MODULE 4 Food Production Participant Workbook - The ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
MODULE 4
Food Production
Participant Workbook
Module 4 1
Food Production Participant Workbook
Key Terms and Definitions Additional foods - Items that are in recipes or served, but do not contribute to a component. Examples are packets of ketchup or mustard. Contribution Size - Size of the portions of meal components required to meet the food and nutritional needs of children according to their ages/groups. Corrective action: Procedures followed when a deviation occurs. Critical Control Point (CCP) - A point, step, or procedure in a food preparation step at which control can be applied and as a result, a food safety hazard can be prevented, eliminated, or reduced to an acceptable level. Cycle Menu - Used to prepare, forecast and predict the food that is available during a period of time, generally 21 days to 1 month. Cycle menus allow organizations and schools to have an idea of the costs of upcoming meals and allow them to prepare Emergency - Severe situation or occurrence that happens unexpectedly and demands immediate action. Factor Method of Recipe Adjustment - A formula to adjust recipe amounts/yield to produce the specific number needed. Fluid Ounce – A liquid measure equal to 1/16 of a pint or 1/8 of a cup. Food Biosecurity - Actions taken to limit or counter the threat of biological contamination by acts of bioterrorism and procedures aimed at restricting access to biohazardous materials or to information relating to their production. Foodborne Illness - An illness resulting from the consumption of contaminated food, pathogenic bacteria, viruses, or parasites that contaminate food, as well as chemical or natural toxins such as poisonous mushrooms. Module 4 2 Food Production Participant Workbook
Hazard Analysis and Critical Control Points (HACCP) - A systematic preventive approach to food safety from biological, chemical, and physical hazards in production processes that can cause the finished product to be unsafe. Measuring - The preferred method of determining the amount of volume of a liquid food item or a small amount of a dry food item. Product Tampering - Deliberate contamination of foods/goods after they have been prepared/manufactured. Production Planning - Making sure that sufficient ingredients and supplies, staff, and other necessary items are procured and ready to create meals according to the service schedule(s). Production Records - Required documentation that reimbursable meals being served meet nutrient standards in the National School Lunch and School Breakfast Program. Recipe Yield - The amount of a product after all parts of food procurement and production have been completed. Scheduling - The work to be done and who will do the work is a vital element of production planning. Scoop - A portion control tool used to serve specific-sized portions. The size or number on the scoop is based on how many level scoops it takes to fill one quart (or 32-ounce container). Spoodle - A foodservice utensil that can be used as a both a spoon and a ladle. Standard Operating Procedures - Established procedures to be followed in carrying out a given operation or in a given situation. Standardized recipe – A recipe that has been tried, adapted, and retried several times for use by a given foodservice operation and has been found to produce the same good results and yield every time when the exact Module 4 3 Food Production Participant Workbook
procedures are used with the same type of equipment and the same quantity and quality of ingredients. Tare Weight - The weight of an empty container is referred to as tare weight. Tare weight is accounted for in kitchen weighing scales and other scales that include a button that resets the zero of the scale display when an empty container is placed on the weighing platform, in order to subsequently display only the weight of the contents of the container. Undocumented Meals - Meals that cannot be certified to be in compliance with the new meal patterns. Weighing - The preferred method for determining the quantity of dry ingredients using a scale. Module 4 4 Food Production Participant Workbook
Section 1: Hazard Analysis Critical Control Point (HACCP)
Objective: Understand procedures used in a HACCP-based food safety
program.
Decision-Making Process
Determine the Issue
Are my employees following basic time and temperature controls and food
safety rules on the job?
Explain the Issue
1. HACCP is an important element of school nutrition programs and all
employees must be trained in the correct rules to follow.
2. The manager is responsible for encouraging employees to follow
HACCP and food safety and sanitation rules.
Create Procedures to Address the Issue
1. All employees must practice HACCP time and temperature controls and
food safety and sanitation rules to ensure safe food is served to the
children and other customers.
2. All school nutrition program employees must practice HACCP time and
temperature controls and food safety and sanitation rules to prevent
food contamination.
Involve Others: Who & How
1. School Nutrition Director: Discuss special problems you have with
employees following the rules.
2. Employees: Work together to protect employee and customer health.
Decide to Succeed: Take Action
1. Learn and practice all HACCP time and temperature controls and food
safety and sanitation rules.
Module 4 5
Food Production Participant Workbook2. Be a role model for your employees.
3. Train employees to practice HACCP and food safety and sanitation in
the kitchen.
Evaluate Success:
Are my employees following basic HACCP time and temperature controls and
food safety and sanitation rules on the job?
Module 4 6
Food Production Participant WorkbookReview
Handout
The Seven (7) Principles of HACCP
1. Hazard analysis - A review your school nutrition program to find
areas where food safety problems might occur.
2. Critical control points (CCP) - A point in food preparation at which
control can be applied and a food safety hazard can be prevented,
3. Critical limits for each CCP - The maximum or minimum value at a
CCP to prevent, eliminate, or reduce to an acceptable level.
4. CCP monitoring requirements - Monitoring activities that are
necessary to ensure that the process is under control at each CCP.
Each monitoring procedure and its frequency must be listed in the
HACCP plan.
5. Corrective actions - Actions to be taken when a deviation from an
established critical limit occurs.
6. Record keeping procedures - Documentation of monitoring CCPs,
critical limits, verification activities, and handling of processing
deviations.
7. Verification - Verification ensures the HACCP plan is adequate and is
working as intended.
