CUL 101 Principle of Food Production 1

Transcription

1 CUL 101 Principle of Food Production 1 Pre-Req: ENG-032, MAT-032 and RDG-032 with a minimum grade of C. Class 1, Lab 6, Credit 3 Semester Year This addendum is for reference only. Your instructor will provide a completed copy to include instructor information, drop date and course schedule dates. Instructor Information Name: Phone: Office: Hours: Course Description This is an introductory course in food preparation, including kitchen safety and sanitation. Emphasis is placed on the practical presentation of simple foods, terminology, and techniques of preparation of nutritious quality food. Course Outcomes 1. Maintain sanitation and food safety in a kitchen. 2. Define and integrate common vocabulary of cooking terms. 3. Identify a variety of fruits, vegetables, starches, legumes and grains. 4. Prepare and critique foods using different cooking methods Textbook(s): Labensky, Sarah R., Priscilla Martel, and Hause, Alan M. On Cooking, Update, Boston: Pearson, ISBN: Additional Materials Needed: All items can be purchased at the campus bookstore The Book Inn SCC Logo Chef Coat Black and White Check Chef Pants White Skull Cap Black non-skid shoes White or Black Plain T-Shirt SCC knife kit Digital Thermometer Three Ring Binder Calculator Sharpie and Pen NOTE: Students who do not adhere to the SCC Culinary Uniform Policy as stated in the Culinary Orientation Packet will NOT be permitted to class. A grade of ZERO will be entered in the grade book for the Day s lab grade.

2 Method of Instruction This course will consist of both lecture and lab hours. The amount will depend on the subject matter for that class. Class Communication Edmodo will be used for all class communication. Use the following code to login at Code: Quizzes and Tests There will be a quiz at the beginning of each class on the previous material. The lowest quiz grade will be dropped. Unit test will be administered on weeks 3, 5, 9 and 12. There will be a practical exam on week 8 and 13. No make-up days will be offered after the due date. If you need to take a test prior to the testing date, consult with your instructor first to schedule a proctored test in the Exams Testing Center located in the P Dan Hull Building Rm E3. Homework Assignments Homework assignments, Test Your Knowledge Packets, will be assigned with each chapter. No assignments will be accepted after the due date. All work can be turned in through Edmodo or placed under instructor s office door on or before due date Lab For Lab weeks, students will be expected to prepare, prior to class, a mise en place sheet for the lab assignment. Sanitation duties will be assigned to students to be completed for each lab. There will be an opening and a closing assignment. Students will be expected to follow all kitchen sanitation, safety rules and regulations as outlined in the Culinary Orientation Packet. Tutoring Tutoring Lab is open to all SCC students. It is located in the P Dan Hull Building Rm 02 Attendance and Participation: Absences from class cannot be made up. This is extremely important for LAB classes. Students are encouraged to maintain 100% attendance. If you must be absent from class, it is your responsibility to inform your instructor PRIOR to being absent. In the event of same-day illness or other emergency, please notify your instructor as soon as possible. For more information on attendance and participation, visit the Standard SCC Course Policies at Drop/Withdrawal: Students have until to drop the course. If you withdraw from a course before or on the Withdrawal Deadline or Drop Date, you will receive a W. It is the student s responsibility to withdraw from the course. A student who stops attending class and fails to initiate a withdrawal will remain on the class roster. A student who does not complete an assignment, test, or final exam in the course will receive a zero for each missing grade and the final course grade will be calculated accordingly. For more information on adding or dropping a course, visit the Standard SCC Course Policies at

3 Grading System: A B C D F Grade Calculation Method: Quiz 20% (Failure to take Quiz on/or before assigned date will result in a 0) Unit Test 20% (Failure to take a Unit Test on/or before assigned date will result in a 0) Lab/Assignments 20% (No Labs Will Be Allowed to Be Made Up/or late assignments accepted) Practical Exams (2) 20% (Failure to complete this practical on assigned date will result in a 0) Final Exam 20% (Failure to take this test on/or before assigned date will result in a 0) TOTAL: 100% Standard SCC Course Policies: Please review the Standard SCC Course Polices on the following topics: Academic Integrity Academic Misconduct Add/Drop period Appeals Process Class Attendance Classroom Behavior (traditional and online) Classroom Conduct/Expectations Lab Procedures (general SCC policy regarding this) Services For Students with Disabilities Online Confidentiality Withdrawal Policy Course Schedule See the following pages for a detailed list of what outcomes, topics, assignments, lab activities and recipes will be covered for each week. Please pay attention to any given dates. There will be a practical exam on week 14. It will count as a Unit test. As a reminder, no make-up homework, quizzes/tests, or labs will be allowed. The course schedule is tentative and is subject to change. When and if changes are made, you will be notified.

