FCIC Kitchen Essentials Module

Franciscan College of the Immaculate Conception,
Baybay, Leyte,Incorporated
Baybay City 6521, Leyte
Philippines
COLLEGE OF BUSINESS MANAGEMENT AND

ADMINISTRATION MODULE
HPC 2: 1
Kitchen Essentials and Basic Food Preparation
ACADEMIC YEAR 2020-2021 l FIRST SEMESTER

HPC 2: Kitchen Essential and Basic Food Preparation
FCIC VISION
Inspired by the Blessed Virgin Mary, the Immaculate Conception and living out the Franciscan
Spirituality, we envision ourselves as a Christ – centered, academically – innovative, and socially –
responsive community, committed to evangelizing and witnessing the Gospel values toward the
realization of the fullness of life.
FCIC MISSION
Moved by the Life of Blessed Maria Theresia Bonzel, we commit ourselves to:
⮚ Integrate and strengthen the witnessing of the Gospel values in curricular and co – curricular
programs and activities;
⮚ Promote and intensify lived – adoration to the Blessed Sacrament;
⮚ Create and sustain opportunities for the development of creative and critical thinking skills
among stakeholders;
⮚ Advocate responsible stewardship programs and activities for a sustainable family,
community, and environment;
⮚ Establish collaboration to enhance linkages and partnerships in and outside the school
community.
FCIC GOALS
⮚ Provide Christian Formation programs and activities with Religion as the core of the
curriculum.
⮚ Create opportunities in understanding and valuing the devotion to the Blessed Sacrament.
⮚ Offer growth opportunities for technical, vocational, and professional skills and engage in
providing avenues for lifelong learning.
⮚ Empower community to become stewards of the dignity of life and environment.
⮚ Establish and nurture linkages with church, government, and non – government organizations.
CORE VALUES: INTEGRITY, RESPONSIBLE STEWARDSHIP, EXCELLENCE, COMPASSION,
PEACE
METAPHOR: LIGHTHOUSE
EXPECTED GRADUATE OUTCOMES
Morally Upright
⮚ Christ – centered individuals who nurture Marian and Franciscan Spirituality
⮚ Model of the lived – adoration of Blessed Maria Theresia Bonzel.
Lifelong Learner
⮚ Learns and works independently and collaboratively to live harmoniously for sustainable
family and community.
⮚ Translates knowledge and skills generated from Translates knowledge and skills generated
from knowledge and skills generated from research and other sources to improve quality of life.
Reflective and Creative Thinker
⮚ Generates ideas, designs, systems or information with resourcefulness to meet current and
emerging needs of society
⮚ Responds to multiple experiences and ideas about the world and communicates personal and
Christian principles through various modes and media
Proficient Communicator
HPC 2: Kitchen Essentials

Hospitality Management Department
Irneil H. Pepito, MaEd.
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⮚ Articulates ideas clearly for varied purposes and audiences of diverse culture
⮚ Utilizes effectively appropriate media and information technologies composes and
comprehends a range written, spoken and visual texts to convey information that is meaningful
to society and the church.
COLLEGE OF BUSINESS MANAGEMENT AND ADMINISTRATION
HOSPITALITY MANAGEMENT DEPARTMENT
VISION The Franciscan College of the Immaculate Conception, Baybay, Leyte,

Incorporated of the College of Business Management and
Administration is the leading Business Education Institution that offers
professional training to prepare the students of the socio-economic
responsibilities and obligations of a good Christian in the business
world.
MISSION  Trains and equip young men and women with the necessary
knowledge, skills and attitudes to serve their community on the
basis of the Christian formation and the principles of social
order and justice.
 Prepares the students to be a responsible citizen of the
community by developing fully his business acumen and
resources in accordance with Christian living.
 Facilitates the students to be committed to the goals and
objectives of the local, regional and national development and
to direct all the capacities of his human personality to the
service of his fellowmen.
 Nurtures the students to be proficient in the scientific methods
of business practices as business magnate in the business world.
PROGRAM The Bachelor of science in HOSPITALITY MANGEMENT seeks to
DESCRIPTION provide the preparation needed by an individual to be a responsible member
of society and an effective participant in the tourism industry within the
social framework of the country and the international community of
nations:
The tourism education programs and its related course such as HM aim
to prepare students for the following major roles:
 An effective promoter of the country’s natural and cultural
attractions to domestic and international travellers;
 An effective manager of tourism resources such as tourism
establishments, hotels, resorts, restaurants and travel agencies;
 An entrepreneur who will help accelerate economic development;
and
 A true and responsible citizen of the country.

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PROGRAM 1. Develop and discover students’ technical skills, talents, individual

OUTCOMES potential and attitude to become effective professional;
2. Provide opportunities for significant exposure to hospitality and
tourism industry;
3. Develop and understand proper industry knowledge, proper
workplace hygiene procedures and performing workplace safety
practices;
4. Participate workplace communication in a work environment apply
career professionalism;
5. Discuss different managerial principles related to hospitality
business operation;
6. Stabilize linkage in hotel and restaurant companies and agencies to
provide quality and effective professional training for both national
and international standards; and
7. Hone and produce well-trained and competitive graduates.
PLEASE TAKE NOTE!

Module Guidelines:
▪ Each of the module will be given by your learning facilitator quarterly- PRELIM, MIDTERM,
SEMI-FINALS, and FINALS.
▪ You have to submit this for you to receive the new set of course modules.
▪ You will be updated with the schedule of submission for each module. Be sure to use the contact
information as what was written in your enrolment form.
 As part of the requirement, students are required to undergo a laboratory activity in every after the
core, the institutional assessment and national assessment as part of the curriculum requirement.
 During laboratory performance students will be grouped into small groups with 5 members and advice
to perform the laboratory output to maximum hours of 4 to complete the tasks.
 Laboratory workshops are reconfigured to minimize the physical contact of students and to maintain
the social distancing with provision of markers in each areas.
 Laboratories are sanitized and cleaned before and after the operations.
 Laboratories are provided with proper PPE (mask, disposable gloves) sanitizing solution and a foot
bath.
 Students are required to undergo thermal scanning at the main gate, before they can proceed to our
laboratory area. Students with temperature of 37.5 and above are not allowed to enter the school
premises.
Reminders:
 Be sure to answer the module activities as honestly as possible to really test YOUR understanding of
the lesson. It will be much appreciated if you do.
 Submit this module on time as scheduled by your learning facilitator. The email address of your
instructor will be written at the cover page of this module for your convenience.

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 Aside from submitting on time, be sure to pass this as neat and clean as possible. There are activities
here which require you to write on this module, so make your handwriting legible.
Section Guide:
Every module will have these parts for you to systematically understand the lessons and concepts
needed to finish the course. Be guided with the following sections:
GATHER AND SORT EVIDENCES

ACTIVITY 1
This part in the lesson presents an overview or a pre-test activity to test your
understanding; relearning and unlearning specific concepts that you may have remembered
before. It is essential to answer this part so you may highlight the important insights within
the lesson.
LEVELLING OFF
Every lesson has this part because this is the “meat” of the module. This section discusses the important
concepts and skills that you should learn throughout the course. Be sure to read this part for you to answer
the activities prepared by your learning facilitator.
ACTIVITY 2
This section is a continuation in testing your understanding after reading the text/ article provided.
ACTIVITY 3
This is an extended section that provides an activity which explores your in-depth understanding of the
lesson.
CRITICAL THINKING
This section focuses on differentiated learning wherein you are ask to analyze, synthesize,
evaluate and reflect on information gathered, observed or experienced.. Each of the options is provided
with either a general or a specific rubric or criteria where your scores are based upon.
LABORATORY PERFORMANCE
This section is provided for you to reflect on the lessons and how it can be applied to you.
This will be considered as your major learning output or assessment in every lesson.

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OBE COURSE OUTLINE

AY 2020 - 2021
COURSE NUMBER : HPC 2

COURSE TITLE : Kitchen Essentials and Basic Food Preparation with Baking
LEARNING FACILITATOR : IRNEIL H. PEPITO, MaEd.
CONTACT HOURS : 10 hours/Week
Pre- requisite : None
COURSE DESCRIPTION :
Student will learn theoretical knowledge and demonstrate practical skills in basic culinary tasks, basic
food preparation and food presentation in a commercial establishment. Topics will include the following;
Application of basic techniques of commercial cookery; Application of standards safety procedures for
handling foodstuffs; Clean and maintain kitchen equipment and utensils; Organize and prepare food
products and meals; Prepare and store food in a safe and hygienic manner; Receive and securely store in-
coming goods; Establish and maintain quality control in food production; Identify prepare and portion
various meats; Prepare appetizers and salads; Prepare soups, stock and sauces; Prepare vegetables, eggs
and farinaceous dishes. Present and display food products.
Course Outcomes: At the end of this course, students are expected to:
CO I : Explain the fundamental concepts and techniques in basic culinary.

CO II : Develop skills in and apply principles of food preparation through recipe production.
CO III : Apply the basic principles of sanitation and safety and be able to apply them in the food
service operation.
CO IV : Operate equipment safely and correctly.
CO V : Demonstrate concepts, skills and techniques in producing a variety of recipes and
menus appropriate for food service industry by creating dishes appropriate for commercial establishments.