Module 4 7
Food Production Participant WorkbookPartner Activity Your School’s Plan What do you think the manager’s major responsibilities are for food safety at school? Make notes as you discuss the responsibilities. Decide on the top three responsibilities and write the list on a sticky note or card and post on a flip chart paper. Notes Module 4 8 Food Production Participant Workbook
Individual Activity HACCP-Based Recipes Instructions: Locate the recipes MRS 715 Tuna Salad in a Bread Bowl and MRS 184 Taco Pie in the Recipe Section your workbook. Review each recipe carefully and then Circle Critical Control Point (CCP) instructions that are part of a HACCP-based food safety plan. • Tuna Salad in a Bread Bowl • Taco Pie Module 4 9 Food Production Participant Workbook
Group Activity Hazards in Food Handling Instructions: Read the following scenario and highlight the sentences that indicate a food handling hazard. Answer the questions posed at the conclusion. Scenario Rosie is the lead cook and reported to work at 6:45 am. She is feeling a little under the weather. Her stomach is upset and she has to visit the bathroom before she heads into the kitchen. She is in a hurry and runs out of the bathroom to catch up the manager because she has a question about the upcoming holidays. When Rosie checks her schedule, she sees that she has been assigned the preparation of the Tuna Salad in a Bread Bowl and Taco Pie menu items. She begins her duties by removing the shelled, hard- cooked eggs first from the refrigerator at 7:00 am to be chopped and added to the tuna salad mix. Rosie then has to visit the restroom again. When she returns to her station she begins preparation of the Taco Pie recipe. She cannot find her individual thermometer so she skips checking temperatures until she can find it. When the Taco Pie is completed, she places it in the warming oven and goes on her break. Upon return from the break she finds that someone has used her station and has left cleaning supplies and a bucket with dirty water on her counter. She is running behind and just slides them under the table and begins preparing the bread bowls for filling with tuna salad. Then she mixes the tuna salad, adding the set-aside eggs. She fills the salad bowls and places the trays of Taco Pie in the refrigerator. She places two trays of Tuna Salad in a Bread Bowl on the line to begin service in 30 minutes at 11:30 am. She leaves the rest of the trays in the Module 4 10 Food Production Participant Workbook
open, rolling cart positioned close to the serving line for convenience in replenishing the line. Answer the following questions. 1. How many food safety rule violations did Rosie commit? 2. What kind of hazards were they? (specific/biological and non-specific) 3. What were they? 4. As manager, what actions would you take immediately? 5. What actions would you take for the long term? Module 4 11 Food Production Participant Workbook
Individual Activity
Using Standard Operating Procedures (SOPs) to Identify Food Safety
Violations
Instructions: Review Rosie’s activities in the previous scenario. Use the
SOP, Cleaning and Sanitizing Food Contact Surfaces, to identify the
violations against a non-specific food safety hazard that Rosie committed
and write them in the space provided.
1. What violations did Rosie commit?
2. What should you, as the manager, do to correct the situation for the
next time?
Module 4 12
Food Production Participant WorkbookActivity Handout
Sample Standard Operating Procedure
Cleaning and Sanitizing Food Contact Surfaces
http://theicn.org.
PURPOSE: To prevent foodborne illness by ensuring that all food contact surfaces are properly
cleaned and sanitized.
SCOPE: This procedure applies to foodservice employees involved in cleaning and sanitizing food
contact surfaces.
KEY WORDS: Food Contact Surface, Cleaning, Sanitizing
INSTRUCTIONS:
1. Train foodservice employees on using the procedures in this SOP.
2. Follow State or local health department requirements.
3. Follow manufacturer’s instructions regarding the use and maintenance of equipment and use of
chemicals for cleaning and sanitizing food contact surfaces. Refer to Storing and Using Poisonous or
Toxic Chemicals SOP.
4. If State or local requirements are based on the 2001 FDA Food Code, wash, rinse, and sanitize food
contact surfaces of sinks, tables, equipment, utensils, thermometers, carts, and equipment:
• Before each use
• Between uses when preparing different types of raw animal foods, such as eggs, fish, meat, and
poultry
• Between uses when preparing ready-to-eat foods and raw animal foods, such as eggs, fish,
meat, and poultry
• Any time contamination occurs or is suspected
5. Wash, rinse, and sanitize food contact surfaces of sinks, tables, equipment, utensils, thermometers,
carts, and equipment using the following procedure:
• Wash surface with detergent solution.
• Rinse surface with clean water.
• Sanitize surface using a sanitizing solution mixed at a concentration specified on the
manufacturer’s label.
• Place wet items in a manner to allow air drying.
6. If a 3-compartment sink is used, setup and use the sink in the following manner:
• In the first compartment, wash with a clean detergent solution at or above 110 oF or at the
temperature specified by the detergent manufacturer.
• In the second compartment, rinse with clean water.
• In the third compartment, sanitize with a sanitizing solution mixed at a concentration specified
on the manufacturer’s label or by immersing in hot water at or above 171 oF for 30 seconds.
Test the chemical sanitizer concentration by using an appropriate test kit.
7. If a dishmachine is used:
• Check with the dishmachine manufacturer to verify that the information on the data plate is
correct.
Module 4 13
Food Production Participant Workbook• Refer to the information on the data plate for determining wash, rinse, and sanitization (final)
rinse temperatures; sanitizing solution concentrations; and water pressures, if applicable.
• Follow manufacturer’s instructions for use.
• Ensure that food contact surfaces reach a surface temperature of 160 oF or above if using hot
water to sanitize.
MONITORING:
Foodservice employees will:
1. During all hours of operation, visually and physically inspect food contact surfaces of equipment and
utensils to ensure that the surfaces are clean.
2. In a 3-compartment sink, on a daily basis:
• Visually monitor that the water in each compartment is clean.
• Take the water temperature in the first compartment of the sink by using a calibrated
thermometer.
• If using chemicals to sanitize, test the sanitizer concentration by using the appropriate test kit
for the chemical.
• If using hot water to sanitize, use a calibrated thermometer to measure the water temperature.
Refer to Using and Calibrating Thermometers SOPs.
In a dishmachine, on a daily basis:
• Visually monitor that the water and the interior parts of the machine are clean and free of
debris.
• Continually monitor the temperature and pressure gauges, if applicable, to ensure that the
machine is operating according to the data plate.
• For hot water sanitizing dishmachine, ensure that food contact surfaces are reaching the
appropriate temperature by placing a piece of heat sensitive tape on a smallware item or a
maximum registering thermometer on a rack and running the item or rack through the
dishmachine.
1. For chemical sanitizing dishmachine, check the sanitizer concentration on a recently washed
food-contact surface using an appropriate test kit.
CORRECTIVE ACTION:
Retrain any foodservice employee found not following the procedures in this SOP.
1. Wash, rinse, and sanitize dirty food contact surfaces. Sanitize food contact surfaces if it is
discovered that the surfaces were not properly sanitized. Discard food that comes in contact with
food contact surfaces that have not been sanitized properly.