4 Week One: ORIENTATION, PROFESSIONALISM, FOOD SAFETY AND SANITATION, TOOLS AND EQUIPMENT Orientation Syllabus and Addendum Professionalism Discuss the development of the modern food service industry Name key historical figures responsible for developing food service professionalism Explain the organization of classic and modern kitchen brigades Appreciate the role of the professional chef in modern food service operations Understand the attributes a student chef needs to become a professional chef Food Safety and Sanitation Identify the causes of food-borne illnesses Handle foods in a safe manner Explain and follow a HACCP system Take appropriate actions to create and maintain a safe and sanitary working environment Tools and Equipment Recognize a variety of professional kitchen tools and equipment Select and care for knives Understand how a professional kitchen is organized Identify and use utensils, pots and pans and demonstrate safe practices using stoves, mixers, ovens, etc. Orientation Syllabus/Addendum PowerPoint: Professionalism PowerPoint: Food Safety and Sanitation PowerPoint: Tools and Equipment Lab Assignments: 1. Each student will observe operation of dish machine with instructor 2. Each student will observe set up and break down of three compartment sink with instructor 3. Each student will tour the waste and recycling area with custodial manager 4. Each student will complete the EQUIPMENT SAFETY USE AND CLEANING CHECK LIST with the Instructor 5. Students will review MSDS use and availability 6. Each student will set up an assigned station in the kitchen using sanitation rules and regulations. 7. Instructor will review the uniform policy including the history and importance of each item. 8. Instructor will review the opening and closing procedures

5 HOMEWORK: Becoming a Chef In class, discuss the variety of food-service careers and opportunities for professional training and development. Assign students to research the education and training of a major chef or culinary professional of their choice. Each student will create a one-page professional resumé of his or her chosen food professional s education, training and other credentials to post in the classroom ( profiles some of the nation s leading culinary figures). Professional Development Plan In class, share with students some of the organizations and associations that offer support, training and scholarships to culinary professionals. Ask students to identify their personal career goals and write a one-page professional development plan for attaining them. As an additional out of class activity, have students interview chefs in their area on which professional culinary organizations they belong to and why. Handouts/Forms Equipment Safety Use and Cleaning Checklist CUL 101 Uniform Policy Opening Procedures Closing Procedures

6 Week Two: MENUS AND RECIPES, KNIFE SKILLS QUIZ: Professionalism, Food Safety and Sanitation, Tools and Equipment Lesson 1: Menus and Recipes Appreciate the different types and styles of menus Understand the purpose of standardized recipes Convert recipe yield amounts Appreciate the need for cost controls in any food service operation Calculate food costs and percentages to determine selling prices Perform recipe conversions Perform the process of recipe costing Identify the parts/components of a recipe Describe and use a standardized recipe Perform basic math functions PowerPoint: Menus and Recipes Recipe Conversion Assign groups of three students to design a menu for a three-course wedding supper for 500 people. After selecting appropriate recipes from On Cooking, each student will convert one of the recipes and compile them into a group report that will also include other factors that will need to be considered, including equipment, evaporation, possible recipe errors and each group will share the experience of recipe conversion and its challenges in a whole class discussion. Purchasing Specification Exercise Using the recipes from the exercise above, assign the same groups of students to develop purchase specifications for three of the major ingredients required. Each student will prepare one specification sheet listing the product, menu item, desired brand or grade, product size, count, packaging requirements and any other product characteristics called for by the recipe. Homework: Take-home Quiz: Menus and Recipes Using the assigned recipe from the instructor and label all parts of a standardized recipe o Answer questions 1. Describe the four types of menus. Can each type of menu offer foods à la carte, semi à la carte and/or table d hôte? Explain your answer. 2. Discuss three factors in food preparation that affect successful recipe size changes. 3. Why is it important to calculate the portion cost of a recipe in professional food service operations? Why is the full recipe cost inadequate? 4. List several factors, other than kitchen procedures, that a chef should examine when looking for ways to control food costs. 5. Several recipe costing software programs are available online. Research two of these programs. What are their advantages and disadvantages? Why is it important for cooks to learn to calculate recipe costs without the aid of a computer?

