module 4 food production participant workbook · module 4 2 food production participant workbook...

Module 4 1 Food Production Participant Workbook

MODULE 4

Food Production

Participant Workbook


Key Terms and Definitions

Additional foods - Items that are in recipes or served, but do not contribute

to a component. Examples are packets of ketchup or mustard.

Contribution Size - Size of the portions of meal components required to meet

the food and nutritional needs of children according to their ages/groups.

Corrective action: Procedures followed when a deviation occurs.

Critical Control Point (CCP) - A point, step, or procedure in a food

preparation step at which control can be applied and as a result, a food

safety hazard can be prevented, eliminated, or reduced to an acceptable

level.

Cycle Menu - Used to prepare, forecast and predict the food that is available

during a period of time, generally 21 days to 1 month. Cycle menus allow

organizations and schools to have an idea of the costs of upcoming meals

and allow them to prepare

Emergency - Severe situation or occurrence that happens unexpectedly and

demands immediate action.

Factor Method of Recipe Adjustment - A formula to adjust recipe

amounts/yield to produce the specific number needed.

Fluid Ounce – A liquid measure equal to 1/16 of a pint or 1/8 of a cup.

Food Biosecurity - Actions taken to limit or counter the threat of biological

contamination by acts of bioterrorism and procedures aimed at restricting

access to biohazardous materials or to information relating to their

production.

Foodborne Illness - An illness resulting from the consumption of

contaminated food, pathogenic bacteria, viruses, or parasites that

contaminate food, as well as chemical or natural toxins such as poisonous

mushrooms.


Hazard Analysis and Critical Control Points (HACCP) - A systematic

preventive approach to food safety from biological, chemical, and physical

hazards in production processes that can cause the finished product to be

unsafe.

Measuring - The preferred method of determining the amount of volume of a

liquid food item or a small amount of a dry food item.

Product Tampering - Deliberate contamination of foods/goods after they

have been prepared/manufactured.

Production Planning - Making sure that sufficient ingredients and supplies,

staff, and other necessary items are procured and ready to create meals

according to the service schedule(s).

Production Records - Required documentation that reimbursable meals being

served meet nutrient standards in the National School Lunch and School

Breakfast Program.

Recipe Yield - The amount of a product after all parts of food procurement

and production have been completed.

Scheduling - The work to be done and who will do the work is a vital element

of production planning.

Scoop - A portion control tool used to serve specific-sized portions. The size

or number on the scoop is based on how many level scoops it takes to fill

one quart (or 32-ounce container).

Spoodle - A foodservice utensil that can be used as a both a spoon and a

ladle.

Standard Operating Procedures - Established procedures to be followed in

carrying out a given operation or in a given situation.

Standardized recipe – A recipe that has been tried, adapted, and retried

several times for use by a given foodservice operation and has been found to

produce the same good results and yield every time when the exact


procedures are used with the same type of equipment and the same

quantity and quality of ingredients.

Tare Weight - The weight of an empty container is referred to as tare

weight. Tare weight is accounted for in kitchen weighing scales and other

scales that include a button that resets the zero of the scale display when an

empty container is placed on the weighing platform, in order to subsequently

display only the weight of the contents of the container.

Undocumented Meals - Meals that cannot be certified to be in compliance

with the new meal patterns.

Weighing - The preferred method for determining the quantity of dry

ingredients using a scale.


Section 1: Hazard Analysis Critical Control Point (HACCP)

Objective: Understand procedures used in a HACCP-based food safety

program.

Decision-Making Process

Determine the Issue

Are my employees following basic time and temperature controls and food

safety rules on the job?

Explain the Issue

1. HACCP is an important element of school nutrition programs and all

employees must be trained in the correct rules to follow.

2. The manager is responsible for encouraging employees to follow

HACCP and food safety and sanitation rules.

Create Procedures to Address the Issue

1. All employees must practice HACCP time and temperature controls and

food safety and sanitation rules to ensure safe food is served to the

children and other customers.

2. All school nutrition program employees must practice HACCP time and

temperature controls and food safety and sanitation rules to prevent

food contamination.

Involve Others: Who & How

1. School Nutrition Director: Discuss special problems you have with

employees following the rules.

2. Employees: Work together to protect employee and customer health.

Decide to Succeed: Take Action

1. Learn and practice all HACCP time and temperature controls and food

safety and sanitation rules.


2. Be a role model for your employees.

3. Train employees to practice HACCP and food safety and sanitation in

the kitchen.

Evaluate Success:

Are my employees following basic HACCP time and temperature controls and

food safety and sanitation rules on the job?


Review

Handout

The Seven (7) Principles of HACCP

1. Hazard analysis - A review your school nutrition program to find

areas where food safety problems might occur.

2. Critical control points (CCP) - A point in food preparation at which

control can be applied and a food safety hazard can be prevented,

3. Critical limits for each CCP - The maximum or minimum value at a

CCP to prevent, eliminate, or reduce to an acceptable level.

4. CCP monitoring requirements - Monitoring activities that are

necessary to ensure that the process is under control at each CCP.

Each monitoring procedure and its frequency must be listed in the

HACCP plan.

5. Corrective actions - Actions to be taken when a deviation from an

established critical limit occurs.

6. Record keeping procedures - Documentation of monitoring CCPs,

critical limits, verification activities, and handling of processing

deviations.

7. Verification - Verification ensures the HACCP plan is adequate and is

working as intended.


Partner Activity

Your School’s Plan

What do you think the manager’s major responsibilities are for food safety at

school? Make notes as you discuss the responsibilities. Decide on the top

three responsibilities and write the list on a sticky note or card and post on a

flip chart paper.

Notes


Individual Activity

HACCP-Based Recipes

Instructions: Locate the recipes MRS 715 Tuna Salad in a Bread Bowl and

MRS 184 Taco Pie in the Recipe Section your workbook. Review each recipe

carefully and then Circle Critical Control Point (CCP) instructions that are

part of a HACCP-based food safety plan.

• Tuna Salad in a Bread Bowl

• Taco Pie


Group Activity

Hazards in Food Handling

Instructions: Read the following scenario and highlight the sentences that

indicate a food handling hazard. Answer the questions posed at the

conclusion.

Scenario

Rosie is the lead cook and reported to work at 6:45 am. She is feeling a

little under the weather. Her stomach is upset and she has to visit the

bathroom before she heads into the kitchen. She is in a hurry and runs out

of the bathroom to catch up the manager because she has a question about

the upcoming holidays. When Rosie checks her schedule, she sees that she

has been assigned the preparation of the Tuna Salad in a Bread Bowl and

Taco Pie menu items. She begins her duties by removing the shelled, hard-

cooked eggs first from the refrigerator at 7:00 am to be chopped and added

to the tuna salad mix. Rosie then has to visit the restroom again. When she

returns to her station she begins preparation of the Taco Pie recipe. She

cannot find her individual thermometer so she skips checking temperatures

until she can find it. When the Taco Pie is completed, she places it in the

warming oven and goes on her break. Upon return from the break she finds

that someone has used her station and has left cleaning supplies and a

bucket with dirty water on her counter. She is running behind and just

slides them under the table and begins preparing the bread bowls for filling

with tuna salad. Then she mixes the tuna salad, adding the set-aside eggs.

She fills the salad bowls and places the trays of Taco Pie in the refrigerator.

