On The Road Recipe Adjustment Course Workbook

Transcription

1 On The Road Recipe Adjustment Course Workbook National Food Service Management Institute The University of Mississippi CN_128_

2 This project has been funded at least in part with Federal funds from the U.S. Department of Agriculture, Food and Nutrition Service through an agreement with the National Food Service Management Institute at The University of Mississippi. The contents of this publication do not necessarily reflect the views or policies of the U.S. Department of Agriculture, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. government. The University of Mississippi is an EEO/AA/TitleVI/Title IX/Section 504/ADA/ADEA Employer. In accordance with Federal law and U.S. Department of Agriculture policy, this institution is prohibited from discriminating on the basis of race, color national origin, sex, age, or disability. To file a complaint of discrimination, write USDA, Director, Office of Civil Rights; Room, 326-W, Whitten Building, 1400 Independence Avenue, SW, Washington, DC or call (202) (voice and TDD). USDA is an equal opportunity provider and employer. 2012, National Food Service Management Institute, The University of Mississippi Except as provided below, you may freely use the text and information contained in this document for non-profit or educational use providing the following credit is included Suggested Reference Citation: National Food Service Management Institute. (2012). On the road to professional food preparation, 2 nd edition. University, MS: Author. The photographs and images in this document may be owned by third parties and used by The University of Mississippi under a licensing agreement. The University cannot, therefore, grant permission to use these images. For more information, please contact nfsmi@olemiss.edu. ii

3 National Food Service Management Institute The University of Mississippi Building the Future Through Child Nutrition The National Food Service Management Institute (NFSMI) was authorized by Congress in 1989 and established in 1990 at The University of Mississippi in Oxford and is operated in collaboration with The University of Southern Mississippi in Hattiesburg. The Institute operates under a grant agreement with the U.S. Department of Agriculture, Food and Nutrition Service. PURPOSE The purpose of the NFSMI is to improve the operation of Child Nutrition Programs through research, education and training, and information dissemination. MISSION The mission of the NFSMI is to provide information and services that promote the continuous improvement of Child Nutrition Programs. VISION The vision of the NFSMI is to be the leader in providing education, research, and resources to promote excellence in Child Nutrition Programs. CONTACT INFORMATION Headquarters The University of Mississippi Phone: Fax: Education and Training Division Information Services Division The University of Mississippi 6 Jeanette Phillips Drive P.O. Drawer 188 University, MS Applied Research Division The University of Southern Mississippi 118 College Drive #5060 Hattiesburg, MS Phone: Fax: iii

4 Table of Contents Course Checklist.. 1 Lesson 1: The Recipe Review Lesson 2: Weights and Measures Review Lesson 3: Adjusting a Recipe Lesson 4: Cooking With Seasonings for Healthy School Meals iv

5 Course Checklist Instructions: In the blanks provided, you can make a check by each assignment as it is completed. Introduction Prepare for your class by setting a date and time to take the course, download the course workbook, and have supplies (pen and paper) ready. Lesson 1 The Recipe Review 1. Lesson 1 Pre-Quiz 2. Quantity or Standardized Recipe Interactive Activity 3. Recipe Costing Case Study 4. Video Viewing Guide 5. Follow the Recipe Interactive Activity 6. Recipe Abbreviations Activity 7. Lesson 1 Post-Quiz Lesson 2 Weights and Measures Review 1. Lesson 2 Pre-Quiz 2. Video Viewing Guide 3. Equivalent Weights and Volume Measures Activity 4. Guidelines for Measuring Ingredients Handout 5. Use the Appropriate Volume Equipment Handout 6. Guidelines for Weighing Ingredients Handout 7. Use the Appropriate Weighing Equipment Handout 8. Techniques for Weighing and Measuring Activity 9. Volume or Weight Measures Interactive Activity 10. Lesson 2 Post-Quiz 1

6 Lesson 3 Adjusting a Recipe 1. Lesson 3 Pre-Quiz 2. Decimal Equivalents for Fractions Handout 3. Fraction to Decimal Equivalents Handout 4. Increasing a Recipe Activity 5. Decreasing a Recipe Activity 6. Recipe Conversion Worksheet Handout 7. Video Viewing Guide 8. Lesson 3 Post-Quiz Lesson 4 Cooking With Seasonings for Healthy School Meals 1. Lesson 4 Pre-Quiz 2. Key Terms Handout 3. Herbs Handout 4. Italian Seasoning Mix Recipe Handout 5. How to Measure Fresh versus Dried Herbs Activity 6. Converting Dried Herbs to Fresh Activity 7. Spices Handout 8. Video Viewing Guide 9. Baked Cajun Fish Recipe Handout 10. Increasing Herbs and Spices in a Recipe, 2 Activities 11. Seasoning Tips Handout 12. Common Blends of Herbs and Spices Handout 13. Lesson 4 Post-Quiz Signature Date 2

7 The Recipe Review Lesson 1 3

8 Quantity or Standardized Recipe Interactive Activity Directions: Below are some statements that describe either a quantity or standardized recipe. You are to read each statement then decide if the statement is describing a quantity or standardized recipe. 1. Adding another ingredient without testing the recipe produces this recipe. a. Quantity b. Standardized 2. This recipe yields a known quantity and quality of a menu item. a. Quantity b. Standardized 3. This recipe has been tested several times and resulted in a consistent food product. a. Quantity b. Standardized 4. This recipe is any recipe that produces 25 servings or more. a. Quantity b. Standardized 5. An advantage of this recipe is controlling the food cost to produce the recipe. a. Quantity b. Standardized 6. Using different equipment than the equipment stated on the USDA recipe produces this recipe. a. Quantity b. Standardized 7. This recipe allows for a substitute chef or cook to use and still produce a successful menu item. a. Quantity b. Standardized 8. This recipe provides step-by-step instructions with the correct cooking procedures and temperatures that result in an acceptable menu item. a. Quantity b. Standardized 4

