Healthy Cuisine for Kids Meats and Meat Alternates. Directory

Transcription

1 Module 3: Healthy Cuisine for Kids Meats and Meat Alternates Directory Module at a Glance Lesson Lesson Preparation Objectives for Module Nutrition Focus Applying the DGA Messages to Meats and Meat Alternates3 18 Nutrient Standards in Child Nutrition Program Meal Patterns Meal Pattern Requirement for Meats and Meat Alternates Selection and Handling, including Food Safety Food Safety Procedures Characteristics of a Quality Product Basic Skills in Preparation Speed Scratch Products Culinary Techniques Basic Preparation Healthy Cooking Methods Dry Heat Roasting and Baking Dry Heat Sautéing and Stir-Frying Moist Heat Braising and Stewing Flavor Enhancers Presentation and Garnishing Supporting Documents Audiovisuals Lesson Preparation Checklist Culinary Demonstration Outline of the Demonstration Chef's Recipe(s) Culinary Laboratory Notes to Chef for the Meats Laboratory Team Recipe Assignments for the Meats Laboratoy Food List for the Meats Laboratory Equipment List for the Meats Laboratory Product Evaluation Form for Meat, Poultry, and Fish National Food Service Management Institute Page 3 1

2 Module 3: Meats and Meat Alternates Directory Culinary Demonstration Outline of the Demonstration Chef's Recipe(s) Culinary Laboratory Notes to Chef for the Meat Alternates Laboratory Team Recipe Assignments for the Meat Alternates Laboratory Food List for the Meat Alternates Laboratory Equipment List for the Meat Alternates Laboratory Product Evaluation Form for Meat Alternates Page 3 2 National Food Service Management Institute

3 Module 3: Healthy Cuisine for Kids Meats and Meat Alternates Module at a Glance Time Topic Activity Materials Day 1 Lesson Preparation Set up classroom for Module 3. 8:00-8:15- Welcome to Day 2 of HCK Application of Day One Culinary Lab Experience to CNP Environments Getting set for Day 2 Introduce meat and meat Alternates 8:15-9:15 Lesson Objectives for Module 3 Nutrition Focus Meats and meat alternates in CNP meals Complete and incomplete protein Select table teams, leaders, and scribes. Get feedback from Day 1. Review Day 2 schedule. Introduce seminar evaluation. Emphasize importance of participant feedback. Announcements Participant Activity: List ways to encourage customers to select a wider variety of meats and meat alternates in breakfast and lunch. Review objectives. Participant Activity: Circle objective of greatest interest. Discuss meat and meat alternates Role in the CNP meal. Nutrient contribution to meal. Discuss USDA definitions of meats and meat alternates. Nutrients in this CNP meal component. Participant Activity: List meats and meat alternates. Discuss and give examples of complete and incomplete protein. Lesson Preparation Checklist Slide 1 Activity 2, Module 1 Participant's Manual, Seminar Evaluation Form Transparency, Seminar Evaluation Form Slides 2-4 Slide 5 Slide 6 Flip chart sheets and markers on each table Slide 7 National Food Service Management Institute Page 3 3

4 Module 3: Meats and Meat Alternates Module at a Glance Time Topic Activity Materials Nutrient contributions from meats Controlling amount of fat from meats Nutrient contributions from meat alternates Complementary proteins Shortfall nutrients Other meat alternates eggs and cheese o Functions of eggs o Functions of cheese and other foods in milk group Applying the DGA Messages to Meats and Meat Alternates Discuss nutrients in the Meat Group, including fat. Review Tips for reducing the amount of fat in main dishes and providing appealing meals. Energy nutrients in meats and meat alternates. Discuss DGA guidance for meat alternates. Participant Activity: List ethnic restaurants in your community and the type of food they serve. Participant Activity: List complementary proteins served in schools. Review the shortfall nutrients and the role of meat alternates in helping to overcome shortfall. Discuss Place of eggs and cheese in CNP meals. Functions of eggs in food preparation. Importance of foods from the Milk Group in a healthy diet. Discuss the DGA messages that relate to meat and meat alternates. Participant Activity: Code DGA messages that relate to meats and meat alternates. Slide 8 Slide 9 Slide 10 Slide 11 Slide 12 Slide 13 Slides Handout 4, Module 1 Page 3 4 National Food Service Management Institute

5 Directory Healthy Cuisine for Kids Module 3: Meats and Meat Alternates Time Topic Activity Materials Nutrient Standards in CNP Meal Patterns DGA messages that relate to meats and meat alternates in CNP meals Nutrient Standards in CNP Meal Patterns Meal Pattern Requirement for Meats and Meat Alternates Selection and Handling, Including Food Safety Tasks included in selection and handling Safety issues in handling and preparing meats and meat alternates Review Nutrient standards related to meats and meat alternates. The standard for fat in CNP. Role of sodium in food preparation. Importance of food safety in preparing meats and meat alternates. Discuss nutrient standards in meal patterns that are supported by meats and meat alternates. Participant Activity: List meal pattern requirements for meat and meat alternates. Discuss reasons for difference in portion sizes. Discuss Selection and handling. Safety and sanitary practices. Cross contamination and critical control points. Review the importance of following FDA Food Code, state regulations, and local ordinances. Kitchen checklist Discuss the kitchen checklist. Participant Activity: Assess practices using checklist. Rules for preparing and storing food Characteristics of a Quality Product Discuss rules for preparing and storing foods. Discuss requirements for a quality product. Describe characteristics and criteria for evaluating meat and meat alternates. Discuss what to do when product does not meet criteria. A Menu Planner for Healthy School Meals Slides Handout 1 Slides Slide 21 Handout 2 National Food Service Management Institute Page 3 5

6 Module 3: Meats and Meat Alternates Module at a Glance Time Topic Activity Materials Basic Skills in Preparation Knowing your job Basic skills in food preparation Preparing meat for cooking Discuss the importance of knowing your job and having basic skills in the preparation of meats and meat alternates. Participant Activity: List ideas for implementing basic skills. Slides Speed Scratch Products Importance of following procedures on package Variety of products How speed scratch products impact labor Common requirements Pros and cons of using Culinary Techniques Defining culinary techniques Culinary techniques in preparing meats, poultry, and fish Principles of meat cookery Basic Preparation Review practices for preparing meat for cooking. Discuss Using manufacturer's directions. Participant Activity: List speed scratch meat/meat alternates used. Labor needed when using speed scratch products. Common requirements for most speed scratch products. Pros and cons of using speed scratch products. Discuss Definition of culinary techniques and reasons for following culinary techniques. Effects of cooking on meat. Principles of meat cookery. Discuss The importance of basic preparation in producing quality products. Mirepoix and mise en place. Thawing frozen meats. Tenderizing meat or poultry. Slide 27 Slides Flip chart with definitions of mirepoix and mise en place Page 3 6 National Food Service Management Institute

