meal management learning kit - weebly
TRANSCRIPT
Meal Management Learning Kit The Project:
This project will serve as the focal point for our course, with the challenge being for the class to provide excellent meal service to patrons who
have purchased our meals. As a group, you will essentially be planning, preparing, and presenting a series of meals for patrons on a bi-weekly
schedule.
The Groups:
The groups will be determined through observation of student interaction at the beginning of the course. The groups will remain the same
for the duration of the semester, so if you foresee issues when groups are announced, please let me know ASAP. Once groups have been announced,
students will be asked to complete and submit a group contract (see attached). Should problems arise throughout the semester, please be
professional in how you handle them and see me if needed. Your group should decide upon a name which reflects the group.
The Meals:
The meals will consist of six different components (management, bread, side 1, side 2, main, and dessert), and will be served six times over
the course of the semester. Each group will have the opportunity to plan and supervise one of the six meals as you take your turn as the Managing
group. In this role you will determine the menu, portions, packaging, package labels, as well as troubleshoot and supervise other groups. When you
aren’t the managing group, your group will be preparing the other components of the meal. Each group will prepare each component as some point.
In an attempt to keep the meals varied, there will be a lottery to determine what type of protein and what cuisine you will have to base your
meal around. You are free to switch with another group, but please let me know if any “switcheroos” happen.
The Planning Process:
Following the lottery you will have time to work in the computer lab to plan out your group’s meal. You will be responsible for preparing a
proposal of that meal (Google Slides or other format) to present to your class for feedback. During the presentations, other groups will be asked to
provide feedback to the group regarding their proposed meal. You will have time to then go back and make changes to your meal as needed.
Presentations will be evaluated using the attached Presentation rubric.
On the due date, I will need a plan submitted from each group. That plan must include (see attached Pre-Meal Checklist):
● A menu
o Name and brief description of each item
o Creative
o Professional looking
o Don’t forget to include any special dietary needs
● Recipes
o In standard form
o Be sure to include: source, yield, cooking time, and any other pertinent information
o Please be sure consider cooking times, skill level, ingredient availability, etc.
● Sample of packaging label
● Presentation/garnish ideas
Meal Week
Computer Lab Planning
Before each meal, we will have a day in the computer lab to do any final planning. At this time, the managing group will hand out the
recipes and groups will complete a grocery requisition form and time work plans (see attached). The managing group will travel around to ensure
that all groups are well informed on their recipes and are ready to complete the meal.
Prep Day
You are encouraged to prepare as much as possible on the day before meal service. This will ensure that you are able to complete your
tasks on meal day on time! The managing group may want to use this time to set prepare and organize containers for delivery.
Meal Day
The big day has arrived! Do whatever you have to do to make sure that everything is ready to be delivered 15 minutes prior to the end of
the class! The management team will be monitoring overall procedures, especially as food is packed and prepared for delivery. When ready,
management team will deliver orders to patron while final cleanup is taking place.
*Note – Patrons will be receiving a comment card with their meals where they will provide a mark and feedback (see attached Meal-Service
Evaluation form)!
Clean Up & Evaluation Day
We will begin this day by discussing the meal. Each group should be prepared to explain what they did for this meal. You will be asked to
complete:
● self-evaluation (see attached)
● peer-evaluation (see attached)
● managing group evaluations (see attached)
Meal Service Follow Up – The Managing Group
Following your group’s meal service, you will have two days to complete and submit an individual follow up. I will expect each person to
complete the reflection including: (see Meal Service Follow-up attached):
Reflection:
1. What was your role in your meal service?
2. What strengths did you bring to this meal?
3. Identify and describe a strength that each member of your team brought to this project.
4. How successful would you say your meal was? Why?
5. How could your meal have been improved?
Costing:
Using cookkeepbook, each group will be responsible for costing the entire meal to determine a profit/loss.
Assessment:
Management Mark (1 x / semester) Meal Mark (each meal = 6 x / semester) The Plan 40% Self-Assessment 10%
Presentation 10% Peer Assessment 10% Class Evaluation 15% Final Product 30%
Teacher Evaluation 15% Lab Observation (see rubric)
50%
Individual Follow Up 20%
Group Contract Complete this contract, providing as much detail as possible. Consider the terms of your contract carefully, ensuring that each member of your group agrees before signing the
document. Clearly describing, and understanding, what everyone is required to do will be important when misunderstandings occur during the activity—and they will occur!
Establish the details right from the start. Each person in the team is expected to contribute to the best of his or her ability. How you decide who will do what is up to you and is
to be recorded on this contract.