9 Quantity or Standardized Recipe Interactive Activity Directions: Below are some statements that describe either a quantity or standardized recipe. You are to read each statement then decide if the statement is describing a quantity or standardized recipe. 1. Adding another ingredient without testing the recipe produces this recipe. a. Quantity b. Standardized 2. This recipe yields a known quantity and quality of a menu item. a. Quantity b. Standardized 3. This recipe has been tested several times and resulted in a consistent food product. a. Quantity b. Standardized 4. This recipe is any recipe that produces 25 servings or more. a. Quantity b. Standardized 5. An advantage of this recipe is controlling the food cost to produce the recipe. a. Quantity b. Standardized 6. Using different equipment than the equipment stated on the USDA recipe produces this recipe. a. Quantity b. Standardized 7. This recipe allows for a substitute chef or cook to use and still produce a successful menu item. a. Quantity b. Standardized 8. This recipe provides step-by-step instructions with the correct cooking procedures and temperatures that result in an acceptable menu item. a. Quantity b. Standardized 5

10 Recipe Costing Case Study Directions: Read the case study then answer the questions after each scenario. The school nutrition program has a recipe for Fiesta Beef Casserole that calls for 35 lbs of ground beef to make 200 servings. The Fiesta Beef Casserole recipe is specified to serve 25 portions per half steam table pan by cutting a half steam table pan (12 X 10 X 2 ½ ) 5 X 5. The cost of ground beef is $3.00 per pound. The cost is $0.525 per serving. Scenario 1: The cook preparing the Fiesta Beef Casserole tomorrow is reading the recipe and getting the Mise en Place tray set up. She notices that the recipe calls for 35 lbs of ground beef. She goes into the freezer to get the meat out to thaw and sees four 10-lb packages. Since there is not a partial package of ground beef and the meat, once it is thawed, will have to be cooked anyway, she decides to use all 40 lbs of ground beef. It s just 5 lbs and no one will notice. Questions: Is it okay to use the extra 5 lbs of meat? What are the results of using the extra 5 lbs of meat? Scenario 2: Fiesta Beef Casserole is on the menu today and the students love it. You followed the recipe exactly when preparing it. To portion serving sizes, the recipe specifies to cut a half steam table pan (12 X 10 X 2 ½ ) into 25 servings (5 X 5). You are thinking that the portion size would be okay for some of the lower grades, but you have high school students and some of the football players are good size boys. That serving size might be too small for them and they really do like the casserole. You decide to cut the pan into 20 servings instead of 25 servings. Questions: Is it okay to cut the pan into 20 servings instead of 25 servings? What are the results when you cut the pan into larger portions? 6

11 Recipe Costing Case Study Answer Key Directions: Read the case study then answer the questions after each scenario. The school nutrition program has a recipe for Fiesta Beef Casserole that calls for 35 lbs of ground beef to make 200 servings. The Fiesta Beef Casserole recipe is specified to serve 25 portions per half steam table pan by cutting a half steam table pan (12 X 10 X 2 ½ ) 5 X 5. The cost of ground beef is $3.00 per pound. The cost is $0.525 per serving. Scenario 1: The cook preparing the Fiesta Beef Casserole tomorrow is reading the recipe and getting the Mise en Place tray set up. She notices that the recipe calls for 35 lbs of ground beef. She goes into the freezer to get the meat out to thaw and sees four 10-lb packages. Since there is not a partial package of ground beef and the meat, once it is thawed, will have to be cooked anyway, she decides to use all of the 40 lbs of ground beef. It s just 5 lbs and no one will notice. Questions: Is it okay to use the extra 5 lbs of meat? No, it is not okay to add the extra 5 lbs of meat. What are the results of using the extra 5 lbs of meat? The cost per portion increases significantly because 5 additional pounds of meat were used. Fiesta Beef Casserole Cost per Serving with 35 lbs ground beef $0.525 Fiesta Beef Casserole Cost per Serving with 40 lbs ground beef $0.60 Difference in Cost per Serving of Fiesta Beef Casserole +$0.075 While $0.075 per serving may not seem like much, imagine if similar changes were made to any one recipe each day during the school year with the same cost impact. $0.075 per serving x 200 servings x 180 school days = $2,700. One recipe can cost you $2,700 per school year just by adding 5 lbs of meat to one recipe. Can your school afford to lose $2,700? 7

12 Scenario 2: Fiesta Beef Casserole is on the menu today and the students love it. You followed the recipe exactly when preparing it. To portion serving sizes, the recipe specifies to cut a half steam table pan (12 X 10 X 2 ½ ) into 25 servings (5 X 5). You are thinking that the portion size would be okay for some of the lower grades, but you have high school students and some of the football players are good size boys. That serving size might be too small for them and they really do like the casserole. You decide to cut the pan into 20 servings instead of 25 servings. Questions: Is it okay to cut the pan into 20 servings instead of 25 servings? No, it is not. What are the results when you cut the pan into larger portions? The cost of the recipe is based on the recipe yielding a certain number of servings. The Fiesta Beef Casserole recipe is specified to yield 25 servings per pan by cutting a half steam table pan (12 X 10 X 2 ½ ) into 25 servings (5 X 5). If the pan is cut into 4 x 5 and only yields 20 servings, the cost per serving increases and the number of servings per recipe decreases. You could run out of food. Look at the cost analysis. Servings per pan 20 servings 25 servings Difference Cost per serving $0.656 $ $0.131 $0.13 per serving x 200 servings x 180 school days = $4,680 If similar mistakes are made multiple times a day, the costs really add up! Plate waste also may increase when servings are too large; and because a larger portion was served to each student, the likelihood of running out of food increases greatly. What about the nutritional side of this scenario? Nutrient facts 25 servings per pan 20 servings per pan Serving size 6.5 oz 8.1 oz Calories Protein 12.7 g 15.9 g Carbohydrate 22.5 g 28.2 g Total fat 12.5 g 15.6 g Saturated fat 5.0 g 6.2 g Cholesterol 44.0 mg 55.0 mg Vitamin A IU IU Vitamin C 12.2 mg 15.2 mg Iron 2.3 mg 2.9 g Calcium 27.3 mg 34.2 mg Sodium mg mg Dietary fiber 1.0 g 2.0 g 8

13 Video Viewing Guide Directions: As you watch the video segment, listen for key points of information presented in the video. At the end of the video, answer the following questions. You can review the video again if needed. 1. What is a recipe? 2. What is a standardized recipe? 3. What is a quantity recipe? 4. What quantities are the USDA Recipes for Schools written for? 5. Where can you download all the USDA recipes for free? 6. How are ingredients listed in a recipe? 7. Which measure is more accurate? 8. How are directions given in a recipe? 9