7 Directory Healthy Cuisine for Kids Module 3: Meats and Meat Alternates Time Topic Activity Materials Preparing fish Preparing dried beans and peas Handling and preparing Eggs Healthy Cooking Methods Flavor Enhancers Factors that affect flavor of meat and meat alternates Presentation and Garnishing Discuss nutritive value and methods of cooking fish. Discuss Steps in preparing dried beans and peas for cooking. Importance of following recipes in preparing dried beans and peas. Review guidelines for handling eggs. Consider two options for presenting healthy cooking methods. A. Discuss content as provided in manual or B. Show video, Preparing Meat and Poultry. Follow-up with discussion. Participant Activity: Brainstorm ideas for enhancing flavor of meats and meat alternates. Discuss Factors that affect flavor of meats and meat alternates. Use of marinades. Discuss importance of presentation and garnishing in customer acceptance. Participant Activity: Identify garnishes for meats and meat alternates. Display and discuss garnishes for meats and meat alternates. Demonstrate and discuss preparation of simple garnishes and appropriate use of each garnish. Slide 30 Handout 3 Video Clip Preparing Meat and Poultry, from Culinary Techniques Flip chart with definitions of slurry and roux Fruits, vegetables, and herbs appropriate for garnishing meats and meat alternates National Food Service Management Institute Page 3 7

8 Module 3: Meats and Meat Alternates Module at a Glance Time Topic Activity Materials Summary Tying the lesson to together Challenge to Practice Review principles and concepts presented in the lesson and application to the culinary lab. Summarize importance of using healthy cooking methods in preparing meat and meat alternates to reach CNP goals. Participant Activity: Activities to Stop, Start, and Continue to achieve healthier meats and meat alternates. 9:15-9:30 Break 9:30-10:25 Culinary Demonstration 1 10:25-12:00 Culinary Laboratory 1 12:00-1:00 Lunch (in Lab) 1:00-1:50 Culinary Demonstration 1:50-2:00 Break 2:00-3:45 Culinary Laboratory 2 3:45-4:30 Presentation, Tasting, Evaluation, and Clean-up 4:30-4:50 Application 4:50-5:00 Video Measuring Success: Modifying Recipes Handout 4 Participant's Manual, Module 3 Page 3 8 National Food Service Management Institute

9 Module 3: Healthy Cuisine for Kids Meats and Meat Alternates Lesson Visuals, Materials Needed Topic and Discussion Guide Lesson Preparation Instructor Note: See Master Planning and Preparation Checklist in the Introduction and the Module 3 Lesson Preparation Checklist in the Supporting Documents Section of Module 3. Participants will use the Participant's Manual for the lesson Make the following available for each table: Multi-colored Markers Highlighters Flip Chart Paper General materials needed for this lesson include: Flip Chart Easel and Pads Computer and Video Projector PowerPoint Slides (PPT) Overhead Projector or ELMO Screen Video Projector or VCR to play video clips Transparency Markers National Food Service Management Institute Page 3 9

10 Module 3: Meats and Meat Alternates Visuals, Materials Needed Slide 1 Title Flip chart sheets for each table team Marker Removable tape Topic and Discussion Guide Objectives for Module 3 Display: Slide 1, Meat and Meat Alternates Tell: Module 3 Meats and Meat Alternates is about using healthier ways to prepare and serve meats and meat alternates to meet the recommendations of the DGA and needs and wants of students modifying main dishes to meet DGA recommendations. Using proper preparation techniques is important. And equally as important is getting our customers to eat a variety of meats and meat alternates. What are some ways you have encouraged your customers to select a variety of meats and meat alternates? Explore: What are some ways that you have used to encourage kids to select a greater variety of meats and meat alternates? Work with your table team for 60 seconds and list several ways that you have encouraged your students to select a greater variety of meats and meat alternates. Your scribe will write your answers on a flip chart sheet and tape it on the wall. The scribes will stand by their wall charts and share their list with other table teams. Tell: The foundation of a healthy diet includes consuming a variety of foods from each of the food groups, including meat and meat alternates. As we all know, getting our customers to eat a variety of foods from any of the food groups is a challenge. Tell: The DGA encourages greater use of meat alternates as main dishes. Although many students want a meat, poultry, or fish item in their lunch, a growing number of students choose some form of a vegetarian meal. Therefore it is important that we include a variety of meat alternates as well as meat, poultry, and fish items in the menu and use healthy preparation techniques for preparing all foods. Page 3 10 National Food Service Management Institute

11 Module 3: Meats and Meat Alternates Visuals, Materials Needed Topic and Discussion Guide Healthy Cuisine for Kids Slide 2 Slide 3 Slide 4 Display: Slide 2, Objectives Meats and Meat Alternates Tell: As we review the objectives, circle the ones that you have a need to learn in HCK. Upon completion of Module 3, Meats and Meat Alternates you will be able to 1. Apply the DGA messages to the role of meats and meat alternates in a healthy diet. 2. State the nutrient requirements in child nutrition meal patterns and program standards related to meats and meat alternates. 3. Describe the contribution of meats and meat alternates to the appeal and acceptability of the menu. Display: Slide 3, Objectives Meats and Meat Alternates, continued 4. Apply the correct methods for selecting and handling meats and meat alternates to ensure high quality and safe products. 5. Describe the application of o culinary techniques, o basic skills, and o cooking methods needed to produce nutritious and appealing meat and meat alternate products consistent with the nutrition principles of the DGA. Display: Slide 4, Objectives Meats and Meat Alternates, continued 6. Identify ways to use meat and meat alternate speed scratch products to reduce labor without sacrificing quality. 7. Describe various methods for enhancing the flavor of meats and meat alternates. 8. Describe appropriate garnishes for meats and meat alternates. National Food Service Management Institute Page 3 11

12 Module 3: Meats and Meat Alternates Visuals, Materials Needed Topic and Discussion Guide Nutrition Focus Slide 5 Slide 6 Flip chart sheets on each table Markers Removable tape Display: Slide 5- Nutrition Focus Tell: Meats and meat alternates are often considered to be the most important part of the meal, around which other parts of the menu are planned or selected by the student. The groups of food included in the Meat Group include beef, pork, poultry, fish, eggs, and nuts. The nutrients in the meats and meat alternates group are essential to life itself, even fat plays a significant role in a healthy body. However, as important as they are in the right amount, too much of some of the nutrients such as saturated fat found in meats becomes a risk factor. Display: Slide 6, Meats and Meat Alternates Tell: The CNP meal patterns define meat or meat alternate to include lean meat, poultry, or fish; cheese; large egg; cooked dry beans or peas; peanut butter or other nut or seed butters; and yogurt. Meat includes lean meat, poultry, and fish. Meats provide valuable energy nutrients protein and fat as well as important vitamins and minerals including potassium and magnesium. Some of the meats, such as pork and beef, usually contain more fat than poultry and fish. Meat alternate describes foods used in CNPs as main dish foods that provide alternate sources of protein. Meat alternates include cheese, eggs, cooked dry beans and peas, peanut butter and other nut or seed butters, and yogurt. Meat alternates provide energy nutrients protein and complex carbohydrate as well as minerals, vitamins, and fiber. With the exception of cheese and eggs, the meat alternates provide very little if any fat. Explore: What food items are usually included as meat and meat alternates in the school meal? Table teams take about 30 seconds for this activity. Each table has a flip chart sheet and markers. Two table teams list as many food items in the meat group that are included in school meals that as you can think of. Two table teams list as many food items as you can think of that are included as meat alternates in school meals. The scribes will tape flip chart sheets on the wall. Scribes, please write meat or meat alternates at the top of the flip chart sheet. (Summarize the findings from this list.) Page 3 12 National Food Service Management Institute

