Rich Task:

Guess Who’s Coming to Dinner – Five Friends and Me

Course:

Hospitality and Tourism, Grade 11 Workplace Preparation, TFH3E
(2 credit Cooperative Education)

Evaluation:

Part of 70%

Part of 30%

* Both

Context:

·          The service industry is one of the fastest growing sectors of the North American economy, employing millions of people.  Patrons spend billions of dollars on restaurant, convention, hotel and fast food fare each year. In particular, the food preparation and food and beverage service sectors are major areas where significant entry-level employment opportunities are apparent. Skilled cooks and chefs, beverage and food servers are always in demand.

·          You will use the knowledge and skills that you acquired in your Hospitality and Tourism course and your Cooperative Education placement to design, prepare, and serve a three-course meal to patrons in a restaurant-type setting.  This task allows you to demonstrate familiarity with the equipment and facilities used within the hospitality industry, to manage activities and equipment efficiently to meet the needs of the customer, and to correctly apply principles related to the preparation, presentation, and service of food products.

 

Related Course Expectations

 

 

Strand:  Theory and Foundation

TFV.03 · describe food product handling, storage, and preparation techniques;

TF3.02 - apply National Sanitation Code cleanliness standards during the handling, storage and preparation of products;

TF4.01 - demonstrate a familiarity with a variety of equipment related to hospitality and tourism.

 

Strand: Skills and Processes

SPV.01 · manage activities, equipment, and personnel effectively to provide service to customers;

SPV.02 · apply correctly principles related to the preparation, presentation, and service of food products;

SP1.01 - identify and describe the safe use, set-up, and maintenance of equipment used in a variety of activities;

SP1.05 - apply correctly, standards of personal hygiene and grooming;

 

SP1.07 - meet the needs of customers;

SP2.01 - prepare simple recipes using available ingredients;

SP2.04 - measure quantities correctly in both imperial and metric units;

SP2.05 - convert recipes correctly to increase or decrease their yield;

SP2.06 - prepare vegetables, stocks, soups, sauces, meat, poultry, fish, seafood, and a variety of desserts.

 

Strand:  Impact and Overall Consequences

ICV.02 · describe and, where appropriate, apply industry standards of health and safety for the use of materials, tools, and equipment in the hospitality and tourism industry in the hospitality and tourism industry;

IC2.04 - identify, and where appropriate, apply health and safety acts and regulations that pertain to the hospitality and tourism Industry and safety rules.

Cooperative Education Expectations

 

 

Health and Safety

H1 - an understanding of workplace health and safety rules

 

Rights and Responsibilities

R2 - placement-specific workplace health and safety considerations

 

Reflective Learning

RL2 - reflect and analyze their placement experiences

RL3 - reinforce the job-skills theory acquired in the classroom and the skills, techniques, and principles learned at the placement

 

Evaluation Strategies and Scoring Tools

 

Evaluation Strategies

Scoring Tools

Expectations

Achievement Chart

70%

Assignment:  Getting Ready to Cook

Rubric

TFV.02, TFV.03, TF3.02, TV.04, TH4.01

SPV.01, SP1.01, SP1.05, SP1.07, SPV.02, SP2.01, SP2.04, SP2.05, SP2.06

ICV.01, IC2.04

K/U, T, C, A

30%

Performance:  Now I’m Cooking… and Serving

Oral Presentation: I’ve Cooked…Now I Need to Reflect

Rubric

TFV.02, TFV.03, TF3.02, THV.04, TH4.01

SPV.01, SP1.01, SP1.05, SP1.07, SPV.02, SP2.01, SP2.04, SP2.05, SP2.06

ICV.01, IC2.04

K/U, T, C, A

 

Teacher Notes

·          Supply and review the checklists and rubrics with the student well in advance.

·          Book an area of the teachers’ dining room, staff room, or hospitality area for serving the meal.

·          Assist the student in choosing recipes within his/her skill level, preferably ones previously prepared at the school or workplace setting. Help the student read and understand of the menu, if necessary.

·          If recipes need conversion, check the conversion factors and quantities before the student prepares the food.

·          Check the student’s overall plan (timing, equipment needs, temperatures, organization)

·          Ensure that the appropriate equipment and space are available on the day of the task and that the student is thoroughly familiar with the equipment and its safe use.

·          Arrange for the student to invite the supervisor(s) and teachers at least one to two weeks in advance of the meal; an invitation with RSVP should be sent by the student.

·          Remind the student to record all purchases and keep all receipts for the ingredients. The cooperative education teacher in conjunction with the hospitality teacher may have to help determine the cost of the school ingredients.

 

 

 

Task

 

Student Notes

You will prepare and serve a three-course meal consisting of an appetizer (soup or salad), main entrée (chicken, beef, or pork) and a dessert for six people, at least one of whom is your workplace supervisor, and reflect on the processes and outcome.

 

 

Part A: Getting Ready to Cook

·          Select appropriate recipes that combine ease of preparation and good colour, texture, and taste balance.

·          Submit your recipes to your placement supervisor and cooperative education teacher for approval one week prior to the meal.

·          Design and submit, using computer technology, a creative and artistic menu outlining your food choices.

·          Make up a name of a fictitious establishment that you are representing and include it on the menu.

·          Submit it to your teacher for feedback at least two or three days before you need it.

 

 

·          Select recipes that have a limited number of ingredients.

·          Check your menus for correct spelling and grammar.

·          Use colour, borders, and graphics to ensure a bold impact.

·          Include one copy of the menu in your exit portfolio.

·          Have the final copies of your menu to distribute to the clients at the meal.

Part B: Now I’m Cooking … and Serving

·          Make a detailed shopping list. Check off the ingredients as you obtain them.

·          Procure all ingredients using the school and/or local merchants. Keep all receipts to calculate costs of the meal, including waste and conversion or scaling factors, and include them in your final report.

·          Look over the recipes and re-familiarize yourself with all terms and quantities.  If you need to scale the recipe, do the necessary conversions accurately.

·          Practise using the equipment needed before preparing the final meal.

·          Set the table with the appropriate settings according to your menu selections.

·          Serve the guests following appropriate customs and conventions, e.g., which side to serve courses or water, and which side to remove dishes.

 

 

·          Your course materials from Hospitality or the school’s hospitality department may have a checklist.

·          Obtain the freshest ingredients possible and store under the appropriate conditions.

·          Make sure everything is in place the day before your task is to be completed and that you know what you are going to do.

·          Have your teacher check your calculations, if needed. 

·          Plan your time to make sure that you produce the food in the proper sequence for serving.

·          Have a digital camera to record your final products and table setting. Use these pictures in your exit portfolio.

Part C: I’ve Cooked … Now I Need to Reflect

·          Complete a report that includes the following:

-         the reason(s) for your menu choices;

-         copies of the recipes, including scaling or conversions;

-         the total cost of all ingredients and cost of the meal per person;

-         your personal reflection on procedures and processes that worked and those that did not;

-         your analysis of how to improve the process;

-         pictures of the final products and table setting.

·          Present your report orally to your cooperative education teacher and placement supervisor, if possible.

 

·          As you experience the process, reflect and complete notes regarding what went well and what was a challenge. This will help you reflect and analyse how you would do this better the next time.