14 Video Viewing Guide Answer Key Directions: As you watch the video segment, listen for key points of information presented in the video. At the end of the video, answer the following questions. You can review the video again if needed. 1. A recipe is a set of instructions for making a menu item, with step-by-step directions for combining ingredients, preparing, and cooking. 2. A standardized recipe is one that has been tried, adapted, and retried several times in a food service operation. 3. A quantity recipe is any recipe that produces 25 servings or more. 4. The USDA Recipes for Schools are for 50 and 100 servings. 5. You can download all the USDA recipes free from 6. Ingredients are listed in the order that you should follow to weigh or measure them, and combine them in the recipe. 7. Weight measures are more accurate than volume measures. 8. Directions are given in sequence and are directly across from the ingredient used in each step. 10

15 Follow the Recipe Interactive Activity Directions: This activity will help you develop a procedure to follow when using a standardized recipe. Read each statement below and rank the steps in order as you follow a standardized recipe. A. Check the yield, temperature, cooking time, and critical control points. B. Do the necessary preparation steps, such as greasing pans, washing and cutting vegetables, or preheating the ovens. C. Time the cooking period for all cooked foods accurately. D. Study the recipe carefully. E. Hold food at the proper temperature. F. Assemble in order of use all the ingredients needed before preparation time. G. Measure or weigh each ingredient needed. H. Understand all the terms and definitions (ask questions for clarification). I. Assemble in order of use all the tools, utensils, and equipment needed. J. Follow the steps in the recipe exactly and never leave out a step. 11

16 Follow the Recipe Interactive Activity Answer Key Directions: This activity will help you develop a procedure to follow when using a standardized recipe. Read each statement below and rank the steps in order as you follow a standardized recipe. 3 A. Check the yield, temperature, cooking time, and critical control points. 6 B. Do the necessary preparation steps, such as greasing pans, washing and cutting vegetables, or preheating the ovens. 9 C. Time the cooking period for all cooked foods accurately. 1 D. Study the recipe carefully. 10 E. Hold food at the proper temperature. 4 F. Assemble in order of use all the ingredients needed before preparation time. 7 G. Measure or weigh each ingredient needed. 2 H. Understand all the terms and definitions (ask questions for clarification). 5 I. Assemble in order of use all the tools, utensils, and equipment needed. 8 J. Follow the steps in the recipe exactly and never leave out a step. 12

17 Recipe Abbreviations Activity Directions: You see abbreviations in recipes every day. Do you know what they stand for? In this activity look at the terms then write the abbreviation for that term in the space provided. Terms Edible Portion As Purchased Cup Degree Fahrenheit Fluid Ounce Gallon Ounce Package Pint Pound Quart Tablespoon Teaspoon Weight Critical Control Points Abbreviations or or or 13

18 Recipe Abbreviations Activity Answer Key Directions: You see abbreviations in recipes every day. Do you know what they stand for? In this activity look at the terms then write the abbreviation for that term in the space provided. Words Edible Portion As Purchased Cup Degree Fahrenheit Fluid Ounce Gallon Ounce Package Pint Pound Quart Tablespoon Teaspoon Weight Critical Control Points Abbreviations EP AP c ºF fl oz gal oz pkg pt lb or # qt T or Tbsp t or tsp wt CCP 14

19 Pre- and Post-Quiz Lesson 1 1. A standardized recipe is one that a. has had some ingredients adjusted to increase the recipe. b. has not been tested for the taste preferences of your customers. c. has been tested several times and produced the same results each time in a specific facility. d. uses different equipment each time the recipe is used. 2. The cost of a recipe is affected by a. the students you are serving that day. b. adding too much or too little of an ingredient. c. the number of administrative staff eating lunch that day. d. the consistency in the flavor of the food. 3. Some advantages of using standardized recipes are a. the same with all recipes. b. you don t know what utensils or equipment to use. c. the portion sizes and the number of servings are always different. d. to help to control food costs and provide consistency in quality and flavor. 4. Using the right utensils and equipment results in a. efficient use of time and money and a product your customer will enjoy. b. inconsistent food quality, texture, and appearance. c. serving larger or smaller portions than specified. d. using a cooking procedure that is new and trendy. 5. The yield of a recipe is a. the same for all recipes. b. the number of servings you can expect to get from a recipe. c. determined after the recipe is prepared. d. adjusted each time the recipe is prepared. 6. As recipes are being standardized, adjustments are made so the product will a. be acceptable to your customers and yield the appropriate servings. b. be inconsistent in quality, texture, and flavor. c. be something the staff likes to eat. d. not make too many dishes. 15

20 Weights and Measures Review Lesson 2 16

21 Video Viewing Guide Directions: As you watch the video segment, listen for key points of information presented in the video. At the end of the video, answer the following questions. You can review the video again if needed. 1. Is there a difference between a dry and a liquid measuring cup? If so, what is the difference? 2. List the steps to measure 1 cup flour and 1 cup of brown sugar. 3. You need 1 gallon of water for a recipe but you do not have a gallon measuring container. Choose the appropriate measuring container to measure 1 gallon of water. a. 1 quart dry measuring cup b. 2 cup liquid measuring cup c. 1 quart liquid measuring cup d. A traditional balance scale 4. Which measuring method is faster, easier, and more accurate? 5. List the steps to measure liquids. 17