7 Lesson 2: Knife Skills Care for knives properly Use knives properly Cut foods into a variety of classic shapes Demonstrate knife skills, hand tool and equipment operation, emphasizing proper safety techniques PowerPoint: Knife Skills Instructor Demo Setting up a cutting board station Caring for a knife o Sharpening a knife using a stone o Washing and Storing Gripping a knife Controlling a knife Cutting with a knife o Slicing: Chiffonade, Rondelles, Diagonals, Oblique, Lozenges o Chopping: Coarse Chop Mirepoix, Finely Chopped Parsley o Cutting Sticks: Julienne, Brunoise, Batonnet, Dice (small, medium and large) o Mince: Garlic, Shallots o Dice: Small, Medium and Large, Onion o Tourner: Carrot and Potato Parisiennes: Fruit Mandoline: discuss the parts and its function Lab Assignment Homework: 1. Students will perform the above cuts using the appropriate ingredients for the cut o *Vacuum seal products from lab to be used in CUL 115 and in Week Three for CUL Using Knife Skills to Perform a Yield Percentage Test o Assign students to work in pairs to conduct a yield test on five pounds of carrots. Have one student trim the carrots into large dice. Have one student record the weight of the product before and after trimming. Have the team calculate the yield percentage they achieved for the product. o Call on students to share their results with the class. Encourage the students to discuss any discrepancies between the different teams. Take-home Quiz: Knife Skills

8 Week Three: MIS EN PLACE Exam: Unit Test One Professionalism, Food Safety and Sanitation, Tools and Equipment, Menus and Recipes, and Knife Skills Organize and plan their work more efficiently Understand basic flavoring techniques Prepare items needed prior to actual cooking Set up and use the standard breading procedure Utilize standard weights and measures to demonstrate proper scaling and measurement techniques PowerPoint: Mis En Place Sous-Chef for a Day Use the menus that students created as a learning exercise in Week Two MENUS AND RECIPES for this assignment. Assign students to play the role of sous-chef and to create a complete prep list of the entire mise en place required for their menus. In class, assign pairs of students to exchange their menus and lists and to find any omissions. Instructor Demo Using different scales Proper way to measure dry and wet ingredients Prepping frequently used ingredients ahead (bread crumbs, toasted spices, clarified butter) Set up a breading station Lab Assignments: 1. Knife Skills: 45 Minutes 2. Measuring Exercise In class, assign pairs of students to measure the weight of one cup of flour. (Other ingredients such as sugar or nuts can be assigned to different teams.) First have each student measure the flour using a dry measuring cup. Then have the student weigh the amount of flour in each cup using an accurate digital or spring scale. Call on students to share their results with the class. Encourage the students to discuss any discrepancies between the different teams. 3. Breading Practice Relay Organize teams of 4-5 students in a competition that will allow them to practice the standard breading procedure using the suggested one wet hand/one dry hand method. Instead of using more costly food items, you can use slices of bread for the food item, flour and water in place of egg wash and cracker crumbs. The goal of each team should be to completely coat each item. The team with the cleanest hands wins.

9 Week Four: PRINCIPLES OF COOKING, VEGETABLES QUIZ: Mis En Place Lesson 1: Principles of Cooking Understand how heat is transferred to foods through conduction, convection and radiation Understand how heat affects foods Understand the basic principles of various cooking methods Define and describe the sautéing process Define and describe the processes of pan-frying and deep-frying Define and describe the roasting and baking process PowerPoint: Principles of Cooking Lab Assignments: Refer to Lab assignments in Lesson 2: Vegetables Lesson 2: Vegetables Identify a variety of vegetables Purchase vegetables appropriate for their needs Store vegetables properly Understand how vegetables are preserved Prepare vegetables for cooking or service Apply various cooking methods to vegetables Prepare a variety of foods using the sauté techniques Evaluate the quality of sautéed items Fry a variety of food products to their proper doneness Evaluate the quality of fried foods Identify a variety of fruits, vegetables, starches, legumes and grains Prepare a variety of fruits, vegetables, starches, legumes and grains using the basic cooking methods Evaluate the quality of prepared fruits, vegetables, starches, legumes and grains PowerPoint: Vegetable Instructor Demo: Cutting Broccoli spears, Cauliflower florets, Avocados, Julienne Peppers Shocking Vegetables Roasting a Pepper Tomato Concassee Seeding a Cucumber Cleaning Leeks