Remember, you will assess how well each member of your team lives up to this contract, and your team will assess you as well, so it is important to divide the work equally as
much as possible.
Group Name:
Team Members
1.
2.
3.
4.
Conditions
By signing below, we agree that (use back of sheet, if necessary):
1. If any team member is absent, then _________________________ __________________ ___________________________________________________________________________________________
2. If any team member does not do the work they agreed to do, first we will ______________ ___ ____________ ___________________________________________________________________________________________
If there is no improvement, then we will ______________ _______ ___ _______________
3. Other conditions:
Signatures
1. I agree to the terms and conditions of this contract. ______________________________________ 2. I agree to the terms and conditions of this contract. _______________________________________ 3. I agree to the terms and conditions of this contract. _______________________________________ 4. I agree to the terms and conditions of this contract. _______________________________________
Guidelines for High-Performance Teams
1. Each person in the team is responsible for his or her own behaviour and learning.
2. Each member of the team should be willing to help any other member who asks for help.
3. You may only ask your teacher for help when all members of the team have the same question. Remember to self problem solve by asking at least 3 people prior to the teacher.
4. It is critical to think about and engage in the work that you are asked to do.
5. You will often be asked to work quietly by yourself on a problem in preparation for working with your team. This will enable you to develop confidence in your ability to tackle problems alone. Whenever possible, this will be followed by an opportunity to share your work with your teammates and to get help from them where you need it.
6. The secret of success in teamwork is to be able to disagree without being disagreeable. 7.
Words we can use to make sure everyone on our team feels valued and involved:
● “Can we make a plan so everybody has something to do?”
● “__________ has a good idea.”
● “What do you think, _________?”
● “Does everybody agree with that?”
● “___________, we need your help.”
● “I don’t think we heard _____________’s idea.”
How you say something is every bit as important as what you say. Did you say it with a smile?
Pre-Meal Checklist (GROUP)
Meal #: Due Date: Group Name and Members:
Task Initials of group members on completion
Menu is attached o Name and description of items
o Creative
o Professional looking
o Dietary needs considered
Recipes are attached in standard form (including source, yield, cook time):
o Bread: ____________________
o Side 1: ____________________
o Side 2: ____________________
o Main: _____________________
o Dessert: ___________________
Sample of package label included. Describe any special garnishes you will use:
Presentation Rubric
Group Name and Members: 1. 2. 3. 4.
Exemplary Accomplished Developing Beginning Individual Mark
Organization
Information presented in
logical, interesting
sequence
Information in logical
sequence
Difficult to follow
presentation--student
jumps around
Cannot understand
presentation--no
sequence of
information
1.
2.
3.
4.
Subject
Knowledge
Demonstrates full
knowledge by answering
all class questions with
explanations and
elaborations
At ease with expected
answers to questions but
does not elaborate
Uncomfortable with
information and is able to
answer only rudimentary
questions
Does not have a grasp
of the information.
Cannot answer
questions about
subject
1.
2.
3.
4.
Graphics
Explain and reinforce
screen text and
Relate to text and
presentation
Occasionally uses graphics
that rarely support text and
Uses superfluous
graphics or no graphics
1.
2.
3.
presentation presentation 4.
Elocution/Eye
Contact
Maintains eye contact
and pronounces all terms
precisely. All audience
members can hear
Maintains eye contact
most of the time and
pronounces most words
correctly. Most
audience members can
hear presentation
Occasionally uses eye
contact, mostly reading
presentation, and
incorrectly pronounces
terms. Audience members
have difficulty hearing
Reads with no eye
contact and incorrectly
pronounces terms.
Speaks too quietly
1.
2.
3.
4.
Mark Tally:
Student Name: Final Presentation Mark:
1.
2.
3.
4.
Meal Management Planning Sheet
Meal #: __________ Product you are making: __________________
Grocery Requisition (Ensure you are specific with quantity as sold and specifics)
FRUIT/VEGETABLES BREAD
MEAT DAIRY
FROZEN DRY
Time Work Plan – Prep Day
Time Work Plan – Meal Day
Practical Skills Assessment: Kitchen Lab Observation Student:
CATEGORY 4
Consistently 3
Almost Always 2
Occasionally 1
Rarely Score
Working with Others
Communicates very well and makes efforts to work
cohesively with the group. Displays respect and solid
leadership skills.
Communicates very well and makes efforts to work
cohesively with the group. Displays respect and solid
leadership skills.
Communicates very well and makes efforts to work cohesively with the group. Displays respect and solid
leadership skills.
Communicates very well and makes efforts to work cohesively with the group. Displays respect and solid
leadership skills.
