose one meat dish which is preparedby moist heat and explain to the classthe steps and equipment necessary inits preparation. Examples: pot roast,stew, barbecued brisket or chicken,smothered steak or liver, stewed chickenand dumplings, and fried chicken.

295


Practice techniques formoist heat cookery ofmeat, poultry and sea-food (P-GR)

Prepare meats, poultry,and fish by the moist heatand dry heat methods (P-M)

Compare the time and results of pan-fried and deep-fried chicken. Prepareall the parts of one fresh cut-upchicken in the following manner: dip

in cold milk; add paprika to flour;flour each chicken part with this mix-ture; let rest on a rack for ten tofifteen minutes without stacking thepieces; fry half the pieces in a heavyskillet using conventional cooking oiland medium temperature; fry the remainingpieces in a deep fryer using a commercialcooking oil and a 360° temperature; drainwhen golden brown; cool and check flavorand greasiness of both products.

Conduct another, similar experiment withfried chicken. This time compare thechicken which was coated in the lab witha frozen prebreaded variety.

Prepare bacon on the griddle for usein bacon and tomato sandwiches. Experi-ment in using a bacon press to keep thestrips flat and in turning severalpieces at one time.

Prepare a stew in which the meat isbrowned before cooking in the liquid.Use the same ingredients for preparinganother pot of stew but do not brownthe meat before cooHng in the liquid.Sample both types of stew. Comparethe flavor and appearance of the twostews.

Serve a fish luncheon to teachers.Give it a theme like, "The Fish Hook,"and decorate the dining area appro-pri ately.

Prepare carry-out orders for friedchicken and shriiip for school person-nel.

Cater a meal for an in-service dayluncheon for teachers. Prepare an eco-nomical variety of meat.

296

MEAT AND MEAT COOKERY

DIRECTIONS: Find the words listed below in the word search game. The wordsmay be spelled vertically or horizontally. Circle each wordlocated.

A M B U R G E RG H R W N

B B P 0 R K S H IT W IFIBS AO Y S TER 'S I

R F T I I H B MB FLT A AB L PJR V F I A

BACONCON I L R

S G M S T E A KAK P I W

S E M C A T I S TEWLC H I L I I B T R Q B T

LBH A MO A COJ F I

W H AI OMC G U K 0 L

M W S R N I UITHIIWORDS TO LOCATE:

broil steaksalmon baconham fish

chili braisetrout pork

stew oystersroast

297

WEAS:

Quantity Cookery - Eggs

Eggs are not only an integral part of breakfast menus butare associated with luncheon and dinner entrees as well.

Quality of cooked eggs is influenced by the cooking temper-ature and length of cooking time used.

WORDS TO KNOW: eggs dehydrated scrambledwhite dried omeletyolk tough poached


Cite the uses of eggsin meal prepa.ation (C-K)

Identify the basic formsof eggs used in commercialfood preparation (C-K)

View a flip chart or a series of trans-parancies which describe the many usesof eggs in food preparation. Examples:as a separate dish served at breakfast,luunch or dinner, in desserts and bakedproducts, in sauces and dressings, as

part of salads, or as a coating agentfor baked or fried foods.

Collect pictures of eggs used in mealpreparation and place them on thebulletin board.

Observe a display of fresh, frozen(whole eggs, whites, and yolks), anddried or dehydrated eggs as the teachergives uses for each variety. Examples:Fresh eggs are used in preparation ofall types of baked products, and vecon-stituted eggs are used for scrambledeggs or in omelets.

Interview the school cafeteria managersto learn the types of eggs used in theirfood preparation. Report your findingsto the class.

Study a flip chart which lists pro-cedures for reconstituting dried eggsand equivalents for tne reconstitutedeggs.

298


Explain the procedures

for using the variousforms of eggs (C-C)

Apply procedures forusing eggs in variousforms (C-Ap)

Follow correct proceduresin using various formsof eggs (P-M)

Watch a demonstration showing use ofdehydrated eggs in the dried state andthe proper method for reconstitutingthe dehydrated eggs. Watch as the propermethod for cracking fresh eggs for usein cooking is demonstrated.

Divide into three groups. Each groupwill explain the steps in using oneparticular form of eggs. The freshegg group will expAin why a particularway of cracking egg::: is considered

better and why fresh eggs must bebroken separately into a dish. Thefrozen and dehydre4ed egg groups willexplain why frozen and dehydrated eggsshould be reconstituted only 25 portionsat a time and why a quantity of driedeggs is mixed with a small quantity ofwater to make a paste before addingremaining water.

Prepare a recipe which calls for alarge quantity of fresh eggs, such asa chiffon cake, quantity brownies, andfreezer ice cream. Have your labpartner rate you on your technique forcracking and opening eggs.

Prepare a quantity recipe for jellyroll using reconstituted eggs. Haveyour teacher check your measurement.

Use frozen eggs in preparing sheetcakes for dessert in regular luncheonservice for teachers.

Reconstitute the amount of dried eggsnecessary for the production of bakedproducts in the lab. Store in therefrigerator until the cook is readyfor them.

299


Identify popular eggdishes produced infood service (C-K)

List the steps in pre-paring popular eggdishes (C-K)

Describe the steps inpreparing basic eggdishes (C-C)

View a bulletin board which pictures thefollowing egg dishes: fried, scrambled,simmered or hard cooked, poached, andshirred eggs, and omelets.

See how many names you can match withpictures. Discuss which egg dishes aremost popular in your section of thecountry.

Listen as your teacher role plays a

waitress turning in breakfast orders.See how many varieties of eggs you canidentify. Examples: shipwreck andham; two sunny side up; "easy over"with sausage; two "over hard" withbacon.

View a filmstrip or film on egg prep-aration. Note the following: theimportance of heat control in cookingall varieties of egg dishes; inabilityto hold many of the egg dishes for aperiod of time; and the texture andappearance of egg dishes.

Study handouts or a flip chart on specificsteps for preparing each egg dish. Payparticular attention to the equipmentneeded and cooking temperatures.

Watch as a chef from a local restaurantgives a step-by-step demonstration on howto prepare basic egg dishes.

Work with a partner to explain to theclass the steps to follow in preparingone egg dish. Bring out the informationwhich follows.Fried eggs : type of oil used;description of an egg skillet;method for putting egg into skillet;methods for busting eggs; and resultsof too much or too little fat.

300


Carry out proper techniquesfor preparing egg dishes (P-GR)

Scrambled eggs: use of different equip-ment such as steam-jacketed kettle,double boiler, steamer or skillet;utensil used for beating the eggs;reason for adding milk; use of woodenspoon when stirring; texture andappearance of eggs when done; resultsof cooking at too high a temperatureor for too long.Simmered or hard-cooked eggs: results

of boiling eggs; use of wire basketif steam jacketed kettle is used; boiling-water and cold-water techniques forstarting the eggs; necessity for coolingthe eggs immediately; method for easypeeling; method for storing.Poached eggs: twl use of salt andvinegar in the cooking water; watertemperature; method for placing egg inthe water; method for removing the eggand draining; techniques for preparingin quantity and reheating.Shirred Eggs: the use of the specialshirred-egg dish; method for finishingthe eggs.Omelets: necessity for making to order;number of eggs used; techniques fortilting the skillet during the cookingprocess; method for removing omelet fromthe skillet.

Prepare a fried egg in an egg skilletand one on the griddle. Compare theappearance of the eggs.

Take part in an egg cookery lab on arotation basis. Those in group one willbegin with fried eggs; group two,scrambled eggs; three, poached; foursan omelet. Members of the group willrate their own product. Upon completionof ole variety of egg cookery, proceedto the next.

301


Gain increased skill inpreparation of egg dishes(P-M)

Prepare short order breakfasts for boysenrolled in a vocational program.

Prepare a brunch or luncheon for off-duty teacher or members of the advisorycouncil. Prepare such egg dishes asEggs Benedict or omelets.

Prepare deviled eggs to be servedcafeteria style with salads. Preparehard-cooked eggs for use in salads.

KEY IDEAS:

Quantity Cookery - Cheese

Cheese is a very versatile product and contributes appealingflavor to all parts of the menu from appetizer to dessert.

The use of cheese in food service is promoted by the factthere is little if any waste to the product and cheese pro-vides an economical substitute for meat dishes.

WORDS TO KNOW: natural cheese parmesan Roquefort

process cheese mozzarella Swiss cheese

cottage cheese ricotta souffle

cream cheese provolone fondue

cheddar


Identify basic types ofcheeses (C-K)

Give examples of theuses of various cheeses(C-C)

Identify storage techniques

for cheeses (C-K)

View a filmstrip or film on cheeses.

Note the following: the differences innatural and process cheese; the differ-ences in ripened and unripened cheese;the names of chees2s in each catagory.

Take part in a cheese-tasting party.Now many of the unlabeled cheese doyou recognize?

Notice the names of the cheeses asthe teacher places a label by eachdish. Listen as she explains how eachvariety is used.

Select a card which names a dish con-taining cheese. Name aloud a type ofcheese which could be used in that dish.

Do your classmates agree? If not, what

cheese do they suggest? Examples:pizza, stuffed tomato, lasagna, macaroniand cheese, and banana-bread sandwiches.

View a bulletin board which gives stepsin proper storage of cheeses. Listen

as the teacher explains the following:length of storage time for ripened andunripened cheeses; the need for tightwraps around some cheeses; colder tem-peratures necessary for unripened cheesesthan for ripened; and effects of freez-ing on the flavor of cheep?.

303


Identify proper techniquesfor cheese cookery (C-K)

Illustrate proper techniquesfor cheese cookery (C-C)

Follow proper techniquesfor cheese cookery (P-GR)

Observe a demonstration on cheese cook-ery by a National Dairy Council repre-sentative. Note the following. Whatis the purpose of grating cheese beforeadding it to other foods? What temper-ature is used in cheese cookery?

Set up a demonstration to show theeffects of high temperature on cheeses.Prepare a toasted cheese sandwich underhigh heat; medium-low heat. Comparethe quality of the products.

Prepare and serve a cheese fondue orhot cheese balls as refreshments for aHERO-FHA chapter meeting or an advisorycouncil meeting.

Prepare a cheese-cake dessert to beserved at a regular faculty meal. Orcater cheese-cake and coffee refresh-ments for a principal's meeting orfaculty meeting.

Prepare some of the following dishesto be served at regularly scheduledluncheons: cheese biscuits, cheesesauce with vegetables, pizza. lasagna,and grilled cheese sandwiches.

304

KEY IDEAS:

WORDS TO KNOW:

Quantity Cookery - Spicing And Flavoring

Spices, herbs and seasonings are used to improve or enhancethe flavor of foods.

The ability to properly use spices in quantity cookiny isimportant in food service work.

Following proper storage methods for spices and herbs reducesdeterioration of the aromatic oils and contributes to betterflavored foods.

flavoringseasoningvinegaroil

salt

oxidation

Spicesallspiceanisecapercaraway seedcardamoncayennecelery seedchili powdercinnamon

clovecoriander

cumin seeddill seedginger

horseradishmacenutmegpaprikapepper

pepper cornpoppy seedsesame seedmustardturmeric

Herbs

basil

bay leafmarjorammintoreganorosemarysage

savorysaffron

tarragonthyme

Extracts

almondlemon

vanillaorange


Identify spices, herbs, andextracts that are usedin flavoring food (C-K)

View pictures on a flip chart to learnthe identity of spices, herbs, and ex-tracts. Repeat the name of the seasoningas the teacher points it out on a trans-parency.

Visit a supermarket to identify spices,herbs and extracts that are available.Name four of the seasonings you haveseen.

Participate in a tasting lab on spices,herbs and extracts. Examine bottles,jars, and boxes of these items. Identifythe seasonings by the shape of leaves,by fragrance, or by taste.

305


State the cooking tech-niques for using spices,herbs, and extracts inflavoring foods (C-K)

Describe cooking techniquesfor using spices, herbs, andextracts in flavoring foods(C-C)

Attempt to use spicesherbs and extracts inpreparing foods (P-GR)

State the correct careand storage of spices,herbs, and extracts (C-K)

Display a desire to followthe correct methods forthe care, storage, and useof spices, herbs, and ex-tracts in food prepration (A-V)

Watch a demonstration to learn the cook-ing techniques for using spices, herbs,and extracts in flavoring foods. Note

techniques for using spices, herbs, andextracts. Name three techniques forusing spices, herbs, and extracts inflavoring foods. Why is it importantnot to overseason food? Why shouldn'tall of the spice be added at once? Whywould you rub a bowl with a clove of gar-lic? Why should you add spices to stewsor chili the last 30 minutes to 1 hourof cooking?

Select a card and explain the cookingtechnique for using the spice, herbor extract listed on the card.

Explain why 1/2 teaspoon dried-leafherbs should be substituted for 2 tea-spoons of minced fresh herbs. Whyshould dried herbs be added to themoisture in a recipe? Why should wholepods or leaves be placed in a cheesecloth or metal perforated ball whenused for seasoning food? Why shouldyou crush herbs liky thyme, bayleaf,oregano and rosemary with your handbefore adding it to food.

Prepare an assigned recipe which usesspices, herbs or extracts. Check theamount and use of an herb or extractwith a partner.

Watch a demonstration on the care andstorage of spices, herbs, and extracts.Why should the aromatic oils in spicesbe protected from oxidation in the air?How should spices be stored once they areopened?

Tour the ingredient room and note thestorage of spices, herbs, and extracts.

Follow the correct method for using andstoring spices, herbs, and extracts with-out being reminded.

306


Do not overseason or underseason whenpreparing food.

Keep opened packages of seasonings incovered jars.

307

KEY IDEAS:

Quantity Cookeiny - Garnishes and Appetizers

The actual purchase of a particular food item is many timesinfluenced by the artful arrangement of a garnish on the dish.

Small, extra expenditures on foods to be used as garnishes mayresult in increased sales.

Appetizers contribute to appetite stimulation if pleasing andattractive food combinations are used.

WORDS TO KNOW: curls sprinkle olives

sprigs sliced nut meats

wedges roses hors d'oeuvres

toasted whole parsley canapes

toasted halved pickles parisiene spoons


Define the term garnishas used in food service(C-K)

Identify types of garnishescommonly used in food service(C-K)

View a bulletin board display of a varietyof ungarnished dishes. Add cut outs ofcertain decorative pieces of foods to thepictures as you are instructed to do so.Discuss the difference in the appearanceof the foods. Listen as the teacher de-fines the term "garnish." Note the fol-lowing. What is the main purpose ofgarnishes? Are there additional purposes?If so, what? What basic techniques shouldbe followed in choosing the garnish andin decorating the food with a garnish?Is it necessary to garnish all foods?If not, on which foods would garnishes beunnecessary?

Interview the school-cafeteria manager tolearn whether the foods served in thecafeteria are garnished. Does the man-ager feel garnishes are worth the addedexpense? If so, why?

Study charts in food-service manuals ontypes of garnishes that are used and thefoods on which specific ones might beused.

View pictures of garnished foods andidentify aloud tne type of garnish used.

308


Give examples of garnishescommonly used on particulardishes (C-C)

Identify techniques ingarnishing foods (C-K)

Describe techniques used ingarnishing foods (C-C)

Experiment in using theproper techniques forgarnishing foods (P-GR)

View a labeled display of packaged fooditems that are used as garnishes. Checkthe back of the cardboard label for theprice. Group the items according totheir cost.

Take a study tour to a cafeteria or acatering service. Brainstorm upon yourreturn to list garnishes used by thatfacility.

Select two or three garnishes from a list.Find a picture of a food with which eachgarnish could be used. Show your examplesto classmates. Do they agree on yourselections? If not, why?

Watch a demonstration by a commercial foodcaterer on the use of garnishes. Note thefollowing: the emphasis on cleanlinesswhen decorating foods; refrigeration ofsome foods right up until time for dec-orating and immediate refrigerationafterwards; and the need for speed whengarnishing foods.

View a display of equipment and a demon-stration techniques to use in garnishingfoods. Examples: technique for cuttingparsley; slicing eggs; arranging sectionsof olives; and preparing radish roses.

Choose one garnishing technique to describeto the class. Identify the equipmentneeded, the method for using it, and themanner in which that particular garnishwould be placed on the food.

Choose from a list one garnish to use ona particular dish prepared in lab. Ex-amples: asparagus bundles, twisted cu-cumber slices, radish roses, and othervarieties of sliced radishes and olives.

309


Gain speed in garnishingfoods (P-M)

Identify types ofappetizers (C-K)

State techniques forefficient production ofappetizers (C-K)

Practice garnishing meats which will be

served in the following ways: sliced

and on the plate banquet style, buffetstyle, and short order.

Garnish in an attractive manner soupswhich have been prepared in lab. Com-

pare garnished and ungarnished bowls ofsoup.

Practice toasting nuts to desired donenessto be used as a garnish.

Garnish appetizers which are made toorder for a club or social gathering.(See appetizers on p. 311.)

Examine and taste appetizers that havebeen prepared, boxed, and frozen com-mercially. List aloud the variety ofingredients used: canape bases, vegeta-bles, fruits, and cheeses.

View pictures of a variety of appetizersthat have been grouped and labeled accord-ing to type: hors d'oeuvres, or canapes.Listen as the instructor explains thepurposes of appetizers, when and how theyare served, and the basic types of appe-tizers.

Take part in a tasting party prepared bya home service advisor. Class memberswill attempt to identify the types ofappetizers as it is prepared. Note

methods for making spreads, garnishings,and arranging the plates attractively.List aloud the methods to follow inpreparing appetizers.

View samples or pictures of specialequipment such as Parisienne spoons,special knives, and sets of cutters used ipreparing and decorating appetizers.

310


Describe techniques forefficient production ofappetizers (C-C)

Prepare appetizersusing correct tech-niques .(C-Ap)

Gain skill in quantityappetizer production (P-M)

Select one recipe from a number pro-vided by the teacher. Read the recipeto the class and explain w;101 ingredients

and equipment are needed. Describe themethods to be used.

Prepare appetizers for a department openhouse. Divide the class into teams oftwo. Each team will be given a recipefor hors d'oeuvres and a recipe forcanapes. Two students will be assignedto refill trays and beverage containerseach hour of the day as teachers attendthe open house during their off period.If the open house lasts for several hours,choose hors d'oeuvres and canapes thatrefrigerate well and will not becomelimp or soggy.

Take orders from teachers and office per-sonnel to provide appetizers for clubor organization meetings. Arrange toprovide appetizers for a PTA meetingat which slides and information aregiven on the CVAE program.

311

Portioning Techniques

KEY IDEAS: Portion control aids in cost control and contributes tocustomer satisfaction.

Portion sizes are determined by the type of food serviceestablishment, the menu, the prices, and the kinds of cus-tomers to be served.

Standard portions ensure uniform servings.

Careless portioning increases food costs and may resultin customer unhappiness.

Accuracy is essential to portion control.

Careful selection and use of equipment contribute to accuracyin portioning foods.

WORDS TO KNOW: scoopful level standardportion scale pie marker spoonsscoops dippers tongs

skimmer butter cutter plastic glovesspatula


Define portion control (C-K)

List tools used to portionvarious foods (C-K)

Cite procedures for por-tioning various foods (C-K)

Visit the school cafeteria to observeways various foods are divided intoindividual servings. How would cus-tomers react to servings of differentsizes which are the same price? Whatis portion control?

Observe a display of tools used inportioning various foods. List toolsused in portioning.