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TIME
COURSE CONTENT/SUBJECT MATTER LEARNING OUTCOMES
FRAME
1. ORGANIZE and PREPARE FOODS Explain the basic principles involved to
a. Mise-en Place organize and prepare a variety of foods in
b. Knife Skills the kitchen of hospitality or catering
operations.
c. Flavor Development
FIRST d. Package Prepared Food Demonstrate different tasks involved in the
QUARTER kitchen operations
Identify and demonstrate industry-standard

2. SAFETY AND SANITATION knowledge and skills regarding cleaning,
sanitizing and maintaining food safety
environment in the hospitality industry.
III: Select, Prepare and Cook Meat Identify and demonstrate the principles
required in selecting, preparing and storing
IV: Select, Prepare Poultry and Game different classification of meat using
SECOND
different standard procedures
QUARTER V: Select and Prepare Seafood Dishes
VI: Select and Prepare Egg Dishes

VII: Prepare Stocks, Sauces and Soups Explain the principles required to prepare,
present and store variety of stocks, soups
and sauces.
THIRD Prepare and cook different kind of stocks,

QUARTER VIII: Prepare Salad and Salad Dressings soups and sauces
Explain the principles required to prepare,

present and store variety of leafy and non-
leafy salads and salad dressings
IX: Prepare Hot and Cold Appetizers
Prepare and present variety Leafy and non-
leafy salads
Explain the principles required to prepare,

present and store variety of hot and cold
appetizers.
Prepare and present variety of appetizers

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X: Prepare Sandwiches and Canapés Explain the principles required to prepare,

present and store variety of sandwiches and
FOURTH canapés.
QUARTER
XI: Prepare Desserts Prepare and present variety sandwiches and
canapés and Hot and Cold Desserts
MODULE 1: ORGANIZE and PREPARE FOODS
MODULE INTRODUCTION
Introduction to Culinary Arts is the first course in a program of study designed to provide training
opportunities in the food service and hospitality industries. The course will concentrate on skills and
attributes needed to fill entry level culinary and food service positions. Instruction includes training in the
fundamentals of basic food production, nutrition and sanitation, and management and services. As part of
the instruction, reinforcement of basic skills is provided to assist students in practicing communication
skills, utilizing listening skills to follow directions, practicing basic math skills as applied to a culinary arts
setting, and reading to gain information and to perform assignments and tasks as directed. Students will
gain insight into a career in Restaurants and Food/Beverage Services and Culinary Arts. Students in this
course may assist Culinary Arts I & II students in catering and preparation for special events.
In this course, students learn all about food, including food culture, food history, food safety, and current
food trends. They also learn about the food service industry and prepare some culinary dishes. Through
hands-on activities and in-depth study of the culinary arts field, this course helps students hone their
cooking skills and gives them the opportunity to explore careers in the food industry.
This module is composed of the following lessons:
LESSON 1: Professionalism
LESSON 2: Mise-en Place and Knife Skills
LESSON 3: Flavor Development
LESSON 4: Package Prepared Food
LESSON 5: Safety and Sanitation

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In this Module 1, you are expected to:

1. Explain the core concepts in cookery
2. Discuss the relevance of the course
3. Explore opportunities for career in cookery.
It will take you 8 hours to finish this module. You may now do the pre-test, after which you may proceed
with the lessons in this module, and the post-test at the end.
PRE-TEST
This section of the module is an assessment tool used to determine your pre-existing subject knowledge
prior to topical material coverage throughout the course. This gives you a preview of what to expect from
a new module. This might be your first exposure to some terms, and concepts, but that is okay! It will
provide you additional idea on what this module is about. For a better flow of understanding the course,
answer the test comfortably and as honestly as possible. At the end of this module, you may compare your
answers with the post-test. God Bless!
TRUE OR FALSE
Directions: Write T if the statement is correct and F if otherwise; write your answer on the space provided
before each number.
_____1. Chef’s mange kitchen operation.

_____2. Roundsman responsible for all fired items.
_____3. Food stylist and photographer discuss food, restaurants and cafes.
_____4. Expediter works under a chef de partie to learn the station and its responsibilities.
_____5. Culinary Professional must acquire the proper skills and knowledge necessary and aware of his
fourfold responsibility: to him or herself, to co workers, to the business, and to the customers.
MULTIPLE CHOICE
Directions: Choose the correct answer that describe to the statement. Write your answer on the space
provided before each number.
_____6. Institutional catering can be found in:

a. Supermarkets
b. Executive dining room
c. Hospitals
d. Cafeterias
_____7. Fine-dining establishments are also referred to as:
a. Bistro
b. Cafes
c. White-tablecloth restaurants
d. Private clubs
_____8. Research and development chefs may work for
a. Supermarket chains
b. Food manufacturers
c. Food processors
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d. All of the above

______9. Garde-manger chef typically,
a. Prepares vegetable side dishes
b. Prepares cold food
c. Is second command to the chefs
d. Makes basic sauces and stock
_____10. Pastry chefs is responsible for,
a. Baked items
b. Pastries
c. Desserts
d. All of the above

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LESSON I: PROFESSIONALISM
Chefs are part of a venerable profession, one with roots that go back to the beginning of recorded
history. This brief overview takes a look at the history of the profession and the opportunities that await
the culinary professional.
WHAT IS PROFESSIONAL LEARNING Objectives:

CULINARIAN?
 Explain what it means to be a professional
A professional makes a culinarian.
living from the practice of a  Name and describe some career opportunities,
craft. All professional traditional and non traditional, pursued by cooks
culinarians must first learn the
and chefs.
foundations of their craft –
handling ingredients and  Describe the basic hierarchy of a kitchen and name
equipment as well as benchmark several positions in the kitchen brigade
techniques and recipes. Next, they must apply those foundations skills in order to advance their profession
as well as their own careers.
CHEF’S prepared foods and manage the

operation of a kitchen, taking responsibility for the
quality of food and the profitability of their business.
They are sometimes called artists, sometimes
craftspeople, and sometimes managers. One thing all
chefs have in common is a passion for quality food and
service.
Professionals are committed to providing excellent service. Service implies more than bringing
food to a paying customer. Everyone, from the executive chef to the dishwasher, has a stake in keeping the
customer happy. Open communication between the chef and staff is an important aspect of good service.
Good service includes:
 Quality items that is properly and safely prepared.

 Foods that are appropriately flavored.
 Foods that are attractively presented.
Cooking = the transfer of energy from a heat source to a food, it alters the food
molecules, changing its texture, flavor, aroma and appearance.
= the preparation of food for consumption.
Professional Cooking
= a system of cooking based upon a knowledge of and
appreciation for ingredients and producers.
Culinarian = must learn the foundation- handling ingredients and

equipment as well as cooking techniques and recipes.

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Chefs = prepares food and manage the operation of the kitchen,

taking responsibility for the quality of the food and the profitability of their
business.
PROFESSIONALISM
Culinary Professional = must acquire the proper skills and knowledge

necessary and aware of his fourfold responsibility: to him or herself, to co
workers, to the business, and to the customers
= must provide excellent service (must bring the food to a paying
customers)
THE PROFESSIONAL CHEF
 Knowledge
 Skills
 Taste
 Judgment
 Dedication
 Pride
CAREER OPPORTUNITIES FOR CULINARY
Culinary Professional is needed not only in hotel dining room and traditional restaurant….
 Full service restaurants, family-style restaurant that feature full menu, and the patrons are served
by trained wait staff.
 Full-service restaurant that provide exceptional service known as fine-dining restaurant.
 Hotels and resorts that have a number of different dining facilities (full-service restaurants, room
service, coffee shops and banquet rooms, catering and pastry kitchen on the premises)
 Private clubs (that offers grills and banquet rooms)
 Executive dining rooms.
 Institutional catering
 Caterers provide a service tailored
 Personal and private chefs work for private individual, preparing foods in their homes.
KITCEN BRIGADE SYSTEM
CHEF (Chef de Cuisine or Executive Chef)

= head of the kitchen and coordinates kitchen activities and directs the kitchen staff’s training and
work effort.
= taking into considerations as: food costs, food availability and popularity, labor cost, kitchen
skills and equipment.
= he also plans menus and creates recipes, enforces nutrition, safety and sanitation standards and
participates in presenting the menu to ensure the quality standards expected by the guests.

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SOUS CHEF
= the assistant of the executive chef, who participates in, supervises and coordinates in preparation
of menu items.
= his primary responsibility is to make sure that the food is prepared, portioned, garnished and
presented according to the executive chef’s standard.
STATION CHEFS
 SAUTE CHEF = responsible for all sautéed items and their sauces.
 FISH CHEF = responsible for fish items and their sauces.
 ROAST CHEF = responsible for all roasted foods and related jus or other sauces.
 FRY CHEF = responsible for all fired items.
 VEGETABLE CHEF = responsible for hot appetizers and has responsibility for soups, vegetables,
and pasta and other starches.
 ROUNDSMAN = works as needed throughout the kitchen
 EXPEDITER = accepts order from the dining rooms and relays them to various station chefs.
 COMMIS = works under a chef de partie to learn the station and its responsibilities.
GARDE MANGER = known as pantry chef.

= responsible preparation of cold foods, including salad, cold appetizers, pates.
BUTCHER = responsible for butchering meats, poultry, and occasionally fish.

= also responsible for breading meat and fish items.
PASTRY CHEF = responsible for baked items, pastries and desserts.

 Confisuer = prepares candies, petit fours.
 Boulanger = prepares unsweetened dough for breads and rolls.
 Glacier = prepares frozen desserts
 Decorateur = decorates cakes and showpieces
NONTRADITIONAL CULINARY POSITION
FOOD AND BEVERAGE MANAGER

= oversees all food and beverage outlets in hotels and other large establishments.
CONSULTANT AND DESIGN SPECIALIST

= work with restaurant owners, often before the restaurant is even open, to assist in
developing menu, designing an overall layout and ambience of the dining room, and establishing
work patterns for the kitchen.
WELL-INFORMED SALESPERSON
= help chefs determine how best to meet their needs for food and produce and introduce
them to new products, and demonstrate the proper use of new equipment.
TEACHER = for culinary schools to share their skills and expertise.
FOOD WRITERS and CRITICS

= discuss food trends, restaurant and chefs.

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FOOD STYLIST and PHOTOGRAPERS

= works with a variety of publications, including magazines, books, catalogs, and
promotional and advertising pieces.
RESEARCH AND DEVELOPMENT KITCHEN

= promoting the manufacturers products.
ENTREPRENEURS
= provide services or foods that do not fit into other categories.
Becoming a chef is a lifelong activity. Your training may begin as an apprentice or with formal
education. An active involvement in continuing your education and training will make the difference
between simply having a job and having a career. The history of the culinary profession is a fascinating
one. Knowing about the major culinary figures of the past and their contributions to the craft is important
in order to learn how the industry has changed and evolved since its very beginning.