She places two trays of Tuna Salad in a Bread Bowl on the line to begin

service in 30 minutes at 11:30 am. She leaves the rest of the trays in the


open, rolling cart positioned close to the serving line for convenience in

replenishing the line.

Answer the following questions.

1. How many food safety rule violations did Rosie commit?

2. What kind of hazards were they? (specific/biological and non-specific)

3. What were they?

4. As manager, what actions would you take immediately?

5. What actions would you take for the long term?


Individual Activity

Using Standard Operating Procedures (SOPs) to Identify Food Safety

Violations

Instructions: Review Rosie’s activities in the previous scenario. Use the

SOP, Cleaning and Sanitizing Food Contact Surfaces, to identify the

violations against a non-specific food safety hazard that Rosie committed

and write them in the space provided.

1. What violations did Rosie commit?

2. What should you, as the manager, do to correct the situation for the

next time?


Activity Handout

Sample Standard Operating Procedure

Cleaning and Sanitizing Food Contact Surfaces

http://theicn.org.

PURPOSE: To prevent foodborne illness by ensuring that all food contact surfaces are properly

cleaned and sanitized.

SCOPE: This procedure applies to foodservice employees involved in cleaning and sanitizing food

contact surfaces.

KEY WORDS: Food Contact Surface, Cleaning, Sanitizing

INSTRUCTIONS: 1. Train foodservice employees on using the procedures in this SOP. 2. Follow State or local health department requirements. 3. Follow manufacturer’s instructions regarding the use and maintenance of equipment and use of

chemicals for cleaning and sanitizing food contact surfaces. Refer to Storing and Using Poisonous or Toxic Chemicals SOP.

4. If State or local requirements are based on the 2001 FDA Food Code, wash, rinse, and sanitize food contact surfaces of sinks, tables, equipment, utensils, thermometers, carts, and equipment:

• Before each use

• Between uses when preparing different types of raw animal foods, such as eggs, fish, meat, and poultry

• Between uses when preparing ready-to-eat foods and raw animal foods, such as eggs, fish, meat, and poultry

• Any time contamination occurs or is suspected 5. Wash, rinse, and sanitize food contact surfaces of sinks, tables, equipment, utensils, thermometers,

carts, and equipment using the following procedure:

• Wash surface with detergent solution.

• Rinse surface with clean water.

• Sanitize surface using a sanitizing solution mixed at a concentration specified on the manufacturer’s label.

• Place wet items in a manner to allow air drying. 6. If a 3-compartment sink is used, setup and use the sink in the following manner:

• In the first compartment, wash with a clean detergent solution at or above 110 oF or at the temperature specified by the detergent manufacturer.

• In the second compartment, rinse with clean water.

• In the third compartment, sanitize with a sanitizing solution mixed at a concentration specified on the manufacturer’s label or by immersing in hot water at or above 171 oF for 30 seconds. Test the chemical sanitizer concentration by using an appropriate test kit.

7. If a dishmachine is used:

• Check with the dishmachine manufacturer to verify that the information on the data plate is correct.

http://theicn.org/


• Refer to the information on the data plate for determining wash, rinse, and sanitization (final) rinse temperatures; sanitizing solution concentrations; and water pressures, if applicable.

• Follow manufacturer’s instructions for use.

• Ensure that food contact surfaces reach a surface temperature of 160 oF or above if using hot water to sanitize.

MONITORING: Foodservice employees will:

1. During all hours of operation, visually and physically inspect food contact surfaces of equipment and utensils to ensure that the surfaces are clean.

2. In a 3-compartment sink, on a daily basis:

• Visually monitor that the water in each compartment is clean.

• Take the water temperature in the first compartment of the sink by using a calibrated thermometer.

• If using chemicals to sanitize, test the sanitizer concentration by using the appropriate test kit for the chemical.

• If using hot water to sanitize, use a calibrated thermometer to measure the water temperature. Refer to Using and Calibrating Thermometers SOPs. In a dishmachine, on a daily basis:

• Visually monitor that the water and the interior parts of the machine are clean and free of debris.

• Continually monitor the temperature and pressure gauges, if applicable, to ensure that the machine is operating according to the data plate.

• For hot water sanitizing dishmachine, ensure that food contact surfaces are reaching the appropriate temperature by placing a piece of heat sensitive tape on a smallware item or a maximum registering thermometer on a rack and running the item or rack through the dishmachine.

1. For chemical sanitizing dishmachine, check the sanitizer concentration on a recently washed food-contact surface using an appropriate test kit.

CORRECTIVE ACTION:

Retrain any foodservice employee found not following the procedures in this SOP. 1. Wash, rinse, and sanitize dirty food contact surfaces. Sanitize food contact surfaces if it is

discovered that the surfaces were not properly sanitized. Discard food that comes in contact with food contact surfaces that have not been sanitized properly.

2. In a 3-compartment sink:

• Drain and refill compartments periodically and as needed to keep the water clean.

• Adjust the water temperature by adding hot water until the desired temperature is reached.

• Add more sanitizer or water, as appropriate, until the proper concentration is achieved. 3. In a dishmachine:

• Drain and refill the machine periodically and as needed to keep the water clean.

• Contact the appropriate individual(s) to have the machine repaired if the machine is not reaching the proper wash temperature indicated on the data plate.

• For a hot water sanitizing dishmachine, retest by running the machine again. If the appropriate surface temperature is still not achieved on the second run, contact the appropriate individual(s)


to have the machine repaired. Wash, rinse, and sanitize in the 3-compartment sink until the machine is repaired or use disposable single service/single-use items if a 3-compartment sink is not available.

• For a chemical sanitizing dishmachine, check the level of sanitizer remaining in bulk container. Fill, if needed. “Prime” the machine according to the manufacturer’s instructions to ensure that the sanitizer is being pumped through the machine. Retest. If the proper sanitizer concentration level is not achieved, stop using the machine and contact the appropriate individual(s) to have it repaired. Use a 3-compartment sink to wash, rinse, and sanitize until the machine is repaired.

VERIFICATION AND RECORD KEEPING: Foodservice employees will record monitoring activities and any corrective action taken on the Food

Contact Surfaces Cleaning and Sanitizing Log. The foodservice manager will verify that foodservice

employees have taken the required temperatures and tested the sanitizer concentration by visually

monitoring foodservice employees during the shift and reviewing, initialing, and dating the Food Contact

Surfaces Cleaning and Sanitizing Log. The log will be kept on file for at least 1 year. The foodservice

manager will complete the Food Safety Checklist daily. The Food Safety Checklist is to be kept on file for

a minimum of 1 year.

DATE IMPLEMENTED: __________________ BY: _______________________

DATE REVIEWED: _____________________ BY: _______________________

DATE REVISED: _______________________ BY: _______________________


Individual Activity

Food Safety Checklist

Observer: ____________________________________ Date: ________

Directions: Complete the checklist daily in your kitchen to monitor food

safety and sanitation practices.

PERSONAL HYGIENE

Yes

No

Employees wear clean and proper clothing, including closed toe shoes.

Effective hair restraints, such as a hairnet or hat, are properly

worn.

Hands are washed properly, frequently, and at appropriate

times.

Eating, chewing gum, smoking and using tobacco are allowed only in designated areas away from preparation, service, and

food storage.

Staff beverages have lids, and are kept where they cannot spill

into foods.

Employees use disposable tissues when coughing or sneezing and immediately wash hands and change gloves.

Hand sinks supply soap, disposable towels, and warm water.