Name the portioning tools shown on atransparenqy. (See p. 315.)

Watch slides on portioning various foods.Note procedures used for each food.

Watch demonstrations on portioning tech-niques. Where may the food serviceemployee find portioning instructions?What foods may be preportioned? Namethe steps in portioning specific foods?What tools are used for each? Whereis portioning done?

312


Describe procedures forportioning specific foods(C-C)

Sol ve food- portioning

problems (C-Ap)

Study the portioning instructions onrecipes. Could you portion the foodfroM the instructions given? If not,ask questions to clarify points you donot understand. Are diagrams includedto show how the food should be placedon the plate?

Draw a card naming a specific food tobe portioned. Select the tools neededfor portioning that food. Describeprocedures for portioning the food tothe class.

Make a chart listing portioning tools,the size of the tools, the amount held,the weight, and the suggested uses forportioning foods. Example: No. 20scoop, 3 tbsp., 1 3/4-2 oz., sandwichfilling, sauces . Post the chart inthe food service lab for reference.

Make a display of preportioned foods.Include such items as individual packetsof ketsup, jelly, salt, sugar, mustard,salad dressing, bread, cereal, milk,and crackers. Add pictures of foodswhich may be portioned during preparationsuch as custard, jello, muffins, andcupcakes.

Discover the number of portions whichcan be obtained in specific situations.Examples: How many 3 oz. servings canbe obtained from a 10 lb. turkey roll?How many 2 1/2 oz. servings can beobtained from a 10 lb. 12 oz. hunterham? How many 4 oz. servings can beobtained from an 8 lb. - 10 lb. roastor beef? How many 1 cup servings canbe obtained from 4 gal. of soup? Howmany sandwiches containing 3 T. offilling each can be made from 2 quartsof sandwich filling? How many 1/3 cupservings can be obtained from 1 gal.of pudding? If 200 persons are to beserved 20 pies, into how many piecesshould each pie be cut?

313


Practice portioningvarious foods (P-GR)

Measure portionsquickly and accurately(P-M)

Determine effects ofcareless portioning (C-An)

Choose portioning techniqueswhich ensure equal servingsto all customers (A-V)

Practice portioning various foods

using a rotation chart. Be sure togather all tools and dishes before be-ginning. Use a spatula to markpieces of cake before cutting. (if

an error is made, smooth the icingand mark again.) Use a pie markerto mark pie or cut pie in half, thencut each half in five pieces. Portioncondiments such as sugar, salt, pepper,jelly, mustard, and catsup. Por-

tion butter using the butter cutter.Portion other foods as needed.

Portion foods according to instructionson recipe or from teacher as neededwhen preparing and serving food.

Brainstorm to determine effects ofcareless portioning. What may be theeffect if fewer servings are obtainedthan planned? What may be the effectif the size of servings vary noticeably?How can inaccurate measurement in foodpreparation affect the number ofportions obtained?

Make a conscious effort to portion foodsinto servings equal in size. Follow por-tioning instructions carefully. Do notmake exceptions in portion size forcustomers. Explain tactfully that thisis the size serving to be served allcustomers and that there will not beenough food if larger servings aregiven.

314

Convenience Foods

KEY IDEAS: Convenience foods are any food items that have been partiallyprepared before they arrive at the commercial food facility.

The ability to identify convenience foods is necessary forefficiency in food service.

Following directions in preparation is essential to ensurequality meals from convenience foods.

WORDS TO KNOW: convenience foods concentrated mixes

prepackaged foods freeze dried canned foodspreportioned foods dehydrated frozen foods

microwave oven


Define convenience foods Listen to an illustrated lecture to 'earn(C-K) the meaning of convenience foods. What

is the difference in a nonvenience foodand food prepared by a conventionalmethod? In your own words, define aconvenience food.

Identify items that are con- Study flashcards to learn the identityvenience foods (C-K) of convenience foods.

Describe convenience foods(C-C)

Make a bulletin board using the labelsand pictures of convenience foods. Placethe bulletin board in the foods lab forstudent reference.

Select picture cards illustrating conve-nience foods from the picture cards offood items.

Take a field trip to a restaurant orfood-service establishment which reliesmostly on convenience foods. Name fourconvenience foods you saw used.

Look at a display of convenience foods.Explain why each item is considered aconvenience food.


Identify procedures for pre-paration of convenience foods(C-K)

Depict a procedure forthe preparation ofconvenience foods (C-C)

State the advantages and thedisadvantages of conveniencefoods (C-K)

Watch a demonstration to learn the dif-ferent procedures for preparation ofconvenience foods. What is meant by con-centrated foods? Freeze dried foods?Dehydrated foods? Frozen foods? Mixes?Name one food which has been producedby each of the processes. What is thedifference in prepackaged foods andpreportioned foAs?

View a demonstration of a microwaveoven showing the preparation of severaldifferent types of convenience foods.(If there is not a microwave oven inthe school or a nearby restaurant orinstitution, a representative from a

major sales company could bring a micro-vive oven and demonstrate it to theclass.) List the advantages of usinga microwave oven with convenience foods.

Match up cards of food items with cardsstating the method of prepraration.

State the processed forms of a conve-nience food as the teacher reads thename of a food item. (Example:potatoes: frozen, canned, or dehy-drated.)

Go on a field trip to d supermarket toview the various types of conveniencefoods and their methods of preparation.List three processes used in producingconvenience foods.

Make a poster to show a process used inpreparing convenience foods. (Example:frozen process would be illustrated withpictures of food items in the frozenform such as waffles, T.V. dinners,vegetables, etc.) Explain the posterto the class.

Listen to an illustrated lecture tolearn the advantages and the disadvan-tages of using convenience foods. Inyour own words, explain the advantagesand disadvantages of convenience foods.

317


Explain the reasons forusing convenience foods(C-C)

Discover the difference intime in preparing conveniencefoods with preparing foods bytraditional methods (C-Ap)

Identify the basic mix asa convenience food (C-K)

Write down the correct term--An A foradvantage or a D for disadvantage--asthe teacher reads a statement aboutconvenience foods. One point willbe given for each correct answer.

View a chart as the teacher explains thereasons for using convenience foods. In

your own words, give three reasons forusing convenience foods.

Select from a box the name of a conve-nience food. Give two reasons a food-service establishment might use theconvenience food.

Watch a demonstration on preparingpotatoes for french fries in the tradi-tional method compared with usingfrozen french fries. Note the dif-ference in preparation time. Explainthe advantages and the disadvantages ofthe convenience potatoes. Why is itimportant to follow directions carefullyin preparing convenience foods?

Draw an assignment card and prepare thefood item on the card. Keep a record ofpreparation time. (Half of the studentswill prepare convenience food items; theother half will prepare the same fooditem using the traditional method. As-signments might include cakes, frostings,pie crust, and pie filling using driedor canned sliced apple.) Discuss thedifference in time used in preparationof the food items. Which method savesthe most time? Why is it important tofollow the directions in preparing thefood?

Watch a demonstration to learn the identityof a basic mix as a convenience food.Explain why a basic mix can be considereda convenience food.

318


Utilize the basic mixas a convenience food (C-Ap)

State the types of regional,foreign, and ethnic con-venience foods available (C-K)

Attempt to prepare regional,foreign, and ethnic con-venience foods (P-GR)

Experiment by using the variousforms of regional, foreign, and

ethnic convenience foods thatare available (P-GR)

Draw an assignment card. Prepare theassignment using the basic mix preparedby the teacher. Display finished pro-duct for class to view. (Assignmentsmight include small cakes, rolls, cookiesbiscuits, and muffins made from the basicmix.)

Watch an illustrated lecture to learnthe regional, foreign, and ethnic con-venience foods that are available.Name four of the convenience foods.

Take a field trip to a supermarket orwholesale supplier to view the varioustypes of regional, foreign, and ethnicconvenience foods that are available.Name four of the foods and the countryin which each originate.

Take a field trip to a restaurant thatrelies heavily on ethnic conveniencefoods. Name three convenience foodsthat are used.

Give an example of a convenience foodas the teacher calls out the name ofa country, region, or group.

Make a poster illustrating conveniencefoods available from a specific country.Display the poster in the foods lab.

Work in teams of two. Draw an assignmentcard and prepare the assigned conve-nience food. (Assignments might include,enchiladas, tamales, minestrone soup,pizza, egg rolls, and Quiche Lorraine.)Display prepared products for class toview.

Divide into groups of four. Prepare oneform of a convenience food (Assignedforms of tamales may be canned, frozenand traditionally prepared.) Displaythe completed product for the class toview.

319


Prepare an assigned food.product using conveniencefoods (C-Ap)

Perform specific tasks in foodservice utilizing conveniencefoods (P-M)

Display a desire to identifyand correctly use conveniencefoods in food service (A-V)

Sign your name by one of the assignedtasks on the chalkboard. Select the con-venience food needed for the assignedtask and prepare according to directions.Assignments might include preparingbreakfast items using convenience foods.Items may include orange juice(frozen concentrate), hot chocolate(powder mix), scrambled eggs (dried),pancakes (mix), waffles (frozen), andpatty sausages or bacon (pre-cooked andfrozen). Display the finished productfor the class to view. Explain the typeof convenience food used. Explain theadvantages of using the convenience food.

Draw an assignment card of a food itemto be prepared. Select the correct con-venience-food product and follow direc-tions to prepare the food item.

Prepare and serve a meal consistingentirely of convenience foods.

Use convenience foods as assigned inthe food service lab.

Follow directions carefully when pre-paring convenience foods.

Identify the correct form of a conve-nience food as it is needed in thefood-service lab.

320

CONCEPT: Customer Service Techniques

JUSTIFICATION:

Because the dining area and service personnel are often the only aspects

of the establishment with which the customer has direct contact, quality

service is essential in customer satisfaction. Service begins with preparation

of the table before the customers arrives. Although table service may vary

from establishment to establishemnt, neat, attractive, and uniform covers contri-

bute a pleasing appearance to the dining area.

Ability to meet the public in an appropriate manner also contributes to

cusomter satisfaction. Service personnel should cultivate personal charac-

teristics which enable them to work effectively with the public. Ability to

handle difficult sitations which may occur in any food service establishment

is another important aspect of cutomer relations.

Food service personnel must be able to serve customers quickly, efficiently,

and with a minimum of disturbance. Service routines may vary from place to

place, but knowledge of general serving procedures may be adapted to the

employer's requirements. Knowledge of menu and food terms and of procedures

for taking orders, passing orders to the kitchen, and picking up orders are

essential. Although details may vary, knowledge of general procedures for

serving food contribute greatly to employability in any situation.

An important, but sometimes neglected, aspect of food service is bussing.

Efficient bussing is necessary for smooth operation and contributes to the

appearance of the dining area. Efficient bussing is an essential ingredient

in customer satisfaction.

Skill and efficiency in handling money take practice, but make an impor-

tant contribution to the customer's final impression of the establishment. A

person handling money should carefully protect his honesty and integrity by

321

observing correct procedures for verifying cash on hand, for setting up a

change bank, and for proving cash. A standard procedure for accepting payment

from customers prevents mistakes and aids in answering any questions or

complaints from the customers.

OVERALL OBJECTIVES:

Uti 1 i ze appropriate customer service techniques (C-Ap)

Choose customer service techniques which contribute to customer satis-faction (A-V)

Perform customer service tasks quickly, efficiently, and quietly (P-M)

322

KEY IDEAS:

Preparing The Table

Type of table service varies among restaurants.

The type of table service is dependent upon the occasion,the menu, and the number of guests to be served.

Correct placement of table appointments is essential for

good service.

Correct table service contributes to customer satisfaction

WORDS TO KNOW: menutable servicetable appointmentssetupcover

edge of clothset lineRussian ServiceAmerican Service

French Servicefinger bowlhors d'oeuvre platecafeteriabuffet


Identify the tableappointments that make

up a cover (C-K)

Explain the correctplacement of dishes,

glassware, and flatwarefor a cover (C-K)

View transparencies to identify the tableappointments that make up a cover. Define

cover. (See pp. 328-330.) Name items placed

at each cover. Why should each cover lookthe same for one meal?

Watch a demonstration to learn the cor-rect placement for dishes, glassware,and flatware at each cover. How far

from the edge of the table should thedinner plate and flatware be placed?Where should the knife be placed? In

which direction should the sharp edge ofthe knife be placed? Where should theteaspoon be placed? Where should thefork be placed? In what direction shouldthe tines of the fork turn? Where should

the napkin be placed? Where should theopen corner of the napkin be placed?Where do you put the water glass? How

much space should the handle of the cupturn? Explain the correct placement fordishes, glassware, and flatware for acover.

323


Attempt to use the correctplacement for dishes, glass-ware, and flatware for acover (P-GR)

Identify types of serviceused in restaurantsand dining rooms (C-K)

Describe Americanservice (C-C)

Explain the correcttable setup forAmerican service (C-C)

Attempt to set up thecover for American service(P-GR)

Demonstrate the correct placement fordishes, glassware, and flatware for a

cover. Rotate so that each class membercan prepare a cover. Let teacher andclassmates suggest ways to improve.

View transparencies to learn to identifythe types of service used in restaurantsand dining rooms. (See p. 331.) Namethe types of services used. Which serviceis identified as plate service? Whichservice uses a cart for serving food?

Visit restaurants to observe varioustypes of service. Observe American,French, Russian, cafeteria, and buffetservice. Note the differences in thesame type of table service among variousrestaurants. Why does each restauranthave its own standard pattern for serv-ice? How does a restaurant decide whattype of service to use?

View slides of types of service used byrestaurants. What differences can yousee in placement of table appointmentsin various restaurants?

Explain American service. When wouldthis type of service be used? What arethe advantages of American service? thedisadvantages? Why is American Servicedefined as plate service? What is thegeneral rule of American style serving?Which side does the waiter serve solidsfrom? Serve beverages? Remove soileddishes?

Watch a demonstration to learn the cor-rect table setup for American service.Give the name and purpose of each tableappoi ntment.

Demonstrate the correct placement of tableappointments for a cover for Americanservi ce.

324


Describe French service

(C-C)

Explain the correcttable setup forFrench service (C-C)

Attempt to set up a coverfor French service (P-GR)

Describe Russianservice (C-C)

Explain the correct

table setup for Russianservice (C-C)

Explain the French service. Why is French

service called wagon service? How manywaiters are involved in French service?How is food brought to the table? What

are the advantages of French service?The disadvantages? What is the generalrule.of French service? Explain the useof a finger bowl. Which side of theguest does the waiter serve from? Whereare the butter, bread, and salad platesplaced? When is the table cleared?

Watch a demonstration to learn the cor-rect table setup for French service.Give the name and purpose of each tableappointment. Where is the hors d'oeuvreplate placed' Napkin? Dinner fork?Dinner knife, Soup spoon? Water glass?Wine glass? As coffee is not servedduring dinner, where is the coffee spoonplaced?

Demonstrate the correct placement oftable appointments for a cover forFrench service.

Explain Russian service. What are theadvantages of Russian service? the dis-

advantages? Why are empty plites-set infront of the guests? How is food trans-ferred from the sliver serving platterto the guest's plate? How does Russianservice assure equal portions? Why doesthe waiter serve from the left? When arefinger bowls served?

Watch a demonstration to learn the cor-rect table setup for Russian service.Give the name and purpose of each tableappointment. Where are the followingitems placed: hors d'oeuvre plate,napkin, dinner fork, dinner knife, soupspoon, water glass, wine glass, and coffeespoon?

325


Attempt to set up acover for Russianservice (P-GR)

Describe buffet service (C-C)

Explain the correct tablesetup for buffet service (P-GR)

Attempt to set up abuffet service (P-GR)

Identify steps in preparingtable setups (C-K)

Identify the relationship

between menus, courses, andtable service (C-K)

Identify table appointmentsused for specific menus (C-K)

Demonstrate the correct placement of tableappointments for a cover for Russian serv-ice.

Explain buffet service. How are food,dishes, and silverware served? How isthe guest served? What are the advantagesof buffet service? The disadvantages?

Watch a demonstration to learn the correcttable setup for buffet service. Name thelocation of food, beverage, dishes, andSi lverware.

Demonstrate the correct arrangement offood, dishes, and silverware for buffetservice.

Listen to a panel of restaurant managers oremployees discuss preparation of the tablefor customer service. What guidelines areimportant In preparing a table for cus-tomers? Why is an orderly, clean well-arranged table important? What types oftable service are used in the establishmentwhere each panel member works?

Look at several setups for trays for usein restaurants and in hospitals. How aretrays used in each? Why should trays beneat, orderly, and attractive? What extratouches can make a tray more appealing?

View table service accompanied by the menufor which it was prepared. How does tableservice di ffer with di fferent menus? Namethe courses which may be included in break-fast, 1 unch, and di nner.

Visit restaurants or view slides to observethe table service for specific menus.Which table appointments are used only ifa particular food item is included in themenu? Where are the following table ap-pointments placed on the table: relishes,crackers, salads, soup, rolls, butter,appetizers, and appropriate condiments?Which table appointments are consideredbasic to most menus?

326


Illustrate various typesof table service (C-C)

Practice setting up eachtype of table service(P-GR)

Acquire skill in using eachtype of table service (P-M)

Display a desire to use thecorrect placement of -cableappointments for coursesand for service (A-V)

View pictures or actual setups of varioustypes of table service. Identify eachtype. Are the table appointments alwaysin the same place for a specific typeof table service? Why?

Work in small groups to illustrate aspecific type of table service. Draw aslip of paper on which a type of tableservice is written. Use resources suchas handouts, bulletin boards, or otheravailable illustrations to set up theappropriate table service.

Check table setups for other group mem-bers. Are all table appointments intheir proper places? Are all necessaryappointments included on the table? Ifnot, what changes need to be made?

Work with a list of food items and adisplay of numbered dishes, glasswareand flatware. Place the number ofpiece(s) of tableware which would beincluded in the cover if serving aspecific menu.

Carry out preparation of the table fora specific type o; table service. Workin groups and prepare a table for thetype of table service assigned the group.

Prepare and serve meals using the dif-ferent types of table service. Set upthe tables for a specific menu using aspecific type of table service.

Match placement of table appointments tothe appropriate service and course whenpreparing a table.

Check to see if the table is set in aneat, orderly manner.

32/

MAKING UP A COVER

coverashtray° 00

salt& peppershakerssugar bow

butt late

salad platedinner forkclad fork

0 water glass

dinner knifebutter knifetea-soon soup spoon

al WM/0 ANIMMe

EDGE OF CLOTH

Standard Dinner Setting

328

STANDARDBREAKFASTSETTING

1111=MD ..I

O=MIND .1Ii

STANDARDLUNCH EONSETTING

a0

MEM 011111111 IIMMID WAND ....10, =Mid

STANDARDDINNERSETTING

00

0

What is wrong with this table setting?

0 0O

0

330

dinner knifebutter knife

I teas onsoup spoon

IMMO 1111111 iMM MOM

FRENCH ORRUSSIANSERVICE

butter platebut terknife

dinner fork

eml= ID .111=0 ilmola al .11.

ashtray

OHOsalt& pepper

shakers

dessert spoondessert fork

hors 'euvreplate

SIM 0111 0111 =MO

water or wine glass

napkin

dinner knifesoup spoon

=mama MOM. MN* swim Insm.I. 01. Gs. 11. =MEM

Table setupAMERICANSERVICE

dinner forksalad fork

sugar bowl

1=10 INI, --- GINO .11M1

sRpepper

0shakers

napkin

amms Mi 411011.

water glass

331

Meeting The Public

KEY IDEAS: Certain employee characteristics contribute to success asa food-service employee.

