California Career and Technical Education Standards

• HTR.B.B3.3 Understand safe and sanitary procedures in all food handling, including food rec...
• HTR.B.B6.1 Know the qualities and properties of food items and ingredients used in food pre...
• HTR.B.B6.2 Use, maintain, and store tools, utensils, equipment, and appliances appropriate ...
• HTR.B.B6.3 Know the principle of mise en place, including the placement and order of use of...
• HTR.B.B6.4 Prepare food by using the correct techniques and procedures specified in recipes...

• opening activity - Hooks / Set

  As students enter the room they will see a display table with a variety of measurement/ portion control tools scoops, ladles, soufflé cups, measuring spoons, cups, pints, quarts, etc,) several recipe cards and menus, they will also see two servings of garlic rosemary mashed potatoes of different sizes and appearance, to get them thinking about the importance of following standardized recipes and accurate portion control. To direct the student’s attention I will post a humorous quotation on the board about Menus and What’s for Dinner? “When I was a kid my mom always gave us two choices for dinner, “Take It or Leave It.”   We will share childhood memories of dinner with our family and how it was like and unlike dinner at a friend’s the neighbors or other relatives. We will also share our favorite and the restaurants that serve them best. I’ll follow this up with this question, “What would it be like if those got new owners and changed the recipes or portions. After reviewing the previous lesson on cooking methods, re-teaching as needed, then we move onto the next activity vocabulary.

  Students will get out their vocabulary logs and record them in their journals, writing the definition and drawing a picture (optional) and use the vocabulary word in a sentence. (upload vocabulary sheet)

   

  • Vocabulary List [ Download ] list of standard recipe terms and definitions
• Activity #2

  The handout titled “eyeballing” will be distributed. While standing by the display table I will tell the students to look at each food, beverage, or recipe ingredient and estimate the portion size by “eyeballing” it. The student will write their estimated portion size on the handout. When the students are finished I’ll call for ( clock partners) one to measure each “eyeballed” portion and one to write the actual portion size on a flipchart or post-it sheet.  

  Go around the room and briefly discuss student’s findings.

   

  • Clock Partners [ Download ]
• Why Standardization - Lecture

  Lecturing Activity:

  Teacher will explain the definition of a standardized recipe and outline the advantages of using standardized recipes. Students will take Cornell notes and answer teacher directed questions.

   

  The handout titled “eyeballing” will be distributed. While standing by the display table I will tell the students to look at each food, beverage, or recipe ingredient and estimate the portion size by “eyeballing” it. The student will write their estimated portion size on the handout. When the students are finished I’ll call for ( clock partners) one to measure each “eyeballed” portion and one to write the actual portion size on a flipchart or post-it sheet.   Go around the room and briefly discuss student’s findings. Lecturing Activity: Teacher will explain the definition of a standardized recipe and outline the advantages of using standardized recipes. Students will take Cornell notes and answer teacher directed questions. Introduction:   Begin the lecture by giving the definition of “A Standardized Recipe,” which is a recipe that has been tested for consistency of product and yield. Say: Every time the recipe is followed, the same result is produced; it has the same consistency, taste, yield and pretty much the same cost. I often bring up McDonalds burgers. I ask them if they think McDonalds serves the best burgers in the world, they usually will say not really, so why do they sell the most? One reason is you always know what you are getting don’t you. What I mean is a Big Mac tastes the same in Montana as it does in Fontana. That’s a standardized recipe. From this point I like to discuss the advantages of using standardized recipes. To prime the class you might want to ask them what would be some advantages. Then you could call a recorder up to list down the responses making sure the key points are covered. Consistent amount of food being prepared Taste and appearance are the same no matter who’s cooking Elimination of guesswork Consistent nutrient values Customer satisfaction Increased employee confidence Efficient purchasing Inventory control Reduced bookkeeping

   
• Lesson Evaluation - Check Understanding

  Students will independently complete evaluation
• Recipe comparison - Lecture

  Give students a copy of Handout 3 ”Recipe Comparison,” and three or four recipes. Handout 3 contains the components of a standardized recipe. You should have a copy of the handout for each recipe. For each recipe, write the number on the handout. Then check each of the components that it contains.  

  At this point you can either group or pair students to Discuss: the reasons why or why not the recipes are standardized recipes.

  Discuss: The differences between standardized recipes and “home” recipes.

  Discuss: How “home” recipes can produce different products or yields based on who prepared them.

  Ask the class if two different cooks prepared the same standardized recipe could they produce two very different products?

  Make sure the class understands that if the cooks did not accurately measure the ingredients or follow the directions carefully they would certainly produce two very different products.

  • Lesson Evaluation [ Download ] evaluation on recipe comparison
  • Lesson Evaluation Answer Key [ Download ]
• measurement lecture - Demo / Modeling

  **Teacher Note: Refer to a display of tools of measurements as you talk about them.

  Tell: T here are three ways to measure ingredients :

  1. Number by count

  2. Volume measure

  3. Weight measure 

  Number by count means ingredients are identified by count. e.g. add two bananas.

  Volume measure means using measuring spoons, cups, pints, quarts, and gallons.

  e.g. I like to measure honey with a teaspoon to show that measuring some things are messy. To avoid this mess you can just give three squeezes of a plastic honey bottle and that equals a tablespoon. Say pretty cool right that's why are next exercise conversions is so important. 

  Weight measure means using a scale to weigh recipe ingredients to weigh in ounces or pound amounts.  

  e.g. Bread recipes are a good example here because you can talk about precision measuring and the importance to the finished product.

  Eyeballing vs. Measuring ingredients

  Ask: How accurate is eyeballing ingredients?

  Discuss: the outcomes of eyeballing ingredients. 

  Teacher Note: Use a flipchart and markers to write down students responses. making sure to cover the following key points: 

  1. Inaccurate results

  2. More likely to have different product taste and quality

  3. More likely to have different product yield

  4. More likely to change the nutrient content of a product

   

  Portion Control:  

  Tell: Portion control is an exact process of serving food.

  Accurately serving meal components includes serving correct portions as well as serving correct foods.

  Ask:  What happens when the recipe yields 50 1/2- cup portions and the employee serves 3/4- cup portions?

  Discuss: The problems with inaccurate portions.

  Teacher Note: Use a flipchart and markers to write down students responses. Make sure the following key points are covered:

  1. Running out of food

  2. Wasting food

  3. Cost containment  

   

  Outcomes of inaccurate Portion control:

  Tell: There are two outcomes of inaccurate portion control:  

  1. Financial outcomes: Serving portions that are lager than planned  for will result in food shortage and increased cost.

  2. Nutrient outcomes  

  Finish with the Handout titled lesson evaluation and follow directions.

  • Lesson Evaluation [ Download ] Answer key to the final Standardized recipe and portion control lecture/demo
  • Lesson Evaluation Answer Key [ Download ]
  • Weights and Measures [ Download ] Measures and weights equivalents sheet. This equals that!
  • Measurement Test [ Download ] Assessment test on the weights and measures equivalents
• standardized recipe and portion control - Closure

  Students will compose an essay explaining the advantages of Standardized Recipe and Portion Controls. Students will identify the components of a standardized recipe demonstrating knowledge of portion control techniques.Students should identify two outcomes of inaccurate portion control. Essays should demonstrate proper grammar, punctuation and form. 

  This activity is to help students captualize the materials they have been studying and begin to apply the techniques at home or on the job.