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TEACHER’S GUIDE Teacher’s Guide Program Title: The Creative

Updated: April 3, 2002 Version 2.2

2 INTRODUCTION This Teacher’s Guide provides information to help you get the most out of The Creative Chef. The contents in the guide will allow you to prepare your students before using the program, assist them as they navigate through the program, and present follow-up activi- ties to reinforce the program’s key learning points.

The Creative Chef is a multimedia kit that introduces the business and offers over 100 recipes organized into the five principles of planning. This program is an extremely effective learning tool designed for , service, and family sci- ence programs.

LEARNING OBJECTIVES After viewing this program, students will be able to… Understand the five principles of planning a menu for a five- Identify the components of a balanced meal Select quality for meal preparation Identify tips for saving time in the Understand the process and challenges of opening a restaurant Select appropriate recipes for different occasions

EDUCATIONAL STANDARDS This program correlates to the National Standards for Family and Consumer Science Education. After completing the series for The Creative Chef, the student should be able to:

Plan based on standardized recipes that meet customer needs Demonstrate commercial techniques for preparing food in the five menu categories Know and perform the functions of a food service manager Evaluate nutritional principles, food plans, preparation techniques, and specialized dietary plans Follow food safety and sanitation procedures

PROGRAM OVERVIEW Whether preparing a family meal or designing the menu for the newest eatery in town, the creative chef always seeks a balance of tastes, textures, and colors. Achieving this bal- ance takes careful planning and an understanding of the principles of menu planning: nutrition, availability of ingredients, cost of ingredients, prep time, and presentation. Using both video and interactive technology, The Creative Chef includes a video and two CD-ROMs that introduce the restaurant business and present over 100 recipes. This series is an extremely effective learning tool designed for culinary arts, food service, and family science programs.

In the video What’s for ? Planning a Menu, food service consultant Mark Sherwood introduces the five principles of menu planning during the preparation of a well-balanced five-course meal. Each course focuses on a single principle. 3 Copyright © 2002 Meridian Education Corporation Running a Restaurant: Menus and More reinforces the principles presented in the video. This interactive CD-ROM contains engaging activities, instructional video clips, and print- outs to introduce new material while reinforcing key points in the video. The program fea- tures two main segments (“So You Want to Own Your Own Place” and “What’s Wrong with This Menu?”), a balanced menu planner, a nutrition quiz, and a post-test.

The Recipe File not only helps teachers find the perfect recipe for class, but it also pro- vides the class with a great resource for selecting recipes for different occasions. Each recipe has been reviewed and edited by Chef Mark Sherwood and can be printed for classroom handouts.

MAIN TOPIC AREAS Topic 1: First Course: Ceviche Presents the First Principle of Menu Planning: Availability of Ingredients. Use foods that are in season, use only fresh, high quality foods, buy the best you can afford, and sub- stitute local ingredients in recipes. (Preparation of ceviche from start to finish.)

Topic 2: Second Course: Consomme Presents the Second Principle of Menu Planning: Preparation Time. Prepare all of the ingredients before beginning to , and conserve motion in the kitchen to save time and money. (Preparation of consomme from start to finish.)

Topic 3: Third Course: Two Presents the Third Principle of Menu Planning: Cost. Inspect ingredients before buying and using them, buy in quantity, find a balance between luxury and economy, and increase profit margins by adding specialty ingredients. (Preparation of salads from start to finish.)

Topic 4: Fourth Course: Tarragon Chicken Presents the Fourth Principle of Menu Planning: Nutrition. Prepare in healthy ways,e.g., broil instead of saute, substitute healthy ingredients, use herbs for flavoring instead of salt, present a balanced plate that provides vitamins, minerals and other nutrients, and consider the special dietary needs of your diners. (Preparation of tar- ragon chicken from start to finish.)

Topic 5: Fifth Course: Frozen Chocolate Souffle Presents the Fifth Principle of Menu Planning: Presentation. Diners eat with their eyes first, so presentation counts. Plan your presentation before your plate. Presentation should fit the style of the restaurant and the rest of the menu. (Preparation of Souffle from start to finish.)

FAST FACTS 1. Prepare foods that are healthy, for instance by broiling rather than sautéing. 2. Use olive oil instead of butter whenever possible. 3. Reduce sodium in dishes by substituting herbs or lemon juice for salt. 4. Always inspect ingredients for freshness and quality. 4 5. Buy the best you can afford. 6. Buy in quantity but buy only what you can use within a reasonable time. Prepare and measure ingredients before starting to cook or serve. 8. Use ingredients that are in season. 9. Plate coverage (the amount of takes up on a plate) varies with the type of restaurant. 10. Basic chopping techniques include julienne, fine dice, slicing and chopping. 11. The two most common knives used in the kitchen are the pearing knife and the chef’s knife.