FOOD PREPARATION

Yes

No

Food equipment, utensils, and food contact surfaces are

properly washed, rinsed, and sanitized before every use.

Frozen food is thawed under refrigeration, in the microwave, cooked to proper temperature from frozen state, or under cold

running water.

Food is handled with suitable utensils, such as single use gloves

or tongs.

Clean reusable towels are used only for sanitizing equipment and surfaces and not for drying hands, utensils, or the floor.

Food is cooked to the proper internal temperature and is tested with a clean, calibrated thermometer and documented.

REFRIGERATOR AND FREEZER

Yes

No

Refrigerator and freezer units are clean and neat.

Refrigerator temperature is at or below 410 F.


Food is protected from contamination.

Freezer temperature is at or below 00F.

FOOD STORAGE AND DRY STORAGE

Yes

No

All food is stored 6 – 8 inches off the floor.

Food is stored in the original containers or a food grade container.

There are no bulging or leaking canned goods.

Food is protected from contamination.

Chemicals are clearly labeled and stored away from food.

UTENSILS AND EQUIPMENT

Yes

No

Utensils and equipment are cleaned and sanitized between uses.

Work surfaces and utensils are clean.

Food cart or container used to transport food is cleaned daily.

Thermometer is cleaned and sanitized between uses.

DISHWASHING

Yes

No

Three-compartment sink is properly set up for ware washing or dish machine is working properly.

Water temperatures are correct.

Small ware and utensils are allowed to air dry.

GARBAGE STORAGE AND PEST CONTROL

Yes

No

Kitchen garbage cans are clean and emptied as necessary.

Boxes and containers are removed from site.

No evidence of pests is present.


Section 2: Food Biosecurity

Objective: Become aware of the threat to foods by bioterrorism.

Group Activity

What Would You Do?

Instructions: Work with your group to decide how the school should handle

each scenario and write an answer to the question.

1. An unknown delivery person brings an unexpected delivery. How

would you react?

2. An unescorted visitor appears near the serving line. What is the

procedure for identifying this person?

3. A delivery includes an open box. What do you do?


Section 3: Standardized Recipes

Objective: Understand the importance of standardized recipes and their

uses.


Determine the Issue

Have the recipes and preparation techniques used in preparing and serving

food been standardized for my school?

Explain the Issue

1. Using standardized recipes and proper preparation tools helps ensure

quality food that meets meal pattern requirements.

2. Using standardized recipes and proper preparation/serving tools helps

control food cost and food waste.

3. Recipe yields can be adjusted by following correct procedures.

Create Procedures to Address the Issue

1. Tell employees why they must follow a recipe as it is written.

2. Explain to employees the importance of using proper weights and

measurement tools in the preparation of food.

3. Show employees how to use correct portion control tools and

procedures when serving food.

4. Follow the formula when adjusting the yield of a tested recipe.

Involve Others: Who and How

1. Employees: Follow standardized recipes as written, use accurate

measuring tools and techniques when preparing food, and practice

accurate portion control of menu items.


1. School Nutrition Director: Discuss special problems in following

standardized recipes, ensuring accuracy in measurement of

ingredients, and practicing portion control.

2. Students: Get students involved in testing for acceptable taste and

appearance.

Decide to Succeed: Take Action

1. Supervise food production to be sure only tested and standardized

recipes are followed.

2. When a recipe yield needs to be adjusted, use the appropriate formula

for adjusting yields.

3. Work with employees to be sure that correct procedures are followed

when measuring ingredients and portioning food.

Evaluate Success:

1. Are the cooked foods served made by following recipes that have been

standardized for your school?

2. Invite my director to observe employees use standardized recipes,

adjust recipe yields, measure ingredients, and serve food using portion

control.


Class Activity

Follow a Recipe Exactly

Instructions: Read the scenario below and discuss with your group whether

the recipe that was modified by the cook is still standardized, and then

answer the questions at the end of the scenario. Be prepared to discuss

“why” or “why not” the recipe is no longer standardized.

Scenario

Mrs. Jones was assigned to prepare chili. She followed the directions and

combined all ingredients in the recipe. Then, she remembered that she had

1/2 gallon of tomato sauce left over. She decided to add it to the recipe.

After all, it would serve more students and she used up a left-over item. As

the manager, you must tell Mrs. Jones why she should have followed the

recipe as written. Write the reasons in the space provided

1. What are possible ways the chili food product can be different due to

the adding of the extra ingredient?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

2. What reasons should the manager give Mrs. Jones for following the

recipe exactly as written?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

____________________________________________________________


Review

Handout

Steps for Standardizing a Recipe

1. Begin with a tested recipe.

Mississippi Recipes for Success and USDA Recipes for Schools contain

recipes that have been tested for schools. Another source of tested

recipes for schools is School Nutrition, a magazine sent monthly to

members of the School Nutrition Association.

2. Review the ingredients and the directions.

Make sure the recipe can be prepared with the equipment and staff

available in your school kitchen.

3. Prepare the recipe in a 25-portion amount.

Make sure that ingredients are weighed or measured exactly and that

the directions are followed exactly. Make a note of any problems with

preparation.

4. Taste the product and judge it for quality.

Does it taste good? Does it look good?

5. Taste-test the product with a small number of students.

This is easy to do if you offer choices. Ask a group of students how

they think the food tastes and looks. Remember, the students are

your customers so their preferences are very important.

6. Write the changes on the recipe if they are simple changes. If the

changes are major, you may need to prepare a new recipe card.

The changes could include

• substitution of a specific ingredient (low-fat milk instead of whole

milk),

• baking time or temperature (particularly if you use a convection

oven in your kitchen),


• size of the pan in which it is served, and

• serving size

7. Review the recipe with the employee who will usually prepare it.

Make sure the employee understands each step. During food

preparation, check to make sure the recipe is followed exactly as

written.

8. Remember, as the manager, you should always taste test each food

before it is placed on the serving line.

Do not serve food that does not taste good to you! It probably will not

taste good to the students either.

Notes


Section 4: Weights and Measures

Objective: Understand procedures and techniques for correct measuring

and weighing.

Individual Activity

Recipe Weights and Measures

Instructions: Locate the MRS Taco Pie recipe #184 in the Recipe Section of

your workbook. Observe how some of the ingredients in the recipe are

listed by weight and some are listed by measure or volume. In the USDA

recipes, the term measure is used to indicate the volume.

1. What ingredients are listed by weight?

2. Which ingredients are listed by measure (volume)?


Individual Activity

Common Abbreviations used in School Nutrition Recipes

Instructions: Write the meaning of the abbreviation in the blank provided.

Use the Abbreviations and Common Measures handout on the next two

pages to find the abbreviations and meanings.

1. CND ______________________________________________

2. LS ______________________________________________

3. vac ______________________________________________

4. WG ______________________________________________

5. WGR _____________ _________________________________

6. FZN ______ ________________________________________

7. CCP _________________ _____________________________

8. °F _______________________________________________


Handout


Individual Activity

Largest Possible Measure

Instructions: Use your chart of Common Measures to fill in the common

measures information in the second column of the activity below, and then

use that information to determine the largest possible measure for each

measurement listed. The first row is completed for you.

Amount Common Measures

Information

Largest Possible Measure

1. 6 tsp. 3 tsp. = 1 T. 2 T.

2. 4 pts.

3. 16 fl. oz.

4. 8 qts.

5. 34 oz.


Review

Handout

Food Measure Equivalents

Instructions: Review the Food Weights and Approximate Equivalents in Measuring. Keep as a future reference.