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ACTIVITY 2:
TRUE OR FALSE
Directions: Answer the following statement. Write T if the statement is correct and F if otherwise.
_____1. All cooking schools offer degrees

_____2. Global Cooking has a relatively narrow effect on contemporary cooking.
_____3. Teachers discuss food trends, restaurant and chefs.
_____4. Commis known as pantry chef. Responsible preparation of cold foods, including salad, cold
appetizers, pates.
_____5. Professional Cooking a system of cooking based upon a knowledge of and appreciation for
ingredients and producers.
FILL-IN-THE-BLANK
6. _____________________ that features full menu and the patrons are served by trained wait staff.
7. ____________________ prepares food and manages the operation of the kitchen, taking responsibility
for the quality of the food and the profitability of their business.
8. Butcher responsible for butchering meats, poultry, and occasionally fish also responsible for
__________ meat and fish items.
9. __________ must learn the foundation- handling ingredients and equipment as well as cooking
techniques and recipes.
10. One thing all chefs have in common is a passion for ______________ and __________.

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ACTIVITY 3
Answer the following questions briefly.
1. Explain your own words what it means to be a professional culinarian.

2. How new trends that emerge in hospitality industry impacts culinary experts.
3. Discuss the difference/s between commercial and welfare catering.
CRITICAL THINKING
1. Find at least 4 jobs listing for a position that you would like to hold in five years. (Use websites as your
reference). Make a list of the qualifications for each position. Compare them against each other, as well
as against your current qualification. What steps might you take to improve of chances of being hired
for that job?

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PRE-TEST
MULTIPLE CHOICE
1. What does the term 'mise en place' literally translate to

a) getting into place
b) lets begin
c) to be prepared
d) putting into place
2. Which cutting technique is used to make matchstick sized slices?
a) Julienne
b) Jardiniere
c) Paysanne
d) Macedoine
3. Which cutting technique is used to make batons?
a) Julienne
b) Brunoise
c) Jardiniere
d) Macedoine
4. A common cut used for vegetables, commonly found in rustic soups is
a) Paysanne
b) Macedoine
c) Mirepoix
d) Brunoise
5. Which cut produces a very fine dice, commonly used for garnishing?
a) Mirepoix
b) Paysanne
c) Dicing
d) Brunoise
6. Which fruit/vegetable is most suited to the precision cutting style Chiffonade?
a) Carrots
b) Cabbage
c) Potatoes
d) Oranges
7. Why is personal hygiene and presentation important in the kitchen
a) To ensure we do not contaminate food
b) To ensure we look professional
c) To ensure high standards of food safety
d) All of the above

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8. How can we avoid cross contamination from occurring?

a) Store foods in sealed containers in the fridge
b) Keep raw foods away from fresh foods
c) Use separate chopping boards for meats and fresh foods
d) all of the above
9. What is the correct measurement for Julienne carrots
a) 5mm x 5mm x 60mm
b) 3mm x 3mm x 40mm
c) 4mm x 4mm x 20mm
d) 1cm x 1cm x 20mm
10. What are some examples of mise en place?
a) Make marinades
b) Chop all vegetables for service
c) Make a bouquet garni
d) all of the above

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LESSON II: MISE EN PLACE and KNIFE SKILLS LEARNING Objectives:
 Define basic mise en place and

MISE EN PLACE applies to many aspects of explain why it is important in
the food service industry, and in this lesson you will professional kitchen
learn how to apply the basic principles of mise en place  Define bouquet garni and sachet
including the preparations, array of ingredients, and d’ epics, naming the standards
mixtures that are commonly used in the professional ingredients for each and their
kitchen, from aromatics like mirepoix to thickeners like proper use.
roux. The menu at your restaurant and the standards for  Name the ingredients and ratio
your kitchen determine exactly what mise en place you for a standard mirepoix and
need to prepare each day. similar aromatic vegetable
combination and their
ingredients.
WHAT IS MISE EN PLACE?  Define and describe each of the
following: roux, slurry, and
You may have heard the phrase “well begun is liaison
half done.” This familiar saying is a widely shared
philosophy of all good chefs. Setting yourself up
properly at each philosophy of all good chefs. Setting
yourself up properly at each stage of cooking has
enormous benefits. Preparing the ingredients correctly,
gathering together the tools needed to do the work, and
setting up your station for the rush of service improves
the quality of your work, reduces waste and loss, and is
directly related to the way food taste and look.
Mise en place (pronounced MEEZE-ahn-plahs) is a French phrase means “put in place”.
It is important to:
• Know how long it takes to do something

• The tools you need to be efficient
• How to handle and store foods properly
Mise en place skills are “transferrable” too. When you become efficient at setting yourself up
successfully at one type of task, you are well on your way being more efficient at many new tasks. Mise
en place is a stepping-stone on the path to the next level of culinary excellence.
BOUQUET GARNI AND SACHET D’ EPICES
 Adds flavors to stocks, sauces, and soups by gently infusing the

liquid with their aroma.
 Enhance and support the flavors of a dish.
1. Bouquet Garni (made up of fresh herbs and vegetables, tied into a

bundle.)

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 Sprig of thyme
 3 to 4 parsley stem
 1 bay leaf
 2 or 3 leeks leaves or celery stalk
2. Sachet d’ epics (contains such dry ingredients

as peppercorns and other spices tied up in a
cheese cloth bag.)
 3 to 4 parsley stem
 Sprig of thyme or ½ t dried thyme
 1 bay leaf
 ½ t cracked peppercorns
3. Mirepoix (Provide a subtle but pleasing background flavor, supporting and improving the flavor of
the finished dish.)
Combination of:
 Onions
 Carrots
 celery
PREPARATION
• Thoroughly rinse and trim all the vegetables
• Remove onion skins (to avoid an overly orange or yellow tint)
• Scrub carrots and parsnips; peel them if they are not strained out of the finished dish
• Cut vegetables into pieces of uniform sizes.
• Make larger cuts for dishes that simmer up to 3 hours
• Slice mirepoix very fine or chop fine for fumets and stocks that simmer less than 1 hour.
• Used for variety of stocks and soups
• Ingredients: 2 parts onion, 1 part carrots, and 1 part celery.
• Tomato paste or puree often included for brown stock, gravy, stew, or soups.
White mirepoix (Used to flavor white stocks and soups that should have a pale ivory or
white color)
(Parsnips replace carrots Leeks can replace some or all of the onions.)
3. Matignon

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• Includes onion, carrots, celery, and raw ham cut into uniform dice
• Mushrooms and assorted herbs and spices maybe added as desired
• Sweat in butter and deglaze with wine
• Added to a dish both as flavouring and as a garnish, it is not stained out of a dish, sometimes
called edible mirepoix.
4. Battuto or Italian Mirepoix

 Includes olive oil or chopped lard, pancetta, or fatback, with garlic, onions, parsley, carrots,
celery and green peppers.
 Used in Italian soups, sauces, stews and meat dishes.
 Once sautéed, a battuto becomes known as a soffritto
5. SWEATING (Sweating in cooking is the gentle heating of vegetables in a little oil or

butter, with frequent stirring and turning to ensure that any emitted liquid
will evaporate.)
Sweating usually results in tender, sometimes translucent, pieces.
= common steps in certain preparation, such as fumet, soups, sauces, and stews.
PREPARATION
• Preheat the pan and oil
until moderately hot.
• Stir food or keep in
motion to prevent browning.
• Cook foods until tender
and hot and starting to
release juices (sweating).
 Leave the pan uncovered
6. CLARIFYING BUTTER (made by heating whole butter until the butterfat and milk
solids separate)

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(This clear butterfat is ladled or poured off to remove the milk

solids and water)
PREPARATION
1. Heat the butter over low heat until foam rises to
the surface and the water and some of the solids
drop to the bottom of the pan
2. Continue to heat until the butterfat becomes very clear
3. Skim the surface foam as the butter clarifies
4. Pour or ladle of the butterfat into another container, being careful to leave all of the water
and milk solids in the pan
DIFFERENT THICKENING AGENTS
7. ROUX
= thickens sauces, soups, and stews, as
well as lending those dished a special
flavor.
= three basic color of roux are white,
blond, and brown or dark.
= clarified butter is most common fat used

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In making roux, but whole butter,

vegetable oils, rendered chicken fat, or
fats rendered from roasts may also be
used.
= basic ration is 1 part flour to 1 part fat.
PREPARATION
• Heat the fat over medium heat
• Add the flour, stirring to combine.
• Roux should be very smooth and moist, with a glossy sheen, not dry or greasy.
• Stir the roux as it cooks to keep it from scorching and continue to cook it to the desired
color.
Guidelines in using roux:

• Avoid temperature extremes to prevent limping
• Cool or room-temperature roux can be incorporated into hot liquid more easily than ice-
cold roux (because the fat is not as solidified)
• Very cold liquid should not be used, as it will initially cause the roux to harden
• Extremely hot roux should be avoided because it may spatter when combined with a liquid
and cause serious burns.
8. PURE STARCH SLURRIES

= cornstarch have greater thickening power
over roux.
= these made into slurries (dissolving them
in cold water, - so they can be blended into
a hot liquid).
= use during last minute preparation, added
at simmering dish (quickly hardens)
PREPARATION
• Thoroughly blend the starch and liquid to about the consistency of heavy cream
• Stir the slurry just before use to recombine the starch evenly throughout the liquid.
• Pour or ladle the slurry into a simmering liquid.
• Stir gently as necessary to prevent lumping and scorching.
• Bring the liquid back to a boil and cook just until the sauce reaches the desired thickness
and clarity.
9. BEURRE MANIE
= French term for kneaded butter
= mixture of equal parts amounts of
softened whole butter and flour.
= sometimes called “uncooked roux”
= used to quickly thicken sauces and
stews.
= must produces thin, to medium

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consistency and a glossy texture.