Customer satisfaction is dependent upon employee attitudes.

The ability to handle difficult situations is necessaryfor food service employees.

WORDS TO KNOW: cooperativecourteousloyal

friendlysincere

punctualadaptabilitypatiencerespectful

tactful

self-discipline

polite

dependabilityenthusiasticthoughtful

characteristicscustomer


Identify employee characteristicswhich contribute to customersatisfaction (C-K)

View a filmstrip or transparencies whichpoint out employee characteristics thatare important for customer satisfaction.What characteristics are pointed outas being important for an employee?What little extras can contribute tocustomer satisfaction? Why is it impor-tant to get along with other employees?

Find the employee characteristics listedat the bottom of the Customer Seekergame. (See p. 335.) Circle the wordswhich you find in the game.

Listen to a panel of restaurant managersor employers discuss employee character-istics which are desirable.1. How should a customer be greeted?2. What characteristics can the employee

display which will contribute tocustomer satisfaction?

3. How can courtesy be extended to acustomer?

Read booklets which describe desirablecharacteristics for food service employ-ees.

332


Give examples of personalcharacteristics of employeeswhich contribute to customersatisfaction (C-C)

Indicate employee charac-teristics which contributeto customer satisfaction (A-Res)

Display desirable employeecharacteristics (A-V)

Identify difficult situationswhich may occur in a food-service establishment (C-K)

Illustrate examples of employee charac-teristics which contribute to customersatisfaction by preparing a bulletinboard depicting these characteristics.

Watch short skits or read case studieswhich display employee characteristics.What characteristics were displayed?Which are desirable for an employee?

React to a list of employee character-istics by circling those which you feelcontribute to customer satisfaction.How may the role of the employee varywith the type and degree of formalityof the establishment?

Exhibit employee characteristics whichcontribute to customer satisfaction.Make every effort to please guests inthe CVAE laboratory.

Role play situations involving employeesmeeting the public. Display desirableemployee characteristics in the situations.

Use a checklist to rate yourself orother class members on desirable employeecharacteristics for meeting the public.

Design a poster illustrating how thefood service employee should meet thepublic. (See p. 336.)

Listen to a panel of food-service managersor employees discuss difficult situationswhich may occur in a food-service estab-lishment. What difficult situations mayoccur with customers in a food-serviceestablishment? How can such situationsbe handled? What problems are frequentlyassociated with elderly persons, blindguests, ill customers, noisy customers,early and late customers, angry customers,and children?

333


React to difficult situationswhich occur in a food-service establishment(A-Res)

Choose suitable actions totake in a difficult situation(A-V)

Watch skits illustrating difficult situa-tions which occur in food-service estab-lishments. Include customer complaints,early or late customers, grouchy orangry customers, uncontrolled children,and handicapped customers. Discussfirst impressions of an establishmentwhich may result from such encounters.

View filmed situations or skits depict-ing a difficult customer situation.(See p. 337.) What would you have donein this situation? Why? What elsecould be done in the same situation whichwould yield satisfactory results?

Set goals periodically for improving oneproblem you have in customer relations.Report your progress to teacher.

Role play difficult customer situations.Display actions which result in satis-factory correction of the difficulty.

334

CUSTOMER SEEKER

DIRECTIONS: Find the words listed below in the word search game. The wordsmay be spelled vertically, horizontally, or diagonally. Circleeach word located.

F R I E N D L Y A C P

T E Z S P R 0 L F H Y

A M C I 0 A Y S A R D

C 0 0 P E R A T I V E

T E U G H L L A V G B

F A R S Q B 0 R C E C

U K T G P L T X S A H

L D E P E N D A B L E

N R 0 A 0 V C P S A E

A F U T F L A B I S R

R M S I M S I 0 N A F

W A P E T 0 Y T C 0 U

0 0 E N Q K R A E P L

M Q C T M T L E R I D

A R E N F A 0 W E R H

WORDS TO LOCATE:

Friendly Sincere PoliteCooperative Courteous LoyalPatient Tactful Cheerful

Dependable

335

KEYS TO MEETING THE PUBLIC

Res ec

Tact )

Se"DIsle

'Getting alo i \people

Loyalty

336

Problem Situation Skits

El derly Person

Elderly Mr. Jones has been seated near the kitchen and complains tothe waiter of noise and a draft. Mr. Jones is on a restricted diet andcannot eat both eggs offered on the breakfast menu. He complains ofhaving to pay for an egg he can't eat.

1. Where should an elderly person have been seated? (Away from noise anddrafts, but not in an isolated part of the dining room.)

2. What might be done to make up for the portion of the meal an elderlyperson or person on a restricted diet cannot have? (Offer largerportions of other items, if approved by management.)

Blind Guest

Mr. Wiggins, wno is blind, arrives at your restaurant alone for dinner.You are the waiter. Offer Mr. Wiggins your arm and take him to his tablebeing sure path is wide enough for two. Pull out his chair as you wouldfor any other guest. Quietly remove the tall flower vase and any other clutterfrom the table or from reach. Offer Mr. Wiggins a menu. He may be able tosee it. If not, quietly read it aloud without making any suggestions. Writedown Mr. Wiggins special request that the meat be cut for him.

1. Why should blind guests not be treated like infants? (They have gottento your restaurant without undue assistance, and should be treated withdignity as any other guest.)

2. Why should you talk in a normal voice to a blind person? (Blind peopleoften have a keen sense of hearing.)

Ill Guest

Judy Stokes, a regular customer, missed a step as she was leaving thedining room. She turned her ankle and bumped her head on a chair as she fell.You are the waitress closest to Judy when she falls. Ask another waitress toget the supervisor. Stay with Judy. Do not attempt to move her. As shecomes to, assure her that help will arrive shortly. Ask someone to findsomething warm to cover Judy if she is cold.

1. Why should the waitress stay with a person who is ill or has an accident?(The person might need something or be further injured if left alone.)

2. Why should the waitress never try to move a person who is ill? (She mightcause further injury.)

337

Noisy Customers

It is late one evening. A large party has come for dinner. They talkloudly, laugh and seem to be disrupting the whole dining room. Guests atnearby tables seem annoyed. Call the situation to the attention of thehead waiter or manager.

1. Why should the waiter or waitress not try to quiet noisy customers?(Customers called down by a waiter seldom accept comment gracefully.Someone in a position of authority will have more success.)

Early Customers

Two businessmen arrive before the dining room is open for the evening.Ask them if they would care to wait in the lounge until the kitchen is ready.They indicate this is not acceptable, so seat them in the dining room and offera newspaper while they wait. The men know they are early and politely waituntil the staff is ready to serve them.

Late Customers

A couple on their way home from a party have decided to stop by therestaurant where you are hostess for something to eat. Explain that thekitchen is closed and ask if they are willing to make do with a selection ofcold hors d'oeuvres.

1. Why are early guests unlikely to present a real problem? (They know theyare early and are usually willing to wait.)

2. Why may late customers present a problem? (It may mean no dinner forthem at all.)

3. Why is it important to explain that the kitchen is closed or that theselection is limited before seating late guests? (The establishmentis not on the defensive if the guests knows the selection is limitedbefore he is seated. He may agree to make do with what is available orleave.)

The Angry Customer

A gentleman dining alone calls the waiter to his table after the foodhas been served. He ordered his steak well done and it was served mediumrare. He is understandably displeased. The dining room has been extremelybusy arid you think you may have been given him the wrong order. Expre s regretthat the steak is undercooked and offer to return it to the kitchen to bt.cooked again. The man agrees.

When you return the steak, the man finds a small pink spot and againcalls you to his table. This time he is really mad. He will not agree toallow you to return the steak again. Call the headwaiter to talk to theman.

338

1. Why should the waiter or waitress be prompt in attending to complaints?(Often the situation can be corrected with no hard feelings if attendedto promptly.)

2. Why should the waiter never "reason" with an angry customer? (His job

is to serve the customer. If he cannot please the customer, whetherthe customer is right or wrong, he should call the head waiter.)

Children

The Shipman's and their small son, Stephen, are having dinner in therestaurant where you are waitress. Discreetly move the ash tray out oflittle Stephen's reach. Take the order from Stephen's father. When Stephensays he wants a hamburger, look to his father for approval.

1. Why should the child's order be taken from the parent? (The parentis the host.)

2. If you cannot descreetly move items which might be knocked over, whatshould you do? (Leave them. It is easier to replace an ash tray thana customer.)

3. If the restaurant does not have children's portions, what should thewaiter do? (He should not suggest them, but if they are requestedhe should check yiith supervisor.)

4. If a child anvlys other guests, who should ask the parents to controlthe child? (The headwaiter.)

339

Serving Guests

KEY IDEAS: Each food-service employee is responsible for specifictasks in serving guests.

Efficiency in taking orders and serving guests contributesto the satisfaction of guests.

Correct serving procedures contribute to customer satis-faction and pleasure.

Taking the order and presenting the check to the customerefficiently are essential for a food-service employee.

The size tip a waiter or waitress receives is relatedto the quality of service the customer received.

WORDS TO KNOW: host menu inspecthostess order checkwaiter ordering change traywaitress put on complaintguest pick up tip

room service accuracy


Identify the duties offood-service personnel inserving customers (C-K)

View a filmstrip, transparencies, orother visuals, identifying duties of thehost, hostess, waiter, and waitress inserving guests. Define guests. Whattasks are performed by each employee?What duties are each employee's respon-sibility?

Visit a food-service establishment toobserve the host, hostess, waiter andwaitress. Note the tasks performed byeach employee.

Watch a pantomime or role play of personsplaying parts of host, hostess, waiter, orwaitress. Identify the employee illus-trated.

Work with a list of duties to decide whichare the responsibilitis of each foodservice employee. Indicate the correctemployee beside each task.

340


State the responsibilitiesof the host or hostess (C-K)

Explain the procedures for ahost or hostess in welcomingthe guest (C-C)

Summarize the procedureused by the host or hostessfor the departing guest (C-C)

Explain how the host orhostess should handlecomplaints (C-C)

Draw slips of paper from a container onwhich employee duties have been written.Tell which employee is responsible forthe task which you draw.

View a filmstrip or transparency tolearn the responsibilities of the hostor hostess. What are the responsibilitiesof the host or hostess? (See p. 355.)

Describe the procedure for the host orhostess in welcoming the guest. Whyshould the host or hostess remember thenames of frequent guests? Explain howthe host or hostess determines thenumber of people to be seated. How shouldthe host or hostess handle the problem ofguests waiting for a table? Explain theprocedure for escorting guests to table.Where should elderly persons or personsin wheelchairs be seated? Why should thehost or hostess remember seating prefer-ences of frequent guests? Explain theprocedure for seating a woman above.When does the host or hostess presentthe menu?

Describe the procedure used by the hostor hostess for the departing guest. Whenshould guests be assisted with wraps?Why should the host or hostess expressthe hope that the service is satisfactoryand that they will come again. Why is itimportant to offer the guests a pleasantgood-bye?

Describe the appropriate procedure forhandling complaints. Why shouldn't thehost or hostess argue with the guest?Explain the statement: "The guest may notalways be right, but he is never wrong."Why should the host approach the customerin a friendly spirit and not allow himselfto be put on the defensive?

341

Behavi oral Objectives Learni ng and Eval uati on Experiences

Describe the responsibilitiesof the host or hostess insupervising the diningserving hours (C-C)

Describe the supervisoryduties of the host or hostessin preparing the dining roombefore serving hours (C-C)

Why should the host acknowledge a mistakepromptly? Why should the host expresssincere regret for the occurance? Whyshould the host offer to exchange or sub-stitute food which is unsatisfactory?Why should the host report difficult andunreasonable complaints to the managerfor settlement? Why should the host re-port all serious complaints and thoseinvolving business policy and regulationsto the management.

Explain the responsibilities of the hostor hostess in supervising the dining roomduring serving hours. Why is it importantto make sure that each guest receivesprompt, efficient service? How shouldthe host alert employers to needs ofguests? Why should the host check thequality and appearance of food beingserved? Why should the host make sureguests are satisfied with foods andservice? Why is it necessary for thehost to keep an eye on the appearance,manner, and conduct of employees? Howshould the host keep track of clean

tables that are available?

Explain the supervisory duties of thehost or hostess in preparing the diningroom before serving hours. Why shouldthe host or hostess go over the menuwith employees and alert them to specialsof the day? Summarize the items to bechecked in making sure the dining roomis set up properly. Explain how thehost or hostess plans the seating ofguests. Why should the host or hostessrefer to the reservation book and makesure enough tables are set? Why shouldthe host check to see that all employeesare on duty and that they have a clean,neat appearance?

342


Explain the responsibilitiesof the host or hostess inin supervising the closingof dining room (C-C)

Present correct methodsof handling responsibilitiesof the host or hostess (C-Ap)

Define menu and food terms(C-K)

Pronounce menu and food termscorrectly (C-K)

Describe menu items toguests (C-C)

Explain the responsibilities of the hostor hostess in supervising the closing ofdining room. Why should the host check tosee that all the closing duties of waitersare completed before they leave the floor?Why should the host hostess collectall guest-check books from waitresses?

Work in groups to role play the appropri-ate method for handling the responsibil-ities of the host or hostess. (Role playmay include welcoming guests saying good-bye to guests, supervi sing di ning roomduring serving hours, handling guestcomplaints, supervising dining room be-fore serving hours, and supervising theclosing of the dining room.)

Study a list of menu terms and foodterms which the host, hostess, waiter,and waitress should know. Practicedefining the words as teacher names them.

Listen to a tape recording of menu termsand food terms which the food-service em-ployee should know. Pronounce each wordcorrectly as it is given on the type.Look at the list of words as you pronouncethem. When you feel you can say each wordcorrectly, pronounce the words on the listto the teacher. Review any words you havenot pronounced correctly.

Study sample menus. Which foods might al-ready be prepared? Which would be cookedto order? How would you know when "inseason" items are available? How would youknow daily specials, soups, and garnishes?

Study a sample menu. Learn how each itemis prepared and the time required. Whichitems would you suggest to a customer whois in a hurry? Which items would takelongest to prepare? Why should you tella customer the time required to preparean item if it takes a long time? Whymight you suggest an appetizer to a

customer who chooses a slow dish?

343


State abbreviations formenu items (C-K)

State procedures for takingorders (C-K)

List steps in writing theorder (C-K)

Practice describing menu items to apartner.

Study a list of menu items and theirabbreviations. Practice writing theabbreviations as you listen to a taperecording of the menu items.

Listen to a waiter or waitress describeprocedures for taking orders. Who doesthe waiter address when taking an orderfrom a couple? From two men or twowomen? From a group?

Visit a food service establishment to ob-serve procedures for taking a customer's or-der. Why is it importaht to know the menu?

Watch a demonstration on taking ordersin the food-service lab. Let class mem-bers role play guests. Why should thewaiter or waitress be discrete and mod-est in assisting the guest in ordering?In pronouncing menu terms for him?

Listen to taped interviews of waitressesor food-service employees describing theprocedures for taking and placing a cus-tomer order. How does the employe know

when the customer is ready to order? Howare orders recorded? How does the em-ployee remember which order belongs toeach person?

Watch as the teacher shows how to writean order on the overhead projector.Note the following step in writing theorder. 1) Make the number of copiesrequired, using carbon if making morethan one copy. Write legibly.2) Include your number, the table num-ber, and which guests have ordered whatdishes. (Number the chairs clockwisefrom a given point or note the directioneach guest is seated as N,W,S,E.) Writesigns indicating seats in a column atthe left; then make columns to indicatecourses or write courses in order undereach number.

344


Illustrate steps in takingand writing orders (C-C)

Demonstrate ability to takeand write an order (C-Ap)

Determine correct proceduresfor taking orders (C-An)

3) Use legible abbreviations. For ex-ample, capital letters for main dishes,a comma, then garnishes in small letters.Indications like "well done" may be writ-ten in a circle next to the item.4) Repeat each order as it is given.5) Clarify how meats and eggs are to becooked, the dressing or garnishes chosen,the style desired such as baked, fried,or boiled, and the choice of vegetable.6) Write out any special comments orinstructions.7) Remove menus.8) Say "Thank you."

Develop cartoons or instant slides to il-lustrate procedures for taking and writingorders. Check to see if you left out anysteps.

Practice writing an order as the teacherprovides the information using an actualmenu pad.

Work in groups to practice taking orders.Let one person take the order as othersplay the part of guests. Use correctabbreviations for menu items when takingorders. Rotate until everyone in yourgroup has taken an order.

Watch skits presented by classmates orview a filmed situation of persons takingcustomer orders. What was done correctly?What was done incorrectly? What changeswould improve the procedure used bythe person taking the order?

Take orders from customers during foodservice lab. Use the menus developedby the teacher for the lab and an actualorder pad. Why is it important to writelegibly? To clarify each order? To uselegible abbreviations?

Use checklist to rate a classmate whois taking orders. (See pp. 356-358.) Workin groups giving everyone the opportunityto rate all other group members.

345


Cite procedures for passingan order to the kitchen (C-K)

Illustrate procedures forpassing an order to thekitchen ( C-C)

Demonstrate ability to passan order to the kitchencorrectly (C-Ap)

State procedures forpicking up an order (C-K)

Listen as a waitress describes proceduresfor passing an order to the kitchen.How does the waitress decide whether topass the order to the kitchen immediately?How can she be sure slow foods are startedfirst? What procedure is used to passthe order in a small Kitchen? In a largekitchen? Which items on the order wouldnot be passed to the kitchen? What ismeant by the terms "ordering," "puton," and "picking up"?

Make a table showing the time requiredto prepare each item on the food servicemenu. How would such a table aid thewaiter or waitress in determining whenfoods should be put on?

Role play procedures in passing an orderto the kitchen? What should the waitressdo if the guests choose to have an appe-tizer? If one guest selects an item thattakes longer to prepare?

Pass orders from customers in the food-service lab to the kitchen following theestablished procedure.

Watch a waitress pick up an order. Whichitems did the waitress serve? How didshe announce that she was picking upthe order? How might the procedurediffer in a larger or smaller establish-ment? How did the sequence used forpicking up compare with the following.1) Collect all serving equipment andneeded for food and accompaniments. 2)

Pick up cold foods (place away fromwhere hot foods will go on tray). 3)

Pick up hot foods last (covered, if pos-sible). 4) Pick up hot plates and coldplates. Does the waitress inspect the order

List questions which might be asked wheninspecting an order. Have you included thefollowing. Is the order correct? Is itas the guest ordered it? Is it attract-ive? Are you proud to serve it? Whatshould the waitress do if the order isin- correct?

346


Cite procedures forloading and ..arrying atray (C-K)

Identify accidents which mayoccur in transporting food (C-K)

Attempt to carry a trayproperly (P-GR)

Execute correct proceduresfor loading, lifting, andbringing down a tray (P-M)\

Identify the procedureused to serve food (C-K)

Watch a waiter demonstrate procedures forloading and carrying a tray. Where arethe heaviest items placed? The lightestitems? Why are full cups not placed onsaucers? Why shouldn't hot dishes touchcold dishes? Why should tea- and coffee-pot spounts be turned in and away fromplates of food? Why may the tray becovered with a large clean napkin beforeloading? How is the tray picked up?Where should it be carried if it is large?if it is small? How is the tray broughtdown? Why is it important not to over-load the tray?

