2100:
Basic
Meat Cookery
2100: Basic Meat Cookery
Intermediate
Students learn to differentiate between cuts of meat and apply this to tenderizing and
cooking methods.
You will be able too:
 Describe the importance of inspection and grading of mats.
 Identify and describe the factors that affect the tenderness of meat, both before
and as a result of cooking.
 Identify and describe appropriate cooking methods for a wide variety of cuts of
meat.
 Prepare and evaluate various cuts of meat, employing moist and dry heat cooking
methods.
 Demonstrate safe practices in handling and preparation of meats.
 Describe the personal or career relevance of the competencies developed within
the module.
 Demonstrate basic competencies.
Your evaluation will be based on:

20% :Assignments

25%: Exam

45%: Practical

10%: Citizenship
Lesson 1: Nutrition (1 class)
Food for Life, Chapter 14
1. Meat products contribute a number of nutrients to the diet. The leader
nutrients found in meat are protein, fat, iron, Vitamin A and niacin. Briefly
describe 2 functions for each of these nutrients. Present the information in
chart form with the following headings: nutrient, functions.
2. Protein is found in two forms: complete or incomplete.
a) Define “complete protein”
b) Define “incomplete protein”
c) Define “amino acid”
d) Which type of protein is found in meat?
3. Many people believe the myth that red meat should be excluded from the diet.
Today, beef contains no more fat than other types of meat.
a) Is the fat found in meat products saturates or unsaturated?
Explain?
b) Describe how this fat affects cholesterol level.
c) Cholesterol is indicated as a possible cause of ________disease.
d) Why should the visible fat be trimmed from meat prior to cooking?
e) Is all the fat in the meat removed when visible fat is trimmed? Discuss.
Lesson 2: Meat Industry (1 class)
Food for Life, Chapter 9
1. Watch the video “Alberta Beef: The Great Taste of the
West”. Complete the audio – video notes.
2. Meat is inspected before slaughter, at the abattoir and at the
processing plant. State two purposes for inspecting meat.
3. a) Define ‘rigor mortis”
b) Define “aging”
c) Discuss how the two are inter-related. Include the role of
enzymes in the discussion.
4. Meat may be hung for varying time periods.
a) Explain how hanging time affects the tenderness of
meat.
b) Explain how hanging time affects the cost of meat.
5. State and briefly describe the 4 grades of beef. Be sure to
use the Canadian Grades. (Food for Life is recent Canadian
source.)
6. Name the animal which we obtain the following types of
meat: lamb, mutton, veal, calf, beef, pork, venison. As well,
give the approximate age for each. Present in chart form
with the following headings: meat, animal age of animal.
7. Draw a map of Alberta. Label the map with:
a) cattle country.
b) meat processing plants.
c) pork production
Lesson 3: Structure (1 class)
Food for Life, Chapter 9
Food for Today, Chapter 19
1. a) Draw (trace) the beef carcass with the correct wholesale and retail cuts. Use
Food for Life, page 197.
b) Color code tender cuts blue, tough cuts red, and medium tough cuts yellow.
2. Below are the 5 basic bone shapes. Draw each shape, label and indicate a
retail cut which corresponds to each shape.
round
T-bone
blade
3. a) What is connective tissue?
b) Define “elastin”.
c) Define “collagen”.
flat
rib
4. a) Define “marbling”.
b) Why is marbling important in top quality meat?
c) Define “finish”.
5. Explain why meat from the rib cage is more tender than meat from the
shoulder of legs of animals.
Lesson 4: Cookery Principles (1 class)
Food for Today, Chapter 9
Sanitation Code for Canada’s Food Service Industry
1. State the 5 objectives for cooking meat.
2. a) Describe the ways that meat can be tenderized – cut, pound, marinate,
moist heat, enzymes (meat tenderizers), pressure cooking.
c) Name a suitable retail cut for each method.
3. Meat is cooked by 12 different methods. Make a chart with the following
headings: method, description of method, suitable retail cut, type of
method (moist, dry or fried).
4. Describe the two affects of heat on protein.
5. State the three reasons for low temperature cooking.
6. Meat extenders are grain products that are combined with meats to make
them go further. Give 4 examples of products that could be used in a meat
loaf.
7. State 2 reasons why meat should be defrosted in the fridge.
8. E coli is more commonly known as hamburger disease. How can you
ensure that E coli is not transmitted by the food you have prepared?
9. Explain why the plasticized tubes of ground meat keep longer than clear
wrapped packages.
10. Ground beef varies in fat content. What visual clue can help determine the
fat content?
11. When purchasing meats, how much meat should be allowed per serving if
meat is boneless? Bone in?
12. Describe the characteristics of micro waved meats as compared to meats
cooked using traditional methods.
13. View one of the videos on meat cookery techniques. Complete video
notes.
Lesson 5: Exam
You must have a 70% average to write the exam.
Lesson 6: Practical
1. Meat Experiment
Problem:
To compare the amount of waste product in varying ground beef products.
Ingredients:
100 grams each type of beef separately in a small skillet over medium heat. Stir
frequently and cook for five minutes.
Drain carefully, saving the fat and liquid produced by each meat.