10 Preparing and cleaning artichokes and Asparagus Lab Assignments: Principles of Cooking Using vegetables from weeks two and three, Instructor Demo, plus any additional amounts needed and prepare the following recipes: RECIPE Grilled Vegetable Skewers Stir Fried Asparagus w Shitake Mushrooms Beer Battered Onion Rings Broccoli Almondine Braised Celery with Basil Parsnip Puree COOKING METHOD Grilling Sautéing Deep-Frying Steaming Braising Boiling/Pureeing Homework: Vegetable Cooking Time/Taste Experiment In class, cluster students into groups to cook fresh string beans or a similar green vegetable for different amounts of time. Have the students chill and refresh their batch of beans to sample with the class. Have students observe the color, aroma, taste and texture differences between the vegetables at the different cooking times. Students will share their observations during a whole class discussion about appropriate cooking times for various vegetable applications. Take-home Quiz: Principles of Cooking, Vegetables

11 Week Five: EGGS AND BREAKFAST EXAM: UNIT TEST 2 Mis En Place, Principles of Cooking, Vegetables Understand the composition of eggs Purchase and store eggs properly Apply various cooking methods to eggs Prepare pancakes and other griddlecakes Understand and prepare various beverages typically served at breakfast Offer customers a variety of breakfast foods Identify and prepare a variety of breakfast meats Evaluate the quality of prepared breakfast meats Describe a variety of preparation techniques used in egg cookery Cook eggs using a variety of preparation techniques Evaluate the quality of prepared eggs Identify and prepare a variety of breakfast batter products Evaluate the quality of prepared breakfast batter products PowerPoint: Eggs and Breakfast Instructor Demo: Eggs Cooked the Following Ways o Fried o Poached o Scrambled o Soft & hard cooked o Shirred o Omelet Lab Assignments RECIPES o Quiche Lorraine o Garden Frittata o Eggs Benedict o Scotch Eggs Omelet Preparation o Following a discussion of omelet-making techniques and filling options, have students practice making folded and French-style omelets during class time. Discuss filling ideas. Egg Preparation o Students will demonstrate a variety of egg cookery styles including: fried, poached, scrambled, soft/hard cooked and shirred.

12 Homework: Breakfast Menus o Cluster students in groups of three to conduct a library research project outside of class on breakfast foods and beverages in the country of their choice. o Each group will write a menu for a breakfast buffet that incorporates these foods.

13 Week Six: HEALTHY COOKING, SALADS AND SALAD DRESSINGS QUIZ: Eggs and Breakfast Lesson 1: Healthy Cooking Identify categories of nutrients and explain their importance in a healthy diet Identify the characteristics of a nutritious diet for healthy adults Describe diet-planning tools available to consumers and chefs Understand the effects of storage and preparation techniques on the nutritional value of food Appreciate the use of alternative ingredients and substitutes in developing recipes and menus to provide guests with healthy foods and dishes for special dietary needs Understand the range of vegetarian diets and use a variety of protein products as alternatives to meat, poultry, fish or dairy PowerPoint: Healthy Cooking Recipe Substitution Project o In class, discuss the information on ingredient alternative and substitutes in Table 23.5 along with the nutritional resources on the Internet detailed in this chapter. Assign students to select a recipe from On Cooking to revise with the goal of reducing the total fat, salt, sugar and/or cholesterol. o Each student will present a written report that analyzes the pros and cons of making these substitutions to the overall flavor, quality and nutritional value of the dish. o To extend this assignment, students can prepare their modified versions of the recipe in class and share them with the class for evaluation and discussion. Instructor Demo Types of Tofu Lab Assignments: RECIPES: o Sweet and Sour Tempeh o Falafel o Tofu and Vegetable Tabouli o Grilled BBQ Portabella Mushroom sandwich on Focaccia Lesson 2: Salads and Salad Dressings Identify a variety of salad greens Prepare a variety of salad dressings Prepare a variety of salads Present salads attractively Define salad dressing and describe its purposes Identify, define, and describe the types of salad dressings Prepare a variety of salad dressings and evaluate the quality of each