Approximate Weight Measure

Bread crumbs, dry 1 lb. 4 c.

Butter 1 lb. 2 c.

Corn meal 1 lb. 3 c.

Flour 1 lb. 4 c.

Gelatin, flavored 1 lb. 2 1/3 c.

Lettuce, average head 9 oz. 1 head

Milk, fluid, whole 1 lb.1 oz. 2 c.

Oats, rolled, A.P. 1 lb. 6 c.

Sugar, brown, solid pack 1 lb. 2 c.

Sugar, granulated 1 lb. 2 c.

Sugar, powdered 1 lb. 3 c.


Individual Activity

Using #10 Cans as a Measure

Instructions: Use an index card from your table to write the answer to the

following question. What would happen to your product if you used a #10

can as a measure when the recipe called for using a gallon? Name 3 things.

1.

2.

3.

Individual Activity

Scales in MY Kitchen

Instructions: Answer the questions listed below. If you are unable to answer

any of these questions, be sure to identify the scales in your kitchen and

complete the exercise when you return to your kitchen.

1. How many scales are in my school kitchen?

________________________________________________________

2. In which area(s) are they located?

________________________________________________________

3. What is the capacity of each scale?

________________________________________________________


Section 5: Portion Control

Objective: Understand the importance of portion control to the nutritional

requirements of school meals.

Group Activity

Portion Control and Costs

Instructions: Complete the activity with your learning partner or table group.

You will need your calculator. Be prepared to share answers.

Portion Control and Costs

Magnolia School serves 300 students per day in its lunch program. If a serving of

one item costs 8¢ more than planned, what would be the total cost increase?

For the day? 300 X .08 = $ ________

For the week? 300 X .08 X 5 days = $ _______

For the month? 300 X .08 X 20 days = $ _______

For the year? 300 X .08 X 180 days = $ _______

What if all 5 components had an increase of 8¢ more than planned?

For the day? 300 X .08 X 5 components = $ _______

For the week? 300 X .08 X 5 components X 5 days = $ _______

For the month? 300 X .08 X 5 components X 20 day = $ _______

For the year? 300 X .08 X 5 components X 180 days = $ ________


Group Activity

Portioning Correctly

Instructions: Work in pairs or small groups. Costs are based on the

assumption that a recipe will yield a certain number of servings.

Scenario

A small elementary school is preparing a Beef Casserole recipe that specifies

a yield of 200 servings/portions. Use the following information to calculate

the cost per serving.

• According to the recipe directions, the casserole is to be prepared in 8

pans with 25 servings (5 x 5) in each pan.

• The recipe calls for 35 lbs. to yield 200 servings. The ground beef

costs $3.00 per lbs.

• The cost per serving is determined using the following formula:

Costs per Serving = Units of Food Required x Price per Unit

Recipe Yield

The manager applied the formula to make the following calculations:

1. Multiplied 35 lbs. of ground beef x cost of $3.00 per lb. for a total cost

of $105.

2. Divided the $105 total cost of the ground beef by the yield of 200 for a

cost of $0.525 per serving.

Or

3. 35 lbs. x $3.00 ($105) = $0.525 per serving

200 portions


Problem: Portioning Correctly

Instructions: Check your understanding by calculating the answers to the

following questions.

1. What if the pans were cut 4 x 5 and yielded 20 servings instead of 25

servings?

An additional ___ pans cut 4 x 5 would be required for 200 servings.

8 pans x 20 servings per pan (4 x 5) = _____ servings/portions

10 pans x 20 servings per pan (4 x 5) = _____ servings/portions

2. What is the cost of the servings cut 4 x 5?

35 lbs. x $3.00 per lb. = $ ______ ÷ 160 servings = $ _____ per

serving for the ground beef in the casserole

3. How much more Beef Casserole is required with pans cut 4 x 5?

An additional 2 pans will be required for 200 servings.

200 servings x $ _______ per serving = $________

4. How does this affect the cost of the menu item?

Cost of 200 servings of larger portions (4 x 5) = $ ______.

Cost of 200 servings of recipe portions (5 x 5) = $________.

Total cost increase of larger portions: $131.20 - $105.00 =$_______.

5. If similar portioning errors of any of the menu items for a meal were

made each day of a 180-day school year, what would the total annual

cost be?

Total cost increase ($26.20) x 180 days = $___________annual cost


Individual Activity

Using Standardized Recipes to Portion

Instructions: Locate the recipe for Taco Pie in the Recipe Section and use it

to answer the questions about portioning.

1. What size steamtable pan is specified in the recipe?

2. How many half-tortillas are specified to form the bottom on the pie?

3. How many and what size portions are specified by the recipe?

4. If the recipe yield is 100 portions, how many pans will be needed to serve 250 portions of Taco Pie?

Individual Activity

Portioning by Cutting

Instructions: The box below shows a sample pan of cornbread. Draw lines

to indicate how you would cut 48 portions.


Section 6: Production Planning and Scheduling

Objective: Identify key elements in scheduling and managing time.

Group Activity

Work Schedules

Instructions:

• Review the menu and the sample work schedule provided in this

activity. The schedule is for the day of service for the menus

provided.

• The cafeteria has two serving lines and one cashier for lunch service.

• Breakfast is served from 7:30 am – 8:00 am.

• Lunch is served from 11:00 am - 1:00 pm.

• Review the two menus and the work schedule assignments for

Beatrice (the manager) and the employees and answer the four

questions following the work schedule.

School Breakfast and Lunch Menu

Chili Con Carne with Beans Tossed Salad with Dressing Carrots and Tomatoes

Veggie WGR* Pizza Sliced Peaches Choice of Milks (L/B)

Turkey-Cheese WGR Slider Yeast Rolls WGR Cheese Toast (B)

Whole Kernel corn WGR Slider Buns Orange Smiles (B)

*Whole Grain Rich

36 Food Production Participant Workbook

Work Schedule

TIME Beatrice Marcy Ben Linda Louis Tawanda Ethel

6:30 am Manager Lead Cook Asst. Cook Tech Tech Tech Cashier

7:00 am Paperwork Cheese Toast Orange

Smiles

Breakfast

Prep

7:30 am Portion carrots and

tomatoes

Dish room Line Server

8:00 am Make rolls Salad Prep

8:30 am Portion Peaches

9:00 am Food Prep Prep corn

9:30 am Salad prep Make sliders Pan pizza

10:00 am Line setup

10:30 am L Line backup Line server Line server Line Server Cashier

11:00 am S Supervision Dish room

11:30 am

12:00 pm

12:30 pm

1:00 pm

1:30 pm Count money Cleaning Cleaning Dish room D Dish room

2:00 pm Place orders Breakfast prep

2:30 pm

Module 4 37 Food Production Participant Manual

1. How do you think the work schedule helps the manager control food

production?

2. What assignments could remain the same every day?

3. Check the menu. Is the preparation of all menu items accounted for in

the sample work schedule?

4. Are all the needed repetitive tasks placed in the work schedule?


Individual Activity

Time Management Matrix of Activities

Instructions: Review the Time Management Matrix of Activities

URGENT NOT URGENT

I

M

P

O

R

T

A

N

T

I

Activities

Crises

Pressing problems

Deadline-driven projects

II

Activities

Prevention, capability

improvement

Relationship building

Recognizing new

opportunities

Planning recreation

N

O

T

I

M

P

O

R

T

A

N

T

III

Activities

Interruptions, some

Some mail, some

Some meetings

Direct or leading), pressing

matters

IV

Activities

Trivia, busy work

Some mail

Some phone calls

Time wasters

Pleasant activities


Review

Handout

Steps for Preparing Work Schedules

Step 1: Identify Available Time

Start by establishing the time you want to make available for your work.