= used in vegetable dishes and fish stews
PREPARATION
• Allow butter to soften until it is pliable but not melted – it should still be cool.
• An equal weight of flour and work to a smooth paste. Use a wooden spoon when cooking
with small amount when working, the friction of the wood against the bowl helps to work
the butter and flour together.
• If beurre manie will not be used right away, store it, tightly wrapped, in the refrigerator.
• To add beurre manie to a dish, break off small pieces and whisk them into the liquid, adding
just enough to lightly thicken.
10. LIAISON
= refers to a mixture of egg yolks and
cream.
= not a thickener, when properly simmered
in a dish, give it more body as well as a
light golden-ivory color, a smooth and
light texture, and a rich flavor.
PREPARATION
• Blend the cream and egg yolks together until evenly blended.
• Add liaison as close as possible to service time.
• Gradually add about one-third of the hot liquid to the liaison, a ladleful at a time, whipping
constantly.
• When enough hot liquid has been added, return the tempered liaison to the soup or sauce.
Return the pot to low heat and gently warm the mixture, stirring frequently, until it thickens
slightly.
11. OIGNON PIQUE and OIGNON BRULE

(are flavoring ingredients based on whole,
halved or quartered onions)
Oignon Pique
= made by fastening a
bay leaf to the onion
with a whole clove.
= used to flavor some
sauces and soups.
Oignon Brule
= made by peeling an onion,

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halving it crosswise, and

charring the cut edges on
a flat top or skillet.
= used in some stocks and
consommés to provide
golden brown color.
LEARNING Objectives: BASIC

KNIFE SKILLS
 Name the parts of a knife and
describe the function of each Learning how to make consistently sized, neat, and
one plays. attractive cuts is one of the first goals of any professional.
 Describe how to care for knives The only way really master knife skills is to take your knives
out at your knife kit, set up your workstation, and practice,
safely and properly.
practice, practice.
 List the guidelines for general
knife safety
 Describe how to sharpen and
hone knives.
 Explain the importance of the
cutting surfaces during cutting
tasks.
 Name the basic knife cuts and
describe them.
KNIFE SKILLS
(fundamental to professional work)
 High quality
 Well-made knives
 Well-maintained
THE PARTS OF A KNIFE
The chef’s knife, as the most basic all-purpose knife, share similarities with many other knives,
from paring knives to boning knives. The following discussion of the parts of knife uses a chef’s knife as
the model of the typical knife, made up of a blade and a handle. Knowing how each of these parts can be
manufactured and shaped will help you select and use any knife with care.

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KNIFE CARE
Keeping knives Clean and Sanitized

• Do not clean knives in a dishwasher.
• Never drop a knife into a pot sink.
• Clean knife in hot, soapy water between cutting tasks
• Dry knives thoroughly with a clean cloth before continuing on your work or before you store them
• Sanitize knives by wiping down the blade and handle with a cloth wrung out in sanitizing solution
as often as needed while you work.
• To keep wooden handles from splitting, wipe them periodically with mineral water
Cutting Surfaces
• Wipe down the board frequently to remove peels, trim, and other debris as you work and before
you sanitize the board.
• Clean and sanitize the board when you switch from one type of food to another to prevent cross
contamination. As well as flavour transfer.
• Clean and sanitize cutting boards carefully after you are finished working on them.
• Scrub boards in hot, soapy water
Storing Knives
• Knife guards or sheaths add an extra level of protection, especially when knives are stored loose
in drawers.
• Choose materials for a knife kit that are easy to clean and sanitize.
• Steel and rubber slotted knife holders are sanitary and can be washed and sanitized.
• Clean and sanitize knife sheaths, knife case, and slotted knife holders often.
BASIC CUTS
Even cut is important (looks attractive, they cook evenly for the best possible flavour, colour and texture)
1. Trimming and peeling (preliminary trimming or peeling to make subsequent cuts to perform)
• Use a peeler (remove thin skins, peels from carrots, potatoes and similar items)
• Paring knife to trim vegetable and fruits to remove stems or ends from herbs and vegetables.
• To keep round foods from rolling as you work, cut a thin slice from the bottom side.
• Peel foods hard or thick rinds (squash or pineapples) with a chef’s knife.
• Use a boning knife to remove exterior fat, gristle, and sinew from meats and poultry.

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• Square off foods for very precise and regular cuts by cutting away slices from top and bottom and
both ends of the food.
2. Chopping and Mincing
Chop = cut into pieces that are roughly the same size.
Mince= generally cut into a finer size
Trim the root and stem ends and peel the item if necessary.
Slice or chop the food at nearly regular intervals until the cuts are relatively uniform. (Roughly the same
size)
3. Shredding and Grating
4. Slicing Cuts
a. Chiffonade
• Cut is done by hand to cut herbs, leafy greens, and other ingredients into very fine shred.
• Roll individual leaves into tight cylinders or stack them before cutting
• Use a chef’s knife to make very fine, parallel cuts for fine, even shred.
b. Rondelle
• Rounds, simple to cut.
• Applicable to cylindrical vegetable, such as carrots.
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• Trim and peel the vegetable as necessary.

• Make parallel slicing cuts though the vegetable at even intervals
• Cut the vegetable on the bias to produce an oval shape
c. Ripple cut
d. Gaufrette
e. Oblique
• Refers to vegetable cut, reflect the fact that the cut sides are neither parallel nor perpendicular.
• Place the peel vegetable on a cutting board. Make a diagonal cut to remove the stem end.
• Hold the knife in the same position and roll the vegetable about 35 to 40 degrees. Slice through it
on the same diagonal, forming a piece with two angled edges.
• Repeat until the entire vegetable has been cut.
PRECISION CUTS
Used when nearly perfect uniformity is required

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1. JULIENNE and BATONNET

 Are long, rectangular cuts.
• Julienne cuts are 1/8 inch by 1/8 inch (4 mm.) in thickness and 1 to 2 inches long.
• Batonnet are ¼ inch by ¼ inch (6 mm) in thickness and 2 to 2 ½ inches long.
Basic Steps
1. Trim vegetable so that the sides are straight, which makes it easier to produce even cuts.
2. Slice the vegetable lengthwise, using parallel cuts of the proper thickness.
3. Stack the slices, align edges, and make the parallel cuts of the same thickness through the stacks.
4. Stack the slices on top of one another and make even, parallel cuts to the appropriate thickness.
5. Do not stack the slices too high or they make slide and result in uneven cut
2. DICE
• Dicing produces a cube-shaped cut.
• Brunoise the smallest dice (used for sautéing vegetables)
• Cube refers to cuts larger than ¾ inch (20 mm) on all sides.
Basic Steps
• Trim and peel foods and cut them into julienne or batonnet.
• Gather the sticks together; use your guiding hand to hold them in place.
• Make crosswise, parallel, cuts through the sticks of the same thickness as initial slices for
perfectly even, neat dice.
3. TOURNE
• Require a series of cuts that simultaneously trim and shape the vegetables.
• The shape maybe similar to a barrel or a football.
• The most demanding, time-consuming and exacting cuts.
Basic Steps
• Peel vegetables, if desired or necessary
• Cut the vegetables into pieces of manageable size.
• Hold the vegetable in your guiding hands
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• Use a paring knife or tourney knife to carve the pieces into barrel or football shapes
• Cut the vegetable so that it has seven sides
• All sides should be smooth, evenly spaced, and tapered.
• Both ends should be narrower than the center.
4. PARISIENNE
Basic Steps
• Trim or peel fruits or vegetable so that the solid flesh is exposed.
• Twist the scoop into the flesh, pushing down to recess it.
• Once you have removed all the scoops that you can, slice away the scooped part to create a fresh
layer that can be scooped again.
• Work to an even depth over the surface of the vegetable or fruit.
This lesson introduces one of the most important basic philosophies of the professional kitchen: setting
priorities for each task and organizing yourself for cooking. This lesson begins the process of learning to
produce such fundamental items as aromatic combinations, including bouquet garni, satchet d’ epics, and
mirepoix and thickening and enriching preparations (roux, beurre manie, slurries, and liason), which are
important to the techniques for making soups, stews, braises, and sauces.
To evaluate a dish’s quality based upon the appropriateness and balance of flavours and textures.
Standard combinations and ratios provided a yardstick for achieving balance and measuring quality, skills
that are critical to your success as a chef.
Knife skills are the foundation of all other cooking skills. Keeping their knives properly sharpened
and honed is just one of the ways that cooks and chef knives and follows the rules for safe knife behaviour
and masters the specific skills involved in sharpening, honing, and holding knives. A sharp knife is a safe

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knife. In the hands of a professional cook or chef, a sharp knife is an amazingly versatile tool that can
perform a wide array of basic and advanced cooking tasks from chopping mirepoix to garnishing a plate.

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ACTIVITY 2
MULTIPLE CHOICE
1. Combine equal parts (by weight) of whole butter and flour to make
a. pale roux b. white roux
c.beurre manie d. beurre noir
2. A starch dissolved in a cold liquid is known as
a. brule b. uncooked roux
b. slurry d. matignon
3. Adding a portion of a hot liquid to a liason to keep it before adding it to a soup or other hot liquird
is called
a. rendering b. tempering
c. clarifying d. dissolving
4. Ingredients or combinations of ingredients such as herbs, root vegetables, sachet d’ epics, and
bouquet garni are used to give a dish a special flavor. They may be referred to by the general term
a. mirepoix b. essesnce
b. remouillage d. aromatics
5. Before using someone else’s knife, you should always first
a. sanitize it b. ask permission
c. sharpen it d. hone it
6. The waffle or gaufrette cut is prepared using which tool?
a. parisienne scoop b. paring knife
c. swivel-bladed peeler d. mandolin
7. Chiffonade is a vegetable cut usually used for
a. carrots and turnips b. greens and herbs
c. tomatoes and other juicey vegetables
8. This cut is used on long, cylindrical vegetables. The vegetable is cut on a diagonal, turned 35 to 40
degrees, and cut again on the same diagonal, forming a piece with two angled edges.
a. oblique b. tourne
c. diagonal d. brunoise
9. Which cutting technique is used to make batons?
a. Julienne b. Brunoise
c. Jardiniere d. Macedoine
10. Why is personal hygiene and presentation important in the kitchen?
a) To ensure we do not contaminate food
b) To ensure we look professional
c) To ensure high standards of food safety
d) All of the above

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ACTIVITY 3
Answer the following briefly
1. Describe a safe storage system for knives as well as the correct procedures for cleaning and sanitizing
knives.
2. Define mise en place and explain in your own words why it is important to professional cooks and
chefs.
3. Describe the proper procedure for tempering a liason before adding it to a hot liquid.
4. How does mirepoix helps enhance primary preparation in culinary kitchen.
5. Describe each part of the knife.
CRITICAL THINKING
1. Assume you are joining two of your friends, who are also chefs, to cater a party. It is your responsibility
to create the vegetable appetizers. Which knives will you need and why?
STEP 1: Consider what you would need in order to open a sandwich shop that serves simple
lunches and dinners.
(You don’t have much kitchen space, so consider knives and wares that could be used for
more than one job whenever possible. Also, decide whether you will have some food
prepared and delivered.
STEP 2: Determine which of the following knives below will be needed for preparing sandwiches
and accompaniments