2. In a 3-compartment sink:
• Drain and refill compartments periodically and as needed to keep the water clean.
• Adjust the water temperature by adding hot water until the desired temperature is reached.
• Add more sanitizer or water, as appropriate, until the proper concentration is achieved.
3. In a dishmachine:
• Drain and refill the machine periodically and as needed to keep the water clean.
• Contact the appropriate individual(s) to have the machine repaired if the machine is not
reaching the proper wash temperature indicated on the data plate.
• For a hot water sanitizing dishmachine, retest by running the machine again. If the appropriate
surface temperature is still not achieved on the second run, contact the appropriate individual(s)
Module 4 14
Food Production Participant Workbookto have the machine repaired. Wash, rinse, and sanitize in the 3-compartment sink until the
machine is repaired or use disposable single service/single-use items if a 3-compartment sink is
not available.
• For a chemical sanitizing dishmachine, check the level of sanitizer remaining in bulk container.
Fill, if needed. “Prime” the machine according to the manufacturer’s instructions to ensure that
the sanitizer is being pumped through the machine. Retest. If the proper sanitizer
concentration level is not achieved, stop using the machine and contact the appropriate
individual(s) to have it repaired. Use a 3-compartment sink to wash, rinse, and sanitize until the
machine is repaired.
VERIFICATION AND RECORD KEEPING:
Foodservice employees will record monitoring activities and any corrective action taken on the Food
Contact Surfaces Cleaning and Sanitizing Log. The foodservice manager will verify that foodservice
employees have taken the required temperatures and tested the sanitizer concentration by visually
monitoring foodservice employees during the shift and reviewing, initialing, and dating the Food Contact
Surfaces Cleaning and Sanitizing Log. The log will be kept on file for at least 1 year. The foodservice
manager will complete the Food Safety Checklist daily. The Food Safety Checklist is to be kept on file for
a minimum of 1 year.
DATE IMPLEMENTED: __________________ BY: _______________________
DATE REVIEWED: _____________________ BY: _______________________
DATE REVISED: _______________________ BY: _______________________
Module 4 15
Food Production Participant WorkbookIndividual Activity Food Safety Checklist Observer: ____________________________________ Date: ________ Directions: Complete the checklist daily in your kitchen to monitor food safety and sanitation practices. PERSONAL HYGIENE Yes No Employees wear clean and proper clothing, including closed toe shoes. Effective hair restraints, such as a hairnet or hat, are properly worn. Hands are washed properly, frequently, and at appropriate times. Eating, chewing gum, smoking and using tobacco are allowed only in designated areas away from preparation, service, and food storage. Staff beverages have lids, and are kept where they cannot spill into foods. Employees use disposable tissues when coughing or sneezing and immediately wash hands and change gloves. Hand sinks supply soap, disposable towels, and warm water. FOOD PREPARATION Yes No Food equipment, utensils, and food contact surfaces are properly washed, rinsed, and sanitized before every use. Frozen food is thawed under refrigeration, in the microwave, cooked to proper temperature from frozen state, or under cold running water. Food is handled with suitable utensils, such as single use gloves or tongs. Clean reusable towels are used only for sanitizing equipment and surfaces and not for drying hands, utensils, or the floor. Food is cooked to the proper internal temperature and is tested with a clean, calibrated thermometer and documented. REFRIGERATOR AND FREEZER Yes No Refrigerator and freezer units are clean and neat. Refrigerator temperature is at or below 410 F. Module 4 16 Food Production Participant Workbook
Food is protected from contamination. Freezer temperature is at or below 00F. FOOD STORAGE AND DRY STORAGE Yes No All food is stored 6 – 8 inches off the floor. Food is stored in the original containers or a food grade container. There are no bulging or leaking canned goods. Food is protected from contamination. Chemicals are clearly labeled and stored away from food. UTENSILS AND EQUIPMENT Yes No Utensils and equipment are cleaned and sanitized between uses. Work surfaces and utensils are clean. Food cart or container used to transport food is cleaned daily. Thermometer is cleaned and sanitized between uses. DISHWASHING Yes No Three-compartment sink is properly set up for ware washing or dish machine is working properly. Water temperatures are correct. Small ware and utensils are allowed to air dry. GARBAGE STORAGE AND PEST CONTROL Yes No Kitchen garbage cans are clean and emptied as necessary. Boxes and containers are removed from site. No evidence of pests is present. Module 4 17 Food Production Participant Workbook
Section 2: Food Biosecurity
Objective: Become aware of the threat to foods by bioterrorism.
Group Activity
What Would You Do?
Instructions: Work with your group to decide how the school should handle
each scenario and write an answer to the question.
1. An unknown delivery person brings an unexpected delivery. How
would you react?
2. An unescorted visitor appears near the serving line. What is the
procedure for identifying this person?
3. A delivery includes an open box. What do you do?
Module 4 18
Food Production Participant WorkbookSection 3: Standardized Recipes
Objective: Understand the importance of standardized recipes and their
uses.
Decision-Making Process
Determine the Issue
Have the recipes and preparation techniques used in preparing and serving
food been standardized for my school?
Explain the Issue
1. Using standardized recipes and proper preparation tools helps ensure
quality food that meets meal pattern requirements.
2. Using standardized recipes and proper preparation/serving tools helps
control food cost and food waste.
3. Recipe yields can be adjusted by following correct procedures.
Create Procedures to Address the Issue
1. Tell employees why they must follow a recipe as it is written.
2. Explain to employees the importance of using proper weights and
measurement tools in the preparation of food.
3. Show employees how to use correct portion control tools and
procedures when serving food.
4. Follow the formula when adjusting the yield of a tested recipe.
Involve Others: Who and How
1. Employees: Follow standardized recipes as written, use accurate
measuring tools and techniques when preparing food, and practice
accurate portion control of menu items.
Module 4 19
Food Production Participant Workbook1. School Nutrition Director: Discuss special problems in following
standardized recipes, ensuring accuracy in measurement of
ingredients, and practicing portion control.
2. Students: Get students involved in testing for acceptable taste and
appearance.
Decide to Succeed: Take Action
1. Supervise food production to be sure only tested and standardized
recipes are followed.
2. When a recipe yield needs to be adjusted, use the appropriate formula
for adjusting yields.
