Week of:
Westside High School Lesson Plan
|Teacher Name: |Reginald Martin |Unit Name and #: |Standardized Recipes |
|Course: |Practicum I-Culinary Arts |Dates: |January 6-9, 2014 |
|Monday |Daily Objective: Identify why standardized recipes are important to foodservice industry |
| |Learning Activities: |
| |View Chapter 5 PowerPoint (Gisslen) |
| |Discuss Components of Standardized Recipe |
| | |
| | |
| |Assessment Methods: |
| |Student Q&A |
| |Checks for Understanding: |
| |Materials: Gisslen Text Book, Paper, Pencil, Uniform |
| |Follow Up/HW: |
|Tuesday |Objective: Identify Components of Standardized Recipe |
| |Learning Activities: |
| |View Chapter 5 PowerPoint (Gisslen) |
| |Review and plan Mise En place for Standardized Recipe |
| | |
| | |
| | |
| |Assessment Methods: |
| | |
| |Checks for Understanding: |
| |Materials: : Gisslen Text Book, Paper, Pencil, Uniform |
| |Follow Up/HW: |
|Wednesday|Objective: Preparing Standardized Recipes |
|/Thursday| |
| |Learning Activities: |
| | |
| |Knife Skills |
| |Prepare Standardize Recipe in Cooking Lab |
| |Assessment Methods: |
| | |
| |Checks for Understanding: |
| |Materials: : Gisslen Text Book, Paper, Pencil, Uniform |
| |Follow Up/HW: |
|Friday |Objective: Reviewing Standardized Recipe Procedures |
| |Learning Activities: |
| |Review Weekly Concepts |
| |Take Written Quiz |
| |Assessment Methods: |
| | |
| |Checks for Understanding: |
| |Materials: : Gisslen Text Book, Paper, Pencil, Uniform |
| |Follow Up/HW: |
[pic]
Culinary Applications:
Introduction to Standardized Recipes
Length of Class: 1 session
Class Duration: 90 minutes
Lecture: 30 minutes
Instructor Demo: 30 minutes
Student Activity: 30 minutes
Optional Quiz: 10 minutes
Student Objectives:
• Demonstrate the ability to read and execute a selected written recipe
• Identify importance of standardized recipes to a successful foodservice operation
• Identify components of standardized recipe
• Correctly describe the limitations of a standardized recipe
• Correctly convert recipe yields
TEKS Alignment:
Culinary Arts:
(1)(A),(D); (11)(A)
Practicum in Culinary Arts:
(4)(A),(C),(D)
Restaurant Management:
(1)(A),(C),(D),(E),(F); (3)(C); (7)(A),(B)
Foodservice Prep
Texas Restaurant Association
Education Foundation
Culinary Applications:
Introduction to Standardized Recipes
Lecture Guide
I. Importance of standardized recipes
A. Cost See: Foundations of Restaurant Management & Culinary Arts, Level I, pp. 245-247
B. Consistency See: Professional Cooking, 7th Edition, pp. 102-104
C. Customer satisfaction
D. Customer expectations
E. Planning and purchasing
F. Over- and underproduction
II. Components of a standardized recipe See: Foundations of Restaurant Management & Culinary Arts, Level I, pp. 245-247
A. Ingredient list See: Professional Cooking, 7th Edition, pp. 102-104
B. Amounts of ingredients required
C. Units of measurement
D. Method of ingredient preparation
E. Ingredient combination and sub-assembly instructions, as needed
F. Cooking methods, times and temperatures
G. Ingredient or sub-assembly holding requirements, as needed
H. Holding requirements for finished product, as needed
I. Yield in weight or volume
J. Portion or serving size
K. Yield in portions
III. Limitations of standardized recipes See: Professional Cooking, 7th Edition, p. 102
A. Ingredient substitutions
B. Other factors
1. Employee experience and training
2. Equipment and facilities
3. Financial constraints
C. Learning the rules
D. Breaking the rules
IV. Converting recipes
A. Converting total yield: If portion size remains constant, then the following
two-step method can be used See: Professional Cooking, 7th Edition, pp. 109-114
1. Divide the new yield by the old yield to obtain the conversion factor:
New Yield / Old Yield = Conversion Factor
Foodservice Prep
Texas Restaurant Association
Education Foundation
2. Multiply each recipe ingredient by the conversion factor to obtain the new
quantity to calculate the new yield:
Old ingredient quantity x Conversion factor = New quantity
For example: The chef needs to convert a recipe for beef stew from
1.5 gallons to .75 gallons. First, determine the conversion factor:
.75 gallons / 1.5 gallons = .50
The problem with this simple conversion is that the recipe ingredients are
not normally indicated in gallons but in ounces. A more effective approach would
be to convert
gallons to ounces to accommodate the recipe:
96 ounces / 192 ounces = .50
Although the conversion factor is the same, yields in ounces become more
uniform to deal with. It is important to remember that if you are dealing
with a factor of less than one, you are reducing the original yield. When
dealing with factors greater than one, you are increasing the yield. All
units of measurement must be the same (pounds, ounces, cups, etc.)
must be changed to a common unit of measurement.
Student Activity: Team recipe-writing contest.
Recommended Handout: Standardized Recipe Form
Reading Assignment: Foundations of Restaurant Management & Culinary Arts, Level I, © 2011, National Restaurant Association and published by Pearson Education, Inc., Chapter 4, pp. 245-247.
Professional Cooking, 7th Edition, Wayne Gisslen, Chapter 5, pp. 102-104, 109-114.
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