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PRE-TEST
MULTIPLE CHOICE
1. Why do we evaluate food?

a) for safety reasons
b) to ensure highest quality of food
c) to determine the ingredients present in a food product
d) to determine shelf life of food
2. How do we evaluate food?

a) using all our senses except hearing
b) only through tasting
c) using all our senses (hearing, tasting, touching, seeing, smelling)
d) using all our senses except hearing and touching
3. Which of the following best describes sensory food evaluation?

a) it is a process where we eat food to understand the different taste
b) it is a process where we test food to determine or compare its qualities with the others
c) It is a process where we compare different food products through tasting only
d) it is a process where we judge food based on its attributes of taste, texture and appearance
4. Which of the following is NOT tested in food evaluation?

a) Colour
b) Crisp
c) length of fibre
d) smell
5.The combine effect of taste and aroma

a) flavor
b) texture
c) chewiness
d) mouthfeel
6. odor
a) flavor
b) mouthfeel
c) aroma
d) astringency

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7. The way a product feels to the fingers, tongue, teeth, and palate
a) graininess
b) firmness
c) consistency
d) texture
8. The thinness of a food product, which can be measured in terms of pourability

a) firmness
b) consistency
c) garnish
d) appearance
9. A decorative arrangement added to food or drink

a) accessory
b) garnish
c) olfactory
d) variables
10. How a food feels in the mouth

a) firmess
b) brittleness
c) chewiness
d) mouthfeel

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LESSON III: FLAVOR

DEVELOPMENT
FLAVOR development means

appealing to all of the diner’s senses. It can
be something as obvious as selecting the
highest quality and freshest foods. Or it can
be something much more subtle and
complex, like layering flavours into a dish or
building appetizing texture and colour into a
dish.
What is Flavor?
Word we use to indicate the total experience of a dish

• Taste
• Texture
• Aroma
• Color
• Sound
A complex experience and one that is difficult to

describe in concrete and objective terms
 TASTE (sweet, sour, bitter, and salty)

 SMELL (refers to the fragrance or aroma)
(Perfume, fragrance, aroma, pungent, earthy)
 TOUCH (the way we experience a food’s texture and it’s temperature)
(Referred to as mouth feel)
Firm, dense, or hard Soft, yielding Dry Crisp, crunchy, or crumby
Light Airy, frothy, foamy Thick Watery
Warming, cooling
 SOUND (critical to an experience of texture and temperature)
Snap Sizzle
Pop Crackle
 SIGHT (way we identify the foods by their shapes and color, and it is also the sense that we use to
help determine when the foods are ripe, when they are properly cooked)
Opaque (means light does not pass through)
Translucent (means that light will pass through)
Transparent (clear)
Colors (red, yellow, green, brown, white, ivory, orange)

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INGREDIENTS
Selection
• One of the most fundamental ways a cook develops flavor.
• Goal is to select, prepare, and present foods so that they can appeal to all the senses.
• Full flavor is possible
Guidelines apply with the selection of almost any food:
Food should be:
…as fresh as possible

…of the best and most appropriate quality
…fully flavored
… attractive in shape and color
… of best possible texture.
TECHNIQUE
• As foods cook, they undergo changes.

• Season the food using as many of your senses as possible.
• Use your knowledge of ingredients, technique and seasoning effectively (you can intensify the
flavor or subdue, according to the requirements of a specific dish. You can control cooking speed
and determine when foods are properly cooked.
• When foods are properly paired with a technique, the flavor of the ingredients is developed
further, texture and color can change, aromas can intensify or dissipate and taste can be adjusted,
modified and amplified.
1. Color Changes
• Appearance of food changes during cooking.

• When food have the right color, we expect them to have a good flavor (when the color is to light
-- we describe the food as bland, immature, or undercooked.. if the color is too deep, the
expectation may be that the food is bitter, overcooked, or scorched.
• Some foods develop a different color on the exterior than the interior and some have even color
throughout. (steak grilled – rare , takes on a dark mahogany on the exterior and deep red or
maroon on the interior……poached chicken breast is the same ivory color inside and out.
• Some foods becomes transparent or opaque (consommé becomes clear, egg whites go from
transparent to white.
• Some foods develop very bright colors, while others may lose some color or even change color
(blanched green beans become vivid green, lobster changes from green or gray to bright red.)
2. Texture Changes
• Texture changes as an important way to gauge how well-done a food is.

• Foods that should be firm feels soft, we describe the food as underdone or too moist. Food that is
too firm might be described as tough or dry.
• Foods stiffen as they cook, esp. fried, grilled, roasted or baked.

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• Some foods have a crisp exterior and a soft interior, especially those that are coated and fried,
grilled, or baked.
• Some foods lighten as they cook, especially those that are lighted with a foam or steam, or
that added leaveners such as yeast, baking soda, or baking powder.
• Soften as they cook, braised, stewed, boiled or pureed.
3. Flavor Changes
• Deepen or concentrate flavors by reducing them.

• Intensify, adjust, or modify flavors by adding seasoning
• Diminish or even remove flavors by blanching.
DEVELOPING FLAVORS
Recipes and techniques often call for ingredients to be added in sequence rather than all at once
(maximize flavor as well as to ensure that each ingredient is just cook enough).
• Onions and garlic, re normally added at the beginning of the cooking process – to develop their
sweetness, and allow their flavor to permeate everything else that is added to the pot.
• Fresh herbs often added to foods shortly before serving – to allow aromas and colors really stand.
• Adding in sequence create layers of flavor.
SEASONING FOODS
AROMATIC INGREDIENTS
HERBS
(both dried and fresh)
(distinct difference between the two)
• Fresh herb have more intense flavor than dried herbs.

• Fresh herb, lost flavor during extended cooking – add them near the end of cooking time.
• Mincing and shredding herb releases more of their flavor.
• Dried herbs release their flavor into liquids during cooking –so typically added at the start of
cooking time.
SPICES
(Spices are the dried herbs, buds, bark, and roots)
(They should be fresh and properly stored)
• Add whole spices early in the cooking process to infuse dish with a subtle flavor.
• Toast spices to bring their volatile oils to the surface and “warm” or “open” the flavor
• Grind spices to release even more flavor.
• Sauté whole or ground spices in a little oil or butter to start flavor release early in the cooking
process and to disperse them evenly.
SALT
• (used to enhance and develop flavor in foods)

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• Enhances sweetness
• Reduces or mask bitterness or metallic flavor
• Softens sour flavor
OTHER IMPORTANT AROMTIC INREDIENTS

(Vegetables and Fruits – aroma they lend to a dish)
• Onions, mushrooms, celery, tomatoes, oranges, lemon, lemongrass and ginger

• Aromatic combinations---mirepoix, matignon, bouquet garni, Cajun trinity provide base of flavors
that identify a regional style cooking.
• Aromatic vegetables---onions and all types of tomatoes, naturally sweet---long slow cooking
drives off the more bitter compounds in aromatic ingredients, resulting in rich, round flavor.
• Table wines often reduced for a mellow flavor, fortified wines most flavorful when they used as a
finishing flavor.
• Cured or smoked foods can be used to add distinctive aroma to a dish.
RAW
• Raw fruits and vegetables, and herbs can be tasted safely, their flavors vary a great deal depending
upon whether they are whole or cut.
• Meats, eggs, poultry, and mixtures that contain these potentially hazardous foods should be
cooked before tasting.
COOKED
• Changing a food’s aroma is one way that cooking changes and develops the food’s flavor.
• Intensify flavors---cooking away water.
• Taste the food at their appropriate service temperatures.
• Use tasting spoon and make sure you do not reuse the spoons.
FLAVOR is one of the most important ways we have to evaluate a food’s quality. Chefs can
monitor and control cooking most effectively when they use all their senses to evaluate foods. Developing
flavor in any dish is the result of selecting the best possible ingredients, using the right cooking method,
and using added seasonings and flavorings effectively.

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Activity 2
TRUE OR FALSE
Directions: Answer TRUE if the Statement is correct and FALSE if otherwise.
_____1. A food’s texture rarely plays an important role in the way we experience its flavour.
_____2. Spices can be “opened” for a richer flavour by toasting them.
_____3. Cooking onions and garlic for long period results a bitter flavour.
_____4. The term flavour profile can be applied to an individual food as to the seasonings and flavours we
tend to associate with regional cuisines.
_____5. Finish is a way to describe how quickly or slowly flavour leaves the mouth.
MULTIPLE CHOICE
Directions: Choose the correct answer/s
6. Mouthfeel is a way to describe the way we experience a food’s

a. consistency b. texture
c. temperature d. all of the above
7. The four basic tastes are
a. sweet, sour, fatty, bitter b. bitter, salty, tart, and sweet
c. sweet, sour, salty, and bitter d. crisp, savory, sour and bland
8. Smell is the way we experience food’s
a. doneness b. aroma
b. temperature d. texture
9. Umami, considered by some as a fifth distinct taste, has been described as
a. savory or brothy b. tannic
c. astringent d. putrid
10. Our sense of hearing help us to experience a food’s
a. freshness b. texture
c. texture and temperature d. seasoning
FILL IN THE BLANKS

Directions: Complete the following sentences with the correct word/s.
11. Without our senses of ____________________, it is difficult to identify a food.

12. Fresh herbs are typically added ____________________ to maintain their fresh flavour.
13. Salt is added at low levels in order to _____________________ a food’s natural flavour.
14. When onions are cooked long enough for some light to pass through them, they are described as
________________.
15. By observing as many changes in colour, texture and shape as possible during cooking, you can
______________ and __________________.

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ACTIVITY 3
1. What are the elements involved in experiencing a food’s flavour?

2. Why ingredient selections have an impact on flavour?
3. Make at least 5 techniques for seasoning and flavouring foods.
4. How does your knowledge of cooking techniques help to control flavour development?
5. Give an example of how you can use each of your senses as a way to monitor flavour development
during cooking.
CRITICAL THINKING
1. As a cook in a restaurant, you have been assigned by the chef to prepare a recipe using fresh herbs. As
you begin, you realize that the restaurant is out of that fresh herb. However there is a dried form of it
available. What ratio would you use to measure the correct amount of the herb for this dish? Would you
ask the chef if the dish should still be created? Why?
LABORATORY ACTIVITY
Scrub some carrots. Leave one whole and unpeeled. Peel one, cut one into ¼ -inch-thick slices, another
into thinnest slices you can cut, and grate still another. Taste the carrot in each state. What differences in
flavour, texture, or aroma can you detect? How does adding salt to the cooked carrots prepared in plain
water compare with the carrots cooked in salted water?