13 Module 3: Meats and Meat Alternates Visuals, Materials Needed Topic and Discussion Guide Healthy Cuisine for Kids Slide 7 Slide 8 Display: Slide 7, Sources of Complete and Incomplete Protein Tell: A major distinguishing factor between the meats and meat alternates is their source. While both groups provide valuable protein, the protein in meats come from animal sources and is generally complete, and the protein in meat alternates (except cheese and eggs) comes from plant sources and is incomplete. Display: Slide 8, Contributions of Nutrients in Meat, Poultry, Fish, Eggs, and Nuts Groups Tell: The foods in the meat, poultry, fish, and egg group are the main source of protein for most people. They also provide the B vitamins and minerals. Some nutrients in the Meat Group make major contributions to a healthy diet. A large number of other nutrients have a significant role in contributing to a healthy diet. Tell: There is some fat in all meat, poultry, and fish products. Some products have more fat than others. In addition, some recipes and food preparation techniques add fat during cooking. To reach our goal of reducing the amount of fat and providing nutritious and appealing meals in CNPs, it is important to select leaner cuts of meat, pair a meat alternate with a meat to reduce the amount of meat to meet the requirement for example, provide one ounce of cooked meat in two or three small meat balls and a 1/2 cup serving of baked beans, use recipes that limit the amount of fat added in the cooking process, and limit portion size to the requirement specified in the CNP meal pattern for an age group. Explore: How many calories in a gram of fat? (Pause for feedback.) How does this compare to the calories in a gram of protein or carbohydrate? (Pause for feedback.) Remember that each gram of fat supplies 9 calories, protein supplies 4 calories, and carbohydrate supplies 4 calories. National Food Service Management Institute Page 3 13

14 Module 3: Meats and Meat Alternates Visuals, Materials Needed Slide 9 Topic and Discussion Guide Fat supplies twice as many calories as protein and carbohydrates and may lead to weight gain when you consume more than you need. Animal fat is the major source of fat, particularly saturated fat, in the diet. The best way to keep saturated fat low is to limit the intake of animal fat such as butter, fatty meat, and poultry skin. Display: Slide 9, Nutrient Contribution from Meat Alternates Tell: Meat alternates provide many valuable nutrients including fiber. The 2005 DGA Report and other research encourage everyone to eat more servings of dried beans and peas, as they are excellent sources of fiber. Legumes are also low in fat. Legumes also contain B vitamins, iron, potassium, and zinc. Nutrition aside, legumes are some of the most versatile foods on any menu. The expansion of ethnic type restaurants in America has introduced many children to eating bean and rice dishes. Creativity in selecting recipes using legumes and preparing them in appealing ways that children enjoy can help eliminate the shortfall in these nutrients. Explore: With your table team, list one or more ethnic restaurants in your community. How have these influenced the food practices of your customers? (Allow 30 seconds for the brainstorming and 60 seconds for sharing.) Tell: Meats and meat alternates are both good sources of protein. However, the protein in meats, cheese, and eggs is a complete protein these foods contain all the essential amino acids needed by the body. The protein in dried beans and peas (called legumes), nuts, peanut butter or other seed butters, is an incomplete protein. Tell: Dried beans and peas are often paired with another food, either a grain product or an animal protein. These combinations provide complete protein in a meal. As the menu planner in your CNP focuses more on lower fat choices and providing greater variety in main dishes, you may be preparing more recipes using dried beans and peas. One of your culinary labs will focus on preparing meat alternates. Tell: More of our customers are eating vegetarian meals. Legumes are relatively inexpensive as meat alternates. There are many varieties of beans, peas, and lentils. Page 3 14 National Food Service Management Institute

15 Module 3: Meats and Meat Alternates Visuals, Materials Needed Topic and Discussion Guide Healthy Cuisine for Kids Slide 10 Our students come from many parts of the United States and from other countries such as Asia and Latin America where legumes are an important part of diets. Whereas students in the south may eat black-eyed peas, those in the northeast may prefer baked beans made from white beans, and Hispanic students may prefer pinto beans. Preferences vary not only by geographic region, but preferences for specific foods vary within a state. For example, in one state preference for cornbread varied so much within the state that he State agency developed several cornbread recipes. You may have examples of these varying preferences in your school district or state. Tell: CNPs will need to offer a greater variety of beans, peas, and lentils in order to meet taste preferences of customers and recognize their cultural differences. Many schools provide an ethnic food bar as a reimbursable meal alternative. Remember ethnic foods are foods you did not grow up with. Tell: There are many combinations of foods that work together to achieve the goal of a complete protein. Display: Slide 10, Complementary Proteins Explore: Have you used any of the following combinations of incomplete protein foods? Refried beans on a corn tortilla with a little cheese Black beans and rice Black-eyed peas and cornbread Hoppin John (black-eyed peas and rice) Succotash (corn and lima beans) Black bean salad with cheese toast Pasta Salad with fruit and walnuts Explore: What are some other combinations of complementary proteins that could work together? Instructor Note: Allow 60 seconds for table teams to list complementary proteins served in their schools. Allow 30 seconds for table teams to share their lists. National Food Service Management Institute Page 3 15

16 Module 3: Meats and Meat Alternates Visuals, Materials Needed Slide 11 Slide 12 Slide 13 Topic and Discussion Guide Display: Slide 11, Meat Alternates Help Supply Shortfall Nutrients Tell: The 2005 DGA Report identified several nutrients that are of concern in a healthy diet. The shortfall nutrients for children are calcium, magnesium, potassium, and fiber. Tell: The inadequate intake of these nutrients indicate that children are not eating enough legumes, grains, and fruits and vegetables. Legumes, grains, and many fruits and vegetables are good sources of fiber as well as containing significant amounts of other nutrients including shortfall nutrients. Display: Slide 12, Other Meat Alternates Eggs and Cheese Tell: USDA meal pattern guidelines include eggs and cheese as meat alternates. According to the USDA Food Guide, eggs and cheese also belong to other food groups, : Eggs are part of the Meat Group. Cheese is part of the Milk Group. Display: Slide 13, Function of Eggs Tell: Eggs are one of nature s most versatile foods. Eggs serve a variety of functions in foods. Eggs can be used to Thicken a food. Examples include egg custard and quiche, or egg and cheese pie. Add color. Examples include yellow cake and egg custard. Provide moisture. Examples include cookies and brownies. Form an emulsion. An emulsion describes a mixture of substances that do not ordinarily mix, like oil and water. Eggs hold such a mixture together. Mayonnaise is an emulsion. Add nutritive value. Eggs provide protein, important vitamins, and minerals. Tell: We use eggs in a variety of ways in the CNP in cooking and baking, as a breakfast or lunch entrée, in salads, and sometimes as part of the main dish. The protein in eggs is considered perfect. However, eggs also contain cholesterol. Page 3 16 National Food Service Management Institute