Brainstorm to list accidents which mayhappen in transporting food from thekitchen. How can each be prevented?

Practice carrying an empty tray usingthe procedures demonstrated. When youcan lift, carry, and put down the traywith confidence, add books or otherunbreakable items and practice carryinga loaded tray. Increase until weightis comparable with a tray of food.

Carry trays loaded with food as neededduring food-service labs. Load, lift,and bring down trays following correctprocedures.

Observe a filmstrip or transparencies il-lustrating the correct procedure forserving food. From which side is thebeverage served? The main course? Fromwhich side do you remove dishes from thetable? How should glassware, flatware,and dishes be held? What is the correctprocedure for refilling beverage glassesand cups? In what order are foods served?What should be done if a customer has an

accident?

Study a handout (see p. 359) illustratingcorrect procedure for serving food items,for serving beverages, and for removingtable appointments.

347


Explain the correct procedurefor serving food (C-C)

Cite correct order ofservice (C-K)

Illustrate correct order ofservice (C-C)

State order in whichfoods are served (C-K)

Cite procedures forserving specific foods(C-K)

Describe procedures forserving specific foods(C-C)

Demonstrate the correctprocedure for servingfood (C-Ap)

Employ booth service (C-Ap)

Observe a demonstration showing correctprocedures for serving various foods.List basic rules for serving food.

Observe a demonstration on proceduresfor serving food at a booth. Whichguest is served first? How do you standwhen serving? Which hand is used forserving each side of the table?

Examine a list of menu items. Indicatewhether each item is served to theguest from the right or left.

Listen as a waiter or waitress explains theorder of service. Who is served first whenserving a couple? Two couples? Threecouples? More than three couples? Otherthan couples?

Study case situations and diagrams il-lustrating seating arrangement of dif-ferent-size parties. Place numbers bythe persons shown in the diagram to tellthe order in which they should be served.

Study a handout illustrating the orderof service for breakfast, lunch, anddinner. Practice placing cards namingthese steps in the correct order.

Interview wai ters and wai tresses to 1 earn

how to serve specific foods. How shouldthe following foods be served: sauces, soumelon, grapefruit, pasta, eggs, salads des-serts, cheese, fresh fruit, and coffee.

Explain how specific foods are served asyou play spin the bottle. Spinner namesa food and person to whom the bottlepoints must describe how to serve thatfood.

Practice using the correct techniques forfor servi ng food .

Set up the food-service lab for boothservice. Use correct techniques whenservi ng.

348


Cite procedures for removingplates (C-K)

Practice removing plates(P-GR)

Use correct procedure forremoving plates (P-M)

Summarize procedures forserving guests (C-C)

Show the correct procedurefor serving guests (C-Ap)

Name accidents whichmight occur in servingfood (C-K)

Watch a demonstration on removing plates.Why are plates not removed until everyoneis finished and the next course is readyto be served? From which side are platesremoved? To which hand is plate trans-ferred if picking up more than one plate?How are plates scraped? Why shouldplates not be scraped in front of guest?

Role play to practice removing platesusing the procedure outlined by theteacher. Ask students who play theroles of guests to suggest ways to im-prove.

Remove plates from tables when servingas waiter or waitress in the food-servicelab.

Draw a slip of paper from a container.The paper will have one serving taskwritten on it. Describe the correctprocedures for performing the taskwhen serving guests.

Practice placing steps in serving ameal in the correct order. (See p. 360.)

Work in groups to show the correct pro-cedure for taking orders, passing ordersto kitchen, picking up orders, and serv-ing guests. Designate some persons toserve as waiters and waitresses and othergroup members to play the role of guests.Rotate until everyone has served. Use achecklist for serving to check each mem-bers serving procedures.

Listen to taped interviews with waitersand waitresses on accidents which theyhave seen occur in serving food andexplain how each situation was handled.

Make a list of accidents which may occurwhen serving food. How can each be pre-vented? How should each be handled?

349


Describe what should be donein case of accident (C-C)

Demonstrate acceptableprocedure when an accidentoccurs (C-Ap)

Identify the procedure forpreparing and presencingthe check (C-K)

List information to beincluded on check (C-K)

Illustrate the correctprocedure for presentingthe check (C-C)

Look at pictures illustrating accidentsin a restaurant. What is happening?What should the restaurant personnel doin such a situation?

Work in groups to show what to do if anaccident occurs. Role play the specificaccident assigned to your group. Does

the waitress handle the situation ap-propriately? What other actions mayhave been taken? What would you do inthis situation?

Handle accidents which occur in the food-service lab effectively. Ask teacher forassistance if you do not know what to do.

Listen to restaurant managers or employ-ers explain the correct procedure forpreparing and presenting the check.Where is the check figured? When shouldseparate checks be made? Why shouldprices and arithmetic be checked carefullybefore presenting check? When is thecheck presented to the customer? Howis the check presented to the customer?Where should the check be placed when thehost is known? When the host is not known?When a man and women are dining together?How should any complaints be handled?

Observe a demonstration on the pro-cedure to be used in the food-servicelab for preparing and presenting checks.What steps are involved in the procedure?When is the check presented to the cus-tomer?

View a transparency of a completed check.List the information included. (see p.361.)

Present skits of employees presentingchecks to guests. Which employee pre-sented the check correctly? What wasdone wrong in presenting the check tothe other guests? Did the employeepresent the check at the correct time?If not, when should the check have beengiven to the customer?

350


Utilize correct procedureto present the check (C-Ap)

Identify procedure for paymentat the table using a changetray (C-K)

Illustrate the correctprocedure for presentingthe check using a changetray (C-C)

Cite etiquette intipping (C-K)

Role play situations depicting an employeepresenting a check to a customer. Wasthe correct procedure followed? If not,what improvements could be made in pre-senting the check?

Work in groups to practice the correctprocedure to use when presenting checksto guests. Give each person in the groupthe opportunity to present the check.Was the correct procedure used by allgroup members or are improvements needed?

Present checks to guests during foodservice lab, observing correct procedures.

Observe a demonstration on procedure forusing a change tray for payment at a table.Define change tray. Explain the procedurefor payment at the table using a changetray. When is the change tray presentedto the table? Removed from the table?When change tray is returned to the tablewith change, where is the change trayplaced? Why isn't it necessary to countthe change to the guest?

Practice using the correct procedure forpresenting a check using the change tray.Why should you call out the denominationof the currency the guest gives you? Whyshouldn't you call back the amount of thecheck?

Listen to a panel of food service man-agers discuss tipping etiquette. What isthe customary tip? How should the employeereceive a tip? What do customers considerwhen tipping an employee? What should anemployee do when given a smaller tip thanhe feels is appropriate? Should the amountof tip a customer gives influence thequality of service the employee gives himin the future? What are customary pro-cedures for sharing tips with the busboy or bus girl?

351

../11110


React to situation involvingti ppi ng (A-Res)

Display proper etiquette

in receiving tips (A-V)

Define counter service (C-K)

List the order of counterservice (C-K)

Ill us trate counter

service ( C-C)

Employ counter service (C-Ap)

Cite procedures forcafeteria service (C-K)

Explain the duties incafeteria service (C-C)

Watch ski ts involving employees recei v-i ng tips. Were the employees courteousto the customer? Were the employee'sattitudes desirable in the situation?If not, what should the employee havedone? (See p. 362.)

Roles play situations to exhibit appro-priate behavior when receiving tips.Include actions when customers do nottip as well as customers who leavegenerous tips.

Brainstorm to name places where food isserved at a counter. List characteristicsof counter service. Define counter serv-ice.

View a film or listen as a counter wai t-

ress describes procedures for servingfrom the ,titne the customer sits down.In what order are guests served? Whenis the check presented? When is thecounter cleared? Why is it importantto keep the work area spotless?

Role play procedures for counter service.Greet guest. Bring filled water glassand napkin. Present menu. Take order.Call in the order. Set cover. Serve andremove each course. Clean counter aftermain course. Place check, face down, atguest's left. Thank the guest.

Set up the food-service lab for counterservi ce. Use correct techniques whenserving.

Observe procedures used for serving inthe school or other cafeteria. Whatpersonnel are required? What are theduties of cafeteria serving personnel?Supply person? Food checkers? Bus boys?

Describe the duties in cafeteria servicein your own words. Find pictures ordraw cartoons to illustrate vari ousduties.

352

1


Demonstrate cafeteria service(C-Ap)

List general procedure forservice at a drive-in (C-K)

Describe procedure for serviceat a drive-in (C-C)

Define room ser9ce (C-K)

Identify the procedures forpreparing an order for roomservice (C-K)

Describe the procedure forpreparing an order for roomservice (C-C)

Identify procedure for servinga guest in a hotel room (C-K)

Role play the duties of various cafeteriapersonnel.

Set up the food-service lab for cafeteriaservice for several meals. Rotate jobsuntil everyone has served, supplied thecounter, and been a food checker and a busboy.

Observe procedure for service at a drive-in. List the main steps in the procedure.

Recall the service procedure at drive-insyou have visited. How does it compare withprocedures listed? How is the proceduredifferent when the drive in has an auto-matic ordering system?

Listen as the teacher describes room serv-ice. What kinds of room service are of-fered? Why is room service offered? Whois responsible for room service? Defineroom service.

Interview motel of motel restaurant managerson procedures for handling room service.List the procedure for preparing an orderfor room service. Include procedures for:1) taking the order, 2) calling in theorder to kitchen, 3) assembling tableappointments on tray, 4) placing food onthe tray and 5) inspecting the tray.

Portray procedures for preparing an orderfor room service. Was the procedure car-ried out correctly? If not what was donewrong?

Observe a demonstration on correct pro-cedure for serving a guest in a hotelroom. Demonstrator should include: 1)

knock on guest room door and saying"Room Service," 2) greet the guest, 3)ask where the tray or table should beplaced, 4) if table is used, raisesides, 5) place coffee cup right sideup, 6) ask guest whether further serviceis required, 7) present guest the check,8) thank the guest and leave.

353


List rules for roomservice (C-K)

Demonstrate room serviceprocedures (C-Ap)

Brainstorm to list rules for room service.Examples: 1) Treat guest with samefriendly, courteous manner he would re-ceive in dining room. 2) Be sure allaccessories are on the tray, especiallysalt, pepper, sugar, cream, butter, andsauces. 3) Deliver hot foods hot. 4)

Deliver order promptly.

Take orders from teacher or other schoolpersonnel over the phone. Assemble tray,and serve meal to each room or officeusing room service procedures. Preparea checklist on room service procedures.Rotate duties until all class membershave performed room service procedures.Use checklist to evaluate performance.

c. 354

DUTIES OF A HOST OR HOSTESS:

Supervises dining room before serving hours

Welcomes and seats guests

Offers a pleasant good-bye as guests leave

Supervises dining room during serving hours

Handles guest complaints

Supervises closing of dining room

DUTIES OF A WAITER OR WAITRESS:

Helps set up tables

Takes the 'rder

Prepares the order

Serves the meal

Presents the guest check

Performs closing duties

355

CHECKLIST

HANDOUT SHEET

DID THE HOST OR HOSTESS?

1. Dress neatly?

. .

2. Come to work clean?

3. Set up the tables and chairs properly?

4. Appear alert?

5. Have a genuine smile?

6. Say "Good Morning" or "Good Evening"?

7. Say This way, please"?

8. Ask "Do you have a preference in seating"?

9. Take care of hats or coats?

10. Seat the guest quickly and properly?

11. Hand the guest menus?

12. Say "Goodbye--I hope you enjoyed your dinner"?

13. Assist with coat or hat?

356

HANDOUT

DID THE WAITER OR WAITRESS:

1. Have a pleasant, refreshing attitude?

2. Seem interested in you as a customer?

3. Appear courteous?

4. Have skill in working?

5. Provide speedy service?

6. Seem friendly?

7. Take care of individual needs?

8. Appear well groomed?

9. Come to work clean?

10. Have on a clean uniform?

11. Have clean hands, mouth, and nails?

12. Wear little jewelry?

13. Avoid chipped or bright nail polish?

14. Wear trim shoes?

15. Wear hose without "runs"?

16. Smoke or chew gum on duty?

17. Work well with other employees?

18. Serve water or cocktail?

19. Ask "Would you like to order?"

20. Take orders in sequence?

357

HANDOUT CONTINUED

DID THE WAITER OR WAITRESS:

,

21. Follow a definite procedure in taking order?

22. Suggest specialities tactfully?

23. Carry the tray correctly?

24. Serve correctly and gracefully?

25. Check stations constantly?

26. Make out and present check correctly?

358

BASIC RULES FOR TABLE SERVICE

1. Serve all food from left, unless inconvenient for guest.

2. Serve all beverages from right. Fill water glasses 2/3 to 3/4 full.

3. Clear from right unless instructed to clear from left.

4. Do not stack plates or scrape plates in front of guest.

5. Never leave a guest's place bare--one course should follow another.

6. When replacing one course with another, remove from right with righthand, serve from left with left hand.

7. Serve hot foods first, then cold foods.

8. Serve everyone in the party the same course at the same time.

9. Crumbs, bread, and side dishes should always be removed before dessertis brought.

10. Fill water and beverage dishes, replace cutlery, clear away side dishes,bring bread, empty ash trays---before being asked.

359

STEPS IN SERVING

1. Place bread, butter, relish, and water on table.

2. Place appetizer in center of cover.

3. Remove first-course dish.

4. Place soup service in center of cover. Offer soup garnish.

5. Remove soup service.

6. Place salad served as garnish above place where main course dish will go.

7. Bring in plated entree (Am. plate service), or serve food from platter(French silver service), or fill plates from a wagon (wagon service) andplace filled plates in center of cover.

8. Remove main-course dishes and set up in this order: relish dish, con-diments, dinner plates, salad plates, vegetable dishes, and empty wineglasses, then extra silver.

9. Place salad served as separate course in center of cover, with fork at right.

10. Remove salad service.

11. Crumb table.

12. Place silver for dessert course to the right of cover.

13. Serve dessert in center of cover.

14. Remove dessert course.

15. Serve coffee.

16. Present check. Place face down on small change tray to left of host.

17. Take customer's money to cashier, and return change on small changetray. After customer leaves tip, thank him.

18. When guests rise to leave, come forward to help and see that nothing isleft.

19. Remove tip and tray.

20. Clear table and relay table cloth if necessary.

360

SAMPLE GUEST CHECK

DATE WAITRESS STATION NO. IN PARTY No. 104

Sub Total

Tax

Total

361

Role Play

Sue is a waitress at a local restaurant. She is tired today and is

having to force herself to do things quickly. She takes an order to a table

and can't remember which customer gets each order. She also finds that

she had failed to specify which dressing one of the customers wanted on his

salad. She apologizes and orders another salad for the customer. However,

the customer has to wait at least fifteen minutes for the salad. She fails

to refill their beverage glasses and does not offer to take a dessert order.

After the customers leave, Sue finds a tip which is less than 10% of their

bill. Sue thinks "Well, that's the last time I'll go out of may way to help

those customers!"

362

Bus Service

KEY IDEAS: Efficient bussing of the dining area is necessary for smoothoperation.

Cleanliness of the dining area is dependent upon efficientbussi ng.

Customer satisfaction is enhanced by efficient bussing ofthe dining area.

WORDS TO KNOW: carttray

relish or condimentcon tai ner

housekeepi ng chores

silvergl assware

service station


Identify tasks involved in busservi ce in the dining area(C-K)

Give examples of tasksinvolved in properly bussingthe dining area (C-C)

Identify general proceduresfor performing bus servicetasks (C-K)

View a film or filmstrip on bus service inthe dining area. What tasks are involvedin bus service? Who is responsible forthese tasks?

Study a handout on bus service tasks. (Seep. 365.) Why is bus service important?Who performs bussing duties?

Listen to a panel of food-service personneldiscuss bus service in the dining area.What tasks are involved in bus service inthe dining area?

Observe a bus boy work in a dining room.Note the tasks he performs. Ask questionsto clarify details.

Find pictures which illustrate tasks inbussing tie dining area. Label the pic-tures and display them on a bulletinboard.

Study a list of food service tasks.Check or circle those which are includedin bussing the dining area.

Listen as the teacher discusses beingcooperative, doing job promptly andquietly, and following sanitation ruleswhile performing bus service tasks.Why is each of these important?

363


Illustrate general proceduresfor performing bus-servicetasks (C-C)

Identify procedures involvedin bus-service tasks (C-K)

Present procedures for bus-service tasks (C-Ap)

Practice bussing tasks (P-GR)

Role play each of the general proceduresfor bus service. Have classmates discussand point out errors in the service.

Examine cards listing the steps in partic-ular bus-service tasks. Cite the stepsincluded in each task for bussing thedining area. Examile: Removing soileditems from tables and stations.1) Use trays or carts to save steps anddecrease amount of time spent on the task.2) Pick up glassware by the base, utensilsby the handle, and plates by the rim.3) Put heavy dishes on tray first andtoward the center.

4) Separate silver and pile it on oneside of tray with all handles one way.5) Place cups, bowls, cream pitchers,teapots on top of plates, nestled securely.6) Place water glasses in one section.Cocktail glasses are placed on a separatetray.

7) Do not overload tray and be sure weightis evenly distributed.

Watch skits or filmed situations of an

employee performing various bussing tasks.Were all tasks done correctly? If not,what steps need to be changed in theprocedure used to do the task. Check byusing cards with steps listed on them.

Work with a partner to demonstrate thecorrect procedure for one task such as

stacking dishes from the table; disposalof soiled dishes, silver, glassware, linen,and waste; replenishing beverages, clearingand cleaning tables; or performing otherbussing tasks.

Practice bussing tasks in the food-servicelab. Rotate so all class members performbussing tasks.

364

BUS SERVICE TASKS

1. Clear tabletops.

2. Carry dirty dishes to kitchen.

3. Clean tabletops.

4. Dust chairs after each guest leaves.

5. Clean ashtrays.

6. Place chairs and tables in orderly manner.

7. Change table linens.

8. Set.table with clean items.

9. Clean and fill condiment containers.

10. Fold napkins.

11. Clean up spills and breakage to prevent accidents.

12. Stock service station.

13. Sort, count, and store utensils at proper storage place.

14. Serve water, coffee or tea, and rolls and butter.

15. Make coffee.

16. Fill water pitcher.

17. Stock roll bin.

18. Clean serving trays and cart.

19. Clean floors.

Handling Money

KEY IDEAS: Skill in handling money is necessary for a food-serviceemployee.

Efficient handling of money is essential for a food-serviceestablishment.

Skill in handling money is the result of practice in makingchange.

WORDS TO KNOW: cashierverifycash on handchange bank

change

sales taxcheckcredit card

proving cash

cashier's reportshortageoverage


Identify appropriate procedurefor handling money (C-K)

Cite procedures for setting upcash registers (C-K)

Describe procedure forverifying cash on hand(C-C)

Compute cash on handto verify cash (C-Ap)

Explain how to set upa change bank (C-C)

Prepare the change bank(C-Ap)

Listen to a food-service manager oremployee discuss handling money in acommercial food-service establishment.What are the functions of a cashier?What are the cashier's duties?

Listen as a food service cashier explainshow to verify cash on hand and set up

the change bank at the beginning of ashift. Why should cash be verified atthe beginning of each shift? What pro-cedures are used for setting up thechange bank?

