1 / 80

Kitchen Safety and Nutrition Notes for High School Students

Learn about food safety, sanitation, kitchen hygiene, and nutrition essentials in this informative guide for high school students.

terryw
Download Presentation

Kitchen Safety and Nutrition Notes for High School Students

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Foods I Mrs. Peaden Westlake High School

  2. Please pull out a blank piece of paper, write your name at the top and answer the following questions: 1- What are three reasons that protein is needed in the body? 2- What is the definition of a complete protein? 3-What is the definition of an incomplete protein? 4-How many essential Amino Acids are there? 5- What is one thing you have learned about protein this week?

  3. 1-21-2011 – Sanitation • Open books to page 281 • What is sanitation? • How long should you scrub your hands? • What is cross contamination? • Identify the causes of food bourne illness. • Conclude whether a sandwich maker is practicing good food safety if he touches cooked chicken, his face and then his cutting board with gloved hands. • Why do you think sanitation is important?

  4. 1.25.2011 – Meet your Kitchen Open your composition notebook and copy the following lab expectations: • Professionalism: • Demonstrate appropriate workplace hygiene and appearance. ProStart Students wear chef coat/hat • Respect yourself • Respect others • Respect the environment • Sanitation: • Wear a apron, tied • Shoulder length hair needs to be pulled back before washing hands • Wash hands for a minimum of 20 seconds in hand sinks • Demonstration safe food handling • Sanitize work area with kitchen sanitizer spray at the end of the lab. Put items away in their appropriate labeled drawer • Mise en Place: • Ingredients and equipment ready for assembly • Organized recipe method and sequence of work • Prepare mentally for product preparation • Cooking Technique: • Food Item cooked properly using the appropriate method • Demonstrate correct knife cuts • Product Evaluation: • Display finished product on a plate • Taste finished product • Hand in lab evaluations

  5. 1.25.2011 – Meet your Kitchen part 2 • Pick up Unit 1 packet. • Find Small Equipment Identification worksheet. • Use the Food for Today books to fill in the answers. Only do Name and Used For sections. • Use pages 314-336 – Equipping the Kitchen and pages 372-374 – Measuring

  6. 1.27.2011 – Abb. And Substitutions • Pick up Abbreviations and Substitutions paper. • Use the information placed around the classroom to fill out the paper.

  7. 1.31.2011 – Abb. And Substitutions • Open up notebook and answer the following questions: • What can be substituted for 1 sq oz unsweetened chocolate? • 3 tsp = how many Tbs? • 1 c = how many Tbs? • Evaluate the lab we did last Friday. What went well? What could have gone better? What was your favorite part? What was your least favorite?

  8. 2.2.2011 – Small Equipment Review • Review Chapter 19: • Identify the causes of foodbourne illness • Explain the importance of cleanliness in the kitchen. • Finish Match up the Measuring Techniques • Use the books to complete the “Identify the Type of Pot or Pan”. • Pages 326 - 327

  9. 2.4.2011 - Microwave Cooking • Read page 324 under “Microwave Oven.” • Use these pages and page 394 on to answer the following questions. • What is microwave cooking? • What kind of energy do microwaves use? • What is the difference between radiant energy and heat energy? • What molocules are effected the most? • Why should you cover foods in the microwave? • What is standing time? • List and explain three things you can do to get the most from a microwave oven.

  10. Microwave Cooking • Sugars • Salts • Hotspots • Jelly • Jelly • Warm • Salting • Uneven • Cooking Power • Watts • Degrees • Percent % • Pasta • Rice • Cooktop • Unevenly • Moist Heat • Potatoes, Hotdogs, or Butternut Squash • Moisture • Split • Explode • Fats • Energy • Electrical Waves • Water Soluble • Vegetables • Heat • Vibrate • Vibration • Themselves • 1 ½ • Conduction • Deeper • Thick