17 Module 3: Meats and Meat Alternates Visuals, Materials Needed Topic and Discussion Guide Healthy Cuisine for Kids Even young children in some instances show cholesterol levels that are too high. Other foods in the Meat Group contain high levels of cholesterol and saturated fat. This does not mean that we eliminate eggs or meat from CNP meals. It does mean that food products and recipes should be carefully selected and foods prepared to use eggs and fatty meats consistent with the nutrition standards for the CNP. Tell: Cheese is included in CNP meal patterns as a meat alternate even though it is a part of the Milk Group. Milk and other dairy products provide the best source of calcium of any of the food groups. For various reasons, many children for a while switched from drinking milk to drinking other beverages. Without milk, it is almost impossible for anyone to consume the amount of calcium needed. Calcium is listed as a shortfall nutrient. We need to make special efforts to offer a variety of milks including flavored, skim, and low-fat. Explore: What are some ways you could increase calcium in CNP meals? Tell: You may increase calcium in school meals by selecting recipes that use low-fat dairy products. Also think about other ways to supplement meals with calcium-rich foods. For example, offer cottage cheese or other low-fat cheeses on the salad bar. Cheese is popular with children but it is naturally high in fat. Pairing cheese with other meat alternates including grains provides both calcium and fiber in the diet. Using low-fat cheeses in food preparation provides a healthier product and also one that children enjoy. It is important to follow standardized recipes and use only the amount of cheese called for in the recipe. More cheese means more fat. Measure or weigh cheese carefully. A small amount of cheese in a dish can add a lot of flavor. Our continuing goal must be to look for ways to make healthier food appealing to the customer. National Food Service Management Institute Page 3 17

18 Module 3: Meats and Meat Alternates Visuals, Materials Needed Slide 14 Handout 4, Module 1 Topic and Discussion Guide Applying the DGA Messages to Meats and Meat Alternates Tell: Seven of the DGA messages relate to meats and meat alternates. Display: Slide 14, Applying the Dietary Guidelines to Meats and Meat Alternates Instructor Note. Participants will need Handout 4 from Module 1 for this discussion/activity. The black bullets in the following discussion indicate DGA messages; the white bullets or second level bullets indicate guidance for the DGA messages. Explore: What are two main messages of the DGA that relate to meats and meat alternates? (Allow a 15 second response to the question.) Tell: There are a number of DGA messages that relate to meats and meat alternates. Turn in your Participant's Manual to Handout 4, Module 1 for this activity. Place an MMA to the right of each of the DGA messages and to the sentences in the guidance that relate to meats and meat alternates. The first DGA message is Consume a variety of foods within and among the basic food groups while staying within energy needs. Tell: We achieve this message by following this guidance. o Eating foods from each of the five basic food groups helps achieve recommended nutrient intakes. The Meat and Bean Group includes meat, poultry, fish, dry beans, eggs, and nuts. o Offer a variety of foods within each of the food groups. o Promote increased dietary intakes of vitamin E, calcium, magnesium, potassium, and fiber by children and adults. o Select foods from each food group and different foods from within each group, because no one food or group of foods contains all the nutrients needed for good health. Page 3 18 National Food Service Management Institute

19 Module 3: Meats and Meat Alternates Visuals, Materials Needed Topic and Discussion Guide Healthy Cuisine for Kids Slide 15 The second DGA message is Control calorie intake to manage body weight. Tell: We achieve this message as we o Limit portion sizes, especially for high-energy dense foods. The third DGA message is Increase daily intake of fruits and vegetables, whole grains, and nonfat or lowfat milk and milk products. Tell: We need to remember this guidance o Milk and milk products (including cheese) are important sources of at least 12 nutrients. o The goal for persons with energy requirement of more than 1600 calories per day is three cups or the equivalent of milk products per day, preferably nonfat or low-fat products. o Consume a variety of fruits and vegetables daily choosing among citrus fruits, melons and berries; other fruits; dark green leafy vegetables; bright orange vegetables; legumes, starchy vegetables; and other vegetables. Display: Slide 15, Applying the DGA to Meats and Meat Alternates, continued Tell: The fourth DGA message is Choose fats wisely for good health. Tell: We achieve this goal when we o Limit total fat intake to 25% of calories from fat for those who are 4 to 18 years old. o Keep intake of saturated fat below 10% of total calories. o Keep intake of cholesterol intake below 300 mg per day if LDL is 130 mg/dl, and 200 if LDL is greater than 130 mg/dl. o Eat less high fat foods and foods with animal fats. o Choose low-fat foods such as lean meats, skinless poultry, fish, beans, and peas. o Choose low-fat or fat-reduced daily products. o Prepare foods without adding fat. National Food Service Management Institute Page 3 19

20 Module 3: Meats and Meat Alternates Visuals, Materials Needed o o Topic and Discussion Guide Use food labels to determine fat content. Eat two servings of fish high in omega 3 fatty acids per week. The next DGA message is Choose carbohydrates wisely for good health. Tell: Remember this guidance from the DGA. o Carbohydrates are the major source of energy in most diets. Dietary fiber promotes healthy laxation, helps reduce the risk of type 2 diabetes, and coronary heart disease. o Legumes provide complex carbohydrates and are a great source of fiber. The next DGA message is Choose and prepare foods with little salt. Tell: Remember the following guidance in preparing meats and meat alternates. o Prepare meats and meat alternates with little or no salt. Use seasonings, herbs and spices, and cooking techniques to enhance flavor. o Select sodium-reduced products. The seventh DGA message that we need to apply to the preparation of meats and meat alternates is Keep foods safe to eat. Tell: We must reduce the occurrence of foodborne illness. We do this when we always o Handle food with clean hands, keep contact surfaces sanitized. o Avoid cross contamination. Do not wash meat. o Cook foods to a safe temperature. o Chill perishable foods promptly. o Avoid higher risk foods, such as deli meats and frankfurters that have not been reheated to a safe temperature. Explore: What did you learn from a review of the messages and guidance that you will apply when preparing meats and meat alternates? (Pause for response.) Page 3 20 National Food Service Management Institute

21 Module 3: Meats and Meat Alternates Visuals, Materials Needed Topic and Discussion Guide Healthy Cuisine for Kids Nutrient Standards in Child Nutrition Program Meal Patterns Tell: You will recall from Module 1, the five key nutrients that are specified in CNP meal patterns. The meat and meat alternates group makes a major contribution to four of the key nutrients calories, protein, iron, and calcium. These nutrients play major roles in promoting health and preventing disease. On the other hand, the Meat Group may contain lots of fat. The CNP nutrient standards limit the amount of fat to 30% of total calories from fat and only 10% of the total calories from saturated fat. Although the CNP requirements do not specify a standard for salt/sodium in meals, the guidance given in A Menu Planner for Healthy School Meals and Building Blocks for Fun and Healthy Meals suggests that salt be used in moderation consistent with the DGA. Tell: Many processed meat and meat alternate items are used in CNP. You should read the labels on the can or package to determine the amount of salt/sodium in the item. When you prepare food from scratch, try reducing the amount of salt and use other seasonings and flavoring to enhance the flavor of meat and meat alternates. The Chef will demonstrate some healthy cooking techniques for meats and meat alternates. You will use healthy cooking techniques in the culinary lab. National Food Service Management Institute Page 3 21

