Food Service (Criteria)

Recipients of the  Food Service credential have demonstrated concept proficiency and completed the following tasks:

Activity 1 – Cleanliness Tests
(a) Lightly dabbed fingertips into paint.
(b) Picked up and stacked half the dinner plates one at a time & observed fingerprints.
(c) Washed hands.
(d) Picked up and stacked the other dinner plates and observed for cleanliness.
(e) Washed the plates.
(f) Dried the plates.
(g) Marked each Petri dish 1 to 5.
(h) Set one Petri dish aside as a control dish.
(i) Took the cover off dish #2 and let it stand in the air 5 minutes before closing the dish and taping it shut.
(j) Took the cover off dish #3 and zig zagged the swab that had been touched to the door knob to the medium – then closed lid and taped it shut.
(k) Took the cover off dish #4 and gently touched a dirty rag to the medium – then closed lid and taped it shut.
(l) Took the cover off dish #5 and put some dust on the medium – then closed lid and taped it shut.
(m) Stored the Petri dishes in a warm place.
(n) Observed the growth in the Petri dishes using a magnifying glass for a period of one week.
(o) Made drawings of the microorganisms in each dish and labeled accordingly.
(p) Compared the drawings to the control dish.
(q) Gave Petri dishes to instructor for proper disposal.

Activity 2 – Preparing Attractive Meals
(a) Put on apron and hat.
(b) Washed hands and put on gloves.
(c) Set the plates correctly on the table.
(d) Set the dinner food models on the plates using similar colors.
(e) Set the dinner food models on the second set of plates using different colors.
(f) Compared the two sets of food models.
(g) Took all food models off the plates.
(h) Set the food models on the plates using foods which are similar in shape.
(i) Set the food models on the second set of plates using a variety of shapes.
(j) Compared the two sets of food models.
(k) Took all food models off the plates.
(l) Set the food models on the plates using foods that would taste about the same.
(m) Set the food models on the second set of plates using a variety of flavors.
(n) Compared the two sets of food models.
(o) Asked a classmate to compare the two sets of food models and to choose the one preferred.
(p) Took all food models off the plates.
(q) Set the food models on the plates using foods with soft textures.
(r) Set the food models on the second set of plates using foods with different textures.
(s) Compared the two sets of food models.
(t) Asked a classmate to compare the two sets of food models and to choose the one preferred.
(u) Set the food models on the plates using foods with the same colors, shapes, flavors or textures.
(v) Set the food models on the second set of plates using foods with different colors, shapes, flavors and textures.
(w) Asked 5 classmates to compare the meals and to choose the one preferred.
(x) Asked the classmates why they chose a particular meal and recorded observations.
(y) Recorded number of calories for each food and total meal.
(z) Evaluated if meal met recommended calorie range and how to correct if needed.

Activity 3 – Planning for Quantity Cooking
(a) Calculated the correct number of servings of the recipe needed.
(b) Calculated the correct number of batches needed of the recipe.
(c) Calculated the quantity needed of each item in the recipe.
(d) Converted answers where necessary.
(e) Completed an order worksheet listing the items in the recipe and the amount needed of each.
(f) Completed the on-hand column on the order worksheet.
(g) Calculated and recorded on order worksheet the amount needed to order of each item.
(h) Completed the order form.

Activity 4 – Planning School Lunches
(a) Washed hands. Put on apron, hat and gloves.
(b) Divided all food models into the school lunch meal pattern groups.
(c) Set up 3 lunch trays.
(d) Created 3 different lunches following the recommended guidelines for adequate nutrition.
(e) Included in above foods with iron, vitamin C and A, and a favorite childrenʼs food.
(f) Included in above foods children can eat with their fingers and “new” foods.
(g) Developed 3 ways to encourage children to try “new” foods
 

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