Explain the procedure for verifyingcash on hand to a partner.

Total sample checks, play money, andcoins to verify the report of cashierprovided by teacher.

Verify cash on hand as needed in thefood-service lab.

Describe in your own Words how to setup a change bank. What is the purposeof the change bank?

Practice preparing a change bank accord-ing to instructions given by teacherusing play money.

366


Cite procedure foraccepting payment (C-K)

Explain procedure to be usedin food-service lab foraccepting payment (C-C)

Demonstrate the abilityto handle money (C-Ap)

Prepare the change bank for the foodservice lab at least once during theyear.

Watch a filmstrip on handling money.How is the amount of change neededdetermined? How is sales tax figured?How is money counted as change is givento the customer?

Study a handout (see p. 369) on thecorrect procedures for receiving pay-ment.

Observe a teacher demonstration of theprocedure to be used in the food-servicelab to handle money.

Work with a partner using play moneyto explain how to make change. Theteacher will provide a problem spec-ifying the amount of money given tothe cashier, the amount of the bill,and the amount of change for the cus-tomer. Count the correct amount ofchange to your partner as if he werea customer.

Illustrate the procedure to be used inthe food-service lab for handling moneyby arranging steps for handling moneyin order. The teacher will provide alist of steps to arrange in order.

Work in groups to practice handlingmoney. Each person should makechange for a specific customer bill.

Solve specific problems involvingmaking change for customers withoutusing pen and paper. Check answerswith teacher.

Role play situations to practice handlingmoney. Each person should serve ascashier to practice making change.

367


Desire to be accurate inhandling money (A-V)

. Cite procedures for acceptingchecks and credit cards (C-K)

Illustrate procedures foraccepting checks and creditand cards (C-C)

Cite procedures forproving cash (C-K)

Describe procedurefor proving cash (C-C)

Compute cash taken into prove cash (C-Ap)

Serve as cashier for food-service labwhen serving customers. Rotate so every-one can have the opportunity to practicehandling money.

Discuss how the customer feels when thecashier makes a mistake in giving himchange. How may the customer react ifhe receives too little change? Howray he react if he recieves too muchchange? What role does honesty playin these situations? If you make themistake who pays for it?

Interview food service managers to learncommon policies for accepting checks andcredit cards.

Role play to show procedures for acceptingchecks and credit cards.

Listen to a cashier describe proceduresfor proving cash. Who may superviseproving cash? Why should it be done outof sight of the public? What informationis included in the cashier's report?

Explain the procedure for proving cashto a partn' ^.

Use problem and play money provided byteacher to practice proving cash. Totalchecks, bills, and coins. Subtract thechange bank to get amount taken in duringyour shift. Subt' act old reading fromnew reading on cash register to getcash receipts. Compare with figure foramount taken in during your shift. Pre-pare cashier's report. Record receiptsand cash on hand. Note any shortage oroverage.

Prove cash each time you serve as cashierin the food-service lab.

368

Receiving Payment

1. Take guest check and money.

2. State the amounts of check and money. Example: $2.25 out of $5.00.

3. Place guest check and money to one side of cash register.

4. Record the sale on the cash register,

5. Count out change from drawer.

6. Count out loud as you hand the change to the guest. Repeat the amountof the check, then count up from smallest coin to largest bill.Example: $2.25, $2.50, $3.00, $4.00, and $5.00.

7. Hand bills to guest face up.

8. Thank the guest.

9. Place money in the drawer.

10. File guest check.

SECT ION THREE

CVAE FOOD SERVICES LABORATORY

371

Role of the CVAE Food-Service Teacher

Since CVAE Food Services is designed to prepare students for entry positionsin commercial food service facilities, it is highly desirable to conduct lab-oratories which simulate actual job situations. To achieve this, the CVAEteacher must assume the role of the commercial food-service manager. Becausethe ultimate responsibility for success or failure rests on the teacher'sshoulders, proper planning, efficient execution, and adequate evaluation areessential. The following is a brief synopsis of the duties of a food-servicemanager.

Planing Menu and Service--Plan not only the food items but also howthose items will be presented to your clientele in optimum condition.

Recipe Standardization--Standard recipes make possible the productionof standard products that can be counted on for consistent yield andquality and can be evaluated accurately for cost and nutritional value.

Procurement of Supplies--This step begins with an awareness of themarket (what is available and where). Once you know the possi-bilities, you can plan menus and determine your needs for specificquantity and quality items. Purchasing procedures will vary, however,according to school policy and locale. (See purchasing techniques onp. 377). When goods arrive, they should be checked carefully to deter-mine whether they meet established standards of quality and quantity.Prompt and proper storage ensures preservation of that quality.

Detailed Planning of Production and Service--Every item on the menu mustbe planned to fit into the production schedule. Items that requirelonger preparation time may need to be started the day or week beforeservice. Avoid too many last-minute preparations. Plan, in detail,the method of service. Double check to be sure you have the numberof people with the skills required and the physical facilities andequipment to carry out the service plan efficiently and effectively.Early in the year, menus and service should be kept simple. Increasedifficulty as students gain skill and confidence.

Supervision of Production and Service--This facet encompasses employeetraining and the all important follow-up phase commonly known as super-vision.

Clean Up--A frequently neglected phase of food-service planning, thoroughclean up is a must for effective operation. By clean-up time, employeesare tired and are faced with perhaps their least-favorite task. Sufficientplanning to ensure smooth, thorough clean-up will pay dividends in both a

cleaner facility and happier employees. Clean up includes not only clean-ing, but sanitizing, and food and supply storage as well. Prompt storageof leftovers results in items which may be worked into your next menu inthe same or altered form or used for another purpose.

372

Evaluation--This step is essential to effective food service operationin order to improve the facility as well as .o train employees. Undesirableevents do occur even under experienced management, but yow must try to dis-cover why they happen and what can be done to prevent their occurance inthe future. There is always room for improvement.

Public Relations--The responsibility to "sell" the food service restssquarely oTIFTshoulders of management. A good public image goes a longway in creating sales, provided you serve good food. The entire image ofyour CVAE Food Service program may well rest on what your public sees onserving day. Be sure that this impression is one you wart to project.

Employee Selection and Training--It is often difficult to secure Mighquality food-service employees (in fact, sometimes any employee at all).People hired (even the experienced) must be taught how to do thingsaccording to the established procedures of the '.,,service operation.This is an important attitude to teach the CVAE student. Because thereis no one correct way to do most things, the student mutt learn to acceptthe procedures of the establishment, even if they differ from: 'proceduresto which he is accustomed.

Problem Solving and Decision Making--Throughout all the previously listedphases of operating a food facility, the management is called upon toevaluate problem situations and make decisions regarding them. For somethis is a frustrating phase of food service because there is rarely onebest solution for any problem. Frequently, problem solving and decisionmaking is done within drastically limited time, while the manager is "onthe run." It is inevitable that some mistakes will be made. The keypoint is to avoid jumping to conclusions, but rather to think a situationthrough rationally. Thinking clearly on your feet takes practice andcomes with experience.

The CVAE Food Service teacher and the food service manager have a great deal incommon. Both must decide on the final food products desired, plan the production,teach the personnel how to produce the end product desired, and evaluate thefinal product, personnel, and procedures used to achieve it. The CVAE teacherwill concentrate her emphasis on training and evaluating the students while thecommercial food-service manager will look more at the process and final productwith an emphasis o. costs.

Management of food service begins with the menu. The menu is to food servicewhat the blueprint is to the home builder. It is essentially the map of alloperations.

Factors to consider when s lannin the menu include:

Clientele preferencesNutritional adequacyFlavor, color, texture, shape, and varietyWorkable in terms of available spaceQuantity and quality of equipment available for preparing, holdthil, and

serving

Nnmber of employees available and their skillsProduct availability, budget, and profitabilityMerchandising potential

373

Techniques of menu planning include planning when you

Are not fatigued,Are uninterrupted,Have adequate resource materials,Have determined your format,Have time to work on it, put it aside, then pick it up again, andHave several persons to help plan and/or evaluate the menu.

Resources for menu planning might include publications on quantity foodpreparation, quantity recipes, publicatims on foreign and holiday foods,menus (from restaurants, cafeterias, and short order food facilities), FoodServices, block and lesson plans, school calendar, school cafeteria menus,budget, currect food-price tables, list of seasonal foods, and backgroundinformation (clientele, type meal, time of day, season, special requests).

Persons who might be willing to evaluate the menu you plan include: cityhomemaking supervisor, other homemaking teachers, local home economists,school cafeteria manager, local commercial food-service managers (restaurant,cafeteria, or short order, as needed), school principal, and clientele. Withthe aid of one or more of these persons, you should be able to avoid majorerrors in menu planning.

Standardized Recipes--These are recipes which have been tested to ensureconsistent quality through the use of standard products, amounts, methods,

equipment, and processing. Yielu as well as portion technique and size havebeen predetermined. Standardized recipes are an aid in achieving products con-sistent in quantity and quality are useful in training new employees and area must for achieving price control. Employees with reading difficulties mightfind recipes in large type easier to use.

Components of the standardized recipe include:e

1. Name2. Ingredients: form and amounts for frequently vsec telds

3. Methods and techniques of preparation4. Planning information: size of pan, conditthon (i.e. grealmd),

depth of fill, etc.5. Time and temperature controls6. Yield: total (e.g. 4 gallons, two 9 x 12 x 2-iesich pails, etc.) and

number of servings of a specified size (e.g. 10- 3 se. servi4m)7. Serving information: size, equipment, technique, gamlish, sparc141

holding instructions8. Any other pertinent information

Recipe cards may be lamirated or covered with clear self-adhesive paper tokeep them clean during use. Soil will wipe off easily so the cards may beused many times. Include amounts for yields most commonly used in 4 par-ticular operation. Leave one column blank so amounts for a differentnumber of servings may be written in with pencil or grease pencil and wipedoff later.

374

A standardized recipe should be printed on a 5 x 7-inch or larger card andutilize a format such as the following.

OIEN CRUSTY CHICKEN THIGHS ONE PORTION: 6-8 oz. cooked weiht

In'redients 20 50 For Method

Chicken, Thighs8-10 oz, rawpieces

20 pieces 50 pieces 1. Wash, dry chickenpieces

Butter 1 lb. 2 1/2 lb. 2. Melt butter; mix withsalt and pepperSalt 1 Tbsp. 2 1/2 Tbsp.

Pepper, black 1/2 tsp. 11/2 tsp.

Corn FlakeCrumbs

1 1/4 qts.

approx.2 1/2 qts. 3. Dip chicken in season -

ed butter, roll incorn flake crumbs.Place in shallow (1"

-P" deep) baking pans.Dti not crow chicken.(If chicken piecesare very cold, butterhardens on surfaceand corn flake crumbs

4.

will_11.4.AtIMILL__-.

Be' e at 37f F. ap-proximatel'o 1 hr.

until tender andbrown. Wn need tocover pan or turnchicken whilebaking.

NOTES: Not good co .

Particularly good ierved with bacorwhole watri.

-seasoned greet bean, and boiled

SERVING INFORMATI-ON: Onellece Per servfnE:garnic: with gArs_eysirt,,Recipes should be filed iccording to some praplanned system One used isymany food facilities is the follavini). Divide recipes into logical categpriassuch as appetiRrs, soups, sale entrees, entree sauces, vegetables, breadsand rolls, desserts, and bever,jes. Code and rumber recipe,s within each 1 iyisio0such as: Appetizer 1, App. t; .er 2, Appetizer Soup 1, 5oup 2, Soup 3, Ltc,Make an index for each division on are sir* cawd(s) used For recipes and Owat the front of each division. liecipes may be located quickly and ft is muchmore likely they will be retuned to th, ccorect place If the ripe file iSparticularly large, an alpha;)etfzed inf.7 x of all recipes might be Ilecataf 00the front of the file. Example.

3'/5

MASTER INDEXItem Category Number

Abalone Steak Entree 1

Apple Compote Salad 1

Banana Bread Breads and Rolls 1

Cheese Rolls Breads and Rolls 2

Keep one or--better yet--two copies of all frequently used recipes tucked awaysomewhere. The secondset might be kept at home. This practice preventsloss of a recipe from disrupting your meal production. Also, angry employeeshave been known to damage, destroy or remove recipes from files to "geteven."

Standardized quantity recipes may be obtained from numerous sources. Foodfor Fifty is one of the best known sources of recipes. Other sources includenational food-product associations, school-lunch publications, and food-service periodicals. (Other sources of quantity recipes appear in the refer-ence list accompanying this publication.)

A Word of Caution about Altering Recipes:

To simply double a recipe or cut it in half may not result in a productexactly like the original. In particular, seasonings, thickening agents,and sauce portions of casseroles may not be in proportion when a recipeis multiplied or divided. Frequently, lesser proportions of theseingredients are needed when recipes are doubled, larger portions when divided.

To multiply a recipe, use the following procedure: Double the recipe first.Alter, if necessary, and evaluate. Then double or triple again following thesame procedure until you have reached the yield desired for the recipe. Totake a recipe for four and begin by making it for forty or four hundred mayspell disaster. In cutting recipes, the same procedure is advisable.

Convert ingredient quantities to weights whenever possible. These are easierto work with and result in more uniform finished products, provided you havean accurate scale and weigh carefully. Charts giving weight and measureequiTiTIFITET for commonly used foods are found in Food for Fifty and otherquantity food production sources.

Once the menu is planned and the recipes are located, you are ready to planfood production. Purchasing the raw materials is the first step. The oldsaying, "You can't make a silk purse out of a sow's ear," should be observed.Finished products can not be better than the raw materials from which theywere made. For example, buying quality vegetable oil for the fry machine mayresult in savings because it doesn't break down as quickly. However, thisdoesn't mean you must always buy the very best. A silk purse may be nice,but maybe a cotton one is adequate in many situations. Remember this rule:buy the optimum quality for the specific intended use at the best pricepossible. Example: The best quality tomatoes are not needed for spaghettisauce since they will not remain whole.

376

Purchasing Tips:

1. Be aware of what the market has to offer. Visit with local salesman, lookthrough local groceries, and attend food shows, or conventions where foodproducts are being shown. You will be amazed at the wide variety of foodproducts available today.

2. Determine your needs in terms of quality as well as quantity. Be veryspecific about what you need.

3. Purchasing procedures vary from school to school and from city to city.Consider some of the following money-saving ideas.

a. Investigate purchasing from local institutional supply houses.These frequently specialize in meat, produce, frozen goods,staple goods, canned goods, or paper products. However, some sella combination of these items. Call them all! Some sell by thecase, some break cases, some sell produce by the item or pound,others by flats and cases. Prices may vary between sources fromday to day. The source with the low price one day may be thehighest next time.

b. Sometimes products are less expensive at the supermarket. Thisis especially true when small quantities are needed. In addition,the store brand may cost less at the local grocery than well knownbrands at the wholesale house.

c. Some local groceries will give a discount to schools. Frequently,this means a cash discount instead of stamps.

d. Check local damaged-freight outlets. Inspect products carefullybefore buying. Cans that have not been dented on the seams arefrequently good buys. Dry products should show no evidence ofbugs or of having been wet. Buy one and check before buying inquantity.

e. Perhaps you could buy with the school lunuhroom, a local hospital,or a restaurant. More record-keeping ensues, but the larger thevolume purchased, the better the prices.

f. Buy ahead in bulk when the price is right--if you are able to storethe products with minimum pilferage, loss of quality, etc.

g. Some companies offer a discount for prompt payment of as much as5-15% (usually within 10 days of purchase). If your school paysbills only on the first of the month, you may need to point out thedollar savings possible by more frequent bill paying.

h. Be flexible. If a product increases drastically in price, changethe menu, omitting the item or buy it in another form. Examples:You and your clientel may like sliced tomatoes on hamburgers butthat doesn't mean you must have sliced tomatoes every time. Trysome new relishes or make sloppy joes using canned tomatoes insteadof fresh ones.

i. Try a variety of brands. Some lesser known, less expensive onesare as good as (possibly even superior to) the more familiar ones.

j. If you shop in person, list items needed from each source. Planyour list so you will drive the shortest distance between stores.List items needed from one store in the order they are located inthe store.

k. Be sure to take proper requisition forms, etc. to prevent timewasted in returning to the school for them.

377

4. Be a tyrant about receiving goods in both the quality and quantity ordered.An ounce short here and a pound of poor quality there add up to consider-able losses over the period of a full school year. Inspect and weigh ineach delivery. Be sure the box is not included in the specified weight.Do not hesitate to return inferior products or short shipments.

5. Store items promptly, properly, and under lock and key. One very finan-cially successful food facility operates under the following premise."There are mostly nice people in this world but we operate like we don'ttrust anybody. We save a lot of money that way."

Production, Service and Clean Up Procedures:

Plan and list everything do be done.Plan and make written assignments for persons to do each task

(considering time required).Make sure students know how to execute assigned tasks through

training, supervision, and follow-up.Be thorough and precise. Double check plans against menu to make

certain you are not forgetting anything.Develop a form to assist in planning and remembering all of the

details. Experiment with several forms to find the best onesfor you. Don't make multiple copies until you are sure the form iswhat you want.

How To Plan and Execute A Food Function

Sample menus with production plans for direct use in the CVAE food servicesituation are not included in this publication because a good productionplan cannot be devised without knowing the quality and quantity of equip-ment and supplies which are available as well as the quality and quantityof "employees" at hand. Only the CVAE teacher, functioning in the role offood-service manager, can adequately assess the conditions which willdiffer from program to program as well as from class to class even withinthe same school.

The format used in this section illustrates techniques of production planning,execution, and evaluation. You may choose to adapt this format for making pro-duction plans for your specific facility or you may wish to develop a formatwhich is uniquely your own. The key to good planning is to do it in sucha way that you are comfortable with the procedure and remember to includeevery detail. Rarely does a food manager forget to have the entree preparedbut often the garnish, special sauce, and appropriate serving utensils andtechniques are overlooked until it is too late. Remembering the littlethings and doing them well makes the difference between an average and anoutstanding food function. In addition, carefully kept records of eachfood function aid in planning similar functions in the future.

The sample food production plans which follow were obtained from a foodcaterer. They are intended only to serve as an example of how to plan a

food function. The plan illustrates the planning done for a catered businessbreakfast for 18 men. It was carried out by the caterer and an assistantwho were experienced food-service workers. Do not attempt to use thislan for a CVAE Food-Services laboratory.

378

BACKGROUND (Know everything possible about clientele.)

Breakfast meeting for 18 men who are business and community leaders.Breakfast will be in mid-summer, on Thursday, at 7:00 a.m. (Somemay need to be at work '),y 8:00 a.m. or shortly thereafter.) Theplanners want an impressive menu. Cost is not a factor.

MENU PREPLANNING (Consider clientele; facilities for preparation, holding,service; employees; budget; special requests; specialproblems; purchasing function.)

The menu should probably include fruit or juice, eggs, meat, bread, andbeverage.

(1) Fruit or Juice: Juice is out because there are no juice glasses.Fruits are particularly good in summer. Apples, oranges, etc.might be ruled out since they have been available all winter. Pine-apples, melons, and berries are good summer choices. Berries arefair quality in the groceries, supurb quality from local wholesalehouses, but a whole flat must be purchased, which is more thanneeded. Pineapple could be used to produce an exotic compote, and theshell can be used in service; the meat holds well; the pineapplecould be combined with another fruit, definitely non-citrus. Melonholds well and combines well with other flavors. Cantaloupe isavailable in excellent quality and good color.