STEP 2: Schedule Essential Actions

Block in the actions you ABSOLUTELY must take to do a good job.

STEP 3: Schedule High-Priority Activities

Schedule high priority and urgent activities, as well as essential maintenance

tasks that cannot be delegated or avoided.

STEP 4: Schedule Contingency Time

Schedule some extra time to handle unpredictable events and interruptions

STEP 5: Schedule Discretionary Time

The space you have left in your plans that time that is available to deliver

your priorities and achieve your goals.

STEP 6: Analyze your Activities.

Analyze your activities to identify tasks that can be delegated, outsourced,

or cut altogether.


Handout

Instructions: Use the blank schedule form provided in your workbook below

to begin managing your time more effectively.

WORK SCHEDULE

Name: _________________________________ DAY: _________________

TIME TASK(S)

6:00 am

6:30 am

7:00 am

7:30 am

8:00 am

8:30 am

9:00 am

9:30 am

10:00 am

10:30 am

11:00 am

11:30 am

12:00 pm

12:30 pm

1:00 pm

1:30 pm

2:00 pm

2:30 pm

3:30 pm

4:00 pm

4:30 pm

5:00 pm


General Session: Laboratory Activities

(1) Weights and Measures (2) Portion Control

Overview

It’s now time for our measuring, weighing, and portion control laboratory.

The lab activities will give you an opportunity to practice the correct

procedures for weighing and measuring food items, portion control, and

calibrating a thermometer. The State Agency has set up a laboratory in the

cafeteria for this activity.

Turn to the Lab Manual located at the end of Module 4 on Food Production.

Take a minute to review the manual and instructions for the lab. You may

want to remove the manual from your workbook binder when you begin the

laboratory assignments.


Section 7: Required Planning and Production Record

General Session

• Special Needs Presentation Presenter: State Agency Representative, Office of Child Nutrition, Mississippi State Department of Education

• PowerPoint Presentation: Planning and Productions Records Presenter: Bill Urban, Office of Child Nutrition, Mississippi State

Department of Education

Classroom

Objective: Complete daily Required Planning and Production Record to

document reimbursable meals are served to students participating in the

school nutrition program.


Determine the Issue:

How much of each menu item should be prepared for the planned number of

students to be served?

Explain the Issue:

1. In successful school nutrition programs, the amount to prepare for

each menu item at lunch and breakfast is carefully planned.

2. USDA requires that the production record indicate how meals offered

contribute to each required food component and quantities required for

each age/grade group every day.

Create Procedures to Address the Issue:

1. Use the Required Planning and Production Record as a tool for food

preparation and service.


2. Use the Required Planning and Production Record for documenting the

amount of each menu item that is served to age/grade groups daily.

3. Keep the Required Planning and Production Record on file for the

current year plus the three previous years.

Involve Others: Who and How:

1. School Nutrition Director: Discuss using the Required Planning and

Production Record as a planning and documentation tool.

2. All Employees: Train employees to use standardized recipes to ensure

all prepared menu items meet meal contribution requirements.

Decide to Succeed: Take Action:

1. Use Required Planning and Production Record as documentation of

how meals offered contribute to the required food components and

food quantities for appropriate age groups.

2. Enter required information in Required Planning and Production Record

on a daily basis.

3. Designate a safe place for keeping the Required Planning and

Production Record on file as required by the federal and state

agencies.

Evaluate Success:

Periodically discuss the Required Planning and Production Record with my

School Nutrition Director to see if I am documenting meal production in

accordance with all federal and state requirements.


Class Activity

Required Planning and Production Record

Instructions: Find each of the columns on the production record and make a

note of the information found in the column.


Column 1: Date and Participation - Record total number of reimbursable

meals served for each meal service by age/grade groups. Do not include

extra food items served.

Column 2: Menus - Write menu for each meal service offered. You may

prefer to attach a printed copy.

Column 3: Planned Portions - Record number of servings planned for each

menu item in 3a and extra food sale portions in 3b.

Column 4: Food Items - List all food items used in the day’s food preparation

under the appropriate meal component.

Column 5: B - Enter a check if food item is served at breakfast. If the item

is a meat/meat alternate record as a “Grain” or Additional Food” item.

Column 6: L - Enter a check if food item is served at lunch.

Column 7: SN - Enter a check if food item is served in After School Snack

service.

Column 8: Contribution Size - Write contribution size in appropriate column.


Class Activity

Required Planning and Production Record

Instructions: Find each of the columns on the production record and make a

note of the information found in the column.


Column 9: Leftover Servings Used Today - If using leftover food items,

record the number of servings. For example, the column in the handout

shows 3 servings of leftover turkey ham is being used in today’s menu.

Column 10a: Portions Actually Prepared Today - Record number of portions

actually prepared in 10a. This may differ from portions planned. For

example, column 3a shows 45 portions of turkey ham planned, but column

10a shows 42 actually prepared because there were 3 leftover servings

stored for later use.

Column 10b: Amount of Food Required - Record the amount of food used to

prepare the food item. This includes extra food items listed in 3b. Use

portion size, weight, number of pounds, size of cans, etc., as applicable.

In the example, column 10b tells us the cook used 2 lbs. 10 oz. of diced

turkey ham to prepare 42 portions on this day.

Column 11: Total Portions Prepared - Record total number of portions

prepared including leftovers in column 9 and food prepared for the day in

column 10a. The example tells us there were a total of 45 servings

available; 3 servings leftover and 42 servings prepared today.

Column 12: Number of Portions Served - Record total number of actual

portions served for the day.

Column 13: Number of Portions Stored - Record number of portions stored

for later use. The production record handout indicates 4 portions of turkey

ham were leftover and stored.

Column 14: Number of Portions Discarded - Record the number of servings

discarded.

Column 15: Use this section to clarify any action that is not self-explanatory.

Make a note of any special events and weather factors that affected

participation.

Additional Foods: Record items that are in recipes or served, but do not

contribute to a component. Examples are packets of ketchup or mustard.


Group Activity

Using a Completed Production Record

Instructions: Use columns 9-15 in the completed production record to locate

answers to the questions below.

1. How many portions of the Chicken Tetrazzini were served?

2. How many serving of Chicken Tetrazzini were leftover?

3. What happened to the leftovers?

4. How many pounds of cooked diced chicken were used to make 180

servings of Chicken Tetrazzini?

5. How many portions of French Fries were actually prepared on this

date? Hint: Check Column 11.

6. How many portions of French Fries were served? (Column 12)

7. What happened to the leftover fries? (Column 14)

8. How many portions of canned pears from the lunch menu were

recorded as stored for future use? (Column 13)


9. What instructions are given in the comment section for using the

leftover pears? (Column 15)

10. What additional foods are listed?


Individual Activity

Entering Information in Column 10b of the Required Planning and Production

Record

Instructions: Look at the calculations in the table and compare with the MRS

791 Sloppy Joe on a Bun recipe. Answer the questions below the table.

A x B x C = D

Steps Purchase Unit for Recipe

Servings

Number servings needed

÷

Number portions in recipe

Serving size needed

÷ Servings size in FBG

=

Quantity (Purchase

Units)

Lists

8 lbs.