14 Identify a variety of common salad greens Prepare and dress greens for a salad Evaluate the quality of properly prepared and dressed green salad Identify, describe, and prepare a variety of composed salads PowerPoint: Salads and Salad Dressings Recipe Substitution Project o In class, discuss the information on ingredient alternative and substitutes in Table 23.5 along with the nutritional resources on the Internet detailed in this chapter. Assign students to select a recipe from On Cooking to revise with the goal of reducing the total fat, salt, sugar and/or cholesterol. o Each student will present a written report that analyzes the pros and cons of making these substitutions to the overall flavor, quality and nutritional value of the dish. o To extend this assignment, students can prepare their modified versions of the recipe in class and share them with the class for evaluation and discussion. Instructor Demo Vinegar Tasting Oil Tasting Green identification Washing and Drying Greens Preparing an emulsified dressing Lab Assignments: RECIPES: o Mayonnaise o Salad Nicoise o Green Goddess o Panzanella o Cobb Salad o Raspberry vinaigrette Homework Food Nutrition Trend Report Assign students to search newspapers, advertisements and other media, or restaurant menus, to find one example of a current nutrition trend and bring information about it from their sources to class. In class, cluster students into small groups, asking each student to share his or her findings, and have the group determine whether or not future chefs should be concerned about this nutrition trend. The groups will report their findings to the class, highlighting those trends they believe are insignificant and those that are most pertinent, with an explanation of their reasoning.

15 Week Seven: POTATOES, GRAINS AND PASTA QUIZ: Healthy Cooking, Salads and Salad Dressings Identify a variety of potatoes Apply various cooking methods to potatoes Identify a variety of grains Apply various cooking methods to grains Identify pasta products Make fresh pasta Cook pasta Identify a variety of fruits, vegetables, starches, legumes and grains Prepare a variety of fruits, vegetables, starches, legumes and grains using the basic cooking methods Evaluate the quality of prepared fruits, vegetables, starches, legumes and grains PowerPoint: Potatoes, Grains and Pasta Instructor Demo: Discuss the composition of grains and selecting grains for difference cooking methods. Discuss and demonstrate making simmered grains Selecting grains Fats and cooking method Adding liquid and simmering the grains Discuss and demonstrate making polenta Discuss and demonstrate making risotto Lab Assignments Have students identify varying potatoes, grains and pastas RECIPES o Simmered Rice o Risotto Milanese o Classic Rice Pilaf o Polenta o Baked Potatoes o Gratin Potatoes o Deep Fried Potatoes o Basic Pasta Dough o Fettucine Carbonara

16 Week Eight: MIDTERM PRACTICAL EXAM QUIZ: Potatoes, Grains and Pasta Student Learning Objective: Demonstrate culinary skills developed up to this point in the semester. STATION 1: Egg Cookery: Fried, poached and scrambled (25pts.) STATION 2: Risotto (25pts.) STATION 3: Tomato Concasse (25pts.) STATION 4: Knife Cuts (25pts.) o 1/8 x 1/8 x 2 inch julienne (2oz.) o Small diced one half onion o Julienne one half onion o Medium dice one potato o Brunoise one carrot

17 Week Nine: HORS D OEUVRE AND CANAPES EXAM: UNIT TEST 3 Eggs and Breakfast, Healthy Cooking, Salads and Salad Dressings, Potatoes, Grains and Pasta Prepare and serve a variety of cold and hot hors d oeuvre, including canapés Choose hors d oeuvre, including canapés that are appropriate for the meal or event PowerPoint: Hors d Oeuvre and Canapés Questions: Answer and Discuss o Discuss four guidelines that should be followed when preparing hors d oeuvre o Identify and describe the three parts of a canapé. o Describe the differences between beluga, osetra and sevruga caviars, and explain how these foods differ from domestic caviars. o Select several recipes for sauces and fillings from other chapters in this book that would be suitable to use in the preparation of hors d oeuvre. Describe the techniques and other ingredients you would use to adapt these recipes. Instructor Demo: Barquettes Crostini Platter arraignment Lab Assignments: RECIPES: o Crudites o Lamb Satay o Rumaki o Stuffed Wontons with Apricot Sauce o Spinach and Artichoke Dip Homework: Cocktail Party Menu Group Assignment o Create an hors d oeuvre menu for a small cocktail party. Include three hot and three cold items and explain the reasons for your selections. o Each group will present a menu of 5-7 hors d oeuvres and canapés as well as descriptions of its platters and presentation designs. o Each group is encouraged to gather pictures of presentation ideas to show in class.