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PRE-TEST
MULTIPLE CHOICE
1. Coating food lightly with a thin layer of sauce.

a) nipping
b) shaping
c) tipping
d) napping
2. One of the important elements in plating and presenting a food dish; ingredients should be cut neatly
and uniformly.
a) napping
b) framing
c) texture
d) shape
3. Where things are placed, such as where and how food items are placed on a dish in order to maximize
its appeal.
a) framing
b) texture
c) arrangement
d) plating
4. Which of the following is NOT a purpose of a garnish?
a) Accentuates main flavor
b) Increases overall profit margin
c) Complements main dish color, flavor, texture
d) Visual appeal
5. When planning the overall design of a plate, which of the following should NOT be considered?
a) arrangement
b) color
c) cost
d) shapes and height
6. When plating, the plate should be viewed as a picture frame.
a) true
b) false
7. Sauces should be
a) thick and pasty
b) light and natural
c) dark and smooth
d) creamy and buttery

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8. Which of the following IS NOT a commonly used technique to add height to a dish?
a) a natural bone
b) cut vegetables
c) molded starches
d) clear ramekin hidden below
9. How should sauce be presented with a platter of food?

a) drizzled on top of the food
b) underneath the food
c) on the side in a sauce boat
d) in individual cups

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LESSON IV: PLATING AND PRESENTATION
A pleasing presentation can make a strong

impression on the guest. The style of presentation may
vary greatly from one restaurant to another, but the real
purpose of good presentation is enhance both the way the
foods appears and the flavors and textures of the food
itself.
What is Presentation?
• Art of telling the guests about the food by

the way it is arranged on a serving piece.
• Good presentation makes you want to eat
the food, even before you have taken a single bite.
• Take advantage every aspect of a dish to produce
a plate that looks appetizing, delicious and clean.
Primary Objectives of Food Presentation
• Serve the food at best possible

temperature (for both safety and flavor)
• Give food an attractive and appropriate
appearance
• Make it easy for the guest to identify
and eat the food.
• Highlight all aspects of a dish: colors,
aromas, temperatures, shapes, heights,
and texture
BASIC PRESENTATION TECHNIQUES
1. Symmetrical composition = have equal numbers and shapes on both sides of a middle
point or line.
= the impression of formality and stillness.

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2. Asymmetrical composition = have unequal numbers and shapes in a design, there may be no clear
midpoint.
= describes as natural.
3. Contrasting element oppose each other = black and white

= filled and empty space
= sweet and sour
4. Complementary elements = harmonize for each

others
= colors, next to each
other in the
color wheel
5. A focal point = symmetrical – focal point is

centered.
= asymmetrical – focal point is not centered.
= the focal point may be any of the basic elements
on the plates.

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6. Lines = gives impression of motion (especially when curved)

= straight lines not the same lengths, imply movements.
ARRANGING THE FOOD
 Use natural colors, shapes, and textures of foods as a guide to their arrangements.
 Use height to create an effect on the plate.
 Use the other elements on the plates (vegetables/ or starch side dish) to introduce complementary
or contrasting colors, flavors, textures, and temperatures.
 Leave some space on the plates unfilled.
 Create a focal point (the spot on the plate that draws your attention first)
 Position the focal point so that it does not hide the main element on the plate.
 Position the main item so that it is easy for the guest to
CUTTING TECHNIQUES
• Large cuts of meat or fish must be carved or sliced before you put them on a plate.
• Make slices of consistent techniques and arranged them in the same order that they were cut
• Strive for clean edges and sides when you cut foods by keeping them sharp
• Give food that naturally flats some height: roll or fold slices, arrange them in piles or pyramid.
• Lean slices or pieces up against other foods.

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MOLDING AND SHAPING TECHNIQUES
 Rice, spaghetti, casseroled potatoes can be molded, scooped, or cut to give them neat, attractive
shapes.
 You create beads or borders to contain more liquid foods, such as stews.
 Use containers to hold liquid or runny foods, including soups, stews, sauces and condiments
presented “on the side”.
How to make a bed or border from foods, such as pureed potatoes or rice.
1. Portion rice or other loose grain in a shallow bowl or deep plate, make a well in the center, and ladle a
portion of stew into the center.
2. Pipe or spoon purees around the rim of the plate to make a “wall” that can hold a stew in place.
SAUCING TECHNIQUES
• Important means of
enhancing a presentation.
• Can be used to intensify or brighten a dish or add luster and sheen
(the longer it takes to apply the sauce properly, the greater the chances that the food may become cooler
or warmer than it should be)
GARNISHES
• Simply to dress up the plate.
• Garnish must be edible.
• Consider a garnish that link to the dish.
• All garnishes should serve a function beyond simply adding color: adding flavor, adding texture,
and adding height are some of the important functions as a garnish can fulfill.
• Garnishes positioned for maximum effects.
• Prepare and present garnishes just as carefully as any other element on the plate.
• Garnishes should not be so large

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Activity 2
TRUE OR FALSE
_____1. The most effective presentations rely primarily upon the garnish you select.
_____2. Foods that have crisp crusts often are served with the sauce underneath or around them.
_____3. A focal point is the same thing as a garnish.
_____4. To give shape to a food that is loose, such as rice pilaf, pack the food into a container and then
unmold the food onto a plate.
_____5. A functional garnish is an inedible garnish.
MULTIPLE CHOICE
6. Buffets present a particular presentation challenge because

a. it is difficult to keep foods hot b. there is a potential for cross-contamination
c. dishes must be replenished d. all of the above
7. A symmetrical presentation
a. has an equal number of items, shapes, and lines on either siode of a middle point
b. has no focal point
c. has a “natural” look
d. is only used for buffets
8. To create a pattern for a buffet presentation, you can
a. position the focal point to one side of the platter or tray
b. spaces lines or rows randomly
c. use curved lines to arrange foods
d. repeat a line, spacing the lines evenly
9. Garnishes should be
a. of a contrasting color b. tall
c. crunchy d. able to add something more than a spot of color
10. Good presentation is the result of highlighting
a. using large, dramatic, or colourful serving pieces
b. unusual ingredients as a garnish
c. all of the elements on the plate
d. the sauce

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ACTIVITY 3
1. What is presentation? Describe some of the techniques used to plate foods.

2. How might you give an attractive appearance to foods that do not hold a shape on their own? What
tools might you use?
3. Define functional garnish and list some of the ways it relates to the rest of the elements on the plates.
LABORATORY ACTIVITY
Diagram at least two different ways to present a plate that contains the following elements: sautéed
chicken breast, a sauce, asparagus, and rice pilaf. Select a different garnish for each presentation. What did
you choose and why? Where did you place the garnish? Indicate where the focal point is for each plate.
One presentation should be symmetrical, the other asymmetrical.

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PRE-TEST
MULTIPLE CHOICE
1. What is the first thing you should do before you start working with food?
a) wash your hands
b) measure ingredients
c) clean the kitchen
d) preheat the oven
2. Identify the term used to describe harmful bacteria spreading from raw foods to other foods.
a) cross-contamination
b) parallel-contamination
c) uni-contamination
d) pseudo-contamination
3. Why do we need to wash our hands before we eat or handle food?

a) To prevent illness
b) To avoid cross-contamination
c) To keep our food germ-free
d) All of the above
4. What food safety practice can prevent cross-contact?

a) using only food-grade equipment
b) washing, rinsing, and sanitizing utensils before each use
c) using seasonal foods
d) purchasing food from approved, reputable suppliers
5. Cross-contamination is most likely to occur when foods are not properly .

a) cooked
b) separated
c) chilled
d) cleaned
6. In order to wash hands correctly, what is the first thing a food handler must do?
a) apply soap
b) wet hands and arms
c) scrub hands and arms vigorously

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d) use a single-use paper towel to dry hands
7. What is the proper way to pass a knife to another person?

a) hand it to the person by the handle
b) hand it to the person by loosely holding onto the table
c) put the knife in its carrying case, and hand it to the person
d) place the knife on a sanitized surface, and let the person pick it up by the handle
8. Which of the following safety procedures can help prevent burns?
a) filling containers of hot liquid to the top
b) open the oven door half way when removing hot food
c) wear clothing with long loose sleeves
d) turn pot/pan handles away from the edge of the stove
9. Food can become contaminated if bacteria is allowed to grow. A good rule to follow is:
a) When in doubt, throw it out
b) Food can be sold unless you see mold
c) If food smells OK then bacteria’s away!
d) It might make you ill, but bacteria won’t kill.
10. Grease fires should be extinguished by:
a) Adding flour
b) Adding water
c) Putting a lid on the pan
d) Throwing a towel over the fire
11. To prevent electric shock:
a) Keep electric cords away from water
b) Don’t plug many cords into the same outlet
c) Make sure your hands are dry before plugging or unplugging
d) All of the above
12. When storing chemicals in the kitchen:
a) Store them next to the stovetop to keep them handy
b) Store them above everything else to keep them out of harm’s way
c) Store them in a low, locked cabinet
d) Store them next to the sink to keep them handy
13. In order to prevent cuts:
a) Keep knives sharp and choose a knife appropriate for the food to be cut
b) Catch a falling knife so it doesn’t break
c) Store knives in a drawer with other utensils
d) Soak a dirty knife in a sudsy sink
14. While working with food:
a) Avoid touching your face, hair and any unclean objects
b) Wash your hands after every time you touch something unclean… especially after using the
bathroom.
c) Wash your hands before and after cleaning surfaces
d) All of the above
15. Your hands should be dry when handling electrical equipment to prevent:
a) Damaging equipment
b) Spreading bacteria
c) Getting a shock
d) Slipping

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LESSON V: SANITATION
Sanitation may not sound very glamorous, or

even appetizing. Nevertheless, knowledge of
sanitation is one of the hallmarks of a true
professional. Learning the skills and
techniques required to keep food safe is a
vital part of one’s culinary education.
What is Sanitation?
Preparing and serving safe foods in clean kitchens and

dining rooms is obviously important to assure the goodwill of
restaurant guests. The importance of sanitation doesn’t stop
there, however. When a kitchen has high standards for hygiene, not only does it protect the guest from
illness or injury, but the food also has better quality. Equally important, the food is not lost or wasted
because it was handled improperly. The chef’s own work is more efficient, which makes that work more
profitable.
Keeping Utensils and Equipment clean
Wash pans, pots immediately after using to save time and make job easier.
Air dry equipment whenever possible
Store utensils dry, clean and in good condition
Keep implements clean
Set pans, covers upside down when storing them handle bowl, glassware and cups properly
Keep your hands off the tines of the fork, blades of the knives and the bowl of the spoons.
Food Handling and Storage
Handling and preparing foods
Fruits and vegetables must be washed before preparation.
Rules for washing foods

Start with clean, wholesome food from a reputable purveyor.