10 oz.

310

50

2 oz.

2 oz.

Change

to

Decimal

2

÷

2

Compute

A x B x C

= D

8.625

x

6.2

x

1

=

53.475

or 53.5

lbs.

1. Look at the recipe. How many lbs. of ground beef are required to

make 50 servings?

2. If the manager plans 310 servings and the recipe makes 50, what is

the conversion factor used to increase the yield?

3. How much ground beef is needed to prepare 310 servings of Sloppy

Joe on a Bun with a contribution of 2 oz. of ground beef per serving?


Group Activity

Required Planning and Production Records

Scenario:

The Happy Valley Elementary School serves Grades K-6 grades. The

manager uses the Required Planning and Production Record to forecast the

number of servings for each food item on the menu. At the end of each day,

the manager enters the required information for the day.

Instructions: Work with your team to complete all columns in the production

record handout provided in your packet. Decide as a team how you want to

handle leftovers, discard or store. Recipes are included in the Recipe Section

of your workbook.

Date: May 19, 2016

Grades: K-6

A. Table A provides the MRS Recipe numbers and the portions planned

for each menu item.

Breakfast Portions

Planned

Lunch Portions

Planned Biscuit (1 oz.) WGR (1601)

Sausage Patty (sm.) (1664)

Fresh Grapes (1226)

100% Fruit Juice (1246)

Low Fat Reg. Milk

Chocolate FF Milk

250 for each item

Country Fried Steak (136)

Chicken Tetrazzini (550)

Chef Salad (600)

Brown Rice (1341)

Steamed Broccoli Spears (1014)

Carrot Raisin Salad (1112)

Blushing Chilled Pears (1276)

Melon Cubes (Fresh) (1234)

WG Yeast Roll (1353)

Fat Free Chocolate Milk

Low Fat Reg. Milk

200

280+ 20

55

300

96

200

250

300 + 10

480

Leftover Portions Used None Leftover Chef Salad used 5

Additional Foods: Check MRS recipes for additional foods. For example, the

Chicken Tetrazzini recipe includes 2 quarts of Cream of Chicken Soup per 100

servings.


B. Table B provides the participation numbers for each meal.

Meal Service Breakfast Lunch

K-6 Students 238 506

Adults 5 12

Inkind 3 5

C. Table C provides the amounts served for each menu item.

Breakfast Portions

Served

Lunch Portions

Served Biscuit (1 oz.) WGR

Sausage Patty (small)

Fresh Grapes

100% Fruit Juice

Low Fat Reg. Milk

Chocolate FF Milk

246

246

245

235

190

56

Country Fried Steak

Chicken Tetrazzini

Chef Salad

Brown Rice

Steamed Broccoli Spears

Carrot Raisin Salad

Blushing Chilled Pears (canned)

Melon Cubes, Fresh

WG Yeast Roll

Fat Free Chocolate Milk

Low Fat Reg. Milk

194

277+ 20

52

289

90

196

248

300 + 8

477

305

215


Accountability in Food Production

Instructions: Use the following checklist to assess accountability

performance in your school related to HACCP, employee safety, workplace

security, food biosecurity, weights, measures, portion control, production

planning and scheduling and required food planning and production record.

Accountability Performance

Indicator

Score = 5 Score = 3 Score = 1 Full Implementation

Considerable

Implementation

Limited

Implementation

HACCP procedures are followed.

Standard Operating Procedures

are used.

Employees receive food safety,

sanitation, and HACCP training.

Employees adhere to food

safety and sanitation rules.

Workplace and food biosecurity

training is provided.

Employees adhere to

workplace and food biosecurity

guidelines.

Employees utilize accurate

measurement and portion

control techniques.

Production records contain all components/menu items and meet daily and weekly requirements.

All food items listed in the production record match menus for meals served.

All food items offered during meal service are listed under the correct component.

The crediting information provided is accurate for age/grade group.

Documentation is provided for portion planned and portions served.

Additional comments are used to clarify actions not self-explanatory.

Additional foods are listed as appropriate.

Labels and formulation sheets are available for verification of product served.

Total

Score 75 total points: 70% = 53 points; 80% = 60 points; 90% = 68 points; 100% = 75

points


Case Study Assessment

Food Production

The School Board for Brandon School District has received complaints from

parents about the school lunch serving unhealthy foods. The Board

conferred with the business manager, Mr. Conrad, and decided to bring in

Chef Boudreau to “jazz” up the menu and develop some healthy alternatives

to current menu items. Board members feel sure the chef can improve the

menu because he is the nephew of one of the Board members and they

know he will do a good job.

The chef was scheduled to work with the Brandon Heights Elementary child

nutrition program to make some changes in their standard procedures. The

child nutrition manager, Shonda Harper, was not too happy with this turn of

events but had to cooperate with the Board and Business Manager.

Chef Boudreaux arrived full of ideas about how healthy foods can be exciting

and creative. The staff quickly became anxious and concerned with Chef

Boudreaux’s lack of interest in food safety. When he cooked, he did not use

recipes. He was a great believer in sampling the food and adding additional

ingredients to taste. He kept no records to tell staff how many students

were served, what was served, and what foods were left over. What also

was not clear to the staff was how much of each item to serve each student.

Although Chef Boudreaux developed sample plate presentations to show the

staff, he did not provide information about scoop, ladle, or spoodle sizes.

Employees came to Mrs. Harper to complain that Chef Boudreaux was not

conscientious about washing his hands frequently and never wore gloves

when he worked with ready-to-eat foods.

While Chef was demonstrating a new recipe for oven-baked potatoes to

replace the currently served fried potatoes, a man dressed in a t-shirt,


jeans, and baseball cap wandered into the kitchen and left a case of frozen

chicken nuggets in the manager’s office. When an employee asked Chef

Boudreaux what to do about the delivery, he told her to put them in the

freezer right away. While putting the nuggets away, the employee noticed

that 2 of the packets within the case had been opened.

Chef Boudreaux is exciting and charismatic but has trouble organizing his

time or the tasks of the employees. When asked about checking the

temperature of foods and refrigerator/freezers, he said they were too busy

getting the meal ready to serve on time and that taking temperatures could

wait until they had more time.

Chef Boudreaux introduced some healthy items into the school menu but

students were not willing to give up their favorite dishes. School nutrition

employees were unhappy with his lack of concern for standard food safety

procedures, and Shonda Harper was upset that accurate information for

completing the required food planning and production record (“Red Book”)

was unavailable.

Answer the following questions.

1. What results will occur because Chef Boudreaux did not use recipes?

2. List two food safety infractions that you noted.

3. What basic principle of HACCP was ignored?


4. Were workplace security measures followed? If not, what was/were

the infractions?

5. Why was Shonda Harper unable to complete the required planning and

production record and what could happen because of this?


Decide to Succeed Laboratory Manual

General Meeting Room

General Session: Videos

On the Road to Professional Food Preparation

A Flash of Food Safety Calibrating a Thermometer: Ice Water Method

Group Activity: Laboratory Stations

Lab 1: Weights and Measures

Stations 1-8

Lab 2: Portion Control

Stations 1-5

Participant Workbook


General Session: Weights, Measurements, and Portion Control

Welcome to the On the Road to Professional Food Preparation laboratory on

weighing and measuring ingredients for standardized recipes, and portioning

food for meal service. You will also calibrate a thermometer using the ice

water method. Accurate food temperature measurements are important to

food safety.