18 Week Ten: DAIRY PRODUCTS, FRUITS QUIZ: Hors d Oeuvre and Canapés Lesson 1: Dairy Products Identify, store and use a variety of milk-based products Identify, store and serve a variety of fine cheeses PowerPoint: Dairy Products Instructor Demo: Ricotta Cheese/Scratch Made Cheese Tasting o Fresh or un-ripened cheese o Soft cheese o Semi-Soft Cheese o Firm Cheese o Hard Cheese o Goats Milk Cheese Lab Assignments: RECIPES: o Prepare a cheese board using cheese from tasting and fruits from instructor demo o Swiss Cheese Fondue using fruits from demo Lesson 2: Fruits Identify a variety of fruits Purchase fruits appropriate for various needs Store fruits properly Understand how fruits are preserved Prepare fruits for cooking or service Identify a variety of fruits, vegetables, starches, legumes and grains Prepare a variety of fruits, vegetables, starches, legumes and grains using the basic cooking methods Evaluate the quality of prepared fruits, vegetables, starches, legumes and grain PowerPoint: Fruits Instructor Demo: Segmenting citrus fruits Zesting citrus fruits Cutting a melon Coring Apples

19 Cutting a Mango Trimming and Slicing a Pineapple Lab Assignments: RECIPES: o Apple Fritters o Dried Fruit Compote o Grilled Fruit Kabobs o Mango Chutney Organic Fruit Evaluation: o Following a discussion of the relative merits of organic versus commercially grown fruit, students report on the price and quality of the organic fruit available at their local grocery stores. o Organic fruit will be made available for a comparative tasting with conventionally grown fruit. Homework: Featuring Local Fruits o Following a discussion identifying locally grown fruits in your area, invent three ways to feature these fruits on a restaurant menu for an out-of-class assignment. o Each student will share his or her ideas with the whole class. o As an extra challenge, make one of these recipe ideas as an entrée.

20 Week Eleven: FLAVORS AND FLAVORINGS, PRINCIPLES OF COOKING QUIZ: Dairy Products and Fruits Lesson 1: Flavors and Flavorings Understand the basic principles of the physiology of the sense of taste and smell Recognize a variety of herbs, spices, oils, vinegars, wines and other flavorings Understand how to use flavoring ingredients to create, enhance or alter the natural flavors of a dish Appreciate the flavor principles in a variety of international cuisines Identify and use herbs, spices, oils, and vinegar, condiments, marinades and rubs PowerPoint: Flavors and Flavorings Instructor Demo: Herb identification Spice identification Homework: Take-Home Quiz: Flavors and Flavorings Flavor Principles o Select an herb or spice from Chapter 6 of your textbook (see Table 6.2) to research outside of class. o Refer to cookbooks, magazines and culinary encyclopedias to learn more about this staple. o Present a five-minute oral presentation that details the herb s or spice s origins and flavor profile, highlighting its cooking uses. Plan your presentations creatively. Lesson 2: Principles of Cooking Understand how heat is transferred to foods through conduction, convection and radiation Understand how heat affects foods Understand the basic principles of various cooking methods Identify and use herbs, spices, oils, and vinegar, condiments, marinades and rubs Evaluate the quality of herbs, spices, oils, vinegar, condiments, marinades and rubs PowerPoint: Principles of Cooking Instructor Demo: Development of a marinade Development of a dry rub

21 Lab Assignment: Each student will be given: o 4oz. portion of protein o 8oz. portion of vegetable o 6oz. portion of grain o 8oz. portion of fruit Each student will comprise a plate using at least three principles of cooking, an herb and a spice. Each student needs to use either a marinade or a dry rub. Each student needs to be prepared to describe during plate evaluation the flavor profile they used for each item. Homework: Take-Home Quiz: Principles of Cooking