  11. Microwave Cooking Continued • 50% • 100% • Low • Medium • 30% Power • 90 Watt • 700 Watt • Over Cooking • Under Cooking • Half Power • 50% • Glass • China • Pottery • Paper • Paper • Recycled Paper • Heat Resistant • Plastic • Plastic and Styrofoam • Plastic • Metal • Metals • Trims • Screws • Growing • Metal • Utensil • Aluminum Foil • Foil • Shallow • Straight • Round • Even • Square

  12. Microwave Cooking Continued • Rectangular • Overcook • Corners • As many sides as possible. • Mold • Whole potatos • More slowly • Thirst • Tender • Asparagus • Paper Towels • Paper Towels • Paper Towels • Wax paper and silicone coated parchment paper • Plastic Wrap • Casseroles • Plastic Wrap • Wrap • Plastic • One inch • Plastic • Microwave time • 2 to 2 ½ • Overcooks • Hard • Tough • Undercooked • Standing Time

  13. Microwave Review • List three positive reasons for using a microwave • List three reasons for NOT using a microwave • Copy the following into your composition notebook: • Microwave cooking time is the time the food needs to cook with microwave energy. Standing time is the time food continues to cook after the microwave has stopped.

  14. 2.10.2011 • What happens if you cook something in the microwave too long? (It gets tough and chewy.) • -Why would you want to broil something in the oven before cooking it in the microwave? (To keep it from getting soggy.) • Copy the following into your notebooks: • Microwaves cause molecules to vibrate. Vibration creates friction, which produces the heat that cooks the food. Appropriate cooking containers include plastic, glass, paper. (Not Metal!)

  15. 2.14.2011 – Review • How many teaspoons in a tablespoon? • How many tablespoons in a stick of butter? • How many cups in a stick of butter? • Copy the following into your notebook: • Some foods (i.e. eggs) cannot be cooked in their shell in the microwave. Pierce potatoes to prevent exploding in the microwave. • When you are done, pull out Unit Packet 1. Finish all assignments that we have started that you may not have finished. (This includes the Microwave Mysteries page.)

  16. 2.14.2011 – Review Answers • How many teaspoons in a tablespoon? • Three • How many tablespoons in a stick of butter? • 8 Tablespoons • How many cups in a stick of butter? • ½ Cup • Copy the following into your notebook: • Some foods (i.e. eggs) cannot be cooked in their shell in the microwave. Pierce potatoes to prevent exploding in the microwave.

  17. 2.16.2011 – Valentines Lab • Please come in and pull out your Recipe Book. Read over the recipe associated with your lab group. Today we will be cooking in the foods lab, and we need to get started ASAP. • Lab 1 – Punch and Chocolate Frosting • Lab 2 & 3 – Hot 7-Layer Dip • Lab 4 – Apples and Caramel for Dipping • Lab 5 & 6 – Sweet Surprise Cupcakes • Lab 7 & 8 – Valentine Sugar Cookies

  18. 2.18.2011 – Gallon Measurements • How many Tablespoons in one cup? • How many Cups in one Pint? • How many Pints in one Quart? • How many Quarts in one Gallon? • How many Cups in one Quart? • How many Cups in one Gallon? • How many Pints in one Gallon?

  19. 2.25.2011 – Muffin Method • Open books to page 668 and answer the following questions: • What is a quick bread? • Describe the steps of the Muffin Method. • Evaluate what will happen if you overmix the muffin batter.

  20. 3.3.2011 – Lab Evaluation • Please write an evaluation for the Muffin and Smoothie lab completed last Friday. • This must be at least 5 sentences long. Include an evaluation of your team work as group members and an evaluation of how your muffins/smoothies turned out. • What did the tops of your muffins look like? Do you think your muffins were overmixed, undermixed or just right? • Copy this into your notebook: • The muffin method is not as suitable for recipes high in fat and sugar as the method used when making a cake called “creaming.” Consequently, quick breads mixed by the muffin method are not as rich and cake like. Many store bought muffins are actually more like little cakes than actual muffins.