22 Video Viewing Guide Answer Key Directions: As you watch the video segment, listen for key points of information presented in the video. At the end of the video, answer the following questions. You can review the video again if needed. 1. Is there a difference between a dry and liquid measuring cup? Yes If so, what is the difference? Dry measuring cups and graduated measures do not have a lip above the fill line so the ingredient can be leveled. They are usually made of heavyweight aluminum or stainless steel. Liquid measures have a lip for pouring to prevent spills. They are usually made of heavyweight aluminum or polycarbonate. 2. List the steps to measure 1 cup flour and 1 cup of brown sugar. To measure flour Use a standard measuring cup. Spoon ingredient lightly into the measuring container. (If lumpy, sift before measuring.) Fill the measuring container to overflowing and level off with a straight-edged spatula. Avoid shaking or tapping the measuring container. To measure brown sugar Use a standard measuring cup. Spoon ingredient into the measuring container. Fill the measuring container to overflowing. Pack the brown sugar firmly into the measuring container. Level off with a straight-edge spatula. Packed brown sugar will take the shape of the container when emptied. 3. You need 1 gallon of water for a recipe but you do not have a gallon measuring container. Choose the appropriate measuring container to measure 1 gallon of water. a. 1 quart dry measuring cup b. 2 cup liquid measuring cup c. 1 quart liquid measuring cup d. A traditional balance scale 4. Which measuring method is faster, easier, and more accurate? Weighing 18

23 5. List the steps to measure liquids. Use the largest appropriate standard measuring container. Place liquid measuring container on a flat surface. Pour liquid into the container until it reaches the desired level. Read at eye level when using a clear container. Look inside the container as the liquid is filled to the desired level if using a metal container. 19

24 Common Measures of Volume Activity Directions: List the seven most commonly used measures of volume

25 Equivalent Weights and Volume Measures Activity Directions: Below is a chart of measurements that you use every day. Fill in the blank spaces in the chart. Cup Fluid Oz Teaspoon Tablespoon Pint Quart Gallon 1/16 C 0.5 oz 1 Tbsp /8 C 6 tsp 2 Tbsp /4 C 2 oz /3 C 3 oz 5 Tbsp /2 C 8 Tbsp /3 C 5 oz /4 C 36 tsp C 16 Tbsp 1/4 qt -- 2 C 16 oz pt -- 3 C pt -- 4 C pt 8 C qt 1/2 gal 12 C 96 oz /4 gal 16 C qt 21

26 Equivalent Weights and Volume Measures Activity Answer Key Directions: Below is a chart of measurements that you use every day. Fill in the blank spaces in the chart. Cup Fluid Oz Teaspoon Tablespoon Pint Quart Gallon 1/16 C 0.5 oz 3 tsp 1 Tbsp /8 C 1 oz 6 tsp 2 Tbsp /4 C 2 oz 12 tsp 4 Tbsp /3 C 3 oz 16 tsp 5 Tbsp /2 C 4 oz 24 tsp 8 Tbsp /3 C 5 oz 32 tsp 11 Tbsp /4 C 6 oz 36 tsp 12 Tbsp C 8 oz 48 tsp 16 Tbsp 1/2 pt 1/4 qt -- 2 C 16 oz pt 1/2 qt -- 3 C 24 oz pt 3/4 qt -- 4 C 32 oz pt 1 qt 1/4 gal 8 C 64 oz pt 2 qt 1/2 gal 12 C 96 oz pt 3 qt 3/4 gal 16 C 128 oz pt 4 qt 1 gal 22

27 Guidelines for Measuring Ingredients Handout Rules to follow when measuring dry ingredients Use standard measuring equipment. Use the largest appropriate standard measuring container to save time and to reduce error. Exception: To measure flour, do not use a container larger than 1 quart because flour packs easily. Weighing flour in large quantities is more accurate and more efficient. See Guidelines for Weighing Ingredients on page 26. Spoon ingredients lightly into the measuring container. (If lumpy, sift before measuring.) Exception: Pack brown sugar firmly into the measuring container, so it will take the shape of the container when emptied. Fill the measuring container to overflowing and level off with a straight-edged spatula. Avoid shaking or tapping measuring container. Rules to follow when measuring liquid ingredients Use the largest appropriate standard measuring container. Place liquid measuring container on a flat surface. Pour liquid into the container until it reaches the desired level. Read at eye level when using a clear container. If a metal container is used, look inside the container as the liquid is filled to the desired level. It is easier to weigh peanut butter and solid fat such as butter and shortening. When it is necessary to measure these ingredients, they should be pressed firmly into the measuring container and leveled off with a straight-edged spatula. 23

28 Use the Appropriate Volume Equipment Handout Measuring Spoons Dry Measuring Cups Liquid Measuring Cups 24

29 Guidelines for Weighing Ingredients Handout Be sure the pointer is on 0 when you begin. Place the container for the ingredient on the platform. If using a scale with a fixed dial, place the container on the platform; record the weight of the container. Add the ingredients until the total weight equals the required weight, plus the weight of the container. If using a scale with an adjustable dial, place the container on the platform and turn the pointer to 0. Add the ingredients until the dial reflects the required weight. If using an electronic scale, press the tare button after the container is placed on the platform. 25

30 Use the Appropriate Weighing Equipment Handout Portion Scales Ounce and Pound Mechanical Scales Mechanical scales are simple to use and inexpensive. They can become inaccurate over time if the spring starts to wear out. Be sure to check its accuracy occasionally by comparing its readings with another scale. Balance Scales Digital Scale Digital Scale A balance scale is more accurate. It has the ability to run without power, so it is portable and lowmaintenance. They are most commonly used in science experiments, food research, and industrial cooking. Balance scales are very easy to use and are preferred by many because of the reasons mentioned. Digital scales are easy to read and very accurate. They are usually more expensive than the other two types of scales. Another benefit is that digital scales can switch between units of measure. 26

31 Techniques for Weighing and Measuring Activity Instructions: The activities below are other practice opportunities. They will help you practice your measuring techniques. Practice each activity until you are comfortable with the proper measuring technique. Activity 1: Using the same measuring cup, measure one cup of brown sugar two times. Weigh each measured amount and record the results. Do they weigh the same? If not, why? Activity 2: Measure 2 cups of flour using a 1-pint measuring container. Tap the filled container a few times to show how easily it packs. Does the measure still equal 1-pint? Why? Activity 3: Weigh 1 pound of flour; then see how much it measures and record the measured amount. Next measure 4 cups of flour; then see how much it weighs and record the weight. Is there any difference between weighting flour and measuring flour? Activity 4: Measure 2 ¼ cups of shortening. Weigh the measured shortening and record the weight. How much does the 2 ¼ cups of shortening weigh? 27