22 Module 3: Meats and Meat Alternates Visuals, Materials Needed Display: A Menu Planner for Healthy School Meals; Building Blocks for Fun and Healthy Meals: Topic and Discussion Guide Meal Pattern Requirement for Meats and Meat Alternates Instructor Note: Review requirements for meats and meat alternates in the food based meal pattern. Participant Activity. Ask half the table teams to list the requirements for meats and meat alternates in the breakfast meal pattern, and half the table teams to list the requirements for lunch. Ask them why the portion size is different for young children in child care programs, and those in middle school and high schools. Allow 45 seconds for brainstorming and 45 seconds for sharing and discussion. If participants seem uncertain about the requirements, ask them to find them in A Menu Planner for Healthy School Meal and Building Blocks for Fun and Healthy Meal. Have the books on display in the training room. Building Blocks for Fun and Healthy Meals is the menu-planning book for child care programs. If there are no child care personnel in the seminar, you do not need to mention Building Blocks. Explore: With your table team, list the requirements for meats and meat alternates in the meal pattern for breakfast. Or for lunch. Why are the portions sizes different? Page 3 22 National Food Service Management Institute

23 Module 3: Meats and Meat Alternates Healthy Cuisine for Kids Visuals, Materials Needed Topic and Discussion Guide Selection and Handling, including Food Safety Tell: Healthy meals begin with the planning and purchasing of food. However, the quality of the food actually served to customers depends upon what happens at the site of preparation and service. The selection and handling of food in the school or child care facility determines the quality and safety of food served. Selection and handling includes procedures used for receiving and storage, and preparation and serving. Food Safety Procedures Food safety is the highest priority in the CNP. The first and foremost food handling practice must be to ensure that safe and sanitary conditions are maintained from time food is received, served, and stored. An unsanitary receiving, preparation, storage, or serving area and/or careless work habits can cause foodborne illness and be a factor in how well the customers participate in the program. Tell: We must be concerned about the well-being of our customers and also the school nutrition professionals who prepare and serve the food. This requires a safe working environment. Every member of the school nutrition team shares responsibility for maintaining a safe and sanitary environment. The kitchen area contains equipment, tools, and conditions that can cause considerable personal harm to the staff unless o a safe and sanitary workspace is maintained and o the staff practices safe work habits. Tell: It is essential that safety and sanitation practices be used in preparing all food items fruits and vegetables, meats and meat alternates, and breads and grains whether using scratch or speed scratch procedures. National Food Service Management Institute Page 3 23

24 Module 3: Meats and Meat Alternates Visuals, Materials Needed Topic and Discussion Guide The handling of meat and meat alternate products provides unique opportunities for contamination, cross contamination, and spoilage in the storage, preparation, and holding processes. Tell: All meat and poultry should be cooked to an internal temperature of 165 F. Meat and poultry, as well as all potentially hazardous foods, should be held at 135 F or above. The only way to know the internal temperature of a food is by using a thermometer during the cooking process, the holding period, and on the line. Tell: We must use handling practices to avoid cross contamination in the preparation process and contamination at any point from central storage to service. Tell: Being careful with eggs means knowing how to handle this product the right way to prevent foodborne illness. Eggs, like other poultry products, can be contaminated by salmonella bacteria. These bacteria can cause foodborne illness if not killed by heat. Eggs and all other dishes that contain protein should be cooked at 165ºF. Whenever raw eggs have been handled, it is necessary to wash hands thoroughly. Always clean and sanitize any surface or utensil that has come in contact with raw eggs. Explore: Have any of you had experience with contaminated food, cross contamination, or spoilage of food in your programs? If so, what were the consequences? (Pause for feedback and brief discussion.) Instructor Note: You may need to define crosscontamination and the major causes after getting feedback from participants. Tell: Cross Contamination is the transfer of harmful substances or microorganisms to food by other items, equipment and/or utensils, and people. There are three major causes of cross-contamination (NFSMI, 2002) improper food handling practices, poor employee personal hygiene, and improperly cleaned and sanitized equipment/utensils. Tell: As we discussed in Module 1, the revised USDA recipes have the critical control points identified on the meat and meat alternate recipes. Some of the revised recipes for fruits and vegetables and bread do not have critical control points Page 3 24 National Food Service Management Institute

25 Module 3: Meats and Meat Alternates Healthy Cuisine for Kids Visuals, Materials Needed Slide 16 Slide 17 Handout 1 identified. Topic and Discussion Guide As you review the recipes in the culinary lab, note the critical control points in the recipes and determine the critical control limits. Follow the directions carefully to assure a safe food product. Display: Slide 16, Critical Control Point (CCP) Tell: A critical control point is the last step you can take to control, prevent, or eliminate a food safety hazard. They are necessary for food safety, and some affect the quality of food. Critical control points vary with the food being prepared, equipment used, and the degree of processing of your menu items. For example, if hamburgers are cooked to the line, the holding process is short and may not be a critical control point, however, if the hamburgers are cooked in a base or central kitchen and delivered to a satellite location; the receiving area could have a CCP. Display: Slide 17, Critical Control Limits (CCL) Tell: The critical control limits describe a standard for controlling the critical control point. The critical control limits are defined as minimum or maximum times and temperatures that must be met to keep food safe at the critical control point. Tell: For example, a critical control limit for cooking chicken is Cook to an internal product temperature of 165 F or higher for at least 15 seconds. When setting critical control limits in your CNP, always remember to use the most recent FDA Food Code, state regulations, and local ordinances. See: Handout 1, Kitchen Maintenance Checklist in Participant's Manual Instructor Note: You may present the checklist as described below or if time permits, divide the participants in groups of four. Depending on number of participants, ask each group of four to take no more than two minutes to look at the activities and be prepared to give feedback to the total group about their discussions and questions about the activities. National Food Service Management Institute Page 3 25

26 Module 3: Meats and Meat Alternates Visuals, Materials Needed Slide 18 Slide 19 Slide 20 Topic and Discussion Guide Tell: The kitchen checklist contains 16 activities that should be second nature to child nutrition professionals. As we quickly review these items, mark with an X ( ) those you need to work on and give yourself a big checkmark ( ) for those that you always practice. Source: Culinary Institute of America. (1991). The New Professional Chef (5 th ed.). New York. Van Nostrand Reinhold. Tell: Take special care when preparing partially and fully cooked frozen foods and foods requiring pre-preparation such as sandwich fillings; ground and mixed meats; and leftover foods. Display: Slide 18, Rules for Preparing and Storing Food Tell: Always use the following rules in the preparation and storage of food. 1. Start with clean, wholesome foods from reliable sources. 2. Hold all frozen food at 0 F or lower during delivery and storage. 3. Hold all dry foods, such as beans and peas, in a dry, cool, and dark area that is well-ventilated. Display: Slide 19, Rules for Preparing and Storing Food, continued Tell: 4. Scrub and sanitize all cutting boards, knives, and electric slicers immediately after using to cut raw or cooked meats, fish, or poultry. 5. Hold all hazardous foods out of the danger zone (41 F to 135 F). 6. Thaw frozen meat in the refrigerator at 41 F or below. Display: Slide 20, Rules for Preparing and Storing Food, continued Tell: 7. Place foods such as meat, poultry, fish, and milk products in coolers immediately upon delivery. 8. Avoid cross-contamination of foods during preparation, storage, and service. 9. Keep hot foods hot and cold foods cold. 10. Never serve questionable food. If in doubt throw it out. Page 3 26 National Food Service Management Institute