(2) Eggs: Fried eggs are hard to hold and there is too much variety inpersonal preferences. The same problems are true of boiled eggs,and guests must peel their eggs, which may be messy. Poached eggswould require an egg poacher for 18 which is not available. Omletscould only be done a few at a time, and are hard to hold. Scrambledeggs are rather ordinary, but baked eggs are not particularly pop-ular in this part of the country.

(3) Meat: Bacon is ordinary and messy to prepare. Canadian bacon istasty and easy to prepare and hold. Sausage could be greasy, but ifhigh quality is tasty, easy to prepare and hold. Steaks and chopsare expensive, but tasty and impressive though there are a varietyof preferences in degree of doneness. The businessmen requestedseveral meats, including small breakfast steaks.

(4) Bread: Toast is rather ordinary. Biscuits are different, inexpensive,and tasty. Coffee cake or sweet rolls are fairly easy, but risingtime must be considered. A variety of sweet rolls would be niceand have a great aroma.

(5) Beverage: Coffee is traditional and essential. A second choiceshould be made available, probably hot tea. Ice water should beincluded at each place.

MEAL FINAL PLAN (All items need to be included, ignoring traditional menuform. Consider all of the above factors as in preplanning,plus characteristics of a good total menu. Oleck totalcoots of final plan.)

379

Pineapple Boatwith Pineapple and Cantaloupe Compote and Cherry Garnish

Scrambled eggs with Parsley GarnishLittle Smokie Sausages/Charcoal Grilled Breakfast Steaks

Assorted Petite Breakfast Rolls(Buttered, Cinnamon Sugar, Creamy Glaze, Apricot, Cherry)

Coffee - Tea

Table Condiments - Salt, Pepper, Cream, Sugar, Butter, Ice Water

COSTING (The key point in accurate costing is to include everything. Theconversion tables found in Food For Fifty and similiar referencesare very useful. For example, you may know that flour is 890 fora 5-pound sack, but that doesn't tell you how much 2 cups costs.Tha conversion tables give equivalent weights and measures.)

Prepare current food price tables including food items frequently used. Thetable should include categories for vegetables, fruits, bread and cereal pro-ducts, dairy products, 'nat and eggs, and miscellaneous. Alphabetize itemsin each category. Update each semester to save time in determining costs.Small calculators are useful, too.

Example: CURRENT FOOD PRICES

FOOD ITEM MARKETUNIT

APPROX.SERV./

UNIT

COST/

MARKETUNIT

COST/

SERV. orMEASURE

VEGETABLES

14-16 oz. 3 .73 .24

Asparagus canned - green

spears- green cut 14-16 oz. 4 .43 .11

frozen - spears 10 oz. 4 .77 .19Beets canned - sliced 16 oz. 4 .20 .05Brussels sprouts - frozen 10 oz. 4 .37 .09Broccoli frozen - chopped 10 oz._ 4 .24 .06

whole - spears 10 oz. 3 .29 j .10Beans canned - cut green 16 oz. 4 .20 .05

- baby lima 16 oz. 4 .29 .07- Porkn'beans 14-16 oz. 2 .14 .07_

- Kidney T6 oz. 2 .17 .09- Ranch 16 oz. 2 .17 .19

fraen - cut green 10 oz. 4 .27 .07- bab limas 10 oz. 4 .25 .06

rie - in o 111111. 111111M11.11111 .15 1

380

Cost of Business Breakfast for 18(Summer, 1972)

Pineapple (5) $ 2.45

Cantaloupe (3) 1.00

Powdered Sugar .36

Maraschino Cherries .39

Eggs 2.67

Seasoning .10

Oil .05

Parsley .14

Little Smokie Sausages 2.07

Breakfast Steaks 11.16

Seasonings .40

Rolls .66

Shortening .05

Toppings - Butter .25

Cinnamon Sugar .12

Cream Glaze .18

Cherry .25

Apricot .25

Butter .75

Cream .45

Sugar .11

Coffee .40

Tea .10

Ice .59

Raw Food Total ($1.39/guest) I2475 Total

Raw food costs are not the only costs. To produce a meal, clean up and otherfactors must be considered. These require supplies. Table cloths, napkins,cup towels, aprons, and uniforms must be cleaned. Labor is a major cost formost meals. Most food-service managers must also consider overhead includingutilities, depreciation of equipment, breakage, pilferage, bookkeeping, rentetc. as a part of the total cost. In the CVAE classroom, some of these factorswould not be considered in determining costs. Those most likely to be includedare cleaning of towels, aprons, and uniforms; cleaning supplies such as soap;breakage; pilferage; and replacements.

SERVICE PLAN (Take time to plan complete, attractice service details foran outstanding meal. Know that the menu you have plannedcan be adequately served before you go shopping so if changesare necessary, they can be made.)

A diagram of the service plan aids in setting up tables, buffet, and side tablesquickly and efficiently. The room setup is planned for convenient flow of gueststo the buffet and to the tables. Notice that each cover is parallel with the onedirectly opposite it. An enlarged detail of one cover may aid employees in setting

tables. In this situation silver should be placed far enough apart so guests willbe able to set a full size plate down without rearranging the cover. Notice theplacement of condiments on '..ach table.

The buffet should be arranged conveniently for serving the eggs and so that otheritems follow in logical order. The side table for beverages should have all sup-plies needed for serving beverages (coffee and warmer, hot water, tea bags, ice,and water).

381

00 wcoffee warmer

h ROOM SETUP

worker #2(beverages)

Serving tables

flow of guests

worke

entr

O usagesb tea

egg CDind ivi dua Iin C)casserole

fry dishespa n (enter

pieceSfm79

arsley

bkfst. rol

382

a

Enlargement ofindividual cover

Serving Procedure

WORKER #

2 Serve coffee as guests arrive.2 Begin seating as soon as enough guests have arrived.

Fruit compote is already on the table.2 Clear away compote plates as soon as each full table of

guests have completed their fruit course.1 As first table is being cleared, food should be placed on

buffet table. Number 1 has been in kitchen completingpreparations.

1 Begin serving from buffet.2 Serves beverages as soon as all compotes have been removed.

Apply common sense, if one table is particularly slow,serve beverage to other guests until needed to clearaway first course from the slow table.

1 Clear away buffet table.1 Continue baking breakfast rolls.2 Re-serve petite assorted breakfast rolls and beverage including

water as necessary.1 Begin clean up in kitchen.

PURCHASING (Group shopping according to location of establishments from whichitems will be obtained. List locations in logical sequence forsingle shopping trip. List grocery items in sequence according tofloor plan of store to permit one fast, smooth trip through thestore. Be sure to double-check grocery list against items on handto avoid over stocking.)

(1) Cleaners: pick up linen(2) Dairy: butter pats (Call in order first to have ready.)(3) Meat Wholesaler: little smokie sausages (3 pkg.) and 3 oz. pieces

of breakfast club steaks (18). (Call in order first, will be readywhen you arrive.)

(4) Produce Wholesaler: 5 pineapples, 3 cantaloupe (Call first toassure produce is on hand and company willing to sell small amounts.)

(5) Grocery Store: maraschino cherries, 6 oz. with stemspowdered sugar, 1 poundgranulated sugar, 1 poundflour, 2 poundsyeast, dry, 1 packagecherry jam, 4 oz.apricot jam, 4 oz.parsley, 1 bunch

potatoes, 2 mediumpineapples 5 - if unavailable at produce wholesalercantaloupe 3 - if unavailable at produce wholesaler

RECIPE DEVELOPMENT (The recipe must describe everything you expect the employeeto do in clear, concise form utilizing terminology and

procedures familiar to employee. There must be a recipefor everyting, even use of mixes and preparing beverages.)

383

POTATO REFRIGERATOR ROLLS YIELD: 9-10 dzn. petite rolls

Ingredients Amount Presaration Procedure

Potatoes, Mashed 1 cup 1. Peel 2 medium potatoes and cutinto several pieces.

2. Boil in small amount of wateruntil soft.

3. Drain and mash until smooth.4. Cool until lukedarm.

Yeast, Active Dry 1 package 1. Place yeast and sugar in a bowl.2. Add warm water (not hot) and mix.Su ar, Granulated 2/3 cup

1 1/2 cupsater Warm 3. Let stand 10 minutes.

Salt 1 1/2 is . 1. Add salt, shortening, two eggsand lukewarm mashed potatoes.to yeast water mixture.

2. Stir together.

Shortening part butteror margarine makes andparticularly rich pro-duct)

cup

2Egis

Flour, Sifted 7-7 1/2 cups 1. Mix in flour until dough is easyto handle.

1. Turn onto lightly floured board.2. Knead until smooth and elastic.3. Place in greased bowl.4. Turn dough so top is greased.5. Cover with greased wax paper or

plastic wrap and damp cloth.6. Let rise until double (approx-

imately ". 1/2 hour).7. Punch down cover and refrigerate.

1. Shape into rolls. (Use 1/2 oz.raw dough for petite rolls.)

2. Place 1-2-in. apart on greasedbaking sheet.

3. Cover and let rise until doublein size (1 1/2 - 2 hours).

4. Preheat oven 400°.5. Bake 12-15 minutes.6. Remove from pan immediately and

apply desired topping.NOTES: Instant mashed

Be sure they areIf desired rollstime. Do not place

potatoes or leftover potatoes may be used, if desired.lukewarm, not hot when added to the recipe.may be baked the day before and reheated at serving

topping on rolls until they are readySERVING INFORMATION: Serve warm.

384

PETITE BREAKFAST ROLL TOPPINGS YIELD: 5 types of topping

Ingredients i Amount I Preparation Procedure

Plain Buttered

Butter j 1/4 pound 1 1 Melt.

Cinnamon Sugar

Granulated Sugar 1/2 cup 1. Stir together until well mixed.Cinnamon 2-3 tsp.

Creamy Glaze

Powdere. sugar, sifted 1 cup 1. Shortly before use, mix togetheruntil smooth.

2. To make more creamy, add 1 Tbsp.of melted butter from above.

3. If glaze becomes too thick duringuse, add more water and beatuntil smooth.

Water, hot 1/2 Tbsp.

Red Jam (Cherry, Strawbern6

Cherry Jam 1/2 cu. 1 Stir thoroughly.

Yellow Jam (Peach, Apricot)

Lpricot am Z cup Stir thorou.

1. Place each topping in a separateshallow container such as the largecustard cup (4 1/2-in. diameter,holds 10 oz.).

2. Top rolls immediately upon removalfrom the oven using the followingprocedure:a. Grasp roll firmly, upside downand swirl top through desired top-ping.b. Swirl roll through butter firstbefore swirling through cinnamon-sugar mixture.c. Do not butter rolls to betopped with glaze or jam. Thebutter will cause the topping toslim off.

'TES: Make equal amountsservice make more

of each variety for initial se7171ce. For subsequentwith the topsggtoprefer.insuestssmimmediately.SERVING INFORMATION: Serve

385

FRUIT COMPOTE IN PINEAPPLE BOAT YIELD: 20 Servings, 1/4 pineapple each

Inredients Amount Preearation Procedure

Pineapple, whole,fresh

5 1. Trim pineapples - cut 1-in. offgreenery at top.

2. Cut each pineapple into quarterslengthwise through pineapple

greenery.3. Remove core.4. Remove pineapple meat.

5. Cut into chunks.6. Reserve shells for serving. Cover

in plastic wrap and refrigerate.

Powdered Sugar,sifted

1-3 cups (Amount of sugar needed depends onsweetness of raw pineapple.)

1. Add to pineapple chunks.2. Marinate with cantaloupe overnight

in covered container.

Cantaloupe 3 mediumto large

1. Cut into quarters.2. Remove seeds.3. Peel.4. Cut cantaloupe meat into chunks.

5. Place in covered containers withpineapple.

1. Shortly prior to serving time,place pineapple shell on eachserving plate.

2. Place 1/2-3/4 cup drained fruitmixture on each shell.

(This step is easiest if plates arealready on the table. First, placeall the shells; follow with fruitmix; follow with garnish. This wayfull plates won't have to be moved.)

Maraschino Cherries(with stems)

18 1. Place one maraschino cherry on topof the fruit mixture.

386

SCRAMBLED EGGS YIELD: 18 two-egg servings(1/2 c.+ each


Eggs, large 3 dozen 1. Crack each egg into small bowl,then place together in large bowl.

2. Add seasonings.3. Beat with wire whip until well

mixed.4. Keep covered and refrigerated until

ready to cook.

Salt 1 tsp.Pepper 1/2 tsp.

Oil 1/3 cup 1. Place oil in buffet size fry panand heat to 300° F. (approximately5 minutes prior to serving).

2. Add egg mixture and reduce heatto 250° F.

3. Stir constantly until eggs arealmost ready.

4. Remove pan to buffet table andhold briefly at warm setting(Approximately 120°F-150°F.) untilready to serve.

48 sausagesLITTLE SMOKIE SAUSAGES/BREAKFAST STEAKS YIELD: 18 3-oz. breakfast steaks


Little Smokie Sausages 3-8 oz.

packages1. Preheat charcoal grill.2. Place sausages in flat grill

basket.3. Grill 3 minutes on each side at

medium heat to develop flavor andcolor of meat.

4. Place flat basket on upper ledgeof grill to keep warm while steakscook.

Breakfast SteaksClubs, 3/4-in., 3 oz.Pieces, boneless

18 1. Coat steaks with barbecue sauce.2. Grill on high heat until medium

done.3. Remove and serve at once.

Barbecue sauce 1 cupSalt as neededtracked levier as neededSERV G I STRUCTIONS: Place steak and sausages on large heate. platter.

Garnish with parsley.Serve immediately.

387

HOT COFFEE YIELD: 1 got = 8 6-oz. servings

Ingredients Amount Preparation Procedure

Coffee 1 package(preportioned)

1. Rinse filter basket and coffee pot.Wipe filter holder area of coffeemaker to assure cleanliness.

2. Place one paper filter in filter

basket.

3. Place the contents of one packageof coffee in the papered filter

basket.Place filter basket firmly innotches of coffee machine.

5. Place pot on element directlybelow filter basket.

Water Preportioned 1. Push "make coffee" button once.Proper amount of water will be runthrough filter system into coffee

pot.

2. When heavy dripping ceases, removefilter holder; throw away usedfilter paper and coffee grounds.

3. Set up coffee maker to produceanother Jot of coffee.

1. Make three pots for use at initial

service.2. Keep one pot made up at all times

for re-service.

Cream 1/4 cup percontainer

1. Place 1/4 cup cream in each ofthree small cream pitchers.

2. Chill until shortl before serving.

Sugar 1/2 cup per

container

1 Place 1/2 cup sugar in each ofthree small sugar bowls.

2. Stir to make sure there are no

lumps.3. Provide sugar spoon for each bowl.

4. Place cream and sugar on guest

tables.

388

HOT TEA YIELD: 1-6 oz. serving

Ingredients Amount I Preparation Procedure

Tea bag1 1. Bring water to a boil.

2. Fill cup and let set a few moments.3. Pour water out and fill again with

boiling water.4. Place tea bag on saucer.

Water, hot 12 oz.

NOTES: Cream and Sugar should be available on each dining table.SERVING INFORMATION: Serve to uest immediatel

389

PREPREPARATION

(Note: Timing For Experienced Workers)

Time Worker Number One Worker Number Two Time

30 min.

20 min.

5 min.

15 min.

10 min.

10 min.

Make potato yeast dough.Set aside in warm place for2 hours.

Cut pineapples intoquarters; core; remove andcube meat; add sugar.Wrap shells and refrigerate.Cut cantaloupe; remove andcube meat; add to pineapplemeat; cover and refrigerate.Clean, trim, and placeparsley in plastic bag;seal.

Tidy kitchen.

Make potato yeast dough.Set aside in warm place for

2 hours.Cut pineapples intoquarters; core; remove andcube meat; add sugar.Wrap shells and refrigerate.Cut cantaloupe; remove andcube meat; add to pineapplemeat; cover and refrigerate.

Clean, trim, and placeparsley in plastic bag;

seal.

Ti dy kitchen.

30 min.

20 min.

5 min.

15 min.

10 min.

10 min.

15 min. Prepare cinnamon sugarand red and yellow jamglazes. Place in shallowcontainers and cover.

Season steak with barbequesauce and spices; place inpan ; cover; refrigerate.

15 min.

5 min.

5 min.

5 min.

Sift and measure powderedsugar for cream glazeinto shallow containerand cover.Place 1/4 pound butterin shallow container andcover.Refrigerate butter and

jams . Fi 11 and cover

sugar dishes.

Place smokie sausages ingrill basket with detachablehandle. Wrap; refrigerate.

15 min.

390


30 min. Assembly work trays:Tray #1

Assemble refrigerator trays:Tray #1

30 min.

tongs, large serviceplatter, large bowl,measuring spoons, woodenspoons, grill baskethandle, matches, buffetelectric skillet.Tray #2

3 dozen eggs, 1/4 c. oil,meats, parsley.Tray #2

pineapple shells, fruit,maraschino cherries, cream,butter pats.Tray #3

slotted spoon, ice scooppaper towels, butterdishes and forks, creamerssugar dishes and spoons.Tray #3

toppings

Double-check two times foraccuracy.

3 small wire whisks, hotpot holders, waxed paper,cooling rack, servingplates.

Double check two timesfor accuracy.

10 min. Assemble dough handlingarea. Include cloth,knife, flour, scale,dough. Knead dough.

Grease lightly 4-5 largecookie sheets and enoughwaxed paper to cover eachpan.

10 m:n.

25 min.

5 min.

Portion dough into 1/2-oz. units.

Cover pans with greasedwax paper and damp cloth.

Shape dough into desiredshapes and place on pans.

30 min.

5 min. Refrigerate dough. Disassemble dough handlingarea.

5 min.

15 min. Clean kitchen. Clean Kitchen. 15 min.

391

DAY-OF PREPARATION AND SERVING PROCEDURES(Note: Timing for two experienced workers.)


5 a.m. Remove rolls from refrigera-tor. Remove damp cloths andplace in warm (not hall)

Double-check placement oftables in dining area.

Cover with table pads andcloths. Double-checkcloths for evenness.

5 a.m.

place to rise, approxi-mately 1-1/2 to 2 hours.

5:10 Assemble chart with dishes:Silver (check for spots)

Place center pieces on eachtable and on buffet.

Salt and pepper shakers Fold Napkins 5:20Sugar bowls (check iffull)

Coffee warmerBuffet plates, casseroles,serving pieces.

5:30 Set Tables Set Tables 5:30

6:00 Set up three work areasof kitchen: (1) meat

Assemble butter dishes,cream service.

6:00

.and egg preparation, (2)fruit compote assembly,(3) roll assembly.

Crack eggs for scrambling;refrigerate.

6:15 Break prior to guestarrival. Double-checkmake up, etc.

Break prior to guestarrival. Double-checkmake up, etc.

6:15

6:20 Light grill.Melt butter.Make creamy glaze.

Fill ice water glasses;place on table along withbutter and cream.

6:20

Double check rolls. Ifnot rising fast enough

Assemble fruit compote attables.

6:30

place in much warmerlocation.

Serve arriving guestscoffee. Keep at least

6:40

6:45 Place first pan of rolls three pots made.in the oven.

Grill smokies. Placeon high rack.Begin grilling steak.

Double check to see ifrolls are in. When ready,remove from oven, top,place on serving plate.