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Use sanitary equipment and work surfaces, handling food as little as possible.
Wash all fruits and vegetables to be eaten raw in cool running water. Rinse them in cold running water.
Wash all fresh vegetable even though they’re going to be cooked.
Remove the core of head lettuce, place the head in a water container, and allow them to float for one hour.
Drain the lettuce on paper towels.
Soak broccoli and cauliflower in cold salted water for 2 minutes to ensure that any insects are removed
from the inner crevices.
Wash all dried fruits and raisins if sulphur dioxide is used to preserve them.
Always wash dried beans, peas and lentils to get rid of the fumigant used to prevent aflatoxin.
Never mix left over with freshly prepared foods.
Ways to Reduce Spoilage
3 major classifications of foods
1. Non-perishable foods = generally don’t’ spoil unless subjected to pests or rodents or handled carelessly.
= examples: sugar, flour, rice, legumes and canned goods.
2. Semi-perishable foods = can be free from spoilage for a few weeks to several months.
= example: apples, potatoes, waxed vegetables, onions and frozen foods
3. Perishable foods = begin to decompose or turn stale in a matter of hours if not stored
properly.
= example: fresh meat, shellfish and other sea foods, milk, opened canned
foods.
Techniques to prevent spoilage:
HEATING = This prevent to destroy pathogenic microorganism or reduced in number and avoid
food from spoilage and decaying.
= milk – before packaging to extend shelf’s life
= canned goods – for making good for years.
= extrusion = process that combines heat with pressure.
(breakfast cereals to remain fresh for a long time)
= holding food at high temperature above 60 degree Celsius
(prevents the growth of bacteria and kills many of them)
RADIATION = this destroys decay-causing and pathogenic microorganism so that they can’t
multiply.
= spices are treated with radiation to extend shelf’s life
= fruits and vegetables like mushrooms and strawberries received radiation treatment
remained fresh for months though unrefrigerated.
FILTERING = this uses fine filters that prevent the passage of the tiniest microorganism.
= this also prevent giardiasis from being passed on to the patrons of food
service industry.
REFRIGERATING AND FREEZING ( below 5 degree Celsius)
= this helps to slow down the microbial and chemical processes that lead to food
deterioration.
= prevent the food-borne illness in growing.

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CONTROLLING OXYGEN LEVELS

= this is by removing the oxygen levels surrounding the food in which bacteria that causes
spoilage need oxygen to live and grow.
= example: the application of wax on top of homemade jams or jellies, which seals oxygen
out.
: vacuumed pack foods (cold cuts) that makes the food non-perishable state.
REMOVING MOISTURE
= this changing the liquid to solid, this way bacteria are prevented from using the moisture as a food
source.
= some ways:
Concentrating most of the water is removed,
Deep fat frying the oil replaces water
Smoking food was smoked so that moisture is removing like sausages, ham, bacon
Adding sugar, salt and chemical
These items bind the water and prevent its use by bacteria.
FERMENTING = the breakdown of carbohydrates by microorganisms.

= example: the fermentation of milk for cheese production.
PACKAGING = by putting food in a container, the environment around the food is changed and
controlled that helps to lengthens food’s shelf life and protect it from outside
contaminants and pests.
DAIRY PRODUCTS
 Milk must be held at 40 to 45 degree Fahrenheit for no longer than three days.
 Buttermilk must be held at 40 to 45 degree Fahrenheit for no longer than four to seven days.
 Cream must be held at 40 to 45 degree Fahrenheit for no longer than one to three days.
 Unopened, canned evaporated milk can be stored at room temperature for 6 to 12 months.
 Dried skim milk can be held at room temperature for 3 months.
 Dried whole milk can be held at room temperature for only 2 weeks.
 Hard cheese such as cheddar can be stored at 40 to 45 degree Fahrenheit for 2 weeks.
 Soft cheese like cream cheese and cottage cheese can be stored at 40 to 45 degree Fahrenheit for
one week,
EGGS ( this must be stored properly to protect against salmonella which can contaminate during
handling)
 Uncooked eggs can be stored at 40 to 45 degree Fahrenheit for about 2 weeks.

 Shell eggs held at room temperature for 3 days lose more flavor and freshness than eggs held at 40
to 45 degree Fahrenheit for 8 to 10 weeks.
 Hard boiled eggs can be refrigerated at for up to 3 weeks. 45 degree Fahrenheit for up to 3 weeks
 Dried eggs can be refrigerated for up to 6 months.
 Frozen eggs can be held up to 6 months
 If dried and frozen eggs are thawed or reconstituted, they should be kept at 40 to 45 degree
Fahrenheit and use immediately.

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MEAT, POULTRY and FISH
 Keeping the turkey safe ( fresh, unfrozen turkey, refrigerate it at 40 to 45 degree Fahrenheit and
cook it within 24 hours of purchase. Turkey can be frozen up until 6 months and to prevent from
the growth of bacteria, thaw the turkey inside the refrigerator.
 All fresh fish and shellfish should be packed on ice until used.
 Frozen fish and shellfish can be held from 3 to 6 months.
 Smoked fish can be held at 45 degree Fahrenheit for up to 30 days.
FROZEN FOODS
Special requirements
 Hold foods at 0 to 5 degree Fahrenheit for no longer than 6 months.

 Don’t hold fatty types of foods, such as bacon, pork any longer than 3 months.
 Although thawing and then refreezing foods is considered fairly safe, it isn’t a good idea, because
flavor and texture are lost during thawing and even more flavor and texture are lost during
refreezing.
 Most frozen vegetables require no defrosting, but vegetables will be tough if cooked without
defrosting.
CANNED GOODS
 Don’t store any food in open cans, especially tomatoes, fruit and other acidic food; this can cause
solder dealing the cans to leak, which leads to poisoning.
 Canned foods should be stores at storage room temperatures approximately 55 to 60 degree
Fahrenheit. ( avoid storing canned goods for longer than 1 year. Don’t allow canned foods to
freeze this may destroy the seal and ruin the content.
DRY FOODS
 Such as sugar, flour, salt, pasta, cereals and dried beans should be stored in a cool dry place. They
should be off the floor on a shelves and away of all the walls, doors and windows.
 Away from disposal areas because this can be contaminated by bugs, rodent and insects and
should be kept in tightly closed containers.
SANITATION PROCEDURES
 Good personal hygiene prevent from becoming carriers of food-borne illness.

 Proper washing and sanitizing of kitchen ware and equipment is very important.
Worker Hygiene
 Well groomed and clean

 Hair should be clean and trimmed, covered with caps or netting.
 Nails should be clean and trimmed, hands should covered with gloves when handling food, nail
polished should never be used by food service workers on duty.

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 Employees should required to take complete physical before being hired.

 If an employee develops an infectious disease, he or she shouldn’t work with food.
 Daily bathing or showering must be a requirement.
 Clean uniforms are a must.
 When employees cough or sneeze they should cover their face and mouth and then wash their
hands.
 Cuts and sores must be covered with clean bandages. Smoking, chewing gums and tobacco
chewing must never be allowed.
SANITATION OF DISHES AND UTENSILS
Water is the main cleaning agent, performing 70% of cleaning .

Detergent loosens and dissolves soils on ware by chemical actions.
Common soap mixed with water can act as a detergents.
Sanitizing solutions
Chlorine which can be sodium hypochlorite or just plain bleach
Iodophor, an iodine compound.
Quaternary ammonium or ordinary ammonia.
2 basic types of Mechanical Dishwasher
Mechanical – hot dishwasher
During wash cycle, the water shouldn’t exceed 106 degree Fahrenheit.
A rinse cycle usually has water temperatures of 160 degree Fahrenheit.
The final rinse cycle water should be at 180 degree Fahrenheit and last for 30 seconds.
Low – temperature dishwasher
Low temperature type with a temperature of the final rinse of only 125 – 140 degree Fahrenheit. With an
additional sanitizing chemicals such as chlorine.
MANUAL WASHING of UTENSILS
Proper Procedure:
1. Scrape and rinse off all food to keep wash water clean.
Fill the 1st compartment with detergent and warm water at 120 degree Fahrenheit and wash the ware with
brush to remove soil and greases.
Fill the 2nd compartment with clean rinse water at temperature of 160 to 170 degree Fahrenheit and rinse
the ware.
To ensure the death of the remaining bacteria, 2 methods of performing the final sanitizing rinse:
Fill the 3rd compartment with clean, warm water of 75 degree Fahrenheit, add the chemical sanitizing
agent
Fill the 3rd compartment with clean hot water at 170 degree Fahrenheit and soak the ware in it for one-half
minute or more.
Air-dry dishes and utensils. Don’t towels dry them or you will decontaminate the ware.
Sanitation of Work Surfaces and Equipment

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When equipment is being cleaned and sanitized, first is to disassemble, after disconnecting from the
electrical source immerse equipment parts in hot water. Wash with a suitable institutional detergents and
clean dishcloth.
Equipment that suitable for cross contamination needs to have a frequent, Extensive cleaning and
sanitizing.
INSECTS and RODENT CONTROL
COMMON HOUSE FLIES

(steps that can be taken to control houseflies)
 Get rid of breeding places.
 Clean up spillage and filth immediately.
 Keep flies out of your food service operation with screen, traps or air currents that acts as curtains.
Seal all cracks and small opening. Install self closing doors.
 When flies gain entrance, use chemical to get rid of them.
 Contact professional exterminator if you have a serious fly problem.
COCKROACHES
 Keep them out of the building and areas inside the building by sealing up all cracks.
 Eliminate all damp spots.
 Immediately throw away containers in which deliveries arrive.
 Leave no food, even tiny crumbs, lying around in the open. The most important and effective
control is cleanliness.
 Keep starchy food in tight covered containers.
 When roaches do get into your building, hire a professional exterminator to get rid of them.
RODENTS
(steps need to be taken to eliminate rodents)
 The most permanent method is to seal them out. ( seal the outside and inside of the building
thoroughly)
 Remove trash piles and refuse places from around your food service location.
 In all cases, deny them food by storing garbage in metal can with tightly fitted lids.
 Install traps in their runways; fasten traps down with chains or nails to prevent rodents from
pulling them to their hiding places. Keep the bait fresh.
 Use rat poison. Use poison before sealing them out because once poisoned they try to get out of
the building.
SAFETY PRECAUTION FOR EQUIPMENTS
 Before cleaning large equipment, study the operation manual to learn correct maintenance and
cleaning procedures. Pull the plug before cleaning or changing blades.
 Never place hands or nails in an operating piece of equipment. Make sure it is turned off and
unplugged.
 Always assumed a pot or pot handle is hot and use hot pads or gloves that are insulated and dry.

