Objective 2.04 Appendices for Instructional Support Materials

FOOD PREPARATION, PROCESSES AND COURSE: 7045 Foods I UNIT A METHODS

ESSENTIAL 2.00 39% B2 Understand methods for food preparation. STANDARD: Understand how to interpret food label OBJECTIVE: 2.04 4% B2 information and adjust recipes. The Essential Questions:  What are convenience foods?  What are the advantages/disadvantages of convenience foods?  Why should inexperienced cooks follow directions on convenience food labels?  What are the classifications of information on convenience food labels and recipes and why are they important?  How is a recipe yield increased or decreased?  When should recipe ingredients be changed?  What are essential and non-essential ingredients, and how do they affect recipes when making substitutions? Note to Teacher: Once activities are complete below, search Internet for free worksheets and activities for additional KITCHEN MATH support and practice. UNPACKED CONTENT  CONVENIENCE FOODS o Convenience foods, also called processed foods, are those that have been either completely or in- part commercially prepared. These foods have been canned, frozen, cured, dried, or freeze- dried. These types of processing help keep perishable foods from spoiling by destroying or slowing down the growth of harmful microorganisms. Convenience foods can be stored at room temperature and for longer periods of time than “fresh” foods.

o By following directions found on convenience food labels, the inexperienced cook can quickly prepare tasty, nutritious meals with confidence. Most of these foods do not require special skills or equipment to prepare, which the inexperienced cook may not have. Directions and ingredients on convenience food labels give clues as to how the food can fit into a balanced, healthful diet or meal plan.

o Some ADVANTAGES for using convenience foods in meal preparation are: . Saves time and energy . Shorter/easier meal preparation leads to families eating at home more often . Foods are sold year round . An inexpensive way to add variety and creativity . Many products have suggestions for “light” preparation methods to reduce fat, calories, etc.

o Some DISADVANTAGES for using convenience foods in meal preparation are: . Higher costs than homemade or semi-homemade . Some nutrients are lost during processing . Products may contain higher amounts of fat, sugar, sodium, and calories . Products may contain additives – preservatives, coloring, etc. . Products may lack appeal of foods prepared at home . Packaging may negatively impact the environment

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o To be successful, it is important for inexperienced cooks to understand the classifications of information and interpret directions on convenience foods and in recipes. The information includes: . Yield . Ingredients and their amounts . Step-by-step directions . Container size and type . Temperature and time o Following the directions on convenience food labels and in recipes is important because they help: . Ensure successful food preparation . Avoid frustration . Avoid wasting ingredients and money . Allow the cook to combine a few convenience foods with basic “fresh” ingredients for easier and quicker meal preparation

 INCREASING AND DECREASING RECIPE YIELDS o After a beginning cook understands the food label or recipe directions, a decision must be made whether to prepare the food as stated, resulting in the indicated yield, or if one wants less or more than the recipe makes. In order to avoid the frustration inexperienced cooks often feel when they desire a different yield than the recipe produces, they must know how to increase and decrease the yields of recipes. Good math skills, including knowledge of equivalent measurements as discussed in Objective 2.03, are essential for this task.

o It is also important to remember that when changes are made to the recipe yields and ingredients, it is usually necessary to make additional changes in: . Equipment size (Ex. 2-quart vs. 4-quart saucepan) . Equipment shape (Ex. Square vs. rectangular) . Temperature (Ex. Higher or lower than indicated on the recipe) . Time (Ex. Longer or shorter than indicated on the recipe)

o To change the yield of a recipe, follow the steps listed below: . Step 1 Divide the desired yield by the recipe’s original yield. The result is called the conversion factor.  Simple yield conversions are: Doubling recipes – multiply all ingredients by 2 Halving recipes – divide all ingredients by 2 (multiply by ½) . Step 2 Multiply all recipe ingredients by the conversion factor. . Step 3 Change all measurements into the logical, manageable amounts (Ex. 3 tsp. = 1 Tbsp. and 4/3 c. = 1 1/3 c.)

 CHANGING INGREDIENTS o Conventional recipes must be adjusted for high-altitude cooking. Recipes are usually written for altitudes of 3,000 feet and below. If cooking at higher altitudes, the recipes will need to be changed because: . As altitude get higher, air pressure gets lower and liquids will boil at a temperature below 212 0F. Foods simmering in the liquid will take longer to cook, so they require more liquid and longer cooking times. . Because the gas bubbles formed by the liquid in baked goods rise more quickly, the batter will rise before set. To prevent the center of the baked goods from collapsing, use less baking powder and sugar than indicated in the recipe and increase the oven temperature. 7045 Foods I Unit A-Food Preparation, Processes and Methods Summer 2010 Version 2 226 Understand how to interpret food label information and adjust OBJECTIVE: 2.04 4% B2 recipes. UNPACKED CONTENT

o Conventional recipes can also be adjusted for microwave cooking. Typically, the following adjustments must be made: . Decrease the liquid by one third the total amount . Eliminate fats (both solid and liquid) unless they provide flavor . Use only half of the seasonings because they intensify when microwaving. . Use HIGH power level unless it is a delicate food, which needs MEDIUM-HIGH power level . Decrease the cooking time – look in microwave cookbook for a similar recipe . Allow for standing time – food continues to cook