27 Module 3: Meats and Meat Alternates Healthy Cuisine for Kids Visuals, Materials Needed Slide 21 Handout 2 Topic and Discussion Guide Characteristics of a Quality Product Display: Slide 20, Characteristics of Quality Meat Products Tell: In order to produce a quality product, you must use a standardized recipe or procedure and the right culinary technique. We evaluate products on the basis of appearance, texture, flavor, and service temperature. Our evaluation of the product should result in a positive answer to the four questions how it looks, how it feels in your mouth, how it tastes, and is the temperature right? See: Handout 2, Quality Score Cards in Participant's Manual The characteristics that we evaluate are always the same. The criteria used to describe the four characteristics vary according to the product. The Quality Score Cards for meat and meat products that you will use to evaluate the recipes you prepare are specific to those recipes. Let s look at the Quality Score Card for Meat and Poultry products as shown on the handout and examine the four characteristics. Appearance- How does it look? o Product appears moist o Product has been trimmed of any excess visible fat o Product has been drained and no cooking fat is visible o Color is a rich brown, characteristic of the meat or poultry item o Browning is even and correct for the product (not too brown) o Portions are uniform in size Texture or consistency - How does it feel in your mouth? o Product is tender and easily chewed o Product can be pierced with a fork with a minimum of pressure o Degree of doneness is uniform throughout the product National Food Service Management Institute Page 3 27

28 Module 3: Meats and Meat Alternates Visuals, Materials Needed Topic and Discussion Guide Flavor and seasoning-how does it taste? o Product is juicy o Flavor is fresh and appropriate for the product o Seasonings enhance but do not overpower the taste (no greasy taste, not too much salt) Holding Temperature-Is the temperature right? o When served hot: 135 F or above o When served cold: 41 F or below Tell: Let s look at the Quality Score Card for Main Dishes with Dried Beans and Peas and examine the four characteristics. They are Appearance- How does it look? o Product appears moist, but not watery o Beans or peas retain their shape o No oil or fat is visible Texture or Consistency-How does it feel in your mouth? o Product has a soft texture o Product is moist, not dry o Product gives little resistance to bite Flavor-How does it taste? o Flavor is distinctive for the specific bean or pea o Product is free from scorched or burned taste o Seasonings are well blended Holding Temperature-Is the temperature right? o When served hot: 135 F or above o When served cold: 41 F or below Tell: Use the appropriate culinary technique to meet quality standards. By following tried and true culinary techniques and using a standardized recipe, a quality product can be prepared every time. The standardized recipe or the procedures on the speed scratch package includes the right culinary technique. Each step in the recipe or procedure should be followed exactly as written in order to prepare a quality product. Page 3 28 National Food Service Management Institute

29 Module 3: Meats and Meat Alternates Visuals, Materials Needed Topic and Discussion Guide Healthy Cuisine for Kids Tell: Use the Quality Score Cards to evaluate food products before placing them on the serving line. The quality standards described on the Quality Score Card can only be reached when the recipe is followed exactly. The child nutrition program manager and foodservice assistant who prepared the food should determine whether the food product has met the standards on the Quality Score Card. Explore: What do you do when the product does not meet Quality Standards? Instructor Note: Allow time for participants to provide input, and then review the following. Tell: If you and the CNP manager decide that the food does not meet quality standards, do the following things: 1. Substitute another meat, poultry, fish or meat alternate item on the service line. Follow the school district procedure for menu substitutions. 2. Use the product in another way, if possible, in order to avoid wasting food. For example, if a meat product has been overcooked, it could possibly be used as an ingredient in a soup, casserole, or some other dish where additional seasonings are added. The final decision about the product is made by the manager using his/her best knowledge of food production and food safety. It would not be appropriate to use a substandard food product in another dish where it would also not meet quality standards. 3. Determine what happened during preparation that cause the poor quality and make plans to correct the preparation next time. National Food Service Management Institute Page 3 29

30 Module 3: Meats and Meat Alternates Visuals, Materials Needed Topic and Discussion Guide Basic Skills in Preparation Slide 22 Slide 23 Tell: Meats and meat alternates that are properly cooked are full of flavor and have the right texture. They look appealing and are served at the right temperature. Display: Slide 22, Knowing Your Job Tell: If you expect to achieve your goal of providing healthy and safe food and the best service to your customers you must Have essential basic knowledge and skills, Know quality standards for evaluating the finished product, Know how to do your job correctly, Have a clear picture of the purpose of the CNP, and Understand that customer service involves both the food that you serve and the way you serve it. Display: Slide 23, Basic Skills in Preparation Tell: Achieving the goal of properly cooked meats and meat alternates requires that you have the basic skills to Practice effective work habits. Use standardized recipes and procedures. Weigh or measure all ingredients. Use flavorings and seasonings appropriately. Follow the recipe exactly to have the best results. Instructor Note: Ask each table team to brainstorm one of the following questions and to share at least two ideas. Allow 30 seconds for brainstorming and 60 seconds for sharing. What are effective work habits in preparing meats and meat alternates? Why should standardized recipes and procedures be used in preparing meats and meat alternates? What major equipment is needed to prepare meats and meat alternates? What food safety procedures should be followed in preparing meats and meat alternates? Page 3 30 National Food Service Management Institute

31 Module 3: Meats and Meat Alternates Visuals, Materials Needed Topic and Discussion Guide Healthy Cuisine for Kids Slide 24 Slide 25 Slide 26 Display: Slide 24, Basic Skills in Preparation, continued Select the appropriate cooking/preparation methods and equipment. Use equipment correctly. Mise en Place be organized and manage your time effectively to produce final products for just-in-time service. Follow food safety procedures. Display: Slide 25, Preparing Meat for Cooking Tell: Regardless of the cooking method used for meat, you need to follow these steps in preparing meat for cooking. 1. Remove all visible fat. 2. Add appropriate seasonings and flavorings to replace flavor lost when fat is removed. 3. Do not add salt unless the recipe calls for it. Over time, gradually reduce the amount of salt in the recipe and replace it with other seasonings. Display: Slide 26, Preparing Meat for Cooking, continued 4. Use correct time and temperature for cooking the product. 5. Prepare meat products as close to the time of service as possible, or ensure that food is held at the appropriate temperature for safety and to retain quality. This is especially important for meat products that have been sautéed, stir-fried, or broiled. What menu items do you sauté in your program? (Pause for response.) Tell: There are some steps to remember in preparing the meat alternates beans and peas for cooking. 1. Dried beans and peas must be sorted and soaked before cooking. Soaking helps to replace the water lost in ripening and drying. 2. Add appropriate seasonings that are included in the recipe. 3. Do not add salt unless the recipe calls for it. Gradually reduce the amount of salt and replace with other seasonings. National Food Service Management Institute Page 3 31

32 Module 3: Meats and Meat Alternates Visuals, Materials Needed Topic and Discussion Guide 4. Use correct time and temperature for cooking the product. If you are using a speed scratch product, such as canned beans, the cooking time is much less than if you begin with dried products. Tell: In preparing main dishes using cheese and eggs, follow the recipes exactly. Time and temperature for preparing cheese and egg main dishes are critical to the success of the product. Page 3 32 National Food Service Management Institute