32 Techniques for Weighing and Measuring Activity Answer Key Instructions: The activities below are other practice opportunities. They will help you practice your measuring techniques. Practice each activity until you are comfortable with the proper measuring technique. Activity 1: Using the same measuring cup, measure one cup of brown sugar two times. Weigh each measured amount and record the results. Do they weigh the same? If not, why? If they do not weigh the same, one was packed tighter than the other. This is what usually happens when measuring brown sugar by packing. However, if both have the same weight, which is unlikely, they were packed the same. Activity 2: Measure 2 cups of flour using a 1-pint measuring container. Tap the filled container a few times to show how easily it packs. Does the measure still equal 1-pint? Why? The flour will pack and will not be level with the rim of the container. No, if measuring the flour because there is room to add more flour. If weighing the flour, 1-pint is equal to 16 ounces. Activity 3: Weigh 1 pound of flour; then see how much it measures and record the measured amount. Next measure 4 cups of flour; then see how much it weighs and record the weight. Is there any difference between weighting flour and measuring flour? The flour should weigh approximately 1 pound. It may be a few ounces above or below 1 pound because measuring is not always accurate. Weighing is more accurate than measuring. Activity 4: Measure 2 ¼ cups of shortening. Weigh the measured shortening and record the weight. How much does the 2 ¼ cups of shortening weigh? The shortening should weigh approximately 1 pound. It may be a few ounces above or below 1 pound because measuring is not always accurate. 28

33 Volume or Weight Measures Interactive Activity Directions: Decide if the measure on the left is a volume or a weight measure and place a check in the correct column. Measures Volume Weight Cup Fluid ounce Gallon Ounce Pint Pound Quart Tablespoon Teaspoon 29

34 Volume or Weight Measures Interactive Activity Answer Key Directions: Decide if the measure on the left is a volume or a weight measure and place a check in the correct column. Measures Volume Weight Cup X Fluid ounce X Gallon X Ounce X Pint X Pound X Quart X Tablespoon X Teaspoon X 30

35 Pre- and Post-Quiz Lesson 2 1. Two ways to indicate the amount of each ingredient are by a. volume and weight. b. ounce and pound. c. teaspoon and tablespoon. d. gram and kilogram. 2. Measures of volume are a. pounds and ounces. b. scales and pounds. c. teaspoons and tablespoons. d. scoops and spoodles. 3. The measures of weight are a. teaspoons and tablespoons. b. pint, quart, and gallon. c. fluid ounce and cup. d. ounce and pound. 4. Large amounts of liquids such as milk, water, and juice are measured in a. measuring spoons. b. graduated dry measures. c. liquid measuring containers. d. nested measuring cups. 5. Small amounts of dry and solid ingredients such as salt, brown sugar, yeast, flour, and solid shortening are measured in a. nested measuring cups and graduated dry measures. b. liquid measuring containers. c. glass or clear containers. d. measuring spoons. 6. The method of measuring ingredients that is faster, easier, and more accurate is a. measuring ingredients in volume measures. b. using scoops, spoodles, and ladles. c. depends on the ingredient. d. weighing ingredients. 7. When measuring dry ingredients, fill the dry measuring container to overflowing and a. level off with your finger. b. level off with a straight-edged spatula. c. shake off the extra. d. pack the ingredients to level it. 31

36 Adjusting a Recipe Lesson 3 32

37 Decimal Equivalents for Fractions (of 1 Pound, 1 Cup, or 1 Gallon) Handout To use the table, read whole units at the left side and the fraction or part of the unit at the top of the table. If the units are ounces, the decimal equivalents in the table are parts of 1 pound. If the units are tablespoons, the decimal equivalents are parts of 1 cup. If the units are cups, the decimal equivalents are parts of 1 gallon. Number of units (ounces, tablespoons, or cups) No Fraction +1/4 Unit +1/3 Unit +1/2 Unit +2/3 Unit +3/4 Unit Examples Ounces to pounds: To convert 10 ½ ounces to the corresponding decimal equivalent of a pound, find 10 in the first column on the left. Next follow right on the same horizontal line to the column + 1/2 Unit, which shows that 10 ½ ounces is equal to.66 pounds. Pounds to ounces: To convert 0.53 pounds to ounces, find 0.53 in the body of the table. Follow left on the same horizontal line to the whole number, i.e., 8. Next, read the fraction of an ounce from the top number of the column in which 0.53 was found, i.e., 1/2. Thus, 0.53 pounds equals 8 1/2 ounces. 33

38 Fraction to Decimal Equivalents Handout 1/8 = /4 = /3 = /8 = /2 = /8 = /3 = /4 = /8 =

39 Increasing a Recipe Activity Directions: Using the following USDA recipe, change the yield of 100 servings to 150 servings. In the Multiply each ingredient column write the formula you are using. Write the new amount for each ingredient in the column For 150 Servings. Ingredients Pasta Salad 100 Servings Weight Measure Multiply each ingredient by the factor (E-08) Amount to use in the recipe for 150 servings Water.. 2 gal 3 qt Salt.. 1/4 cup Pasta, Spiral 3 lb 6 oz 1 gal 2½ cups Salad dressing.. 1 qt Frozen mixed vegetables Frozen chopped broccoli 4 lb 8 oz 2 qt 3 cups 2 lb 14 oz 3 cups Ground black or white pepper.. 2 tsp Source: Adapted from USDA Recipes for Schools, recipe E

40 Increasing a Recipe Activity Answer Key Directions: Using the following USDA recipe, change the yield of 100 servings to 150 servings. In the Multiply each ingredient column write the formula you are using. Write the new amount for each ingredient in the column For 150 Servings. Ingredients Pasta Salad 100 Servings Weight Measure Multiply each ingredient by the factor (E-08) Amount to use in the recipe for 150 servings Water.. 2 gal 3 qt 2.75 x gal = 4 gal 2 cups Salt.. 1/4 cup.25 x = 1 ¾ cups Pasta, Spiral 3 lb 6 oz 1 gal 2½ cups 3.38 x = 5 lb 1 oz Salad dressing.. 1 qt 1 x qt Frozen mixed vegetables Frozen chopped broccoli 4 lb 8 oz 2 qt 3 cups 4.5 x = 6 lb 12 oz 2 lb 14 oz 3 cups 2.88 x = 4 lb 5 oz Ground black or white pepper.. 2 tsp 2 x tsp Source: Adapted from USDA Recipes for Schools, recipe E