VOCABULARY TERMS Bain marie (ban mahREE): This term has two meanings. The first refers to a method of in which a pan containing the item to be cooked is placed within a second, larger pan filled with simmering water; it is a very gentle cooking method often used with cus- tards. The term also refers to a container of prepared food or sauce placed in a water bath or on a steam table, to be held at a constant temperature for service. Crème chantilly (crem shanTEE): A vanilla-flavored cooked custard sauce, which may be used on its own or as the base for “French” or custard-style ice creams. Coulis (coo lee): A liquid puree, most commonly of fruit. Used as a sauce and/or for dec- orating plates for presentations. Jus (shjoo): Simply, juice. Usually refers to serving an item with its own juice, or unthick- ened sauce. Mire poix (meer PWAH): A mixture of diced vegetables, classically carrots, onions and celery, used either as a or as the initial flavoring element for a stock or sauce. Mise en place (meeze ohn PLAHCE): Literally, ”to put in place.” In the professional kitchen, it refers to the process of gathering and prepping all the utensils and ingredients required for a specific or group of dishes. Also used informally as a noun, as in ”be sure to check all your mise before service.” Sucs (sooks): The carmalized proteins that stick to a pan when meat is browned. Full of flavor, the sucs are usually removed from the pan by deglazing with liquid and are added to a developing sauce.

PRE-PROGRAM DISCUSSION QUESTIONS 1. Define the following French words: mise en place, bain marie, jus, mirepoix, sucs, crème chantilly, crème anglaise, coulis. 2. What are the principles of planning a balanced menu? 3. What are nutrients? 4. How does a chef determine the real cost of ingredients? 5. How do you bone a fowl? Truss a fowl? 6. What are the three ”tools of the trade” a chef needs? 7. How are slicing and dicing different? 8. What is the best way to prepare foods to retain their nutritional value?

POST-PROGRAM DISCUSSION QUESTIONS 1. Briefly explain the five elements of menu planning. 2. What is meant by ”creating balance” in a meal? 3. Name two ways to enhance plate presentation. 4. What are two key points to consider in owning a restaurant? 5 5. What are the best ways to prepare food so it retains its nutritional value? 6. Describe how to bone a fowl. 7. Describe basic chopping techniques. 8. What do you look for when buying fresh fruits and vegetables? 9. List the major tools used by a chef or cook. 10. Describe two ways to make a recipe healthier.

GROUP ACTIVITIES 1. Have a small group of students plan the menu for a five-course meal, giving each student the responsibility of one course.

2. Have students transform given recipes into healthier ones.

3. Send students in pairs or threes to the supermarket to calculate the cost per serving when buying in bulk.

INDIVIDUAL STUDENT PROJECTS 1. Assign individual students to plan a three- and a five-course dinner with a healthy bent. Have each student select an entree, a , or dessert as one of the courses; calculate the total cost for feeding fifty people.

2. Assign students to determine the length of preparation time of a fellow classmate’s three-course menu.

3. Have each student suggest the plate presentation of a fellow student’s course sug- gestion, e.g., dessert or salad.

INTERNET ACTIVITIES 1. Have students use the Internet to find menus from actual . Print the menus and have students compare the cost of the meal with the estimated cost of ingredients.

2. Research restaurants that specialize in different and that list some items from their menus. Have students create a dish to add to the restaurant’s menu.

ADDITIONAL RESOURCES Food and Nutrition Information Center http://www.nalusda.gov/fnic

Dole 5 A Day http://www.dole5aday.com

Good Nutrition for Kids and Teens http://www.childdevelopmentinfo.com/health_safety/nutrition.shtml

The Food Network 6 www.foodtv.com Cooking.com http://www.cooking.com

Fine Cooking Online http://www.taunton.com/fc

The History of Food: The Food Timeline http://www.gti.net/mocolib1/kid/food.html

Contemporary Nutrition, CD-ROM, Cambridge Educational This program highlights the foods from the major food groups and their relationship to the Dietary Guidelines for Americans. Students learn how to apply the principles shown in the food guide pyramid to their daily diets. Order #GHW8460 1-800468-4227 www.cambridgeeducational.com

The Menu, Four-part video series, Meridian Education Corporation Place your students on the path to quality cooking by teaching them the basics of flavor, substituting ingredients, decorating and displaying, and considering the healthful proper- ties of various foods. Order #GHW26607 1-800-727-5507 www.meridianeducation.com

Timing and Organization in Food Preparation, VHS, Meridian Education Corporation This video provides the viewer with five basic steps to help develop skills to prepare a hot meal, ready to eat at the right time. Order #GHW26658 1-800-727-5507 www.meridianeducation.com

7 P.O. Box 911 Monmouth Junction, NJ 08852-0911

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