33 Module 3: Meats and Meat Alternates Visuals, Materials Needed Topic and Discussion Guide Healthy Cuisine for Kids Speed Scratch Products Tell: Speed scratch products are sometimes called valueadded or convenience foods. Whatever they are called, the term indicates that some action has been taken to reduce the amount of preparation time required at the serving site. The value-added may be in terms of saving time, or it may be in terms of added seasonings, flavorings, or breading or both. Keep in mind that labor and seasonings are both cost items and add to the CNP's cost of the product. The procedures for using commercially prepared speed scratch products are printed on the product package. These procedures are standardized by the manufacturer. In order to prepare a product that meets quality standards, the procedures on the package must be followed exactly just as you follow a standardized recipe. In most instances the value that is added also increases the cost per serving of the product. CNPs that make extensive use of value-added products need to consider the built in cost of labor and ingredients when purchasing the product, and also in establishing labor standards. Explore: What are some speed scratch meat and meat alternate products used in your CNP? (Instructor: Ask for a volunteer to list these on a flip chart sheet as the table teams respond. Allow about 30 seconds for the table teams to brainstorm and list the speed scratch products, and 45 seconds for feedback.) Tell: The skills needed and the amount of labor will be affected by the extent the CNP uses speed scratch products. Since much of the labor needed for preparation was built into the product cost, CNPs need fewer labor hours when using a lot of processed products than those cooking from scratch. Tell: Speed scratch meat and meat alternate products include Commodity foods sent directly to a manufacturer for processing before being delivered to the school. This may include such things as ground beef being made into patties; whole turkey being cooked and sliced; poultry products made into nuggets or fingers; or peanut butter sandwiches. National Food Service Management Institute Page 3 33

34 Module 3: Meats and Meat Alternates Visuals, Materials Needed Slide 27 Topic and Discussion Guide Pre-plated main dish products such as breaded meat items, pizzas, hamburger patties, burritos, chicken fingers, fish nuggets, and egg rolls. Products in this group may be preportioned. There are hundreds of different main dish processed products used in CNPs. Canned dry beans or peas, such as pinto, kidney, and black beans. Canned tuna. Shredded or cubed cheese. Frozen eggs. Tell: Some products are ready to serve when delivered to the CNP. However, most speed scratch or value-added products require additional preparation before being served. Tell: Speed scratch or processed meat products vary from those that have had little processing to products that need only the final cooking to be ready to serve. For example, skinless, boneless chicken breasts have had some valueadded because labor was used to remove the skin and bones during processing. precooked meatballs have had more value-added before they get to the CNP. Labor was involved in the preparation and ingredients were added to the ground beef to make the meatballs. Tell: Although many processed meat products are high in fat and/or sodium, good quality products are available that include moderate amounts of fat and sodium. CNPs serve many different processed products as main dishes and all other parts of school meals. Speed scratch or processed meat products have the advantage of being prepared under a quality control system as part of the manufacturing process. Display: Slide 27, Processed Main Dish Products Tell: Processed main dish products have some things in common Products may have special requirements for storage. Some must be kept frozen until preparation, others must be refrigerated, and still others must be partially thawed before final preparation. Follow the package direction. Page 3 34 National Food Service Management Institute

35 Module 3: Meats and Meat Alternates Visuals, Materials Needed Topic and Discussion Guide Healthy Cuisine for Kids The directions on the product package serve as the recipe. The package directions, like recipes, must be followed exactly. Most processed products should be cooked for just-intime service in order to have a good quality product. Production scheduling is very important to the quality of a speed scratch product. Commercially prepared speed scratch products are more expensive per portion than the same product prepared from scratch. Speed scratch products that must be held for a short time during service should be held correctly to maintain quality. Tell: One of the many advantages of preparing food from scratch is that you control the ingredients that go into the product, including salt/sodium and fat. It is important that the purchasing specification for the speed scratch product indicate the amount of salt that is acceptable. Because once it is delivered to the CNP you have no control over the amount of fat or sodium that is included in a processed product. Although the fat or sodium in a processed product cannot be reduced once it reaches the CNP, most products can be finished using a culinary technique that adds little or no fat and no salt. For example, when the package directions indicate that a product can either be baked or fried, you can select baking to limit the amount of fat needed in the cooking. When you have a choice of culinary techniques for finishing a product, always select the technique that adds the least amount of fat. Sometimes, selecting a different product may be necessary to reduce fat and serve a quality product. National Food Service Management Institute Page 3 35

36 Module 3: Meats and Meat Alternates Visuals, Materials Needed Slide 28 Slide 29 Topic and Discussion Guide Culinary Techniques Tell: School nutrition professionals need to know why they should follow the culinary techniques developed by the experts. Basic principles of food preparation explain and provide the basis for the development of all culinary techniques. A culinary technique is a step-by-step way to prepare a quality food product. It includes selection and handling, basic preparation, healthy cooking methods, flavor enhancement, and presentation. Several things happen when meat, poultry, and fish are cooked. Display: Slide 28, What Happens When Meat, Poultry, and Fish are Cooked? The texture is changed. The flavor is changed. The color or appearance of the food item is changed. Bacteria in the raw product are killed. Proper cooking contributes to the development of tenderness, juiciness, appearance, and flavor and helps ensure a safe product. Display: Slide 29, Principles of Meat Cookery Tell: The principles explain why a recipe works. Let s review the principles. Principle 1: Always make sure meat, poultry, and fish products are thoroughly cooked by using a thermometer to test the internal temperature. You will know when it is done if you Cook the meat and poultry until it reaches the appropriate internal temperature in the thickest part. Undercooking a meat or poultry product could lead to an outbreak of a foodborne illness, or food poisoning. All meat and poultry should be cooked to an internal temperature of 165 F and held for 15 seconds. Test the internal temperature of the product to be sure it is cooked done and is safe to eat by using a meat thermometer or a stem-type thermometer. The only way to know the internal temperature of a food is by using a thermometer. Page 3 36 National Food Service Management Institute

37 Module 3: Meats and Meat Alternates Visuals, Materials Needed Topic and Discussion Guide Healthy Cuisine for Kids Slide 30 Use a meat thermometer when roasting larger pieces of meat. Place it in the thickest part of the meat, avoiding bone or fat. The meat thermometer should be left in the meat throughout the cooking process. To get an accurate temperature of meat patties, stack 3 or 4 and insert probe halfway through stack. A stem-type thermometer is used to test the temperature of any food by inserting it into the thickest part, avoiding bone or fat, or cooking pan. The thermometer is then read when the temperature registers. It should not be left in the meat during cooking. Remember to clean and sanitize the stem of the thermometer before using it for another food. Principle 2: Establish standards for cooking meat, poultry, and fish products that are consistent with your State and local ordinances. Display: Slide 30, Principles of Meat Cookery, continued Tell: Principle 3: Cook meat and poultry at a constant moderate temperature to obtain a tender product. Some people think that cooking meat and poultry at a high temperature seals in the juices and causes less shrinkage. This is generally not true. The recipe will give the right temperature for the product. A rule of thumb is to cook meat and poultry in a conventional oven at 350 F. If you are using a convection oven, the temperature should be reduced from 25 F to 50 F from that of a conventional oven. You may also need to reduce the cooking time about 25%. As you standardize the recipes for your program, be sure to consider the ingredients and equipment used in your school or child care center. Principle 4: Cook foods as close to serving time as possible to minimize nutrient loss and quality of product. Tell: Practice using these principles in all of your meat cookery. National Food Service Management Institute Page 3 37