Data:
Make a chart with the following headings: type, weight before, weight after,
volume of liquid, appearance of meat, appearance of liquid.
Questions
1. Calculate the percentage of waste for each sample.
finished weight x100 = ________%
2. Which sample had the most waste?
3. Was the waste mostly fat or liquid?
4. What kind of recipes would best use lean or very lean ground beef?
5. Which recipes would be best for regular ground beef?
1. Lab Plan: Moist Heat – P Find recipe to use pork steak cooked by a moist heat
method. Reduce recipe to ½ serving per student
2. Lab Plan: Moist Heat – B Find a recipe to use stewing beef cooked by a moist
heat method. Reduce recipe to ½ serving per student.
3. Lab Plan: Dry Heat Find a recipe to use a less expensive tender cut of pork or
beef. It should make 1 serving per student. Plan to freeze ½ to use for the
casserole lab.
4. Lab Plan: Ground Beef Select a recipe for ground pork of beef. The recipe is
to be unusual (perhaps ethnic). It should not use any more than 1/8 pound of
meat per person.
5. Lab Plan: Casserole Make up a recipe for a casserole using the frozen cooked
meat from Lab 4. Use the casserole chart to assist you. See next page.
Lesson 7: Reflection
1. Complete reflection log. Remember to attach your daily time log.
Make Your Own Casserole
Casseroles are an inexpensive way to feed families. They are also quick and easy to
make. Casseroles can be made from “planovers” from previous meals or from scratch.
Group 1: Casserole Body Select 1
This is usually a starchy product such as pasta or rice. It provides the bulk of the
casserole.
Use 125 mL (½ cup) cooked per person. Large eaters (like teenagers!) will require
twice this amount: white rice, brown rice, wild rice, macaroni, rotini, bows, noodles,
etc.
Group 2: Protein Select 1
This is often a meat product; it can be supplemented or replaced with cheese. Meats
must be precooked.
Use 50 mL (¼ cup) per person: tuna, salmon, pork, beef, chicken, turkey, sausages,
shellfish, ground meats, cheddar, parmesan, and mozzarella.
Group 3: Vegetables For best results, select 2 or more.
Select a colorful assortment of vegetables. They need to be cut into small pieces so
they combine easily with the other ingredients. Using frozen vegetable mixtures is a
quick alternative. It is also often cheaper in the winter.
Use 50 mL (¼ cup) per person: carrots, celery, mushrooms, peas, bean cauliflower,
broccoli, peppers, water chestnut, and corn.
Group 4: Binding Agent
This is a sauce mixture that is used to moisten and hold together the ingredients.
Use 1 tin cream soup plus 125 mL (½ cup) milk per four servings: mushrooms,
celery, chicken, tomato, asparagus or use 500 mL (2 cups) of white sauce from
scratch:
Group 5: Seasonings
Choose a seasoning to complement the flavors of the other selected foods. Do not use
salts as there is a lot of salt in the soup/sauce mixture.
Use 1 mL (¼ teaspoon) per person: garlic powder, tarragon, basil, thyme, oregano,
onion soup mix, chicken bouillon.
Group 6: Toppings
Toppings are added to the casserole to prevent it from drying out and to add appeal to
the product.
Use 50 mL (¼ cup) crumbs per person. Use 5 mL (1 tsp.) margarine per person (if
topping is dry).
Bread crumbs, cereal crumbs, potato chips, tortilla chips, parmesan cheese, and
cheddar cheese.
Method:
1. Preheat oven to 350°F
2. Grease casserole dish.
3. In separate bowl, combine ingredients from Groups 1, 2 and 3.
4. In another bowl, combine binding agent and seasonings; mix thoroughly.
5. Add binding agent to body of casserole.
6. Pour mixture into casserole dish.
7. In separate bowl, combine topping ingredients. If margarine is needed, it
should be melted and poured over crumbs.
8. Spread topping evenly over casserole.
9. Bake, uncovered for 30-45 minutes. Time will vary depending on the size of
the casserole and the temperature of the starting ingredients. (if time is a
factor, start in the microwave, covered, for 5 minutes on medium to high
power.)
2100: basic Meat Cookery
Name________________
Mark
Plan Completed
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Lesson 1: q. 1-3
Lesson 2:
a) video notes
b) q. 2-7
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Lesson 3: q. 1-5
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Lesson 4: Cookery Principles
a) q. 1-12
b) video notes
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Lesson 5: Exam
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Lesson 6: Practical
a) experiment
b) moist pork plan
c) moist pork lab
d) moist beef plan
e) moist beef lab
f) dry heat plan
g) dry heat lab
h) ground meat plan
i) ground meat lab
j) stir fry plan
k) stir fry lab
l) casserole plan
m) casserole lab
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Lesson 7: Reflection
a) reflection log
b) daily time log
c) time management
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Module started: _____
Module finished: _____#of hours:____
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Exam:
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Practical:
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Mark:
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Penalty Marks:
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Bonus Marks:
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Final Mark:
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