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 Keep pots handles turned away from aisles or traffic so that they don’t get bumped. Keep handles
away from stove burners.
 To avoid spattering with hot liquids, don’t overfill a pan. If it’s heavy, get help in moving it.
 Open covered pots with the lid in front of you so that the steam escapes away from you. In frying,
turn the face of the pan away from you to avoid grease-splatter burns.
 Wear long sleeves and a jacket that buttons to give you extra protection from spills and splatters.
 Wear only sturdy shoes with leather uppers and non-slip soles in the food production area.
 When approaching other employees, “call out” ( hot pot) if carrying hot food or ( behind you) if
walking near a cooking area.
 Care is critical with small equipment, especially knives. Cut away from yourself and others and
use the right knives for the right job.
 Carry the knife at your side, point down, and slightly behind you. If possible, use sheath.
 When using a knife, make sure the cutting board won’t slip.
 If you accidentally break glass, sweep it – don’t pick it up- and never throw it in regular refuse
containers. Have a special container just for broken glass.
 If knives or breakable fall, move out of the way.
Trying to catch falling sharp objects is dangerous.
PREVENTION OF PHYSICAL STRAINS

( guidelines should be emphasized to prevent physical hazards)
 Lift from a bent-knee position using legs and stomach muscles, not the back muscles.
 Squat, making sure footing is secure, and lift, without twisting or turning the back.
 Never bend from the waist, always lift level from the knee.
 When carrying “round” the back to more evenly distribute the load.
All culinary professionals need to know the ways that foods can become contaminated so that they
can take the necessary steps to keep foods safe at every step of handling and cooking. Keeping the kitchen
safe also means knowing how to properly clean and sanitize surfaces, tools, cookware, and dishware.
Keeping pests out of the kitchen and away from food is yet another important aspect of food safety. Fires,
accidents, and injuries can be a serious drain on a food service establishment. Knowing what to do to
avoid these accidents, as well as the steps to take in case they should happen, is an important part of
running a safe and efficient kitchen.

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Activity 2
TRUE OR FALSE
____1. Food that contains pathogens in great enough number to cause illness may still look and smell
normal.
____2. HACCP is a federally mandated program established and regulated by the FDA and USDA.
____3. Thawing frozen foods under refrigeration is the best but slowest method available.
____4. Using the two-stage cooling method endorsed by the FDA, foods are cooled down to a safe
temperature in a total of six hours.
____5. The proper and quickest way to cool liquids is to place them in a plastic container or bowl and
set that container in an ice water bath.
MULTIPLE CHOICE
6. When there is no time to thaw foods in the refrigerator, they may be wrapped and place under running
water at or below approximately
a. 41 degrees Fahrenheit b. 70 degrees Fahrenheit
c. 100 degrees Fahrenheit d. 140 degrees Fahrenheit
7. HACCP guidelines are established in a restaurant primarily to
a. prevent conditions responsible for food-borne illness
b. problem-solve in areas where safety problems have occurred
c. set up recordkeeping systems established and required by FDA and USDA
d. Establish safe handling procedures for cooking, holding, and reheating foods.
8. If a potentially hazardous prepared food is held at an incorrect temperature for too long, it must be
a. frozen before reheating
b. brought immediately to a temperature below or above the danger zone
c. brought to a temperature of at least 165 degrees fahrenheight
d. discarded
9. The term potentially hazardous food applies to any food that
a. may have been improperly handled during preparation
b. may have been held too long within the danger zone
c. meet the three conditions necessary for bacterial growth
d. have been documented as a causing food-borne illness
FILL IN THE BLANKS
10. The maximum amount of time foods may remain in the danger zone is _______________.
11. The amount of moisture available in a food is measured on the __________________ scale.
12. When reheating foods, they should move through the danger zone as rapidly as possible and be
reheated to at least ______________ for at least _____________.
13. ______________________ refers to the removal of soil or food particles, whereas
________________ involves using moist heat or chemical agents to kill pathogenic
microorganism.
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ACTIVITY 3
1. What is cross-contamination? How can it be prevented?

2. What are the most common sources of cross-contamination.? (Give at least 5 and explain)
3. What kind of potentially hazardous foods is yeast?
4. When is an illness considered and outbreak of food borne illness?
LABORATORY ACTIVITY
STEP 1: Create a safety manual for food service operation.

(To create your manual, start by developing an outline that shows what information
your team’s manual will include)
STEP 2: Your manual should include:
 An introduction paragraph on the importance of workplace safety
 The responsibilities of employer and employees in creating a safe workplace.
 Protective clothing checklist for culinary students.
 Safety guidelines and checklist
 First aid guidelines and checklist of local emergency numbers
 Personal hygiene tips
 Cross- contamination prevention guidelines
STEP 3: Review Topic in this module for information that you can use, and conduct additional research
on the internet. Select pictures to include in your manual to help illustrate what you are writing.
REFERENCES AND OTHER MASTERIALS:
This module is based and outlined through these books:
1. Labensky, Sarah R., et al. 1995. On Cooking. PRENTICE HALL, , Inc., A Simon & Schuster Company
2. Culinary Essentials, 2006. The American Culinary Federation. Pearson Prentice Inc.
3. Cookery: Intermediate, 2nd Edition, 2009. 3G E-Learning LLC, USA,
 http://www.hse.gov.uk/toolbox/managing/managingtherisks.htm
 http://www.hse.gov.uk.pubns/indg163.pdf
 http://dotehs.com/blog/entry/controlling-hazzards-and-risk-at-workplace.html
http://www.scribd.com/doc/85456222/FIRST-AID-is-an-Immediate-Care-Given-to-a-Person
 Who-Has-Been-Injured-or-Suddenly-Taken-Ill#scribd
 http://sydney.edu.au/whs/emergency/firstaid.shtml http://smallbusiness.chron.com/package-food-sell-
12763.html
 https://www.webstaurantstore.com/article/200/basic-guide-to-food-presentation.html
 https://www.youtube.com/watch?v=tVOjfy5ft34
 https://www.youtube.com/watch?v=78eT2o_YJJ4
 https://www.youtube.com/watch?v=O1ARyw1G7Ng

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END OF MODULE 1

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FCIC Kitchen Essentials Module

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Franciscan College of the Immaculate Conception,

COLLEGE OF BUSINESS MANAGEMENT AND

ACADEMIC YEAR 2020-2021 l FIRST SEMESTER

HPC 2: Kitchen Essentials

VISION The Franciscan College of the Immaculate Conception, Baybay, Leyte,

HPC 2: Kitchen Essentials

PROGRAM 1. Develop and discover students’ technical skills, talents, individual

PLEASE TAKE NOTE!

HPC 2: Kitchen Essentials

GATHER AND SORT EVIDENCES

HPC 2: Kitchen Essentials

OBE COURSE OUTLINE

COURSE NUMBER : HPC 2

CO I : Explain the fundamental concepts and techniques in basic culinary.

HPC 2: Kitchen Essentials

Identify and demonstrate industry-standard

VI: Select and Prepare Egg Dishes

THIRD Prepare and cook different kind of stocks,

Explain the principles required to prepare,

Explain the principles required to prepare,

Prepare and present variety of appetizers

HPC 2: Kitchen Essentials

X: Prepare Sandwiches and Canapés Explain the principles required to prepare,

MODULE 1: ORGANIZE and PREPARE FOODS

This module is composed of the following lessons:

LESSON 2: Mise-en Place and Knife Skills

LESSON 3: Flavor Development

LESSON 4: Package Prepared Food

LESSON 5: Safety and Sanitation

HPC 2: Kitchen Essentials

In this Module 1, you are expected to:

_____1. Chef’s mange kitchen operation.

_____6. Institutional catering can be found in:

d. All of the above

HPC 2: Kitchen Essentials

WHAT IS PROFESSIONAL LEARNING Objectives:

CHEF’S prepared foods and manage the

 Quality items that is properly and safely prepared.

Culinarian = must learn the foundation- handling ingredients and

HPC 2: Kitchen Essentials

Chefs = prepares food and manage the operation of the kitchen,

Culinary Professional = must acquire the proper skills and knowledge

THE PROFESSIONAL CHEF

CAREER OPPORTUNITIES FOR CULINARY

KITCEN BRIGADE SYSTEM

CHEF (Chef de Cuisine or Executive Chef)

HPC 2: Kitchen Essentials

GARDE MANGER = known as pantry chef.

BUTCHER = responsible for butchering meats, poultry, and occasionally fish.

PASTRY CHEF = responsible for baked items, pastries and desserts.

NONTRADITIONAL CULINARY POSITION

FOOD AND BEVERAGE MANAGER

CONSULTANT AND DESIGN SPECIALIST

FOOD WRITERS and CRITICS

HPC 2: Kitchen Essentials

FOOD STYLIST and PHOTOGRAPERS

RESEARCH AND DEVELOPMENT KITCHEN

HPC 2: Kitchen Essentials

_____1. All cooking schools offer degrees

HPC 2: Kitchen Essentials

Answer the following questions briefly.

1. Explain your own words what it means to be a professional culinarian.