3. Work with employees to be sure that correct procedures are followed
when measuring ingredients and portioning food.
Evaluate Success:
1. Are the cooked foods served made by following recipes that have been
standardized for your school?
2. Invite my director to observe employees use standardized recipes,
adjust recipe yields, measure ingredients, and serve food using portion
control.
Module 4 20
Food Production Participant WorkbookClass Activity
Follow a Recipe Exactly
Instructions: Read the scenario below and discuss with your group whether
the recipe that was modified by the cook is still standardized, and then
answer the questions at the end of the scenario. Be prepared to discuss
“why” or “why not” the recipe is no longer standardized.
Scenario
Mrs. Jones was assigned to prepare chili. She followed the directions and
combined all ingredients in the recipe. Then, she remembered that she had
1/2 gallon of tomato sauce left over. She decided to add it to the recipe.
After all, it would serve more students and she used up a left-over item. As
the manager, you must tell Mrs. Jones why she should have followed the
recipe as written. Write the reasons in the space provided
1. What are possible ways the chili food product can be different due to
the adding of the extra ingredient?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. What reasons should the manager give Mrs. Jones for following the
recipe exactly as written?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________
Module 4 21
Food Production Participant WorkbookReview
Handout
Steps for Standardizing a Recipe
1. Begin with a tested recipe.
Mississippi Recipes for Success and USDA Recipes for Schools contain
recipes that have been tested for schools. Another source of tested
recipes for schools is School Nutrition, a magazine sent monthly to
members of the School Nutrition Association.
2. Review the ingredients and the directions.
Make sure the recipe can be prepared with the equipment and staff
available in your school kitchen.
3. Prepare the recipe in a 25-portion amount.
Make sure that ingredients are weighed or measured exactly and that
the directions are followed exactly. Make a note of any problems with
preparation.
4. Taste the product and judge it for quality.
Does it taste good? Does it look good?
5. Taste-test the product with a small number of students.
This is easy to do if you offer choices. Ask a group of students how
they think the food tastes and looks. Remember, the students are
your customers so their preferences are very important.
6. Write the changes on the recipe if they are simple changes. If the
changes are major, you may need to prepare a new recipe card.
The changes could include
• substitution of a specific ingredient (low-fat milk instead of whole
milk),
• baking time or temperature (particularly if you use a convection
oven in your kitchen),
Module 4 22
Food Production Participant Workbook• size of the pan in which it is served, and
• serving size
7. Review the recipe with the employee who will usually prepare it.
Make sure the employee understands each step. During food
preparation, check to make sure the recipe is followed exactly as
written.
8. Remember, as the manager, you should always taste test each food
before it is placed on the serving line.
Do not serve food that does not taste good to you! It probably will not
taste good to the students either.
Notes
Module 4 23
Food Production Participant WorkbookSection 4: Weights and Measures
Objective: Understand procedures and techniques for correct measuring
and weighing.
Individual Activity
Recipe Weights and Measures
Instructions: Locate the MRS Taco Pie recipe #184 in the Recipe Section of
your workbook. Observe how some of the ingredients in the recipe are
listed by weight and some are listed by measure or volume. In the USDA
recipes, the term measure is used to indicate the volume.
1. What ingredients are listed by weight?
2. Which ingredients are listed by measure (volume)?
Module 4 24
Food Production Participant WorkbookIndividual Activity Common Abbreviations used in School Nutrition Recipes Instructions: Write the meaning of the abbreviation in the blank provided. Use the Abbreviations and Common Measures handout on the next two pages to find the abbreviations and meanings. 1. CND ______________________________________________ 2. LS ______________________________________________ 3. vac ______________________________________________ 4. WG ______________________________________________ 5. WGR _____________ _________________________________ 6. FZN ______ ________________________________________ 7. CCP _________________ _____________________________ 8. °F _______________________________________________ Module 4 25 Food Production Participant Workbook
Handout Module 4 26 Food Production Participant Workbook
Module 4 27 Food Production Participant Workbook
Individual Activity
Largest Possible Measure
Instructions: Use your chart of Common Measures to fill in the common
measures information in the second column of the activity below, and then
use that information to determine the largest possible measure for each
measurement listed. The first row is completed for you.
Amount Common Measures Largest Possible Measure
Information
1. 6 tsp. 3 tsp. = 1 T. 2 T.
2. 4 pts.
3. 16 fl. oz.
4. 8 qts.
5. 34 oz.
Module 4 28
Food Production Participant WorkbookReview
Handout
Food Measure Equivalents
Instructions: Review the Food Weights and Approximate Equivalents in
Measuring. Keep as a future reference.
Approximate
Weight Measure
Bread crumbs, dry 1 lb. 4 c.
Butter 1 lb. 2 c.
Corn meal 1 lb. 3 c.
Flour 1 lb. 4 c.
Gelatin, flavored 1 lb. 2 1/3 c.
Lettuce, average head 9 oz. 1 head
Milk, fluid, whole 1 lb.1 oz. 2 c.
Oats, rolled, A.P. 1 lb. 6 c.
Sugar, brown, solid pack 1 lb. 2 c.
Sugar, granulated 1 lb. 2 c.
Sugar, powdered 1 lb. 3 c.
Module 4 29
Food Production Participant WorkbookIndividual Activity
Using #10 Cans as a Measure
Instructions: Use an index card from your table to write the answer to the
following question. What would happen to your product if you used a #10
can as a measure when the recipe called for using a gallon? Name 3 things.
1.
2.
3.
Individual Activity
Scales in MY Kitchen
Instructions: Answer the questions listed below. If you are unable to answer
any of these questions, be sure to identify the scales in your kitchen and
complete the exercise when you return to your kitchen.
1. How many scales are in my school kitchen?
________________________________________________________
2. In which area(s) are they located?
________________________________________________________
3. What is the capacity of each scale?
________________________________________________________
Module 4 30
Food Production Participant WorkbookSection 5: Portion Control
Objective: Understand the importance of portion control to the nutritional
requirements of school meals.
Group Activity
Portion Control and Costs
Instructions: Complete the activity with your learning partner or table group.
You will need your calculator. Be prepared to share answers.
Portion Control and Costs
Magnolia School serves 300 students per day in its lunch program. If a serving of
one item costs 8¢ more than planned, what would be the total cost increase?