38 Module 3: Meats and Meat Alternates Visuals, Materials Needed Topic and Discussion Guide Basic Preparation Flip chart sheet with definitions of mirepoix and Mise en place taped on the wall Tell: Using appropriate culinary technique involves some basic preparation knowledge and skills. Basic preparation is the foundation for healthy cooking. It may be as simple as chopping the vegetables for a mirepoix, or as time consuming as making stock. Tell: Mirepoix is a French term used to describe a combination of chopped flavorful vegetables used to flavor stocks, soups, braises, and stews. A mirepoix is usually two parts onion, one part carrot, and one part celery. Tell: The first step in preparing meats or meat alternates is having an understanding of the product that you have to use and what you have to do to the product before cooking. For example, if it is frozen, many products must be thawed. Exceptions include chicken and fish nuggets and hamburger patties; tough, it must be tenderized; dried beans, they must be sorted and soaked; to be stir-fried, it must be cut into strips or diced; to be stewed, it must be cut into bite-sized pieces; or a processed item such as chicken or fish nuggets and requires a dipping sauce, the sauce must be made. Tell: Another very important concept in basic preparation is mise en place. That is having the necessary ingredients at hand and in the appropriate stage before the preparation of a recipe begins. Mise en place implies a feeling of being prepared for the task. These basic preparation steps must be taken before you cook the items. Page 3 38 National Food Service Management Institute

39 Module 3: Meats and Meat Alternates Visuals, Materials Needed Topic and Discussion Guide Healthy Cuisine for Kids Tell: Let s discuss how to thaw frozen meats. Frozen meats must be thawed in the refrigerator at 41 F or less. If you are thawing large pieces such as turkey, beef roasts, or chicken, remember that it will take 24 hours or more to thaw. The school nutrition manager will determine when the food should be moved from the freezer to the refrigerator and list this information on the production schedule. It is your job to follow the production schedule to ensure the food is thawed when needed. to place thawing meats in a pan to prevent any juices from spilling over on the refrigerator shelves and floor, and to place in a separate cooler if possible to prevent crosscontamination. o Never thaw any food product by leaving it at room temperature or placing in warm water. Tell: Have you heard the expression, It's a tough old bird? That expression explains that age is the main reason that meat becomes tough. As an animal gets older, the connective tissue that holds the flesh together gets coarser and has less moisture. This makes the meat tougher. Using the proper culinary techniques, you can still prepare a product that is tender. Tell: Several things can be done to tenderize meat or poultry. Break up the connective tissue by grinding, chopping, or tenderizing in some other mechanical way. Ground beef is an example of a tough cut that has been tenderized through grinding. Add a chemical tenderizer. Marinating meat and poultry can help to tenderize the meats as well as add flavor. Use a moist-heat method to cook the meat or poultry. This involves adding liquid to the product and cooking slowly. National Food Service Management Institute Page 3 39

40 Module 3: Meats and Meat Alternates Visuals, Materials Needed Topic and Discussion Guide Preparing Fish Tell: Fish is an important low-fat food that contains valuable nutrients including protein and healthful fats. It can be purchased fresh or frozen. Follow the same guidelines for preparing fresh or frozen fillets, nuggets, or fingers as for other tender meat and poultry. Generally, you will use a dry-heat method of cooking. Fish products that are sautéed must be cooked as close to the time of service as possible. You can buy canned fish products such as tuna and salmon. The canned products are often used as cold foods in salads and sandwiches, and in hot foods as croquettes, casseroles, or loaves. We use dry-heat cooking methods of sautéing or baking for preparing hot menu items from canned fish. Preparing Dried Beans and Dried Peas Tell: The basic preparation for dried beans and peas depends on the form of the product you use. Tell: Dried beans and peas can be purchased dry or canned. Canned beans or peas would be a speed scratch product. Canned beans and peas are the dried product that has been cooked. They should be added to the recipe at the same step in the recipe as if dried cooked beans or peas were used. There are many different types of dried beans and peas. However, the process for preparing dried beans and peas is the same regardless of the kind of bean or pea used. Explore: Has anyone ever tried to cook dried beans or peas without soaking them? If so, what happened? Is there any one who has not cooked dried beans or peas? (Pause for response.) Tell: Let's review the process for preparing dried beans or peas. The first step in preparing dried beans or peas is to pick through them to remove shriveled, moldy ones, and small stones that often find their way into packages. o When picking through or sorting dried beans or peas for the CNP, sort a scoop at a time by placing a scoop of dried beans in a metal pan, examining them, removing foreign objects, and pouring that batch in another container. Repeat this process until all the beans or peas have been examined. Page 3 40 National Food Service Management Institute

41 Module 3: Meats and Meat Alternates Visuals, Materials Needed Topic and Discussion Guide Healthy Cuisine for Kids The next step after sorting the beans is to soak them. Soak them for at least 4 hours or overnight before cooking. o Soybeans and fava beans require no soaking. o Soaking adds moisture back to the beans before they are cooked. o Soaking also causes the gases that are formed to leech into the water, thereby lessening the flatulence problem for many people. o Do not add baking soda to the soaking water as it will destroy the thiamin content. discard the soaking water because the water-soluble vitamin (thiamin) has leeched out into it. Simmer the dried beans or peas for one to two hours depending on the variety. Follow the procedures on the package for cooking time. Dried beans or peas can be prepared one or two days before needed for use in a recipe. After they are soaked and cooked, the legumes should be chilled in the refrigerator in shallow pans. They should remain in the cooking liquid. Once chilled, the pans should be covered and kept at 41ºF or below until the next step of preparation. It is important to cook dried beans and peas only until done. Continued cooking or even heating on a steam table will eventually cause a legume to have a floury or pasty taste. If not used immediately, the cooked beans or peas should be chilled. Heat the amount needed in batches for justin-time service and placement on the heated serving line. Many of the most popular ethnic recipes in schools combine legumes and cheese. Since regular cheese is high in fat, it is wise to combine it with another food naturally low in fat, such as legumes. National Food Service Management Institute Page 3 41

42 Module 3: Meats and Meat Alternates Visuals, Materials Needed Topic and Discussion Guide Tell: Eggs are another meat alternate that requires attention before cooking. Eggs are delicate in more ways than just their shell. Never take a case of eggs from the refrigerator and leave at room temperature all morning during food production. Eggs must be kept refrigerated at 41ºF or below to be at their peak of quality when used. They can age more in one day at room temperature than they will in a whole week under proper refrigeration. For this reason, eggs should be kept in the refrigerator until time for use, unless a recipe calls for eggs to be at room temperature. Cake recipes often call for eggs to be at room temperature. Prepare scrambled eggs and dishes with a lot of eggs such as quiche, for just-in-time service. Cooked eggs held too long will turn green from the reaction of the egg yolk to the air. Slide 31 Healthy Cooking Methods Display: Slide 31, Healthy Cooking Methods Tell: Healthy cooking methods used to cook meat, poultry, and fish are generally divided into three categories: dry-heat, moist-heat, and a combination of dry-heat and moist-heat. Dry-heat methods include roasting or baking, broiling and sautéing. Dry-heat cooking may be done with or without fat. Moist-heat methods that use steam or liquid to cook foods are braising, stewing, or poaching (cooking in water). o Moist-heat methods that depend upon steam retain more water-soluble nutrients than simmering or boiling. o Stewing or braising also conserves nutrients because the cooking liquid is usually served as a sauce. The nutrients that are not destroyed by heat are in the sauce. A combination of dry- and moist-heat include braising where the meat is seared then placed in liquid to cook. Page 3 42 National Food Service Management Institute