Expectations: Our responsibility, as school nutrition professionals, is to

prepare and serve foods that are nutritious, appealing, good tasting, and

safe. To do this we must use basic procedures for preparing and serving

food. This weights and measurements lab experience will provide an

opportunity to practice correct procedures for measuring and weighing

ingredients for standardized recipes. The portion control lab will provide an

opportunity to practice dividing food items as specified to meet meal

requirements.

Video Activity:

The videos used in this session are provided by the Institute of Child

Nutrition (ICN) and are available at

http://nfsmi.org/documentlibraryfiles/PDF/20111118033712.pdf

The calibration of a thermometer is from the USDA website and is available

at https://www.youtube.com/watch?v=KCjb85pZb6c

http://nfsmi.org/documentlibraryfiles/PDF/20111118033712.pdf

https://www.youtube.com/watch?v=KCjb85pZb6c


Video 1: On the Road to Professional Food Preparation, Weights and

Measures

Instructions: Pay close attention to this video. It is an excellent

demonstration of correct weighing and measuring techniques that

participants will use in their work as a school nutrition manager.

Video 2: On the Road to Professional Food Preparation, Portion Control

Instructions: Listen for the information missing on the video listening guide

and fill in the blanks as you watch the video.

Video 3: A Flash of Food Safety Calibrating a Thermometer: Ice Water Method

Instructions: Pay close attention to the technique used in the video; you will

be asked to calibrate a thermometer in the lab activity.

Portion Control Video Listening Guide with Answers

Fill in the blanks as you watch the video.

1. There are several ways to portion foods. List four.

1.

2.

3.

4.

2. Ladle size can be found on _______________.

3. Chicken nuggets and cookies are portioned by_____________.

4. Student satisfaction is increased when everyone gets an _________.

5. The number of the ____________ is the number of level scoops it

takes to equal __________________.


Laboratory Activity:

Laboratory Check List

Instructions: Participants MUST visit each Lab Station. Group leaders will be

responsible for making sure their group stops at each of the 13 stations.

Place a check (√) mark next to the station when you finish.

WEIGHTS AND MEASURES: YELLOW

• Station 1 ______

• Station 2 ______

• Station 3 ______

• Station 4 ______

• Station 5 ______

• Station 6 ______

• Station 7 ______

• Station 8 ______

PORTION CONTROL: BLUE

• Station 1 ______

• Station 2 ______

• Station 3 ______

• Station 4 ______

• Station 5 ______

Group Leader Signature _________________________________________


Weights and Measures

Laboratory Activities


Instructions:

Work with your group to complete the laboratory activities. You will be given

a Station number by your instructor. Go to the laboratory and find the

Laboratory Weights and Measures Station that matches the station number

you were given in the classroom. Complete the first activity, record your

answers, and move to the next available station. Fill in the worksheet as

you complete each lab station. Be sure that you leave each station set up as

you found it. Return to the classroom when you have completed all the

activities.

STATION 1

Measuring Utensil: 1 cup, dry

Instructions:

Pull the measure through the flour to fill. Level the top of the flour with a

straight-edge spatula. Record the measure of the flour. Weigh the flour and

record the weight in the space below. After weighing the flour, return it to

the original container.

Volume of flour _____________

Weight of flour ____________

Answer:


STATION 2

Measuring Utensil: 1 cup, dry

Instructions:

Spoon the flour into the measure to fill. Level the top with a straight edge-

spatula. Record the measure of the flour. Weigh the flour and record the

weight in the space below. After weighing the flour, return it to the original

container.

Volume of flour ____________

Weight of flour ___________

Answer:

STATION 3

Measuring Utensil: 1 gallon, liquid

Instructions:

Fill the #10 can with water. Pour the contents into the gallon measure. Is

the volume of the #10 can more or less than a gallon?

More ____________

Less ____________

About how much difference?

_______________________________________________

Answer:

STATION 4

Instructions:

Measure 2 quarts of water. Which container did you use?

a. ______

b. ______

Answer –


STATION 5:

Instructions:

Weigh the two measures of brown sugar and record the weights below.

When finished, return the sugar to the container.

Packed ____________

Not Packed ____________

Answer

STATION 6:

Measuring Utensil - ½ gallon, liquid

Instructions:

Measure 6 cups of water into the container. At what level is the water?

1st ring ______

2nd ring ______

3rd ring ______

4th ring ______

Answer -

Station 7:

Instructions:

The containers at this station represent the dry ingredients in cornbread.

DO NOT OPEN the containers of dry ingredients.

• Place the bowl on the scale and zero/tare the scale.

• Place the container of flour in the bowl, record the weight.

_____________

• Zero/tare the scale, place the container of cornmeal in the bowl,

record the weight. ____________


• Zero/tare the scale, place the container of sugar in the bowl,

record the weight. ___________

• Zero/tare the scale, place the container of nonfat milk in the

bowl, record the weight. ____________

• Zero/tare the scale, place the container of baking powder in the

bowl, record the weight. ____________

Station 8

Instructions:

Calibrate your thermometer using the Ice Water Method.

• Fill a large glass with finely crushed ice and tap water and stir well.

• Immerse the thermometer stem a minimum of 2 inches into the

mixture, touching neither the sides nor the bottom of the glass.

• Wait a minimum of 30 seconds before adjusting.

• Without removing the stem from the ice, hold the adjusting nut under

the head of the thermometer with a suitable tool (ex. pliers) and turn

the head so the pointer reads 32o F.

Answer -



Use these instructions to determine the equipment and food items to place at each station.

STATION 1

Measuring Utensil: 2 cup dry

Instructions: Pull the measure through the flour to fill. Level the top with a straight-edge spatula. Weigh the

flour and record the weight in the table below. After weighing the flour, return it to the original container.

Equipment Food Purpose Instructions

1 two-cup dry measure

1 straight edge metal

spatula

1 25# portion scale

1 straight side container

for flour

5# flour in bag or

straight side plastic

container

Weighing a measure of

flour that has been filled

by pulling container

through the flour.

1. Have flour in bag or

straight side container.

Answer -



STATION 2

Measuring Utensil: 2 cup dry

Instructions: Spoon the flour into the measure to fill. Level the top with a straight-edge spatula. Weigh the flour

and record the weight in the table below. After weighing the flour, return it to the original container.


1 small bowl

1 two-cup dry measure

1 straight edge metal

spatula

1 25# portion scale

1 serving spoon

Approx. 1# flour Weighing a measure of

flour that has been filled

by spooning.

1. Have flour in bowl.

Answer:



STATION 3

Measuring Utensil: 1 gallon

Instructions: Fill the #10 can with water. Pour the contents into the gallon measure.

Is the volume of the #10 can more or less than a gallon?

More Less

About how much difference?


1 empty #10 can

2 gallon liquid measures

Towel

1 gallon water Measuring the volume

capacity of a #10 can.

1. Have water in gallon

measure.

Answer:



STATION 4

Instructions: Measure 2 qt. water. Which container did you use?

A

B

C


1 large pitcher

1 gallon liquid measure

½ gallon liquid measure

1 qt. liquid measure

Towel or paper towels

Approx. 3 qt. water Choosing correct

container to measure 2

qt.

1. Have water in

pitcher.

2. Mark measures with

labels as follows:

A=1 gallon measure

B= ½ gallon measure

C=1 qt. liquid

measure

Answer:



STATION 5

Instructions: Weigh the two measures of brown sugar and record the weights below:

Packed Non Packed


2 two-cup dry measures

1 25# portion scale

1 bowl

1 solid serving spoon

Approx. 2# brown

sugar

Weighing brown sugar

that has been packed and

not packed.

