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First Class— Selecting and Trimming Your Belly

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First Class— Selecting and Trimming Your Belly First class— Selecting and Trimming Your Belly Supply list: Instructions: Side of pork carcass 1) Break down pork carcass into different cuts of meat Pork bellies 2) Explain to students where the cuts come from on the Knives (meat processor should have) carcass 3) Teach students what to look for to select a pork belly Questions? 4) Trim belly with the students. We did not let students Contact: Jeff Sindelar handle knives. Phone: 608-262-0555 Email: [email protected] First class—Brining and Pumping Supply list: Instructions: Meat processor should have all supplies 1) Have students weigh out brining ingredients and needed mix 2) Help students pump pork bellies Questions? Contact: Phil Schmidt Email: [email protected] First class—From Store to Plate Supply list: Instructions: Laminated pictures 1) First have the students go through the pictures by telling them to take out pictures that do not show good food safety. Questions? 2) Have them place them in order from: Contact: Bernie O’Rourke a. Grocery Store to Grill Phone: 608-263-4304 b. Freezer to Grill Email: [email protected] 3) Was this an easy task to go through? How many of you have purchased and brought home from a store? 4) From the activity, what are some of the items that inhibit food from being safe? a. Using a wood cutting board, need to use a plastic cutting board because it can be cleaned properly. Wooden board can harbor bacteria in the cracks of cutting boards. b. Not using the same plate for raw hamburger and cooked hamburger c. Cook ground product to no less than 160 degrees. Steaks and chops (whole muscle products) can be cooked to 145 degrees. Less heat is needed for whole muscle products because the muscle has stayed whole and the internal portion has not been exposed to the air. d. Use separate cutting boards and plates for preparing vegetables versus meat products. e. Use a thermometer to test for doneness. Do not go by cooked color when cooking hamburgers. Slide the thermometer in from the side – this makes sure you are taking the temperature from the middle of burger. 4) What are some ways that you will prepare meat products differently in the future? Second class—Meat Quality Instructions: Supply list: 1) Before class , cook 1 package of soft bacon and 1 Handouts package normal bacon. The packages must be the Feed samples same weight. Pour off fat from each into a separate Bacon samples container and label them. Store cooked bacon in Bacon packages separate containers. Bring bacon and grease to class Bacon grease in liquid measuring cups in cooler. 2) Right before class starts, microwave bacon greases just until the fat becomes liquid. Pour into separate liquid measuring cup and label (soft, normal) Questions? 3) Show youth samples of feed and ask them to identify. Contact: Zen Miller Feed sample could include corn, distillers grains, Phone: 920-832-5124 soybean meal, etc. Email: [email protected] 4) Review the pearson square method for balancing the pig’s diet. Explain why having a balanced diet is important (i.e. build fat and muscle, animal health, Contact: Liz Binversie etc.) Phone: 920-391-4612 Go over handout about pigs and nutrition. Describe Email: [email protected] the 2 types of fats and how they affect the meat. Show example of butter (saturated fat) and oil (unsaturated fat). Show them bacon grease rendered from “soft belly” vs. “normal belly”. Point out differences in volume, color, thickness, etc. Ask them which looks nicer and which tastes better. Sometimes these are not the same. Taste preferences vary for each person. 6) At the end of the class, you will notice that the “normal” bacon grease will be more solid than the “soft” bacon grease. This is because there’s more unsaturated fats in the “soft” bacon grease which will give it a more liquid consistency. Corn-Soybean Meal Diet1 30% DDGS Diet1 Second class—Remove bellies, comb, and hang Supply list: Instructions: o Meat processor should have all supplies 1) Remove bellies from tumbler needed 2) Show students how to comb and hang Questions? Contact: Phil Schmidt Email: [email protected] Second class—Curing Chemistry and Ingredients Supply list: Instructions: Frock 1) Talk about ingredients used to make bacon. Have small Non-meat ingredients (salt, sugar, amounts of each ingredient in small dishes and explain what each is used for: phosphates, sodium erythorbate, sodium nitrite) Salt: Controls bacteria from growing, adds flavor, binds Sawdust water in the meat to provide a firm texture. Liquid smoke Sugar: Counters the saltiness from salt. Helps with browning during frying or baking of bacon slices. Chocolate, pretzels, and chocolate covered pretzels Sodium phosphates: Holds on to the water in