  21. 3.7.2011 - Terms • Pausthe eggs into a bowl, and lisadathe milk, salt and pepper. • Lööma the eggs gently, do notülelöömathem or sebima them to a vaht. Place the frying pan on the stove and warm the pan over a moderate heat before lisada the butter. • Once the butter begins to vaht, carefully add the eggs to the center. • Kokkover a moderate heat. As the eggs begin to sätestatud, lift the edges upwards with a spatula. • Kokk until the eggs have sätestatud on the bottom but the top is still a little niiske. • Tõstke the edge of one side and klapp the half so that it istub neatly on top. Do not paus in half. • Vabastage it away from the pan and ots out onto a warmed plate. Serve immediately. • Write the above recipe in your notebooks, substituting the words in bold for the terms they stand for. ` • What is this recipe making? • What information do you need to complete this recipe successfully? • Why are terms important? • Why shouldn’t you just guess what a term means if you don’t know?

  22. 3.7.2011 – Terms Answer – Omlet! • Break the eggs into a bowl, and add the milk, salt and pepper. • Beat the eggs gently, do notover beat them or whisk them to a froth. • Place the frying pan on the stove and warm the pan over a moderate heat before adding the butter. • Once the butter begins to foam, carefully add the eggs to the center. • Cook over a moderate heat. As the eggs begin to set, lift the edges upwards with a spatula. • Cook until the eggs have set on the bottom but the top is still a little moist. • Lift the edge of one side and fold the half so that it sits neatly on top. Do not break in half. • Loosen it away from the pan and tip out onto a warmed plate. Serve immediately.

  23. Terms Hunt • Label a piece of paper 1 – 8 then walk around the classroom and look for the kitchen utensils that are laying around the room. • Label the item and write any terms associated with the item on your paper.

  24. 1- Grater • 2-Chefs Knife • 3-Wooden Spoon • 4-Rubber Scraper • 5-Whisk • 6-Pastry Blender • 7-Peeler • 8-Fork

  25. 3.9.2011 – Peach Cobbler • Pull out your recipe books and highlight/circle all of the cooking terms you can find. • Underline any other steps/information that you think is important.

  26. 3.11.2011 – Terms • Please define the following terms: • Chop • Saute • Whip • Knead • Name the following kitchen items and the terms associated with them:

  27. 3.16.2011 – Salad Lab • Open recipe books to Salad Lab. Read the rules. • Find the recipe that your lab has been assigned and read through the directions. • Lab 1 & 2 – Cool and Creamy Macaroni Salad • Lab 3 & 4 - Raspberry Cookie Salad • Lab 5 – Japanese Salad • Lab 6 – Sarah’s Salad • Lab 7 & 8 – Tangy Fruit Salad

  28. 3.18.2011 – Kitchen Safety • Open Unit Packets to the Kitchen Safety Picture. • Circle the Safety Hazards and follow the other instructions on the sheet.

  29. 3.22.2011 • Open your notebooks and answer the following questions: • What three things have you learned from this Unit? • Why are the things that you have learned important and how can you apply them to cooking on your own?

  30. 4.1.2011 – Food Pyramid • Identify the parts of the pyramid that this dinner comes from:

  31. 4.1.2011 – Food Pyramid • Identify the parts of the pyramid that this dinner comes from: Copy the following: Salt and sodium is usually added to processed foods And beverages and diet drinks. High consumption of salt and sodium is a contributing factor to high blood pressure.

  32. 4.7.2011 – Apple Pie • Please open your recipe books and thouroughly read the Skillet Apple Pie Recipe. • Copy the following into your notebook: Fruit group provides complex carbohydrates, fiber, vitamin C and potassium.Oil group provides fat.