o Sometimes it is necessary to substitute one ingredient for another when preparing foods. Reasons for substituting ingredients in recipes include: . Unavailable ingredients . Cost of ingredients . Nutritional value (Ex. need to increase or decrease fiber, fat, sodium, etc.) . Creativity

o Some recipes are easier to adjust than others. Recipes with NON-ESSENTIAL ingredients are easily adjusted, while those containing ESSENTIAL ingredients are really difficult to change. . NON-ESSENTIAL ingredients are those that act independently of each other. They are found in recipes for soups, stews, salads, casseroles, stir-fry, etc. These can be substituted without changing the recipe’s appearance, taste, or texture. . ESSENTIAL ingredients are those that have specific functions in a recipe. These ingredients, including flour, salt, sugar, fat, and leavening agents, work in exact proportion to each other, almost like a chemical formula. They are found in recipes for cakes, cookies, breads, and other baked goods. Because the recipes are so sensitive to changes in these ingredients, the appearance, taste, or texture are affected.

o Common ingredient substitutions can be found in well-written cookbooks and on the Internet. These substitutions can usually be made without any significant difference in the final product. The following is a chart of some common ingredients and their substitutions:

COMMON INGREDIENT SUBSTITUTIONS

INGREDIENT SUBSTITUTION 1 c. cake flour 1 c. – 2 Tbsp. (7/8 c.) all-purpose flour 1 c. self-rising flour 1 c. all-purpose flour + 1 tsp. baking powder + ½ tsp. salt 1 c. buttermilk 1 Tbsp. lemon juice or vinegar + enough milk to equal 1 c. (Stir and allow mixture to stand several minutes before using.) 1 large egg 2 egg whites 1 Tbsp. cornstarch 2 Tbsp. all-purpose flour 1 c. corn syrup 1 ¼ c. sugar + ¼ c. liquid used in recipe 1 oz. unsweetened baking chocolate 3 Tbsp. unsweetened cocoa + 1 Tbsp. butter, margarine, or vegetable oil 1 2/3 oz. semisweet chocolate 1 oz. unsweetened chocolate + 4 tsp. sugar OR 1 oz. semisweet chocolate chips + 1 tsp. shortening. 1 tsp. dry mustard 1 Tbsp. prepared mustard 1 clove garlic 1/8 tsp. garlic powder 1 Tbsp. chopped fresh herb 1 tsp. chopped dried herb

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Note to the Teacher: Remember to insert discussions and remind students to think “Sustainability and Resource Conservation” throughout this and all objectives.

1. Prepare a display, exemplifying convenience foods with which most 1. Allows students to students are familiar, to help generate discussion of the importance of UNDERSTAND (B2) and how to interpret information found on convenience food labels. the importance of Have students use the graphic organizer, “2.04A Build the information found on Convenience Sandwich,” to record the presented information OR convenience food have students to create their own graphic organizer by showing labels in meal 2.04B_1 Build the Convenience Sandwich PPT and having them preparation draw and put into their own words the parts of the sandwich and the explanation of each. Use the Unpacked Content for Objective 2.04 and the “2.04B Build the Convenience Sandwich” Answer Key to present the information so that students may complete and/or correct their graphic organizer.

Adventures in Nutrition, pp. 214 and 216-217. Food for Today, pp. 51-52, 225-227, 641, and 655. Guide to Good Food, pp. 205 and 212-213.

2. Facilitate a discussion using the PowerPoint “2.04C Adjusting 2. Allows students to Recipes” related to changing recipe yields and making ingredient EXPLAIN (B2) the substitutions for unavailable ingredients, more healthful ingredients, or impact of recipe convenience foods as ingredients while students use 2.04D Adjusting changes when Recipes PowerPoint Notes for note taking. Have students discuss the increasing/decreasing impact of recipe changes when increasing/decreasing yields and yields and making making necessary and/or healthful substitutions. Use 2.04C Adjusting necessary and/or Recipes” PPT to check for accuracy. healthful substitutions

Adventures in Nutrition, p. 188 and 200-202. Food for Today, pp. 347-349. Guide to Good Food, pp. 240-243.

3. Provide each student with a copy of the activity, “2.04E Kitchen 3. Allows students to Equivalents.” Have students work together as a group or in small INTERPRET (B2) groups, using their “Equivalent Measures” graphic organizers and their equivalent measures “Gallon Man” visuals from Objective 2.03, to complete the activity. Facilitate a discussion and provide feedback with correct answers using 2.04F_Kitchen Equivalents Key. Reteach concepts when necessary.

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4. Using 2.04G_Kitchen Math Key, 2.04H Kitchen Math 4. Allows students to Conversion Sheet, and 2.04I Kitchen Math, have students INTERPRET (B2) formulas complete the activity, “Kitchen Math,” that changes the yield of a for increasing/decreasing recipe by both increasing and decreasing the original yield. Have recipe yields and for making students use their “Equivalent Measures” and “Gallon Man” measurement conversions activities to help interpret and convert their answers to the most logical, manageable amount.