6:50

Begin scrambled eggs. Keep warm.Finish steaks. Assist with scrambling eggs.

Remove scrambled eggs tobuffet table.

392

aTime Worker Number One Worker Number Two Time

7:05 Put second batch of rollsin oven.

Begin picking up compotesand serving coffee and tea.

7:05

Assemble meat platter.Place on buffet table.

7:15 Begin serving scrambledeggs.

Double check rolls.Remove and add topping. Serve rolls.Replenish serving plates. Refill coffee and tea.Place third batch in oven.

7:20 Remove buffet table setup and begin kitchenclean-up.

7:25 Rolls - remove from ovenand top.

Serve rolls.Refill coffee and tea.

Place forth batch in oven.Continue clean up.

7:35 Remove forth batch rollsand top.

Serve rolls,

7:45 Continue clean-up Assist with clean-up.9:00 Continue clean-up Assist with clean-up.

EVALUATION (Consider critically every phase of the food function. Whatwere the strong and weak points. How might improvement be made?Forms can be useful or evaluation may be as informal as adiscussion.)

Sample Evaluation Form:

Out-standing

hove Average Below

AveraieUnsatis-factor

Comments

5 4 3 2 1

PEEU x,

Cost X..,

Purchasing X,

Recipes X____

Production_Coverall) X

Worker I X

Worker IIervi ce

overall X Some confusionor er X

Wor er X

ClientelReaction X Excellent

393

ti

REFERENCE LISTFOR

FOOD SERVICES

1974

Prepared and Distributed by

Home Economics Instructional Materials CenterTexas Tech University

Box 4067Lubbock, Texas 79409

Directed by

Texas Tech UniversityCollege of Home Economics

Department ofHome Economics Education

Lubbock, Texas

In cooperation with

Texas Education AgencyDepartment of OccupationalEducation and TechnologyHomemaking Education

Austin, Texas

STUDENT REFERENCES

Appleton, Myra. John the Second Best Cook in Town. St. Louis, Missouri:McGraw-Hill Book Company, 1966. 43 pp. ($1.48. Easy reading.)

Barclay, Marian S.; Brinkley, Jeanne Hayden; Funkerburk, Kathleen W.; andChampion, Frances. Teen Guide to Homemaking. New York, New York: McGraw-Hill Book Company, 1972. 528 pp. ($8.64-Student's, $2.24-Teacher'sManual. State adopted Text. Grades 7-9.)

Borisoff, Norman. Nick the Waiter. New York, New York: McGraw-Hill BookCompany, 1966. 43 pp. (0.4U. Realistic story about a boy who getsa job as a waiter. Easy reading.)

Cronan, Marion and Atwood, June. First Foods. Peoria, Illinois: Chas A.

Bennett Co., Inc., 1971. 286 pp. ( $5.56. Information on measuring,tools and equipment, job opputunities, applicable to food service.Easy reading.)

Food Service. New Brunswick, New Jersej: Vocational-Technical CurriculumLaboratory, 1971. 197 pp.-Student's, 120 pp.-Instructor. ($2.50-Student's,

$2.00-Instructor. The food service worker, the dining room, the kitchen,safety, food portioning, meal service, use and care of large equipment,and food preparation. Easy reading.)

Here's How. New York, New York: The Environmental Health Committee, SingleService Institute, n.d. 16 pp. ($.05 per copy, minimum order 100 @$5.00, prepaid. Please specify English or Spanish. Personal hygiene,food storage, food preparation, refrigeration, food display and service,handling eating utensils, dishwashing utensils and equipment, singleservice, disposal, and maintenance. Easy reading.)

Kipniss, J. Judy the Waitress. New York, New York: McGraw-Hill Book Company,

1966. 43 pp. ($2.26. Story about a girl who becomes a waitress.Easy reading.)

Lee, Mirian. Jobs in Your Future: Job Skills. New York, New York: ScholasticBook Services, 1973. 96 pp. ($.75 each. Teachers edition, $1.00. Grades4-6.)

Moosberg, Frank O. Simplified Manual for Cooks. Des Moines, Iowa: Frank O.

Moosberg, 1968. 233 pp. ($4.95. Operational requirements, what everycook should know, tools and equipment, food controls, preparing food andcooking it, ar.d supplemental information. Easy reading.)

Shenk, Carol. Sue Learns About the Use of Measurements in Cooking. Liverpool,New York: Frank E. Richards Publishing Company, Inc., 1971. 89 pp.

($1.93. Easy reading.)

Sultan, William J. Elementary Baking. New York, New York: McGraw-Hill BookCompany, 1969. 268 pp. '$6.96, instructor's guide--$2.50, workbook- -

$3.96. Includes quick breads, sweet yeast, raised dough products, friedproducts, variety pies, layer cakes and cupcakes, puff pastry products,variety cookies, and decorating cakes and pastries. Grades 5-9.)

1

Tips on Tips; How to Make Them Grow from 4 to $1.00. Austin, Texas: Instruc-tional Materials Services, n.d. 17 pp. 77257 Easy reading. Illustratedwith cartoon drawings.)

Training Yourself for Food Service. St. Paul, Minnesota: CYBY Corporation,1972. 52 pp. ($2.33. Techniques for better service presented inprogrammed instruction format. Black and white photographs of good andpoor serving techniques. Easy reading.

BOOKS

Andrews, Helen Holmes. Food Preparation. Toronto, Ontario, Canada: McGraw-Hill Book Company of Canada Limned, 1967. 147 pp. ($7.25. Includesopportunities in the food service industry, hygiene and sanitation,utensils, ingredients, and food preparation.)

Brodner, Joseph; Carlson, Howard M.; and Maschal, Henry T. Profitable Foodand Beverage Operation. 4th ed. Rochelle Park, New Jersey: AhrenBook Co., 1962. 458 pp. ($10.00. Includes scope and importance ofthe industry, management, menus, food purchasing guides, receiving,storing, issuing, food preparation, service, sanitation and hygiene,budgeting, and kitchen planning.)

Coffman, James P. Introduction to Professional Food Service. Chicago, Illinois:Institutional Magazine/Volume Feeding Management, 1968. 291 pp. ($12.00.Order from Canners Books. Sanitation and safety, food poisoning, nutrition,purchasing and receiving food, storage and issue of foods, menu planning,food processing, food production, table service, and financial records.Numerous sample forms, menus, etc.)

Commercial Foods-Production and Management. Stillwater, Oklahoma: Curriculumand Instructional Materials Center, 1971. 579 pp. ($12.00. Orientation,human relations, sanitation, safety, equipment, menus, recipe use, foodpreparation, and serving. Good transparence masters.)

Dennler, Louise. Food Preparation:, Study Course Ames, Iowa: Iowa StateUniversity Press, 1971. 149 pp. ($5.95. Preparation of fruit, salads,vegetables, meat, poultry, fish, milk, cheese, eggs, cereal, starchproducts, batters and doughs, and menu planning. Grades 9-12.)

Eshbach, Charles E. Food Service Management. Amherst, Massachusetts: Univer-sity Bookstore, 1973. 322 pp. ($5.27. Bacterial food poisoning,receiving food, storage, menus, frozen food, kitchen layout, storagecontrols, financial statements, budgets, break-even analysis, employeetraining, and food purchasing.)

Finance, Charles. Buffet Catering. Rochelle Park, New Jersey: Hayden BookCompany, Inc., 1958. 256 pp. ($13.50. Covers set-up of a cold buffet,decorating material, hot and cold hors d'oeuvres, and other foodssuitable for buffet meals. Numerous black and white photographs.)

2

Finding Your Job (Series). Minneapolis, Minnesota: Finney Company, n.d.(Set-$135.00, Each unit $22.50. Six units of information about theresponsibilities, pay, and qualifications of various food serviceprofessions.)

Folsom, LeRoi A. Instructor's Guide for the Teaching of Professional Cooking.Chicago, Illinois: Institutions Magazine/Volume Feeding Management,1971. 273 pp. ($9.95. Order from Cahners Books. The pantry department,breakfast cookery, baking, stocks, thickening agents, vegetable cookery,principles of cookery, meats, and seafood: fish and shellfish.)

Food Service Manual for Health Care Institutions. Chicago, Illinois: AmericanHospital Association, 1972. 332 pp. ($8.50. Organization, managementand staffing; service, layout, and equipment; menu planning, foodpurchasing, stock control and storage; food preparation; sanitation forsafety; and financial management and cost analysis.)

Fowler, Sina Faye; West, Bessie Brooks; and Shugart, Grace Severance. Food forFifty. New York, New York: John Wiley and Sons, Inc., 1971. 446 pp.($12.95. Weights and measures, food substitutions and proportions, bakingtemperatures, syrups and candies, deep-fat frying, spices and seasonings,cookery terms, recipes, and menu planning.)

Gregg, Joseph G. Cooking for Food Managers, Laboratory Text. Dubuque, Iowa:William C. Brown Company Publishers, 1967. 148 pp. ($4.50. Cooking,menu planning, safety and sanitation, recipes, and food preparation.)

Gross, Irma H. and Crandall, Elizabeth Walbert. Management for Modern Families.New York, New York: Appleton-Century-Crofts, 1963. 589 pp. ($10.95.Contains information on time and energy management and work simplifi-cation.)

Harris, Ellen Adeline. Professional Restaurant Service. Toronto, Ontario,Canada; McGraw-Hill Book Company of Canada Limited, 1966. 99 pp. ($5.60.Includes meeting the public, personal appearance, general duties, themenu, taking orders and serving, types of service, fountain servicecosts and profits, legal rights and responsibilities, and applying fora position.)

Hatchett, Melvin. Food Service. Austin, Texas: Instructional MaterialsServices, 1970. 141 pp. ($5.00. Importance of food service, duties andresponsibilities in food service, selling food service, and basics of foodpreparation.)

Job Descriptions for Club Occupations. Washington, D.C.: Club Managers Asso-ciation of America, 1964. 410 pp. ($15.65. Includes food serving anddining room, stewards and assistants, bakery, butchering, pantry, andpreparation.)

Kaplan, Aaron. Elements of Food Production and Baking. New York, New York:ITT Educational Services, Inc., 1971. 310 pp. ($7.95. Includes chapterson sanitation and safety, kitchen tools and equipment, basic method ofcooking, stocks, soups, sauces, and gravies, meats, seafood: fish and

3

shellfish, poultry and game, vegetables, starch products, fruits, eggsand cheese, salads and salad dressings, hors d'oeuvres, canapes, sand-wiches, elements of baking, pies and pastries, cakes, cookies, icings,desserts, coffee and tea, convenience foods and microwave ovens.)

Lehrman, Lewis. Dining Room Service. New York, New York: ITT EducationalServices, Inc., 1971. 204 pp. ($6.45. Food and beverage service, diningroom management, dining room equipment and supplies, human relations,service personnel's merchandising role, types of course service, preparingthe dining room, seating guests and taking orders, essentials of foodservice, showmanship in dining room service, special service situations,and counter service.)

Lewis, Dora S.; Peckham, Gladys C.; and Horey, Helen S. Family Meals andHospitality. New York, New York: Macmillian Publishing Company Inc.,1960. 532 pp. ($15.76. State adopted text. Units on food and health,management and service, breakfast, luncheon dinner, entertaining,special meals, foods for future use, and recipes.

Longree, Karla. Quantity Food Sanitation New York, New York: IntersciencePublishers (Division of John Wiley and Sons, Inc.), 1972. 397 pp. ($14.95.Food spoilage, microorganisms, food-borne illnessses, causes of food bornegastroenteric outbreaks, purchasing and storing food, contamination ofingredients, multiplication of bacterial containments, time temperaturecontrol, and educating food service personnel in food sanitation.)

Longree, Karla and Blake-, Gertrude. Sanitary Techniques in Food Service.New York, New York: John Wiley and Sons, Inc., 1971. ($5.25. Com-prehensive information on sanitation.)

Lundberg, Donald E., and Armates, James P. The Management of People in Hotels,Restaurants, and Clubs. Dubuque, Iowa: William C. Brown Company, Pub-lishers, 1974. 231 pp. (Price not set. Includes information on moti-vating employees, job analysis, training, rating employee performance,analyzing and simplifying work, morale, and fire and accident nrevention.)

Mc Dermott, Irene E.; Norris, Jeanne L.; and Nicolas, Florence. W. Homemakingfor Teenagers-Book 2. Peoria, Illinois: Chas A. Bennett Co., Inc., 1972.736 pp. ($9.96. State adopted text.)

Medved, Eva. The World of Food. Boston, Massachusetts: Ginn and Company, 1970.538 pp. ($6.50. State adopted text.)

Rickter, David J. Occupational Essentials-Skills and Attitudes for Employment.Rockford, Illinois: H.C. Johnson Press, Inc., 1973. 198 pp. (Rec-ognizing interests and talents, looking for job openings, securing a

job, succeeding on the job, self-evaluation for advancement, andleaving a job.)

Smith, Evelyn, and Crusius, Vera C. A Handbook on Quantity Food Management.Minneapolis, Minnesota: Burgess Publishing Company, 1970. 191 pp. ($5.95.Organization and planning, scientific principles and techniques applicableto quantity cookery, standardization, conservation, waste, cost control,modern food units, work simplification, personnel, sanitation techniques,and accident prevention.)

4

Stokes, John W. Food Service in IndustryandInstitutions. Dubuque, Iowa:William C. Brown Company, Publishers, 1973. 261 pp: ($9.95. Layout andequipment, purchasing, receiving, storage, menu planning, food preparationand cooking, distribution and service of food, sanitation and safety, con-trol of food cost, and laws and regulations affecting food services.)

Stokes, John W. How to Manage a Restaurant or Institutional Food Service.Dubuque, Iowa: William C. Brown Company, Publishers, 1967. 343 pp.($10.75. Food service industry, effective management; organization;menu planning; food service; kitchen equipment and layout; purchasing,receiving and storage; quantity cookery, cost control; sanitation, safetyand fire protection; and laws and regulations.)

Sultan, William J. Practical Baking. Westport, Connecticut: AVI PublishingCompany, Inc., 1969. 477 pp. ($15.00. Comprehensive information onbaking.)

Thal, Helen M., and Holcombe, Melinda. Your Family and Its Money. Boston,Massachusetts: Houghton Mifflin Company, 1973. 280 pp. T$5.40. Stateadopted text.)

Training the Food Service Worker. Chicago, Illinois: Hospital Research andEducational Truit776777$4.50--Student's manual. $5.00--Instructor'sguide. Includes sanitation, housekeeping, safety, nutrition, food prep-aration, production planning, and cost control.)

Weiss, Edith and Weiss, Hal. Caterin Handbook. New York, New York: HaydenBook Company, Inc., 1971. 261 pp. 12.50. Includes information oncatering, equipment, kitchen and commissary, staff, business practices,procedures, center pieces, food decoration, and menus.)

West, Bessie Brooks; Levelle Wood; and Virginia F. Harger. Food Service Insti-tution. New York, New York: John Wiley and Sons, Inc., 1966. 702 pp,($15.50. Covers meal planning, food standards, and service, food selec-tion and storage, food products and their preparation, organization andmanagement; personnel management, cost control, sanitation and safety,floor planning and layouts, and equipment and furnishings.)

White, Ruth Bennett. Food and Your Future. Englewood Cliffs, New Jersey:Prentice-Hall Inc., 1972. 407 pP7($9.32. State adopted text.)

Wilkinson, Jule. The Complete Book of Cooking Equipment. Chicago, Illinois:Institutions Magazine/Volume Feeding Management, 1972. 257 pp. ($12.95.Order from Cahners Books. Excellent reference.)

Wood, Marion and Harris, Katherine W. Quantity Recipes. Ithaca, New York:New York State College of Home Economics of Cornell University, 1966.233 pp. ($1.00. Includes food preparation, ouides and recipes.)

FILMS

Best Food In Town. Austin, Texas: Texas State Department of Health, n.d.(Color, sound, 20 min., free loan. Good for food service employee orrestaurant sanitation.)

5

Carving Magic. New York, New York: Sterling Movies U.S.A., 1960. (Color,sound, 20 min. How to carve roasts and poultry.)

Coffee 'Round the Clock. New York, New York: Pan American Coffee Bureau,n.d. (Color, sound, 15 min., free loan. Order from Coffee BrewingCenter. Stresses importance of coffee making in the food servicebusiness. Illustrates proper brewing, procedures, and elements neces-sary to brew good coffee.)

The Coffee That Came to Dinner. New York, New York: Pan American CoffeeBureau, 1970. (Color, sound, 15 min., free loan. Order from CoffeeBrewing Center. Training personnel on brewing, demonstrations onprocedures for making, trouble spots, and equipment.)

Dining Room Sanitation. Sherman Oaks, California: National E onalMedia, Inc., 1970. (Color, sound, 12 min., free loan. 0 fromTexas State Department of Health. Demonstrates technique' of sanitaryfood handling for dining room personnel. Emphasizes importance of theservers' personal cleanliness, hygiene, and,grooming. Includes sanitarypractices necessary before reporting for work and dining room practicesthat inhabit growth of germs.)

Hashslingin' to Foodhandling. Austin, Texas: Texas State Department of Health,n.d. (Color, sound, 20 min., free loan--borrower pays transportation.Demonstrates both sanitary and unsanitary methods of handling food andutensils. Shows how germs travel from the customer's mouth to utensils,to the "hashslinger's" hands, and to other customers.)

How Clean is Clean. Ann Arbor, Michigan: National Sanitation Foundation andConference of Municipal Health Engineers, 1956. (Color, sound, 20 min.,free rental. Order from Economics Laboratory Inc. Describes properdishwashing methods. Indicates importance of proper rinse temperature,detergent, and placement on racks.)

How Do You Look When It Counts? Sherman Oaks, California: National EducationalMedia, Inc., 1970. (Color, sound, 11 min., free loan. Order from TexasState Department of Health. Basic waiter, watress training film.Dramatizes importance of hospitality, cleanliness, and efficiency.Includes pointers on grooming, appearance, and personal hygiene. Stressesthe close scrutiny guests make of food servers by showing them through theeyes of the guest.)

The Invaders. Des Plaines, Illinois: Dallas Jones, 1962. (Color, sound, 30min., free loan. Purchase price--$1.25. Order from Diversey Chemicals.Covers role of sanitation; good housekeeping procedures includingcleaning garbage cans, walk-in coolers, steam tables, cutting boards,dishwashing machines, and deep-fat fryers; daily assignment chart;bacteria transfer; inspection and storage of food stuff received.)

Kitchen Habits. Atlanta, Georgia: U.S. Public Health Services, 1965.(Color, sound, 10 min., $36.68. Training film on proper sanitary foodhandling practices in a restaurant kitchen.)

6

Kitchen Management Principles. New York, New York: Sterling Educational Films,1966. (Color, sound, 13 min., $165.00, Available in 8 mm. loop films,Equipment storage, safety, sanitation, table setting, and clean-up.)

Mr. Dish Machine Operator. Sherman Oaks, California: National EducationalMedia, Inc., 1970. (Color, sound, 13 min., free loan. Order from TexasState Department of Health. Explains operation of commonly-used dishmachines. Shows correct ways of loading machines. Highlights includepre-rinsing, safe, sanitary handling of dishes, temperature control,use of detergents and other chemicals. Includes rules. for cleaning andprevention of breakage.)