Pride and Attitude
Displays a sense of pride, tolerance, excitement and a
genuine interest in the culinary field.
Displays a sense of pride, tolerance, excitement and a
genuine interest in the culinary field.
Displays a sense of pride, tolerance, excitement and a genuine interest in the
culinary field.
Displays a sense of pride, tolerance, excitement and a genuine interest in the
culinary field.
Time Management
Records and utilizes information to make good plans. Pays attention to
details. Displays a sense of urgencies and concern for the group’s goals and objectives.
Records and utilizes information to make good plans. Pays attention to
details. Displays a sense of urgencies and concern for
the group’s goals and objectives.
Records and utilizes information to make good plans. Pays attention to
details. Displays a sense of urgencies and concern for
the group’s goals and objectives.
Records and utilizes information to make good plans. Pays attention to
details. Displays a sense of urgencies and concern for
the group’s goals and objectives.
Performance
Takes initiative and displays a proactive attitude. Utilizes
acquired skills, learned policies and procedures.
Takes initiative and displays a proactive attitude. Utilizes
acquired skills, learned policies and procedures. .
Takes initiative and displays a proactive attitude.
Utilizes acquired skills, learned policies and
procedures.
Takes initiative and displays a proactive attitude.
Utilizes acquired skills, learned policies and
procedures.
Uniform and Appearance
Displays a consistent high standard and adheres to class
policy.
Displays an average standard and adheres to class policy.
Displays an acceptable standard and occasionally does not adhere to class
policy.
Displays a poor standard and regularly does not adhere to class policy.
Sanitation
Maintains a clean and functional workstation. Deals with all sanitary concerns and helps in the end of day clean
up procedures.
Maintains a clean and functional workstation. Deals with all sanitary
concerns and helps in the end of day clean up
procedures
Maintains a clean and functional workstation. Deals with all sanitary
concerns and helps in the end of day clean up
procedures
Maintains a clean and functional workstation. Deals with all sanitary
concerns and helps in the end of day clean up
procedures
Score /24
Less Attendance
Total
Meal-Service Evaluation
Thank you so much for supporting our Culinary program. Our Meal Management project provides our students with a truly
“hands on” opportunity to practice and showcase a variety of their skills in the culinary field. The planning, preparation, and
execution of this event has been an invaluable learning experience, and we thank you very much for sharing it with us. We
hope you ate well and enjoyed yourself!
Please take a few minutes to provide feedback on our meal service:
Menu
How would you rate the menu based on variety, attention to dietary restrictions, overall cohesiveness, etc.? 1 2 3 4 5 Terrible Fine Excellent
Presentation
How would you rate the presentation of this meal? 1 2 3 4 5 Terrible Fine Excellent
Food Quality
How would you rate the overall quality of the food with respect to taste, temperature, texture, etc.? 1 2 3 4 5 Terrible Fine Excellent
Comments
Self-Evaluation Your Name: __________________________ Meal #: ________________________
Please reflect upon your participation within your group and complete this rubic, as well as the questions. CATEGORY 4 3 2 1
Contributions
I routinely provided useful ideas when participating in the group and in classroom discussion. I was a definite leader who contributed a
lot of effort.
I usually provided useful ideas when participating in the
group and in classroom discussion. I was a strong group member who tried
hard!
I sometimes provided useful ideas when participating in the
group and in classroom discussion. I
was a satisfactory group member who did
what is required.
I rarely provided useful ideas when
participating in the group and in
classroom discussion. I sometimes refused to
participate.
Working with Others
I almost always listened to, shared with, and supported the efforts of others. I tried
to keep people working well together.
I usually listened to, shared with, and
supported the efforts of others. I did not cause "waves" in the group.
I often listened to, shared with, and
supported the efforts of others, but sometimes was not a good team
member.
I rarely listened to, shared with, and
supported the efforts of others. I often was
not a good team player.
Problem-solving
I actively looked for and suggested solutions to
problems.
I refined solutions suggested by others.
I did not suggest or refine solutions, but was willing to try out
solutions suggested by others.
I did not try to solve problems or help
others solve problems. I let others do the
work.
Focus on the task
I consistently stayed focused on the task and
what needed to be done. I was very self-directed.
I focused on the task and what needed to be done most of the time. Other group members
could count on me.
I focused on the task and what needed to be done some of the time.
The other group members sometimes
had to prod and remind me to keep on-task.
I rarely focused on the task and what needed to be done. I let others
do the work.
Attitude
I was never publicly critical of the project or the work of
others. I always had a positive attitude about the
task.