22 Week Twelve: FLAVORS AND FLAVORINGS, PRINCIPLES OF COOKING Continued EXAM: UNIT TEST 4 Hours D Oeuvre and Canapes, Dairy Products, Fruits, Flavors and Flavorings, Principles of Cooking Students will continue to develop their use of flavorings Students will continue to develop their skills in the principles of cooking Students will begin to develop their skills on plate development Evaluate the quality of herbs, spices, oils, vinegar, condiments, marinades and rubs Using the Descriptive Analysis Terms for the Sensory Evaluation of Foods form, students will continue to develop their understanding of flavor profiles Instructor Demo: Development of a plate using a protein, vegetable and starch Discuss and demonstrate the importance of plating Lab Assignment: Each student will be given: o 4oz. portion of protein o 8oz. portion of vegetable o 6oz. portion of grain o 8oz. portion of fruit Each student will comprise a plate using at least three principles of cooking, an herb and a spice. Each student needs to use either a marinade or a dry rub. These all must differ from the techniques and flavorings used in week eleven. Each student needs to be prepared to describe during plate evaluation the flavor profile they used for each item. Students should be prepared to use the Descriptive Analysis Terms for the Sensory Evaluation of Foods handout.

23 Week Thirteen: PRACTICAL FINAL PRACTICE WEEK Student Objective: Procedure: The objective of this week is to allow students to practice for the practical. Students are to use the critiques from this exercise to improve their food for the practical. Students will prepare a mise en place, time line, and plate diagram. These items must be turned into Chef at the beginning of class. Preparation is to include a demonstration of two vegetable cuts and a signature entrée; using recipes from On Cooking Update: By Sarah R. Labensky, Priscilla A. Martel, Alan M. Hause ISBN-13: Students will draw their cuts, protein, vegetable and starch from a hat on week 12. The choices will be: o Protein: Airline Chicken Breast or Pork Tenderloin utilizing the proper cooking technique of saute or grill o Relish or Chutney: to be made up from dry fruit items on the community store room list and/or knife cuts o Vegetable: Choice of recipe using Asparagus or Haricot Vert o Starch: Choice of recipe using rice or potato NOTE: o If you choose chicken on week 12, they you will cook chicken on week 13 and pork tenderloin on week 14 and vice versa. o If you choose asparagus on week 12, they you will cook asparagus on week 13 and haricot on week 14 and vice versa. o If you choose rice on week 12, they you will cook rice on week 13 and potatoes on week 14 and vice versa. The student will draw two knife cuts on week 12. These cuts must be incorporated into the final plate. Grading Scale Grading of the Practical will follow the detailed rubric that was handed out at the beginning of the semester. 60% ENTRÉE, STARCH AND VEGETABLE 30% VEGETABLE CUTS 10% SANITATION AND ORGANIZATION

24 Week Fourteen: FINAL PRACTICAL EXAM Student Objective: Procedure: Students are to use critiques from the previous week to improve the quality of their foods. Students are required to meet all improvements from week 13 and will be graded against their critique. This is an individual test of skill. Students will prepare a mise in place prior to preparation to include a demonstration of two vegetable cuts and the preparation of a signature entrée. This is to include a time line and a drawing of signature entrée. SIGNATURE ENTRÉE WILL INCLUDE THE FOLLOWING: o Protein: Airline Chicken Breast or Pork Tenderloin utilizing the proper cooking technique of sauté or grill o Relish or Chutney: To be made up from dry fruit items on the community store room list and/or knife cuts o Vegetable: Choice of recipe using Asparagus or Haricot Vert o Starch: Choice of recipe using rice or potato Students will proceed with a demonstration of two vegetable cuts. Following vegetable cuts, students will prepare two identical entrée plates: One for the instructor and one for the student. Both knife cuts must be utilized in the final plate presentation. Grading Scale Grading of the Practical will follow the detailed rubric that was handed out at the beginning of the semester. 60% ENTRÉE, STARCH AND VEGETABLE 30% VEGETABLE CUTS 10% SANITATION AND ORGANIZATION

25 Week Fifteen: FINAL WRITTEN EXAM AND KITCHEN CLEAN Students will sit for a written exam covering material that was covered in CUL 101 Food Production. The exam will consist of multiple choice and true false questions. Students will then be given a cleaning assignment. If the student fails to: Complete the cleaning assignment a reduction in a letter grade from the student s final grade will occur. Example: A to a B, B to a C etc. Attend the cleaning week a reduction in a letter grade from the student s final grade will occur. Example: C to a D, D to an F.