the meat to control “spatter” during bacon slice frying. Can also help Meat patties (any specie) improve cured color reactions. An oven (preferably convection) Sodium nitrite: Cures the meat to provide the “pinkish- Containers for holding the red” color, provides the “cured” flavor and aroma of ingredients bacon. Helps control pathogenic bacteria from growing. Plastic/latex gloves Sodium erythorbate: Speeds up the curing reactions and Questions? improves quality and safety because curing is more complete. Helps prevent nitrosamine formation which is Contact: Jeff Sindelar caused by any nitrite remaining in the bacon after curing and high heat (>300F) cooking (i.e. pan frying). Phone: 608-262-0555 Email: [email protected] 2) Cure a small sample of ground beef as a demonstration. Before arriving, make up a raw-cured sample and a cooked cured sample to show to the students. Buy a package of ground meat (e.g. ground beef) and add a small amount of nitrite to the sample and mix it in front of the students. The red pigment (oxymyoglobin) in the ground beef will turn brown (nitrosmetmyoglobin) which demonstrates the curing reaction (nitrite breaks down into a gas and oxidizes the red color to brown. When cooked, the color will be pink (nitrosolhemichrome). 3) Salty/sweet demonstration: The purpose of this exercise is to show how great bacon is made by adding the right amounts of salt and sugar. Serve everyone a piece of chocolate (sweet), followed by pretzel (salty), and followed by chocolate covered pretzel (the right balance). 4) Talk about smoking bacon. Bring a sample of liquid smoke (can purchase at a grocery store) and after making a solution of liquid smoke and water (80% water), submerge some type of meat patty (breakfast sausage or hamburger) for at least 90 seconds. Then place “drenched” patties in a pre- heated (350-400F) oven for 5-10 minutes. Also put a non-drenched control in the oven. A nice golden mahogany brown color should developed on the drenched patties. This is cause by phenols and carbonyls in the liquid smoke that are “browning” in the presence of hot & dry heat. Approximately 95% of all hot dogs are smoked with liquid smoke. Final class—General Needs Supply list: Instructions: Projector 1) Introductions Screen 2) Review how the class/judging will be done Laptop 3) Break out into groups and attend sessions Microphone 4) After last session, ask participants to fill out evaluation Napkins 5) Brief committee recognition/thank you Plates 6) Before results announced, line up bellies and ribbons Camera 7) Hand out awards Signs Sponsor recognition (if applicable) 8) Pictured top winners and committee Clipboards Pens and pencils Evaluations Registration/sign in sheets Microwaves Ribbons/Awards Refreshments Butcher paper/table cloths Questions? Contact: Zen Miller Phone: 920-832-5124 Email: [email protected] Final class—Judging Supply list: Instructions: Microwave Evaluate each bacon according to the judging card. Sharp knives Determine total score and award ribbons according to the judging system the planning committee chose. Product ID tags (white curing tags) and tagging gun Explain what you are looking for in your evaluation to sharpie participants. Clip board Paper plates Paper towels Apple juice Bottled water Cups Judging cards Plastic gloves (M, L, XL) Hair nets Digital Camera Cooler(s) Pack everything into a cooler Questions? Contact: Jeff Sindelar Phone: 608-262-0555 Email: [email protected] Final class—Where does that meat cut come from? Instructions: Supply list: 1) Visit by using a poster of the whole animal that also Poster showing cuts of the animal shows the wholesale cuts of the animal. You can also use Cuts of meat from grocery store the porcine myology website to show the cuts of the animal from front to rear. Cuts that come from areas of Questions? the animal that are used for locomotion have a lot more Contact: Bernie O’Rourke connective tissue which makes the cut tougher. In addition, the muscle fibers in those cuts are somewhat Phone: 608-263-4304 coarse and can be somewhat tough. Email: [email protected] 2) Acquire meats cuts from a grocery store, meat market, and or utilize meat pictures if you can’t get meat cuts. Getting quite a few actual meat cuts can be somewhat expensive, however they are definitively more visible than using pictures. Get about 10-15 cuts based on your time frame for students to identify. Utilize the form (next page) in which youth can write down their answers. Get a variety of cuts from all wholesale cuts so kids understand the difference between support muscles and locomotive muscles. The shoulder cuts and ham are considered locomotive muscles where they are doing a lot of work to get the animal to move around. The support muscles such as the cuts from the loin, really just support the animal and they don’t have to work.
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