I was rarely publicly critical of the project or
the work of others. I usually had a positive attitude about the task.
I was sometimes publicly critical of the project or the work of other members of the group. I often had a
positive attitude about
I was often publicly critical of the project or
the work of other members of the group. I often had a negative
the task. attitude about the task.
Dependability
I had 0 unexcused absences during the meal, and my group could count
on me to work hard and get the job done.
I had 0 unexcused absences, and my group could mostly
count on me to get the job done.
I had 0 unexcused absences, but was not
a reliable group member.
I had at least 1 unexcused absence.
1. What roles or responsibilities did you assume throughout this task? What was your job in the group?
2. What things do you believe you and your group did well?
3. How could you and your group have worked together more effectively?
4. Please color in the circle graph to the right to represent the amount of work each member of your group did while working together on this project.
Please label each section with the name of the member to whom you are referring.
Peer Evaluation
Your Name: __________________________ Meal #: ________________________ Using the rubric below, please evaluate each of your group members.
Group Member Names
Contribution to Group Goals
Consideration of Others
Contribution of Knowledge
Working and Sharing with Others
Total /16
1 2 3 4
Contribution to Group Goals
Works toward group goals
only when prompted.
Works toward group goals with occasional prompting.
Works towards group goals without occasional
prompting; accepts and fulfills individual role within
the group.
Consistently and actively works toward group goals; willingly accepts and fulfills individual role within group.
Consideration of Others
Needs occasional reminders to be sensitive to the feelings
of others.
Shows sensitivity to the feelings of others.
Shows and expresses
sensitivity to the feelings of others; encourages the participation of others.
Shows sensitivity to the feelings and learning needs of others; values the knowledge, opinion, and skills of all group
members and encourages their contribution.
Contribution of Knowledge
Contributes info to the group only when prompted.
Contributes info to the group with occasional prompting or
reminding.
Contributes knowledge, opinions, and skills without
prompting or reminding.
Consistently and actively contributes knowledge,
opinions, and skills without prompting or reminding.
Working and Sharing with Others
Participates in needed changes when prompted and encouraged; always or often
relies on others to do the work.
Participates in need changes with occasional prompting;
often needs reminding to do the work.
Willingly participates in
needed changes; usually does the work assigned and rarely
needs reminding.
Helps the group identify necessary changes and
encourages group action for change; always does the
assigned work without having to be reminded.
Managing Group Evaluation
Your Name: __________________________ Meal #: ________________________ Using the rubric below, please evaluate each member of the managing group.
Group Member Names
Planning & Preparation
Leadership Attitude & Demeanor
Collaboration Meal Total /20
Getting Started On Their Way Arrived
Planning and Preparation
Student shows little evidence of having done prior preparation in areas such as
menu planning, napkin folds, tray labels, plating, and portioning.
Student shows some evidence of having done prior preparation in areas such as menu
planning, napkin folds, tray labels, plating, and portioning.
Student shows strong evidence of having done prior preparation in areas such as menu
planning, napkin folds, tray labels, plating, and portioning.
Leadership
Student plays a passive role, generates very few new ideas, tends to do only
what they are told to do by others.
Student plays an active role in generating new ideas, takes initiative in getting tasks organized, delegates responsibilities when needed, keeps
group on task and on schedule.
In addition to meeting criteria for “On Their Way,” student monitors progress towards
group goals and adapts easily to changes in the task or group.
Attitude and Demeanor
Student does not display positive attitude in words, expression or body language. Does not provide positive
feedback.
Student displays positive attitude toward individual and group tasks in words, expression, and body language. Provides positive feedback.
In addition to meeting criteria for “On Their Way,” student goes out of their way to
encourage positive behaviour.
Collaboration
Student participates minimally, rarely utilizes contributions of others, rarely
interacts with other groups.
Student works well with all groups, asking for input and utilizing the contributions of others.
In addition to meeting criteria for “On Their Way,” student initiates opportunities for
collaboration, manages and resolves conflicts to achieve consensus.
Meal
Meal was completed, however, several problems occurred and overall management was poor.
Meal was completed to satisfaction. Few problems occurred and overall management was good.
Meal was completed with a high degree of satisfaction. Very few problems occurred and overall management was superb!
Meal Service Follow Up (Individual)
Group Name
Meal #:
Name:
What was your role in your meal service?
What strengths did you bring to this meal?
Identify and describe a strength that each member of your team brought to this project.
How successful would you say your meal was? Why?
How could your meal have been improved?
Costing Menu Item Name of Dish Cost Per Person
Bread Side #1 Side #2
Main Dessert
TOTAL COST OF MEAL