1. Pack brown sugar

into one two-cup

measure.

Label "Packed."

2. Lightly spoon brown

sugar into 2-cup

measure. Label "Non-

Packed."

Answer:



STATION 6

Instructions: The measuring utensil at this station is 1/2 gallon. Measure 6 cups into the container. Is the water

at the:

1st ring 2nd ring 3rd ring 4th ring


1/2 gallon liquid

measure

1 pitcher

Towel

1 2-cup liquid measure

Approx. 2 qt. water Counting rings on

measuring container.

1. Have water in

pitcher.

Answer:



STATION 7

Instructions: The containers at this station represent the dry ingredients in cornbread. Do Not Open the containers

of dry ingredients.

1) Place the bowl on the scale and zero the scale.

2) Place the container of flour in the bowl, record the weight________ .

3) Zero the scale, place the container of cornmeal in the bowl, record the weight_____.

4) Zero the scale, place the container of sugar in the bowl, record the weight ____ .

5) Zero the scale, place the container of nonfat milk in the bowl, record the weight ____.

6) Zero the scale, place the container of baking powder in the bowl, record the weight __.


25# portion scale

1 large bowl or pan

5 weighed, prepared

containers. (Plastic

bags can be used).

Flour 4#, Cornmeal

4#, Sugar 8 oz., Dry

Milk 10 oz., Baking

Powder 4 oz.

Actual ingredients

can be used or Dry

Beans or Rice can be

used to represent

ingredients.

Adjusting for tare weight

as each additional

ingredient is added.

1. Fill containers in plastic

bags with ingredients.

Each item, container, and

ingredient should weigh

amount listed under Food.

2. Close bags or containers

tightly. Label each with

name of ingredient. Also

on label, put "Do Not

Open.”

Answer:



STATION 8 Instructions: Purpose: Calibrate the probe thermometer to ensure accurate temperature measurements.


1. Probe thermometer 2. Plastic or metal dry

measure cup or large glass

3. Metal bowl for ice 4. 1 cup liquid measure

for water 5. Large serving spoon

6. Suitable tool (ex. pliers) for adjusting

calibration nut.

Crushed ice, approximately 1-2 cups tap water

Calibrate the thermometer using the Ice Water

Method

1. Fill large glass or metal dry measure cup with

crushed ice and enough tap water to fill the

container. 2. Stir well. 3. Immerse thermometer

stem a minimum of 2 inches into the mixture,

touching neither the sides nor the bottom of the container.

4. Wait a minimum of 30 seconds before adjusting.

5. Without removing the stem from the ice, hold the adjusting nut under the

head of the thermometer with a suitable tool (ex.

pliers) and turn the head so the pointer reads 32o F.

Answer:


Portion Control

Laboratory Activities

Station 1

a. Place two peach halves in a glass measuring cup.

b. What is the measure? ______________

c. Return the peach halves to the original container.

d. Place sliced peaches in a glass measuring cup until there is 1/2 cup

serving.

e. Write the number of peach slices for 1/2 cup serving below.

______________ # of peach slices in 1/2 cup.

f. Return peach slices to original container.

Answers:

Station 2

Look at samples A and B. Which sample of the main dish is ½ cup serving?

_______________ a. _______________ b.

Answer:

Station 3

Choose the scoop to measure 1/2 cup corn. Scoop the corn into the

measuring cup. Measure the corn in the measuring cup. Return the corn to

the bowl.

# scoop used _____________ Measure of corn _________

Answer


Station 4

Choose the spoodle to measure 1/2 cup corn. Scoop the corn into the

measuring cup. Measure the corn in the measuring cup. Return the corn to

the bowl.

# spoodle used __________ Measure of corn _________

Answer:

Station 5

Which sample of French fries measures ½ cup?

_____________ a. _______________ b.


Portion Control

STATION 1

a. Place two peach halves in a glass measuring cup.

b. What is the measure?

c. Return the peach halves to the original container.

d. Place sliced peaches in a glass measuring cup until there is 1/2 cup serving.

e. Write the number of peach slices for 1/2 cup serving below.

# of peach slices in 1/2 cup

f. Return peach slices to the original container.


1 One-cup liquid

plastic measure

1 Serving spoon

2 Bowls

Peach slices

(approx. 2 cups)

Peach halves

(approx. 2 cups)

Counting the number of

peach halves and peach

slices to make 1/2 cup.

1. Put peach slices in

one bowl.

2. Put peach halves in

one bowl.

Answer:


Portion Control

STATION 2

Look at tray samples A and B. Which sample of the main dish is a 1/2 cup serving?

A B

Which serving utensil accurately serves 1/2 cup?

A B C D E


2 Lunch trays

1 Solid serving spoon (A)

8 oz. ladle (B)

#8 scoop (C)

#12 scoop (D)

6 oz. ladle (E)

Main dish food item (ex. beef stew, chili)

(2 1/2 cups)

Sighting the 1/2 cup sample of a main dish

food item and choosing the utensil to serve 1/2

cup.

1. Prepare 2 samples main dish food item:

1/2 cup - A 1 cup - B

Label trays A & B

2. Place serving utensils at station.

3. Label serving utensils

with letters only. A. solid serving spoon B. 8 oz. ladle

C. #8 scoop D. #12 scoop

E. 6 oz. ladle

4. Remove portion scale.

Answer:


Portion Control

STATION 3

Choose the scoop to measure 1/2 cup corn. Scoop the corn into the measuring cup. Measure the corn in the

measuring cup. Return the corn to the bowl.

# scoop used Measure of Corn


1 #8 scoop

1 #12 scoop

1 #16 scoop

1 saucer or paper plate

1 one-cup liquid plastic

measure

1 rubber spatula

1 bowl (corn)

1 bowl (water)

Corn (2 cups)

Choosing the #8 scoop

and measuring a 1/2 cup

portion of corn.

1. Put corn in bowl.

2. Place utensils at

station.

3. Have water in one

bowl.

Answer:


Portion Control

STATION 4

Choose the spoodle to measure 1/2 cup corn and place the corn into the measuring cup. Measure the corn in the

measuring cup. Return corn to the bowl.

# spoodle used Measure of Corn


1 4 oz. spoodle

1 6 oz. spoodle

1 8 oz. spoodle

1 saucer or paper plate

1 one-cup liquid plastic

measure

1 rubber spatula

1 bowl (corn)

1 bowl (water)

Corn (2 cups)

Choosing the 4 oz.

spoodle and measuring a

1/2 cup portion of corn.

1. Put corn in bowl.

2. Place utensils at station.

3. Have water in one bowl.

Answer:


Portion Control

STATION 5

Which sample of French fries measures 1/2 cup?

A B


2 lunch trays

1 set tongs

French fries (1 1/2 cups)

(about 35 pieces)

Sighting a 1/2 cup portion

of French fries.

1. Label trays A and B 2. Prepare 2 servings: Tray A: 11 French fries

Tray B: 20 French fries

Remove tongs from station

Answer:


Make notes below about questions you may have related to:

• Laboratory activity procedures

• Answers to questions at the end of each lab activity

Ask your instructor to clarify when you return to class.

Notes


Appendix

Basics at a Glance

module 4 food production participant workbook · module 4 2 food production participant workbook...

Documents