National Educational Media, Inc., Films. Sherman Oaks, California: n.d. (Color,sound, 10-12 min., purchase--$127.00 to $135.00, rental--$11.00, minimumbooking--$40.00. Films on professional food preparation, food service,safety, and sanitation.)

Outbreak of Salmonella-Infection. Atlanta, Georgia: U.S. Public Health Service,n.d. (Color, sound, 12 min., $42.65. Air base men become ill from eatiqchicken which is contaminated with salmonella. Emphasis on sanitation andholding temperatures.)

Safe Foodhandling in Quantity. Austin, Texas: Texas State Department of Health,1966. (Color, sound, 17 min., free loan. Discusses causes of food poi-soning, kinds of bacteria that cause it, and conditions for bacterial growth.Reviews sanitary measures for safe handling, storage, and service of food.)

Sanitation: Rules Make Sense. Sherman Oaks, California: National EducationalMedia, Inc., 1970. (Color, sound, 12 min., free loan. Order from TexasState Department of Health. Demonstrates basic rules of sanitation,handling potentially hazardous foods, controlling pests, personal hygiene,and food storage.)

Sanitation: Why All The Fuss? Sherman Oaks, California: National EducationalMedia, Inc., 1970. (Color, sound, 12 min., free loan. Order from TexasState Department of Health. Introduction to sanitation. Shows biologicalreasons for sanitation and the conditions for controlling bacterial growth.Stresses importance of cleanliness and need for proper heating and coolingof foods.)

FILMSTRIPS

All About Garnishes. Franklin Park, Illinois: Ekco Housewares Company, 1966.(Color, silent, 51 frames, 12 min., script, teacher's guide, $4.00, re-corded narration, $2.50. How to prepare garnishes and hors d'oeuvres.Shows tools and their use in preparation of garnishes. Storage andcare of utensils.)

All About Knives. Chicago, Illinois: Douglas Film Industry, 1965. (Color,silent, 64 frames, 12 min., $4.00, recorded narration, $2.50. Order fromEKCO Housewares Company. Demonstration of easy ways to prepare fruits andvegetables, the proper carving methods for all types of meats and fowl as

well as how to debone fish. Includes sharpening cutlery blades and careof knives.)

7

Luncheonette Service Blues. Huntington, New York: Merchandiser Film Productions,n.d. (Color, silent, 72 frames, record or cassette, $15.00. Uses cartoonfigures to show correct and incorrect procedures for counter service.)

Modern Sandwich Methods for Quantity Food Service. Chicago, Illinois: AmericanInstitute of Baking, 1968. (Color, silent, 44 min., purchase--$35.50,rental--$12.00. Shows how to make and wrap sandwiches by hand or bymachine. Gives information on vending, food storage and handling, andmerchandising.)

A New Horizon: Careers in School Food Service. Pleasantville, New York:Guidance Associates, 1965. (Color, sound, 10 min., record, $18.00.K-103 307.)

PAMPHLETS

Careers for Youth in Food Service Industry. Pittsburgh. Pennsylvania: H.J.Heinz Company, n.d. (Free. Order from National Restaurant Association.Job opportunities, personal qualifications, and educational requirements.)

Dietz, Susan M. The Correct Waitress. Rochelle Park, New Jersey. AhrensBook Co., 1952. 58 pp. ($1.12. Qualifications, fundamentals of goodservice, merchandising, sanitation and service, types of restaurant service,table setting, and accidents.)

Food Service Sanitation Manual. Washington, D.C.: U.S. Department of Health,Education, and Welfare, 1962. 90 pp. ($.55. Conducting an effectivefood sanitation program, U.S. Public Health Service, food service sanita-tion, ordinance, and code.)

Hitchock, James B. Supervised Study Guide for Chef. Austin, Texas: Instruc-tional Materials Services, 1970. 85 pp. ($3.75, Answer Book-$1.90,and Unit Tests-$1.50. Covers safety, sanitation, hygiene, tools, equip-ment, methods and techniques of cooking, food preparation, and menumaking.)

Jernigan, Anna Katherine, Food Sanitation; Study Course. Ames, Iowa: TheIowa State University Press, 1971. 71 pp. ($4.17. Covers variousaspects of sanitation.)

Keister, Douglas C. How to Increase Profits with Portion Control. Chicago,Illinois: National Restaurant Association, 1966. 51 pp. ($2.60.Analysis of operation, menu planning, pre-costing the menu, purchasespecifications, receiving control, store room control, production con-trol, sales control, and sales analysis.)

Kent State University; Fobd Service Department. Food Training Routines, I & II.Chicago, Illinois: Institutions Magazine/Volume Feeding Management, 1971.52 pp. ($4.52. Order from Cahners Books. Grill, deep-fat frying, rotaryovens, steam jacketed kettles, compartment steamers, small kitchen ma-chines, and cutlery.)

8

Kitchen Machines. Chicago, Illinois: National Safety Council, 1964. 4 p.($.25. Safe practices in using kitchen equipment.)

Mira, Linda. "Guide to Good Service A Manual for Hostesses and WaitressesRivera Beach, F ori a: Goodway 'rinting Center, 1968. pp. .2 .

Order from Guide to Good Service. Table setting, service, side work,importance of knowing the menu, seating and serving, duties of thewaitress, study of different services, do's and dont's and menu terms.)

Modern Sandwich Methods. Chicago, Illinois: American Institute of Baking,1964. 24 pp. ($.75. Good illustrations and directions. Bound inspiral notebook .)

Peterkin, Betty, and Evans, Beatrice. Food Purchasing Guide for group FeedinAgriculture Handbook #234. Washington, D.C.: U.S. Government PrintingOffice, 1965. 54 pp. ($.40. Guides to purchasing quantities of 25 to100 portions; information for estimating food quanti ti es .)

Quantity Cooking Basic Skills. Albany, New York: Delmar Publishers, Inc.,1966. 112 pp. ($1.95. Cooking with water, dry heat, and fat; stewingand braising, sauces, and soups.)

Sanitation Follies. New York, New York: Public Health Committee of the Plate,Cup, and Container Institute, 1968. 4 p. ($.01 per copy. Cartoon showingover 60 violations of the rules of safe food service.)

Sanitation of Food Service Establishments. New York, New York: Economics Lab.,Inc., 1962. 29 pp. (Free. Who is responsible for sanitation, cleaningschedules, cleaning compounds, cleaning tools and supplies, personal cleaningprocedures for the employee to follow.)

Texas State Department of Health. Preventing Food-Borne Diseases. Austin, Texas:Texas State Department of Health, 1966. 58 pp. (Free. Information ongerms and food-borne diseases, disease transmission, importance of keepingthings clean, and storage suggestions.)

Today's Busboy. New York, New York: Chain Store Publishing Corporation, 1971.140 frames. ($2.10. Self-instructional training program. Low readinglevel, but some words may be difficult for CVAE students. Could be taped.)

Today's Dishwashing Machine Operator. New York, New York: Chain Store Pub-i ishi ngs Corporation, 1971. 170 frames. ($2.10. Self- instructionaltraining program. Low reading level, but some words may be difficultfor CVAE students. Could be taped.)

Today's Waitress. New York, New York: Chain Store Publishing Corporation, 1971.200 frames . ($2.10. Sel f-i nstrusti onal trai ni ng program. Low readinglevel, but some words may be difficult for CVAE students. Could be taped.)

U.S. Department of Agriculture. Food Buying Guide for Type A School Lunches.Washington D.C.: U.S. Supt. of Documents, 1964. 75 pp. ($1.25.Measures and equivalents useful in determining food quantities, how tocalculate the quantity of food needed, and food buying guides.)

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U.S. Department of Health, Education, and Welfare. Quantity Food Preparation;A Suggested Guide. Washington, D.C.: U.S. Government Printing Office,1967. 39 pp. ($.35. Basic principles of food preparation, sciencerelated to food preparation, mathematics related to food preparation,English related to food preparation, and safety instruction.)

U.S. Department of Health, Education, and Welfare. Training Food ServicePersonnel. Washington, D.C.: U.S. Government Printing Office, 1969.145 pp. ($.65. Information on the food service industry, functions ofa food service operator, the sales person's role, qualifications forsuccessful sales work, job opportunities, and job responsibilities.)

Vestor, Kelly G. Food-Borne Illnesses; Cause and Prevention. Rocky Mount,North Carolina: Food Service Guides, 1967. 64 pp. ($1.00. Includesinformation on bacteria growth in food, safe food for home and community,personal hygiene, food storage, equipment cleaning, food preparation,utensil cleaning, handling and storage, clean habits, service, menuplanning, and buying practices.)

Vestor, Kelly G. Planned Sanitation; Prestige and Profit. Rocky Mount, NorthCarolina: Food Service Guides, 1966. 31 pp. ($.50. Planning,training, and motivating for sanitation in food service.)

Vestor, Kelly G. Service With a Smile. Rocky Mount, North Carolina: FoodService Guides, 1968. 40 pp. ($1.00. Emphasizes development of goodattitudes and going the extra mile to give good service.)

PERIODICALS

The Chuckwagon. (Order from: Texas Restaurant Association, Box 1429,Austin, Texas 78767, Monthly, combined May/June issue, $10.00.)

Cooking for Profit. (Order from: Cooking for Profit, 1202 S. Park Street,Madison, Wisconsin 53715, Monthly, $10.00.)

RESOURCE KIT

The Name of the Cooking Game. Franklin Park, Illinois: Ekco Housewares Co.,n. d. ($4.00. This is based on domestic working; however, the teachercommentary could be used as a basis for developing a series of slides,showing cooking terms using commercial size equipment.)

TRANSPARENCIES

Billings, Margarita. Safety in the Kitchen. St. Paul, Minnesota: The 3-MCompany, 1971. 20 transparencies. ($35.00. Pertinent transparenciesinclude taking care of broken glass promptly; floors should be cleanand dry, uncluttered, and non-skid; beware of steam, if accidents occur;proper clothing contributes to safety; operation of power equipmentrequires know-how and keep equipment in good condition.)

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Billings, Margarita. Sanitation in the Kitchen. St. Paul, Minnesota: The

3-M Company, 1971. 20 transparencies. ($35.00. Pertinent transparenciesinclude how to avoid contamination by direct contact; how to guard againstchemical poisoning; how to avoid bacterial growth--remove warmth, food,moisture; and temperature guide.)

Clarke, Sister Margaret Mary. Basic Values in Nutrition: Part II--Fruit andVegetable Group. St. Paul, Minnesota: 3-M Company, 1971. 20 transparencies.($35.00. Pertinent transparencies include preparing vegetables in ways thatpreserve food value, flavor, color, and texture, vegetables that are avail-able in many forms, variety in serving, selecting vegetables for fresh-ness, managing fresh vegetables, vegetables having appetite appeal, andgiving your vegetables a place.)

OTHER

Breading Foods for Deep-Fat Frying. Manhattan, Kansas: Kansas State University1967. 50 slides. ($7.00. Order from Institutional Management Department.Includes equipment and supplies.)

Cleaning a Food Slicer. Manhattan, Kansas: Kansas State University, 1967.

52 slides. ($7.00. Order from Institutional Management Department.Includes equipment and supplies.)

Cutting a Two Crust Pie. Manhattan, Kansas: Kansas State University, 1967.20 slides. ($7.00. Order from Institutional Management Department.Includes equipment and supplies.)

Dipped Salad Assembly. Manhattan, Kansas: Kansas State University, 1967.-21 slides. ($7.00. Order from Institutional Management Department.Includes equipment and supplies.)

Frosting a Layer Cake. Manhattan, Kansas: Kansas State University, 1967.37 slides. ($7.00. Order from Institutional Management Department.Includes equipment and supplies.)

Haskell, Dr. W.H. A Training Course in Sanitation for Food Service Workers.

Chicago, Illinois: Institutions Magazine Volume Feeding Management,1967. 40 pp. ($2.50-pamphlet, $96.00-series, and rental price $20.00.Advance scheduling needed; in great demand.)

Making Change. Manhattan, Kansas: Kansas State University, 1967. 37 slides.

($7.00. Order from Institutional Management Department. Includes

equipment and supplies.)

Making Sliced Meat and Cheese Sandwiches. Manhattan, Kansas: KansasStateUniversity, 1967. 23 slides. ($7.00. Order from Institutional Manage-

ment Department. Includes equipment and supplies.)

Making Meat Salad and Spread Filling Sandwiches. Manhattan, Kansas: Kansas

State University, 1967. 18 slides. ($7.00. Order from Institutional

Management Department. Includes equipment and supplies.)

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Portioning A Cake. Manhattan, Kansas: Kansas State Universtiy, 1967. 32slides. ($7.00. Order from Institutional Management Department. In-cludes equipment and supplies.)

Portioning Pudding. Manhattan, Kansas: Kansas State University, 1967. 17slides. ($7.00. Order from Institutional Management Department. In-cludes equipment and supplies.)

U.S. Department of Agriculture, Quantity Recipes for Type 1. School Lunches.Washington, D.C.: U.S. Supt. of Documents, 1965. ($4.50. Generalinformation, cereal products, desserts, main dishes, salads, saladdressing, sandwiches, sauces and gravies, soups, and vegetables.)

PAMPHLET SOURCES

American Gas Association, Inc., 605 Third Avenue, New York, New York 10016

Local Electric Company

Local Gas Company

Nasco Home Economics Supplies Catalog, Nasco Company, Fort Atkinson, Wisconsin53538

Nasco Home Economics Supplies Catalog, Box 3837, Modesto, California 95352

National Cash Register Company, Chissold Publishing Company, 105 West AdamsStreet, Chicago, Illinois 60603

National Life Stock and Meat Board, 36 South Wabash Avenue, Chicago, Illinois60603

National Restaurant Association, 1530 North Lake Shore Drive, Chicago, Illinois60610

Restaurant-Hotel Aids, CYBK Corporation, 1821 University Avenue, St. Paul,Minnesota 55104

Texas Restaurant Association, P.O. Box 1429, Austin, Texas 78767

U.S. Public Health Service Audiovisual Facility, Communicable Disease Center,Atlanta, Georgia 30333

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PUBLISHERS' LIST

Ahrens Book Company, Inc.Subs. of Hayden Book CompanyRochelle Park, New Jersey 07662

American Gas Association420 Lexington AvenueNew York, New York 10017

American Hospital AssociationEditorial Services840 North Lake Shore DriveChicago, Illinois 60611

American Institute of Baking

400 East Ontario StreetChicago, Illinois 60611

Appleton-Century Crofts440 Park Avenue, SouthNew York, New York 10016

AVI Publishing CompanyBox 831

Westport, Connecticut 06880

Burgess Publishing Company7108 Olms LaneMinneapolis, Minnesota 55435

Cahners Books89 Franklin StreetBoston, Massachusetts 02110

Chain Store Publishing Corporation2 Park AvenueNew York, New York 10016

Chas. A. Bennett Company, Inc.809 West Detweiller DrivePeoria, Illinois 61614

Club Managers Association of America1030 Fifteenth Street, NorthwestWashington, D.C. 20005

Coffee Brewing Center120 Wall StreetNew York, New York 10005

Cooking For Profit1202 South Park StreetMadison, Wisconsin 53715

Cooperative ExtensionNew York StateCollege of Home EconomicsCornell UniversityIthaca, New York 14850

Curriculum and InstructionalMaterials Center

State Department of Vocational andTechnical Education

Stillwater, Oklahoma 74074

Delmar Publishers, Inc.Mountai nvi ew Avenue

Albany, New York 12205

Diversey Chemicals1855 South Mt. Prospect RoadDes Plaines, Illinois 60018

Economics Laboratory, Inc.250 Park AvenueNew York, New York 10017

EKCO Housewares CompanyEducational Services Department9234 Park AvenueFranklin Park, Illinois 60131

The Environmental Health CommitteeSingle Service Institute250 Park AvenueNew York, New York 10017

Finney Company3350 Gorham AvenueMinneapolis, Minnesota 55426

Food Services GuidesP.O. Box 709Rocky Mount, North Carolina 27801

Frank E. Richards Publishing Co., Inc.324 First Street, Box 370Liverpool, New York 13088

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Frank O. Moosberg

3122 Garden AvenueDes Moines, Iowa 50312

Ginn arid Company

Xerox Educational DivisionStatler Building, Back Bay191 Spring StreetBoston, Mas achusetts 02173

Guidance Associates41 Washington Avenue

Pleasantville, New York 10570

Guide to Good Service4700 North DixieWest Palm Beach, Florida 33401

Hayden Book Company, Inc.50 Essex StreetRochelle Park, New Jersey 07662

H.C. Johnson Press, Inc.

Vocational-Education DivisionP.O. Box 41561800 Broadway

Rockford, Illinois 61110

Hospital Research and EducationalTrust

840 Norto Lake Shore DriveChicago, Illinois 60611

Houghton Mifflin CompanyEducational Division1 Beacon StreetBoston, Massachusetts 02108

Institutional Management DepartmentCollege of Home EconomicsKansas State University

Manhattan, Kansas 60504

Institution's MagazineSanitation Editor1801 Prairie AvenueChicago, Illinois 60616

Instructionhl Materials ServicesDivision of ExtensionThe University of Texas at AustinAustin, Texas 78712

Interscience PublishersDivision of John Wiley and SonsNew York, New York 12201

Iowa State University PressPress BuildingAmes, Iowa 50010

ITT Educational Services, Inc.55 West 42nd StreetNew York, New York 10036

John Wiley and Sons, Inc.605 Third AvenueNew York, New York 10016

Macmillan Publishing Company, Inc.86.) Third Avenue

New York, New York 10022

McGraw -Hill Book Company

1221 Avenue of the AmericasNew York, New York 10020

McGraw-Hill Company of Canada LimitedToronto, Ontario, Canada

Merchandiser Film ProductionsP.O. Drawer J

Huntington, New York 11743

National Education Media, Inc.15250 Ventura BoulevardSherman Oaks, California 91403

National Restaurant Association1530 North Lake Shore DriveChicago, Illinois 60610

National Safety Council425 North Michigan AvenueChicago, Illinois 60611

National Sanitation FoundationSchool of Public HealthUniversity of MichiganAnn Arbor, Michigan 48104

Prentice-Hall Inc.Englewood Cliffs, New Jersey 07632

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Public Health CommitteePlate, Cup, and Container Institute250 Park AvenueNew York, New York 10017

Restaurant-Hotel AidsDivision of CYBX Corporation1821 University AvenueSt. Paul, Minnesota 55104

Scholastic Book ServicesDivision of Scholastic Magazines50 West 44th StreetNew York, New York 10036

Sterling Educational Films241 East 34th StreetNew York, New York 10016

Sterling Movies U.S.A.43 West 61st StreetNew York, New York 10023

Superintendent of DocumentsU.S. Government Printing OfficeWashington, D.C. 20402

Texas Restaurant AssociationBox 1429Austin, Texas 78767

Texas State Department of HealthDivision of Public HealthFilm Li brary

410 East 5th StreetAustin, Texas 78701

3-M CompanyVisual Products DivisionBox 3344St. Paul, Minnesota 55101

University Book StoreCampus CenterUniversity of MassachusettsAmherst, Massachusetts 01002

U.S. Public Health ServiceAudio Visual FacilityCommunicable Disease CenterAtlanta, Georgia 30333

Vocational - Technical Curriculum

LaboratoryRutgers-The State University,Building 4103-Kilmer CampusNew Brunswick, New Jersey 08902

William C. Brown Company Publishers2460 Kerper BoulevardDubuque, Iowa 52001

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