For the day? 300 X .08 = $ ________
For the week? 300 X .08 X 5 days = $ _______
For the month? 300 X .08 X 20 days = $ _______
For the year? 300 X .08 X 180 days = $ _______
What if all 5 components had an increase of 8¢ more than planned?
For the day? 300 X .08 X 5 components = $ _______
For the week? 300 X .08 X 5 components X 5 days = $ _______
For the month? 300 X .08 X 5 components X 20 day = $ _______
For the year? 300 X .08 X 5 components X 180 days = $ ________
Module 4 31
Food Production Participant WorkbookGroup Activity
Portioning Correctly
Instructions: Work in pairs or small groups. Costs are based on the
assumption that a recipe will yield a certain number of servings.
Scenario
A small elementary school is preparing a Beef Casserole recipe that specifies
a yield of 200 servings/portions. Use the following information to calculate
the cost per serving.
• According to the recipe directions, the casserole is to be prepared in 8
pans with 25 servings (5 x 5) in each pan.
• The recipe calls for 35 lbs. to yield 200 servings. The ground beef
costs $3.00 per lbs.
• The cost per serving is determined using the following formula:
Costs per Serving = Units of Food Required x Price per Unit
Recipe Yield
The manager applied the formula to make the following calculations:
1. Multiplied 35 lbs. of ground beef x cost of $3.00 per lb. for a total cost
of $105.
2. Divided the $105 total cost of the ground beef by the yield of 200 for a
cost of $0.525 per serving.
Or
3. 35 lbs. x $3.00 ($105) = $0.525 per serving
200 portions
Module 4 32
Food Production Participant WorkbookProblem: Portioning Correctly
Instructions: Check your understanding by calculating the answers to the
following questions.
1. What if the pans were cut 4 x 5 and yielded 20 servings instead of 25
servings?
An additional ___ pans cut 4 x 5 would be required for 200 servings.
8 pans x 20 servings per pan (4 x 5) = _____ servings/portions
10 pans x 20 servings per pan (4 x 5) = _____ servings/portions
2. What is the cost of the servings cut 4 x 5?
35 lbs. x $3.00 per lb. = $ ______ ÷ 160 servings = $ _____ per
serving for the ground beef in the casserole
3. How much more Beef Casserole is required with pans cut 4 x 5?
An additional 2 pans will be required for 200 servings.
200 servings x $ _______ per serving = $________
4. How does this affect the cost of the menu item?
Cost of 200 servings of larger portions (4 x 5) = $ ______.
Cost of 200 servings of recipe portions (5 x 5) = $________.
Total cost increase of larger portions: $131.20 - $105.00 =$_______.
5. If similar portioning errors of any of the menu items for a meal were
made each day of a 180-day school year, what would the total annual
cost be?
Total cost increase ($26.20) x 180 days = $___________annual cost
Module 4 33
Food Production Participant WorkbookIndividual Activity
Using Standardized Recipes to Portion
Instructions: Locate the recipe for Taco Pie in the Recipe Section and use it
to answer the questions about portioning.
1. What size steamtable pan is specified in the recipe?
2. How many half-tortillas are specified to form the bottom on the pie?
3. How many and what size portions are specified by the recipe?
4. If the recipe yield is 100 portions, how many pans will be needed to
serve 250 portions of Taco Pie?
Individual Activity
Portioning by Cutting
Instructions: The box below shows a sample pan of cornbread. Draw lines
to indicate how you would cut 48 portions.
Module 4 34
Food Production Participant WorkbookSection 6: Production Planning and Scheduling
Objective: Identify key elements in scheduling and managing time.
Group Activity
Work Schedules
Instructions:
• Review the menu and the sample work schedule provided in this
activity. The schedule is for the day of service for the menus
provided.
• The cafeteria has two serving lines and one cashier for lunch service.
• Breakfast is served from 7:30 am – 8:00 am.
• Lunch is served from 11:00 am - 1:00 pm.
• Review the two menus and the work schedule assignments for
Beatrice (the manager) and the employees and answer the four
questions following the work schedule.
School Breakfast and Lunch Menu
Chili Con Carne with Beans Tossed Salad with Dressing Carrots and Tomatoes
Veggie WGR* Pizza Sliced Peaches Choice of Milks (L/B)
Turkey-Cheese WGR Slider Yeast Rolls WGR Cheese Toast (B)
Whole Kernel corn WGR Slider Buns Orange Smiles (B)
*Whole Grain Rich
Module 4 35
Food Production Participant WorkbookWork Schedule
TIME Beatrice Marcy Ben Linda Louis Tawanda Ethel
6:30 am Manager Lead Cook Asst. Cook Tech Tech Tech Cashier
7:00 am Paperwork Cheese Toast Orange Breakfast
Smiles Prep
7:30 am Portion carrots and Dish room Line Server
tomatoes
8:00 am Make rolls Salad Prep
8:30 am Portion Peaches
9:00 am Food Prep Prep corn
9:30 am Salad prep Make sliders Pan pizza
10:00 am Line setup
10:30 am L Line backup Line server Line server Line Server Cashier
11:00 am S Supervision Dish room
11:30 am
12:00 pm
12:30 pm
1:00 pm
1:30 pm Count money Cleaning Cleaning Dish roomD Dish room
2:00 pm Place orders Breakfast prep
2:30 pm
36
Food Production Participant Workbook1. How do you think the work schedule helps the manager control food
production?
2. What assignments could remain the same every day?
3. Check the menu. Is the preparation of all menu items accounted for in
the sample work schedule?