41 Decreasing a Recipe Activity Directions: Using the following USDA recipe, Change the yield of 100 servings to 50 servings. In the Multiply each ingredient column write the formula you are using. Write the new amount for each ingredient in the column For 50 Servings. Ingredients Pasta Salad 100 Servings Weight Measure Multiply each ingredient by the factor (E-08) Amount to use in the recipe for 50 servings Water.. 2 gal 3 qt Salt.. 1/4 cup Pasta, Spiral 3 lb 6 oz 1 gal 2½ cups Salad dressing.. 1 qt Frozen mixed vegetables Frozen chopped broccoli 4 lb 8 oz 2 qt 3 cups 2 lb 14 oz 3 cups Ground black or white pepper.. 2 tsp Source: Adapted from USDA Recipes for Schools, recipe E

42 Decreasing a Recipe Activity Answer Key Directions: Using the following USDA recipe, Change the yield of 100 servings to 50 servings. In the Multiply each ingredient column write the formula you are using. Write the new amount for each ingredient in the column For 50 Servings. Ingredients Pasta Salad 100 Servings Weight Measure Multiply each ingredient by the factor (E-08) Amount to use in the recipe for 50 servings Water.. 2 gal 3 qt 2.75 x = 1 gal 6 cups Salt.. 1/4 cup.25 x = 2 Tbsp Pasta, Spiral 3 lb 6 oz 1 gal 2½ cups 3.38 x = 1 lb 11 oz Salad dressing.. 1 qt 1 x = 2 cups Frozen mixed vegetables Frozen chopped broccoli 4 lb 8 oz 2 qt 3 cups 4.5 x = 2 lb 4 oz 2 lb 14 oz 3 cups 2.88 x = 1 lb 7 oz Ground black or white pepper.. 2 tsp 2 x tsp Source: Adapted from USDA Recipes for Schools, recipe E

43 Video Viewing Guide Directions: As you watch the video segment, listen for key points of information presented in the video. At the end of the video, answer the following questions. You can review the video again if needed. 1. What must be done to a recipe to prepare the number of servings needed for a particular day? 2. What is the factor when adjusting a recipe? 3. What is meant by converting multiple units of measure to a single unit of measure? 4. What are the 4 steps when using the factor method to adjust a recipe? 5. If you need to increase a recipe from 100 servings to 225 servings, what is the factor you would use to increase the recipe? 6. If you need to reduce a recipe from 50 servings to 25 servings, what is the factor you would use to reduce the recipe? 39

44 Video Viewing Guide Answer Key Directions: As you watch the video segment, listen for key points of information presented in the video. At the end of the video, answer the following questions. You can review the video again if needed. 1. What must be done to a recipe to prepare the number of servings needed for a particular day? The recipe must be adjusted. 2. What is the factor when adjusting a recipe? The factor is the number used to increase or decrease the quantity of ingredients in a recipe. 3. What is meant by converting multiple units of measure to a single unit of measure? If a recipe has 1 lb 8 oz of an ingredient you need to change that unit of measure to ounces or a single unit of measure. To change 1 lb 8 oz to ounces: 1 lb = 16 oz 16 oz + 8 oz = 24 oz 4. What are the 4 steps when using the factor method to adjust a recipe? Determine the factor. Convert multiple units to one unit. Multiply each ingredient by the factor. Change the new quantities to the largest unit. 5. If you need to increase a recipe from 100 servings to 225 servings, what is the factor you would use to increase the recipe? 225/100 = If you need to reduce a recipe from 50 servings to 25 servings, what is the factor you would use to reduce the recipe? 25/50 =.5 40

45 Recipe Conversion Worksheet Handout Recipe Title Number of Portions (Old Yield) Ounces/Portion (Old Yield) Total Recipe Yield (oz) Multiplying Factor Number of Portions (New Yield) Ounces/Portion (New Yield) Total New Recipe Yield (oz) Ingredient Old Quantity (from Recipe) Old Quantity (in ounces) Times Multiplying Factor Equals New Quantity New Quantity (for Recipe) x = x = x = x = x = x = x = x = x = Source: Adapted from USDA Recipes for Schools 41

46 Pre- and Post-Quiz Lesson 3 1. Most USDA Recipes for Schools are developed and tested to yield 50 and 100 servings. a. True b. False 2. When a recipe needs to be increased or decreased to yield a different amount, use the formula a. recipe yield divided by the needed yield. b. needed yield divided by the recipe yield. c. multiply the recipe yield by the needed yield. d. multiply the needed yield by the recipe yield. 3. The result of calculating the formula for adjusting a recipe is known as a a. sum. b. equivalent. c. factor. d. yield. 4. When adjusting a recipe to yield a different amount a. always use the weight measures to calculate the new amount of an ingredient. b. use only the weight measures if it is given for an ingredient. c. use only the volume measures since it is easier to calculate the new amount by volume. d. use the weight or the volume measure depending on which measure will be used in preparation of the recipe. 5. If a recipe yield is for 100 servings and you need 200 servings, you would a. multiply each ingredient by 2. b. multiply each ingredient by 1. c. divide each ingredient by 2. d. divide each ingredient by If a recipe yield is for 50 servings and you need 25 servings, you would a. multiply each ingredient by 1.5. b. multiply each ingredient by ½. c. divide each ingredient by 1.5. d. divide each ingredient by ½. 42

