Module 4: Kitchen Organization and Food Preparation (Core)

Suggested times for parts A, B, and C are given below.

Foundational Objectives

To understand basic terminology and fundamental practises related to commercial cooking.
To use, maintain, and operate common kitchen tools and equipment.

Common Essential Learnings Foundational Objectives

To understand and use the vocabulary, structures, and forms of expression related to the food industry. (COM)
To develop skills in computing, measuring, estimating, and interpreting data. (NUM)

Note: Other CELs may be emphasized.

Topics

Weights and measures
Basic kitchen organization
Food composition and nutrition fundamentals
Effect of heat on foods
Kitchen terminology
Refrigerated and frozen products
Portion control
Basic menus
Buffets and banquets (planning, organizing, supervising)

Module 4A Introductory

Suggested time: 5-10 hours

Learning Objectives	Notes
4.1A To practise basic organization principles.	Simulate kitchen work stations to demonstrate efficient ways to organize tools, work space, and tasks. Give students opportunities to practise the following basic kitchen organization skills: selecting and arranging tools selecting raw materials - teach "first in, first out" rule to rotate older materials for use first "cleaning as you go" principle proper wrapping and storaging of prepared products basic dishwashing and sanitizing procedures.
4.2A To measure accurately. (NUM)	Allow students to practise measuring liquid ingredients, dry ingredients, and the displacement method for fats. Familiarize students with the Imperial system. See Learning Objective 1.5.
4.3A To understand nutrition fundamentals.	Examine the Canada Food Guide and have students take an inventory of their own diets. Discuss how nutritional considerations might be taken into account in commercial applications. Consult the Food Studies 10, 30 Curriculum Guidelines and/or teacher.
4.4ATo understand food composition and the effect of heat on food.	Describe the main components of food: protein, fats, carbohydrates, water, minerals, vitamins, pigments, and flavour components. Demonstrate the effect heat has on each of the components.
4.5A To define and demonstrate cooking terms and procedures. (COM, TL)	List and demonstrate cooking terms such as the following: saute boil poach simmer coagulation of protein gelatinization of starches carmelization of sugars leeching of pigments and vitamins breading station Module 3 in the Tourism, Hospitality, and Entrepreneurship A30, B30 Curriculum Guidelines lists common food terms including an optional list for articulation with a similar section in the Professional Cook program at SIAST. This module may be incorporated into the Commercial Cooking course or used as a supplementary resource.

Module 4B Intermediate

Suggested time: 4-6 hours

Learning Objectives	Notes
4.6B To consider factors in receiving and storing foods that have been refrigerated or frozen.	Explain how environmental factors can affect food when it is improperly stored or packaged. List some of the appropriate materials used for storing, freezing, and refrigerating foods. Define cross contamination. Explain how proper food storage location can prevent this. Describe some ways that can increase the shelf life of foods. Students could receive an order of food products to practise the use of an invoice. Demonstrate baker's percentages and scaling by weight of ingredients in the bakeshop.
4.7B To practise recipe conversion. (NUM)	Give students examples of recipes to convert to different numbers of portions using a conversion factor. See Learning Objective 1.5.
4.8B To handle and prepare convenience and frozen foods	Students should have the opportunity to store, defrost, prepare, microwave or cook, portion and serve convenience food including powdered products and mixes.

Module 4C Advanced

Suggested time: 4-6 hours

Learning Objectives	Notes
4.9C To consider portion control and other factors that influence costs/profits.	To consider portion control and other factors that influence costs/profits. A real or simulated food preparation and service event should be planned to give students experience in costing. Explain how waste control can affect food cost and profit.
4.10C To consider various types of menus, planning principles, and factors that influence menu planning.	Students should examine the factors that influence the menu: number to be served, cost, type of cuisine, equipment, skill of worker, and cultural and regional differences. Discuss situations where specific menus may be used. Explain the importance of menu planning and the impact on organization and cost.
4.11C To demonstrate the ability to plan and organize a menu and to prepare a meal for a function. (CCT )	Students should plan, set up, and serve a buffet meal. It may be possible to do this for a staff function. Factors for students to consider and practise are: costing, selecting, and receiving materials selecting serving equipment timing the preparation of the food for best appearance and freshness arranging and presenting the food communicating with patrons.

Module 5: Stocks, Sauces, and Soups (Core)

Suggested times for parts A, B, and C are given below.

Foundational Objectives

To understand basic terminology and fundamental practises related to cooking.
To prepare, cook, and store foods using techniques to achieve suitable colour, flavour, and texture and to maintain nutritive values.

Common Essential Learnings Foundational Objectives

To understand and use the vocabulary, structures, and forms of expression related to the food industry. (COM)
To develop various skills related to accessing information. (TL)
To gain the knowledge and develop the skills required to make appropriate decisions when selecting, preparing, and serving foods. (CCT)

Note: Other CELs may be emphasized.

Topics

Stock preparation
Use of commercial bases
Sauce preparation and presentation
Thickening agents
Soup preparation, garnish, and service

Module 5A Introductory

Suggested time: 3-6 hours

Learning Objectives	Notes
5.1A To make basic broth and cream soups.	Using convenience bases, students should make one or more broth-based soups. Have students make a roux to thicken one or more cream soups.

Module 5B Intermediate

Suggested time: 10-15 hours

Learning Objectives	Notes
5.2B To understand how basic stocks are made. (TL)	Students should be aware of the basic stock ingredients used to accommodate various dietary preferences (e.g., vegetarian) . Have students make stock or consomme using bones. Discuss the benefits of mirepoix, acidic products, and the drawbacks of using leftovers.
5.3B To use commercial and convenience bases.	Allow students to use a variety of bases and discuss their appropriate uses.
5.4B To identify and use the major thickening agents.	Students should practise thickening liquids using agents such as roux, cornstarch, whitewash, and beurre manie. Experiment with various thickening agents to discover their thickening power, clarity, reaction to sugar, and their flavour.
5.5B To describe and make the five leading sauces. (COM)	Give students opportunity to describe and prepare the five leading sauces: Bechamel Velute Espagnole Tomato Hollandaise
5.6B TTo prepare compound butters.	Students will prepare a variety of compound butters.

Module 5C Advanced

Suggested time: 5-10 hours

Learning Objectives	Notes
5.7C To prepare consomme.	Using raw materials, students should follow a complete procedure for making a clear, traditional consomme.
5.8C To select and prepare appropriate small sauces to accompany menu items. (CCT)	Using leading sauces as bases, allow students to prepare small sauces for use with menu items. Small sauces may include the following: Cream Mornay Soubise Poulette Mushroom Normandy Bordelaise Robert Charcutiere Bercy Creole Mousseline Foyot