4. Are all the needed repetitive tasks placed in the work schedule?
Module 4 37
Food Production Participant ManualIndividual Activity
Time Management Matrix of Activities
Instructions: Review the Time Management Matrix of Activities
URGENT NOT URGENT
I II
I
M Activities Activities
P
O
Crises Prevention, capability
R Pressing problems improvement
T
A Deadline-driven projects Relationship building
N
T Recognizing new
opportunities
Planning recreation
N III IV
O Activities Activities
T
Interruptions, some Trivia, busy work
I
M Some mail, some Some mail
P
O Some meetings Some phone calls
R
T
Direct or leading), pressing Time wasters
A matters Pleasant activities
N
T
Module 4 38
Food Production Participant ManualReview Handout Steps for Preparing Work Schedules Step 1: Identify Available Time Start by establishing the time you want to make available for your work. STEP 2: Schedule Essential Actions Block in the actions you ABSOLUTELY must take to do a good job. STEP 3: Schedule High-Priority Activities Schedule high priority and urgent activities, as well as essential maintenance tasks that cannot be delegated or avoided. STEP 4: Schedule Contingency Time Schedule some extra time to handle unpredictable events and interruptions STEP 5: Schedule Discretionary Time The space you have left in your plans that time that is available to deliver your priorities and achieve your goals. STEP 6: Analyze your Activities. Analyze your activities to identify tasks that can be delegated, outsourced, or cut altogether. Module 4 39 Food Production Participant Manual
Handout
Instructions: Use the blank schedule form provided in your workbook below
to begin managing your time more effectively.
WORK SCHEDULE
Name: _________________________________ DAY: _________________
TIME TASK(S)
6:00 am
6:30 am
7:00 am
7:30 am
8:00 am
8:30 am
9:00 am
9:30 am
10:00 am
10:30 am
11:00 am
11:30 am
12:00 pm
12:30 pm
1:00 pm
1:30 pm
2:00 pm
2:30 pm
3:30 pm
4:00 pm
4:30 pm
5:00 pm
Module 4 40
Food Production Participant ManualGeneral Session: Laboratory Activities
(1) Weights and Measures (2) Portion Control
Overview
It’s now time for our measuring, weighing, and portion control laboratory.
The lab activities will give you an opportunity to practice the correct
procedures for weighing and measuring food items, portion control, and
calibrating a thermometer. The State Agency has set up a laboratory in the
cafeteria for this activity.
Turn to the Lab Manual located at the end of Module 4 on Food Production.
Take a minute to review the manual and instructions for the lab. You may
want to remove the manual from your workbook binder when you begin the
laboratory assignments.
Module 4 41
Food Production Participant ManualSection 7: Required Planning and Production Record
General Session
• Special Needs Presentation
Presenter: State Agency Representative, Office of Child Nutrition,
Mississippi State Department of Education
• PowerPoint Presentation: Planning and Productions
Records
Presenter: Bill Urban, Office of Child Nutrition, Mississippi State
Department of Education
Classroom
Objective: Complete daily Required Planning and Production Record to
document reimbursable meals are served to students participating in the
school nutrition program.
Decision-Making Process
Determine the Issue:
How much of each menu item should be prepared for the planned number of
students to be served?
Explain the Issue:
1. In successful school nutrition programs, the amount to prepare for
each menu item at lunch and breakfast is carefully planned.
2. USDA requires that the production record indicate how meals offered
contribute to each required food component and quantities required for
each age/grade group every day.
Create Procedures to Address the Issue:
1. Use the Required Planning and Production Record as a tool for food
preparation and service.
Module 4 42
Food Production Participant Manual2. Use the Required Planning and Production Record for documenting the
amount of each menu item that is served to age/grade groups daily.
3. Keep the Required Planning and Production Record on file for the
current year plus the three previous years.
Involve Others: Who and How:
1. School Nutrition Director: Discuss using the Required Planning and
Production Record as a planning and documentation tool.
2. All Employees: Train employees to use standardized recipes to ensure
all prepared menu items meet meal contribution requirements.
Decide to Succeed: Take Action:
1. Use Required Planning and Production Record as documentation of
how meals offered contribute to the required food components and
food quantities for appropriate age groups.
2. Enter required information in Required Planning and Production Record
on a daily basis.
3. Designate a safe place for keeping the Required Planning and
Production Record on file as required by the federal and state
agencies.
Evaluate Success:
Periodically discuss the Required Planning and Production Record with my
School Nutrition Director to see if I am documenting meal production in
accordance with all federal and state requirements.
Module 4 43
Food Production Participant ManualClass Activity Required Planning and Production Record Instructions: Find each of the columns on the production record and make a note of the information found in the column. Module 4 44 Food Production Participant Manual
Column 1: Date and Participation - Record total number of reimbursable meals served for each meal service by age/grade groups. Do not include extra food items served. Column 2: Menus - Write menu for each meal service offered. You may prefer to attach a printed copy. Column 3: Planned Portions - Record number of servings planned for each menu item in 3a and extra food sale portions in 3b. Column 4: Food Items - List all food items used in the day’s food preparation under the appropriate meal component. Column 5: B - Enter a check if food item is served at breakfast. If the item is a meat/meat alternate record as a “Grain” or Additional Food” item. Column 6: L - Enter a check if food item is served at lunch. Column 7: SN - Enter a check if food item is served in After School Snack service. Column 8: Contribution Size - Write contribution size in appropriate column. Module 4 45 Food Production Participant Manual
Class Activity Required Planning and Production Record Instructions: Find each of the columns on the production record and make a note of the information found in the column. Module 4 46 Food Production Participant Manual
Column 9: Leftover Servings Used Today - If using leftover food items, record the number of servings. For example, the column in the handout shows 3 servings of leftover turkey ham is being used in today’s menu. Column 10a: Portions Actually Prepared Today - Record number of portions actually prepared in 10a. This may differ from portions planned. For example, column 3a shows 45 portions of turkey ham planned, but column 10a shows 42 actually prepared because there were 3 leftover servings stored for later use. Column 10b: Amount of Food Required - Record the amount of food used to prepare the food item. This includes extra food items listed in 3b. Use portion size, weight, number of pounds, size of cans, etc., as applicable. In the example, column 10b tells us the cook used 2 lbs. 10 oz. of diced turkey ham to prepare 42 portions on this day. Column 11: Total Portions Prepared - Record total number of portions prepared including leftovers in column 9 and food prepared for the day in column 10a. The example tells us there were a total of 45 servings available; 3 servings leftover and 42 servings prepared today. Column 12: Number of Portions Served - Record total number of actual portions served for the day. Column 13: Number of Portions Stored - Record number of portions stored for later use. The production record handout indicates 4 portions of turkey ham were leftover and stored. Column 14: Number of Portions Discarded - Record the number of servings discarded. Column 15: Use this section to clarify any action that is not self-explanatory. Make a note of any special events and weather factors that affected participation. Additional Foods: Record items that are in recipes or served, but do not contribute to a component. Examples are packets of ketchup or mustard. Module 4 47 Food Production Participant Manual
Group Activity
Using a Completed Production Record
Instructions: Use columns 9-15 in the completed production record to locate
answers to the questions below.