  33. 4.18.2011 – Balanced Eating • Think back over your spring break. Which meal that you ate was the most balanced according to the Food Guide Pyramid? • Which meal was the least balanced? • How could you have made your “least balanced meal” more balanced? • Copy the following into your notebook: • Discretionary Calories: The balance of calories remaining in a person’s “energy allowance” after consuming sufficient nutrient dense forms of foods to meet all nutrient needs.

  34. 4.20.2011 - Guidelines • Choose three of the following nine guidelines and write one of the key recommendation: • Adequate nutrients within caloric needs. • Weight management • Physical activity • Foods groups to encourage (food choices) • Fats • Carbohydrates • Sodium and Potassium • Food Safety

  35. 4.22.2011- Grains • List all of the Grains/Carbohydrates that you can think of. (List at least 3.) • Please write the following in your notebooks. Grains group provides complex carbohydrates, fiber B-vitamins and incomplete proteins.

  36. 4.26.2011 - Eggs • Open up the Red “Food for Today” books to page 516. • Using figure 33.1 – Draw and label the parts of the egg. • Then using the information located above, define each part of the egg that you labeled.

  37. 4.28.2011 – German Pancakes • Pull out your recipe books and open to the german pancakes recipe. Read through this carefully. • Circle Step #1, put a box around Step #2, draw a star by Step #3, Underline Step #4. • What function of the egg will help to make these german pancakes rise? • Write the answer at the bottom of your recipe book.

  38. 5.2.2011 – Egg Review/Protein • Select two of the following functions. Define them and list one food where this function is applicable. • Binder, Thickener, Coating, Leavening Agent, Emulsifier. • Identify the functions in the following foods: • List as many different types of protein as you can think of.

  39. 5.4.2011 – Protein Lab • What bacteria is found in chicken? What bacteria is found in hamburger? • Write the following information: • Cook meats (like steak) to 145 degrees. Cook ground beef to 155 degrees. Cook Poultry (like chicken) to 165 degrees. • If you are an odd numbered group (1357) read the “A Cow Roped in a Garden” recipe. • If you are an even numbered group (2468) read the “Chicken Wrapped in a Blanket” recipe.

  40. 5.6.2011 - FATS • Answer these questions to activate your prior knowledge about fat: • What foods contain fat? • What happens to fat in the body? • Is there such thing as a good fat? • Write the following in your journals: Fat is a concentrated source of energy – 9 calories per gram. Recommended consumption levels are 30% percent of total calories from fat.

  41. 5.10.2011 – Fruits and Vegetables • Using the book page 432 • What are the nutritional benefits of fruit? • What are the six major types of fruit? • Identify one fruit you’ve never eaten and describe it. • Using the book page 450 • What are the nutritional benefits of veggies? • What are the eight major types of veggies? • Identify one vegetable you’ve never eaten and describe it.

  42. 5.16.2011 – State Test Review • Please continue work on the state test review paper you worked on in class on Thursday. • State Skills Test is on Wednesday!

  43. #3 Stir and rotate foods for even cooking. Covering Foods holds in the moisture, Helps foods to cook more evenly. Cover with plastic wrap, paper towel, wax paper or lid.

  44. #4 To prevent burns use pot holders and direct steam away from body. Covering food while cooking prevents food from splattering in the microwave.

  45. #6 To extinguish a grease fire use fire extinguisher, lid on pan, baking soda, salt. Avoid water or flour.

  46. #7 Dull knives are dangerous and less efficient than sharp knives. Keep clothing away from direct heat. Avoid plastic on range. Point handles away from the front of the range.

  47. #8 Clean up spills immediately to avoid falls. Lift lid on hot foods away from you. Use hot pads or mitts for handling baking pans. Store heavy items on lower shelves.

  48. #9 Mixing chlorine with any product containing ammonia will create deadly fumes. First aid for a first degree burn – place under cold running water.First aid for severely bleeding cut - apply direct pressure.

  49. #10 To avoid electrical shock – avoid any water and electrical contact. Use dry hands to disconnect appliance before cleaning. Electric shock – disconnect the power source before approaching injured person.

More Related