47 Cooking With Seasonings for Healthy School Meals Lesson 4 43

48 Key Terms Handout Key Terms Bouquet Garni (Bo-Ka GAHR-Nee) Culinary Culinary Technique Sachet D Epices (Sa-SHA Day-Pees) Caramelize Herbs Marinade Mise en Place (meez-unplahss) Mirepoix (MIHR-pwah) Other Seasonings Pungent (PUN-jent) Seasoning Foods Spices Stock Definitions A selection of herbs that are wrapped with kitchen twine and put in the food to season it during cooking. The bouquet garni is removed when the desired level of seasoning has been achieved. The twine is used to remove the herbs. Relating to the kitchen or cooking. An example of use is to describe food preparation skills as culinary skills. A step-by-step food preparation method. A selection of herbs and spices tied in a cloth bag usually made of cheese cloth. The Sachet D Epices is used for flavoring soups, stews, and sauces and is removed when cooking is complete. The heating of a seasoning food until a golden to brown color is developed and the characteristic flavor is developed. The soft, succulent plants which usually grow in a specific temperate zone. Herbs include basil, bay leaves, caraway seed, celery seed, chives, cilantro, coriander, cumin, dill, fennel seed, oregano, parsley, rosemary, sage, tarragon, and thyme. A mixture of oil, acid foods, and seasonings used to flavor meats and vegetables. A French term used by chefs and other food professionals to describe all the different things that have to be done to get ready up to the point of cooking. Translated, it means put in place. It includes all the get ready steps in food preparation such as using the recipe to assemble the equipment needed and getting ingredients ready to combine. A mixture of chopped vegetables used in flavoring soup or roasts; generally includes 50% onions, 25% carrots, and 25% celery. Include juices: apple, lemon, lime, orange, pineapple; orange and lemon zest; meat bases; vegetable stock; olive oil; hot sauce; soy sauce; Worcestershire sauce; smoke flavor concentrate; and sesame seed oil. A sharp taste, biting. Include bell peppers green, red, yellow; hot chili peppers such as Jalapeno pepper; other varieties of pepper; carrots; celery; garlic; lean smoked meat; leek; onion; and shallot. The bark, roots, leaves, stems, buds, seeds, or fruit of aromatic plants and trees which usually grow only in tropical climates. A flavorful liquid prepared by simmering meat, poultry, fish, and/or vegetables in water until the flavor is extracted. 44

49 Herbs Handout Name Form Taste Uses Anise seed Seeds Sweet licorice flavor Cookies, cakes, fruit mixtures, chicken Basil Fresh, dried chopped leaves Mint licorice-like flavor Pizza, spaghetti sauce, tomato dishes, vegetable soups, meat pies, peas, zucchini, green beans Bay leaves Whole, ground Flavor distinctly different from celery Fish, soups, tomato juice, salad dressing Caraway seed Whole Sharp and pungent Baked goods such as rye bread, cheeses, sauerkraut dishes, soups, meats, stews Celery seed Whole, ground Strong somewhat bitter flavor Chives Fresh, freeze In the onion family; dried delicate flavor Coriander seed Whole, ground Pleasant, lemon orange flavor Cilantro Fresh, dried Sweet aroma, mildly peppery Cumin Whole seeds, Warm, distinctive, ground salty-sweet, resembles caraway Dill Fresh, dried, seeds Aromatic, like caraway but milder and sweeter Fennel seed Whole Flavor similar to anise, pleasant sweet licorice Marjoram Mint Oregano Fresh, dried whole or ground Fresh leaves or dried flakes Fresh, dried leaves, ground Faintly sage like, slight mint aftertaste, delicate Strong and sweet with a cool aftertaste More pungent than marjoram, reminiscent of thyme Fish, soups, tomato juice, potato salad Baked potato topping, all cooked green vegetables, green salad, cream sauces, cheese dishes Ingredient in curry, ground form used in pastries, buns, cookies, and cakes; in processed foods such as frankfurters Ingredient in Mexican foods Ingredient in chili powder and curry powder; German cooks add to pork and sauerkraut and Dutch add to cheese Dill pickles; seeds in meats, sauces, salads, coleslaw, potato salad, and cooked macaroni; dill weed in salads, sandwiches, and uncooked mixtures Bread, rolls, apple pies, seafood, pork and poultry dishes; provides the distinctive flavor to Italian sausage Vegetables, one of the ingredients in poultry and Italian seasoning; processed foods such as bologna Peppermint is the most common variety; popular flavor for candies and frozen desserts; many fruits, peas and carrots Pizza, other meat dishes, cheese and egg dishes, vegetables such as tomatoes, zucchini, or green 45

50 Parsley Fresh, dried flakes Sweet, mildly spicy, refreshing beans; an ingredient in chili powder A wide variety of cooked foods, salad dressings, and sandwich spreads Poppy seed Whole, crushed Nut flavor Whole as a topping for rolls, breads, cakes, cookies, and pastries; crushed in fillings for pastries; over noodles and pasta or rice; in vegetables such as green beans Rosemary Sage Savory Fresh, whole leaves Whole, rubbed, ground Fresh, dried whole or ground Refreshing, pine, resinous, pungent Pungent, warm, astringent Warm, aromatic, resinous, delicate sage flavor Chicken dishes and vegetables such as eggplant, turnips, cauliflower, green beans, beets, and summer squash; enhances the flavor of citrus fruits Meats, poultry stuffing, salad dressings; cheese; a main ingredient in poultry seasoning blend; an ingredient in a wide variety of commercial meat products Beans, meats, soups, salads, sauces; an ingredient in poultry seasoning blend Sesame seed Whole Toasted nut flavor Rolls, bread, and buns Tarragon Thyme Turmeric (Tumeric) Fresh, dried leaves Fresh, dried whole or ground Dried, powder An aroma with a hint of anise; licorice flavor, pleasant, slightly bitter Strong, pleasant, pungent clove flavor Aromatic, warm, mild Vinegar, salad dressings, chicken, tartar sauce, and egg salad New England clam chowder, Creole seafood dishes, Midwest poultry stuffing, blended with butter is good over green beans, eggplant, and tomatoes Prepared mustards; a main ingredient in curry powder; chicken and seafood dishes, rice, creamed or mashed potatoes, macaroni; salad dressing for a seafood salad; in melted butter for corn on the cob 46

51 Italian Seasoning Mix Handout 47

52 How to Measure Fresh Versus Dried Herbs Activity Things you will need: Recipe G-01: Italian Seasoning Mix Measuring spoons Herbs 1. Read the recipe and note which herb or herbs the recipe calls for, and how much. Take note of whether it asks you to use dry or fresh herbs. 2. Do the math to convert your measurements. One tablespoon equals three teaspoons. The ratio of using dried herbs instead of fresh is one to three. One tablespoon of fresh herb equals one teaspoon of dried. Therefore, if the recipe asks for one tablespoon of fresh oregano, you may substitute one teaspoon of dried oregano. The reason for this ratio is that dried herbs are more concentrated than fresh. 3. Crush dried herbs in between your fingers and smell the herb. Dried herbs lose flavor quickly. If the scent is still strong, your herb is still strongly flavored. If the scent is light, your herbs have lost flavor and you will need to measure out slightly more than the recipe calls for. Taste the dish after adding the herb. Check the expiration date of the herb. It is better to purchase quantities that can be used before the expiration date. 48