1. How many portions of the Chicken Tetrazzini were served?
2. How many serving of Chicken Tetrazzini were leftover?
3. What happened to the leftovers?
4. How many pounds of cooked diced chicken were used to make 180
servings of Chicken Tetrazzini?
5. How many portions of French Fries were actually prepared on this
date? Hint: Check Column 11.
6. How many portions of French Fries were served? (Column 12)
7. What happened to the leftover fries? (Column 14)
8. How many portions of canned pears from the lunch menu were
recorded as stored for future use? (Column 13)
Module 4 48
Food Production Participant Manual9. What instructions are given in the comment section for using the
leftover pears? (Column 15)
10. What additional foods are listed?
Module 4 49
Food Production Participant ManualIndividual Activity
Entering Information in Column 10b of the Required Planning and Production
Record
Instructions: Look at the calculations in the table and compare with the MRS
791 Sloppy Joe on a Bun recipe. Answer the questions below the table.
A x B x C = D
Steps Purchase Number Number Serving ÷ Servings Quantity
Unit for servings ÷ portions size size in = (Purchase
Recipe needed in recipe needed FBG Units)
Servings
Lists
8 lbs. 310 50 2 oz. 2 oz.
10 oz.
Change ÷
to 2 2
Decimal
Compute 53.475
= or 53.5
AxBxC 8.625 x 6.2 x 1
lbs.
=D
1. Look at the recipe. How many lbs. of ground beef are required to
make 50 servings?
2. If the manager plans 310 servings and the recipe makes 50, what is
the conversion factor used to increase the yield?
3. How much ground beef is needed to prepare 310 servings of Sloppy
Joe on a Bun with a contribution of 2 oz. of ground beef per serving?
Module 4 50
Food Production Participant ManualGroup Activity
Required Planning and Production Records
Scenario:
The Happy Valley Elementary School serves Grades K-6 grades. The
manager uses the Required Planning and Production Record to forecast the
number of servings for each food item on the menu. At the end of each day,
the manager enters the required information for the day.
Instructions: Work with your team to complete all columns in the production
record handout provided in your packet. Decide as a team how you want to
handle leftovers, discard or store. Recipes are included in the Recipe Section
of your workbook.
Date: May 19, 2016
Grades: K-6
A. Table A provides the MRS Recipe numbers and the portions planned
for each menu item.
Breakfast Portions Lunch Portions
Planned Planned
Biscuit (1 oz.) WGR (1601) 250 for Country Fried Steak (136) 200
Sausage Patty (sm.) (1664) each item Chicken Tetrazzini (550) 280+ 20
Fresh Grapes (1226) Chef Salad (600) 55
100% Fruit Juice (1246) Brown Rice (1341) 300
Low Fat Reg. Milk Steamed Broccoli Spears (1014) 96
Chocolate FF Milk Carrot Raisin Salad (1112) 200
Blushing Chilled Pears (1276) 250
Melon Cubes (Fresh) (1234) 300 + 10
WG Yeast Roll (1353) 480
Fat Free Chocolate Milk
Low Fat Reg. Milk
Leftover Portions Used None Leftover Chef Salad used 5
Additional Foods: Check MRS recipes for additional foods. For example, the
Chicken Tetrazzini recipe includes 2 quarts of Cream of Chicken Soup per 100
servings.
Module 4 51
Food Production Participant ManualB. Table B provides the participation numbers for each meal.
Meal Service Breakfast Lunch
K-6 Students 238 506
Adults 5 12
Inkind 3 5
C. Table C provides the amounts served for each menu item.
Breakfast Portions Lunch Portions
Served Served
Biscuit (1 oz.) WGR 246 Country Fried Steak 194
Sausage Patty (small) 246 Chicken Tetrazzini 277+ 20
Fresh Grapes 245 Chef Salad 52
100% Fruit Juice 235 Brown Rice 289
Low Fat Reg. Milk 190 Steamed Broccoli Spears 90
Chocolate FF Milk 56 Carrot Raisin Salad 196
Blushing Chilled Pears (canned) 248
Melon Cubes, Fresh 300 + 8
WG Yeast Roll 477
Fat Free Chocolate Milk 305
Low Fat Reg. Milk 215
Module 4 52
Food Production Participant ManualAccountability in Food Production
Instructions: Use the following checklist to assess accountability
performance in your school related to HACCP, employee safety, workplace
security, food biosecurity, weights, measures, portion control, production
planning and scheduling and required food planning and production record.
Accountability Performance Score = 5 Score = 3 Score = 1
Indicator Full Considerable Limited
Implementation Implementation Implementation
HACCP procedures are followed.
Standard Operating Procedures
are used.
Employees receive food safety,
sanitation, and HACCP training.
Employees adhere to food
safety and sanitation rules.
Workplace and food biosecurity
training is provided.
Employees adhere to
workplace and food biosecurity
guidelines.
Employees utilize accurate
measurement and portion
control techniques.
Production records contain all
components/menu items and meet
daily and weekly requirements.
All food items listed in the production
record match menus for meals
served.
All food items offered during meal
service are listed under the correct
component.
The crediting information provided is
accurate for age/grade group.
Documentation is provided for
portion planned and portions served.
Additional comments are used to
clarify actions not self-explanatory.
Additional foods are listed as
appropriate.
Labels and formulation sheets are
available for verification of product
served.
Total
Score 75 total points: 70% = 53 points; 80% = 60 points; 90% = 68 points; 100% = 75
points
Module 4 53
Food Production Participant ManualCase Study Assessment
Food Production
The School Board for Brandon School District has received complaints from
parents about the school lunch serving unhealthy foods. The Board
conferred with the business manager, Mr. Conrad, and decided to bring in
Chef Boudreau to “jazz” up the menu and develop some healthy alternatives
to current menu items. Board members feel sure the chef can improve the
menu because he is the nephew of one of the Board members and they
know he will do a good job.
