Mise En Place

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Course Name: Culinary Arts 1

  Course Number: 8800510

  Program Name: Culinary Arts

  CIP Number: 0420040210

  Program Type: CAR-PREP - High School Career Preparatory Program

  CTE-HOSP.912.8800510.5.1 -

  Define mise en place and the relationship of organizational skills to productivity in the workplace.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Ready, Set, Prep!” See CPALMS resource ID#215721.

• Career Connection

  
  

  Students will practice the important skills of planning, problem solving skills, teamwork, critical thinking, and time management.

• Learning Objectives

  
  

  Students will be able to:

  • Discuss the importance of proper mise en place and organizational skills.
  • Create a video presentation that demonstrates proper steps for mise en place.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Work in small groups to complete a task.
  • Students should be familiar with wearing proper attire for kitchen (uniforms and/or aprons, gloves, etc.
  • Students should be familiar with techniques to make a bechamel sauce.

• Guiding Questions

  
  
  • Why is it important to practice mise en place?
  • How does teamwork promote productivity in the commercial kitchen setting?
  • What are the steps to beginning a task in the kitchen?
  • How/why should team members have different tasks?

• Procedure

  
  

  Prior to this lesson: Have students work in small groups (3 or 4 students) to research a recipe for bechamel and alfredo. Ensure that students have required ingredients, utensils and tools accessible before beginning this lesson.

  1. To introduce the lesson, ask students,” How is mise en place a beneficial practice in the kitchen? Discuss with students the importance of pre-planning, organization, and preparedness in the kitchen.
  2. Then, students will read the case study, “Ready, Set, Prep!” (see CPALMS Resource ID #215721). Students will highlight (annotate) the specific industry vocabulary in the case study.
  3. The teacher will ask students:
  • Why do you think it is necessary to practice mise en place? How would it have helped Luka and the staff?
  • What are the potential risks of not properly preparing your workstation with all ingredients and supplies?
  • How can training help improve productivity at Giovanni's?
  • What possible steps should follow Giovanni and Luka's actions?
  • How will you practice team building in today’s food lab?
  • Why is it important for each team member to do his/her job properly?
  • What may happen if each person is not fully participating?
  4. Explain to students that they will be creating a digital presentation on proper mise en place for the bechemal and alfredo sauce that they previously researched the recipe for.
  • Using the case study as the scenario, explain to students that they will be creating an instructional training video about mise en place for Giovanni to train Luka and the staff.
  • Explain that the presentations should demonstrate the necessary steps for preparation and mise en place, an explanation of individual tasks for each group member, and describe the advantages of proper mise en place.
  5. Provide students with time in their groups to plan their presentation steps and set up the video recording devices in the kitchen area.
  6. In their groups, have students put on their uniforms/and or aprons as per the class dress code and begin the lab. Students move to the lab area in their groups. The teacher sets a stopwatch to time groups as they gather all needed ingredients, utensils, and cooking vessels. The teacher encourages each team member to focus on one area so that each student gets specific supplies from only one area of the kitchen, pantry, etc. Remind students to gather their devices for picture or video taking to create their digital presentation.
  7. Students will then make a bechamel sauce followed by an alfredo sauce.
  8. As students finish, the teacher will taste and grade each sauce (if desired). Students should clean their areas, properly store the sauce in separate containers, and place them in the cooler for a following class period in which they will make the pasta. They will then change out of their uniforms and return to their groups to review their presentations. As time allows, show group presentations to the whole class.
  9. To bring the lesson to a close, provide students with the attached Mise En Place handout. Students will review the steps they took and reflect on the importance of mise en place.

• Teacher Notes

  
  
  • This lesson is designed for students to complete this step of the process in one class period, as the next class will be pasta making so students can complete the dish and eat their creations.
  • Students work in groups of four but adjust their group size as space provides.