53 Converting Dried Herbs to Fresh Activity Directions: Using the Handout, Italian Seasoning Mix recipe, look at the 1 Quart quantity and convert the amounts of dried herbs to equivalent amounts of fresh herbs. Recipe Title G-01 Italian Seasoning Mix Total Recipe Yield (oz) 1 Quart Multiplying Factor Total New Recipe Yield (oz) 1 Quart Ingredient Old Quantity (from Recipe) Old Quantity (in most common measurement) Times Multiplying Factor Equals New Quantity New Quantity (for Recipe) Dried basil Dried oregano 1 ¼ cup 2 Tbsp 1 ¼ cup 2 Tbsp x = x = Dried marjoram 1 cup x = Dried thyme ¼ cup x = x = x = x = Source: Adapted from USDA Recipes for Schools x = 49

54 Converting Dried Herbs to Fresh Activity Answer Key Directions: Using the Handout, Italian Seasoning Mix recipe, look at the 1 Quart quantity and convert the amounts of dried herbs to equivalent amounts of fresh herbs. Recipe Title G-01 Italian Seasoning Mix Total Recipe Yield (oz) 1 Quart Multiplying Factor 3 Total New Recipe Yield (oz) 1 Quart Ingredient Old Quantity (from Recipe) Old Quantity (in most common measurement) Times Multiplying Factor Equals New Quantity New Quantity (for Recipe) Dried basil Dried oregano 1 ¼ cup 2 Tbsp 1 ¼ cup 2 Tbsp 22 Tbsp x 3 = 66 Tbsp 4 1/8 cups 22 Tbsp x 3 = 66 Tbsp 4 1/8 cups Dried marjoram 1 cup 1 cup x 3 = 3 cups 3 cups Dried thyme ¼ cup 4 Tbsp x 3 = 12 Tbsp 3/4 cup x = x = x = Source: Adapted from USDA Recipes for Schools x = 50

55 Spices Handout Name Form Taste Uses Allspice Whole berries, ground The aroma suggests a blend of cloves, cinnamon, and nutmeg; sweet flavor Cardamom seed Whole, ground Mild, pleasant, sweet ginger-like flavor Cinnamon Whole sticks, ground Warm, spicy sweet flavor Cloves Whole, ground Hot, spicy, sweet, penetrating flavor Ginger Fresh, whole, cracked, ground Aromatic, sweet, spicy, penetrating flavor Fruit cakes, pies, relishes, preserves, sweet yellow vegetables, such as sweet potatoes and tomatoes Baked goods, apple and pumpkin pies; an important ingredient in curry Cakes, buns, breads, cookies, and pies Whole cloves for baking hams and other pork, pickling fruits, and in stews and meat gravies; ground cloves in baked goods and desserts and to enhance the flavor of sweet vegetables, such as beets, sweet potatoes, and winter squash Baked goods; rubbed on meat, poultry, and fish; in stir-fry dishes Mace Ground Strong nutmeg flavor The thin red network surrounding the nutmeg fruit; used in baked goods where a color lighter than nutmeg is desirable Mustard Whole seeds, powdered, prepared Sharp, hot, very pungent Meats, poultry, fish, sauces, salad dressings, cheese and egg dishes; whole seeds in pickling and boiled beets, cabbage, or sauerkraut Nutmeg Whole, ground Spicy, pleasant flavor Seed of the nutmeg fruit for baked goods, puddings, sauces, vegetables; in spice blends for processed meats; mixed with butter for corn on cob, spinach, and candied sweet potatoes Paprika Ground Sweet, mild, or pungent flavor A garnish spice, gives an appealing appearance to a wide variety of dishes; used in the production of processed meats such as sausage, salad dressings, and other prepared foods 51

56 Peppercorns; black, white, red, and pink Red pepper (Cayenne) Whole, ground, coarse ground Hot, biting, very pungent Many uses in a wide variety of foods; white pepper ideal in light colored foods where dark specks might not be attractive Ground, crushed Hot, pungent flavor Meats and sauces 52

57 Video Viewing Guide Directions: As you watch the video segment, listen for key points of information presented in the video. At the end of the video, answer the following questions. You can review the video again if needed. 1. Why are seasonings, herbs, and spices used in food preparation? 2. What is included in the seasoning category? 3. List some sweeteners that are used in food preparation? 4. What are acids? 5. What are herbs? 6. How should fresh herbs be stored? 7. What are spices? 8. List some spices most commonly found on the shelves in kitchens. 53

58 Video Viewing Guide Answer Key Directions: As you watch the video segment, listen for key points of information presented in the video. At the end of the video, answer the following questions. You can review the video again if needed. 1. Why are seasonings, herbs, and spices used in food preparation? Seasonings, herbs, and spices are used to build flavors in foods. 2. What is included in the seasoning category? Salt and pepper, sweeteners, and acids 3. List some sweeteners that are used in food preparation? Brown sugar, white sugar, maple syrup, corn syrup, and honey 4. What are acids? Acids include lemon juice, lime juice, orange juice, and vinegar. They are used to add flavor to dishes and are used to react with other items in a recipe. Acids can also be used to inhibit oxidation in fruits and vegetables. 5. What are herbs? Herbs are the leaves and stems from plants and are available fresh or dried. 6. How should fresh herbs be stored? Fresh herbs should be rinsed, drained, and wrapped in a moist paper towel and placed in a plastic bag. Stored like this they can be held for about 4 days in the refrigerator. 7. What are spices? Spices come from the bark, roots, seeds, and fruit of plants and trees. 8. List some spices most commonly found on the shelves in kitchens. Spices commonly found in kitchens are cinnamon, cloves, nutmeg, mustard, allspice, cumin, chili powder, curry, ginger, and cayenne pepper. 54

59 Baked Cajun Fish Handout 55