The chef was scheduled to work with the Brandon Heights Elementary child
nutrition program to make some changes in their standard procedures. The
child nutrition manager, Shonda Harper, was not too happy with this turn of
events but had to cooperate with the Board and Business Manager.
Chef Boudreaux arrived full of ideas about how healthy foods can be exciting
and creative. The staff quickly became anxious and concerned with Chef
Boudreaux’s lack of interest in food safety. When he cooked, he did not use
recipes. He was a great believer in sampling the food and adding additional
ingredients to taste. He kept no records to tell staff how many students
were served, what was served, and what foods were left over. What also
was not clear to the staff was how much of each item to serve each student.
Although Chef Boudreaux developed sample plate presentations to show the
staff, he did not provide information about scoop, ladle, or spoodle sizes.
Employees came to Mrs. Harper to complain that Chef Boudreaux was not
conscientious about washing his hands frequently and never wore gloves
when he worked with ready-to-eat foods.
While Chef was demonstrating a new recipe for oven-baked potatoes to
replace the currently served fried potatoes, a man dressed in a t-shirt,
Module 4 54
Food Production Participant Manualjeans, and baseball cap wandered into the kitchen and left a case of frozen chicken nuggets in the manager’s office. When an employee asked Chef Boudreaux what to do about the delivery, he told her to put them in the freezer right away. While putting the nuggets away, the employee noticed that 2 of the packets within the case had been opened. Chef Boudreaux is exciting and charismatic but has trouble organizing his time or the tasks of the employees. When asked about checking the temperature of foods and refrigerator/freezers, he said they were too busy getting the meal ready to serve on time and that taking temperatures could wait until they had more time. Chef Boudreaux introduced some healthy items into the school menu but students were not willing to give up their favorite dishes. School nutrition employees were unhappy with his lack of concern for standard food safety procedures, and Shonda Harper was upset that accurate information for completing the required food planning and production record (“Red Book”) was unavailable. Answer the following questions. 1. What results will occur because Chef Boudreaux did not use recipes? 2. List two food safety infractions that you noted. 3. What basic principle of HACCP was ignored? Module 4 55 Food Production Participant Manual
4. Were workplace security measures followed? If not, what was/were
the infractions?
5. Why was Shonda Harper unable to complete the required planning and
production record and what could happen because of this?
Module 4 56
Food Production Participant ManualDecide to Succeed Laboratory Manual
General Meeting Room
General Session: Videos
On the Road to Professional Food Preparation
A Flash of Food Safety Calibrating a Thermometer: Ice Water
Method
Group Activity: Laboratory Stations
Lab 1: Weights and Measures
Stations 1-8
Lab 2: Portion Control
Stations 1-5
Participant Workbook
Module 4 57
Food Production Participant ManualGeneral Session: Weights, Measurements, and Portion Control Welcome to the On the Road to Professional Food Preparation laboratory on weighing and measuring ingredients for standardized recipes, and portioning food for meal service. You will also calibrate a thermometer using the ice water method. Accurate food temperature measurements are important to food safety. Expectations: Our responsibility, as school nutrition professionals, is to prepare and serve foods that are nutritious, appealing, good tasting, and safe. To do this we must use basic procedures for preparing and serving food. This weights and measurements lab experience will provide an opportunity to practice correct procedures for measuring and weighing ingredients for standardized recipes. The portion control lab will provide an opportunity to practice dividing food items as specified to meet meal requirements. Video Activity: The videos used in this session are provided by the Institute of Child Nutrition (ICN) and are available at http://nfsmi.org/documentlibraryfiles/PDF/20111118033712.pdf The calibration of a thermometer is from the USDA website and is available at https://www.youtube.com/watch?v=KCjb85pZb6c Module 4 58 Food Production Participant Manual
Video 1: On the Road to Professional Food Preparation, Weights and
Measures
Instructions: Pay close attention to this video. It is an excellent
demonstration of correct weighing and measuring techniques that
participants will use in their work as a school nutrition manager.
Video 2: On the Road to Professional Food Preparation, Portion Control
Instructions: Listen for the information missing on the video listening guide
and fill in the blanks as you watch the video.
Video 3: A Flash of Food Safety Calibrating a Thermometer: Ice Water
Method
Instructions: Pay close attention to the technique used in the video; you will
be asked to calibrate a thermometer in the lab activity.
Portion Control Video Listening Guide with Answers
Fill in the blanks as you watch the video.
1. There are several ways to portion foods. List four.
1.
2.
3.
4.
2. Ladle size can be found on _______________.
3. Chicken nuggets and cookies are portioned by_____________ .
4. Student satisfaction is increased when everyone gets an _________.
5. The number of the ____________ is the number of level scoops it
takes to equal __________________.
Module 4 59
Food Production Participant ManualLaboratory Activity:
Laboratory Check List
Instructions: Participants MUST visit each Lab Station. Group leaders will be
responsible for making sure their group stops at each of the 13 stations.
Place a check (√) mark next to the station when you finish.
WEIGHTS AND MEASURES: YELLOW
• Station 1 ______
• Station 2 ______
• Station 3 ______
• Station 4 ______
• Station 5 ______
• Station 6 ______
• Station 7 ______
• Station 8 ______
PORTION CONTROL: BLUE
• Station 1 ______
• Station 2 ______
• Station 3 ______
• Station 4 ______
• Station 5 ______
Group Leader Signature _________________________________________
Module 4 60
Food Production Participant ManualWeights and Measures
Laboratory Activities
Weights and Measures
Instructions:
Work with your group to complete the laboratory activities. You will be given
a Station number by your instructor. Go to the laboratory and find the
Laboratory Weights and Measures Station that matches the station number
you were given in the classroom. Complete the first activity, record your
answers, and move to the next available station. Fill in the worksheet as
you complete each lab station. Be sure that you leave each station set up as
you found it. Return to the classroom when you have completed all the
activities.
STATION 1
Measuring Utensil: 1 cup, dry
Instructions:
Pull the measure through the flour to fill. Level the top of the flour with a
straight-edge spatula. Record the measure of the flour. Weigh the flour and
record the weight in the space below. After weighing the flour, return it to
the original container.
Volume of flour _____________
Weight of flour ____________
Answer:
Module 4 61
Food Production Participant ManualYou can also read