Evaluate 5. Provide each student with copies of the activity, “2.04 J 5. Allows students to APPLY Substituting Ingredients”. Have students work together to (C3) common ingredient complete this activity. Students may use their graphic organizers, substitutions found in recipes “Adjusting Recipes,” and their textbooks to located needed and resources for locating the answers. Provide feedback with “2.04K Substituting Ingredients substitutions Key”.

6. To group students for this activity use 2.04L What Food Are You? 6. Allows students to APPLY Instructions, provide each student with a puzzle piece. Have (C3) steps to students locate the other members of the puzzle by matching the increasing/decreasing recipe pieces. yields; making substitutions for more healthful products; Review 2.04M Food Lab Preparation Instructions and provide using convenience foods in students with recipe(s). Have students change the yield of the food preparation; using recipe(s) as instructed by the teacher; make a healthful ingredient market orders; and using substitution in the recipe; and use a convenience food in the recipe. time-work schedules Have students re-write the recipe(s), indicating all adjustments on a “2.04N Recipe Format Sheet.”

Have students review the “Lab Safety & Sanitation” handout; complete the “1.02F Market Order Sheet” for the recipe(s); and complete the “1.02N Time Table Sheet.” These will be turned in to the teacher in preparation for a food lab. Use the “1.02F Market Order Sheet” from each kitchen to prepare the “1.02H Master Market Order Sheet” and purchase groceries as needed.

7. LAB: Return the adjusted recipes, market orders, and time-work 7. Allows students to apply schedules in preparation for the food lab. Have students prepare knowledge to correctly select, food products, using the returned documents. Have students work read, and adjust recipes; apply safely and use appropriate sanitation procedures learned in class. appropriate safety, sanitation, and lab procedures for Have students share food among kitchens and compare the success successful preparation of food of the food lab products. products. Also enables students to UNDERSTAND (B2) Teacher-provided ingredients and preparation equipment teamwork in the lab setting

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8. Provide students with copies of the “1.02V Work Plan Evaluation 8. Enables students to Rubric Sheet.” Have students use this form to evaluate their lab EVALUATE (B5) experiences, recognizing both positive and negative results and the food lab making suggestions for changes in the future. experiences. Provides them with the opportunity to review and make adjustments for future food preparation experiences.

9. Using “2.04O Flash Cards Instructions” and “2.04P A-B-C-D 9. Provides students Flash Card Template”, have students use the A, B, C, D flash cards with a formative to indicate what they think are the correct answers to the questions assessment on provided by the teachers that are related to interpreting convenience interpreting food label information; changing recipe yield; and making ingredient convenience food substitutions. label information; changing recipe yield; and making ingredient substitutions

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REFERENCES WEBSITES STATE ADOPTED TEXTBOOKS: www.baking911.com (for baking and “Adventures in Food and Nutrition,” pp. 188, 200-202, measurement tips) 214, and 216-217.

“Food for Today,” pp. 51-52, 225-227, 347-349, 641, and 655.

“Guide to Good Food,” pp. 205, 212-213, and 240-243.

IMS Assessment Item Bank

GAMES: NASCO. “Kitchen Equivalents Bingo.”

ADDITIONAL RESOURCES: Kowtaluk, H. 2006. “Food for Today.” Exam View Pro Test Generator CD.

Kowtaluk, H. 2006. “Food for Today.” Puzzle Maker CD.

Kowtaluk, H. 2006. “Food for Today.” Inclusion in the Classroom.

Kowtaluk, H. 2006. “Food for Today.” Teacher Works CD.

Largen, V. and D. Bence. 2008. “Guide to Good Food.” Teacher’s Resource CD.

NASCO. “Kitchen Math Teaching Kit.”

NASCO. “NASCO Cook’s Toss-up Balls.” (available for equivalents).

N.C. FCCLA Guidebook, “Learn, Live, Lead,” 2003.

National FCCLA Star Event Manual, 2009.

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Appendix 2.04A Build the Convenience Sandwich Appendix 2.04B Build the Convenience Sandwich Key Appendix 2.04B_1 Build the Convenience Sandwich PPT Appendix 2.04C Adjusting Recipes PowerPoint Presentation Appendix 2.04D Adjusting Recipes PowerPoint Notes Appendix 2.04E Kitchen Equivalents Appendix 2.04F Kitchen Equivalents Key Appendix 2.04G Kitchen Math Key Appendix 2.04H Kitchen Math Conversion Sheet Appendix 2.04I Kitchen Math Appendix 2.04J Substituting Ingredients Appendix 2.04K Substituting Ingredients Key Appendix 2.04L What Food Are You? Instructions Appendix 2.04M Food Lab Preparation Instructions Appendix 2.04N Recipe Format Sheet Appendix 2.04O Flash Cards Instructions Appendix 2.04P A-B-C-D Flash Card Template Appendix 2.04Q Sample Prototype Questions

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