Group 1B

FSM 120L
Portion Control Learning Plan

Portion Control Learning Objectives:

1) Employees will know what portion control is, what it consists of, and why it is important for
food service.
2) Employees will know the different types of portioning tools and their functions.
3) Employees will know the methods of measuring, cutting, counting, and weighing when
portioning food.

Supplies List:
-28 B&W Handouts, 1 Color Handout
-Tongs
-Spatula
-Scoop
-Ladle
-Dried beans
- cup measuring cup
-Scale
-Clear glass (for holding beans)
Skit props:
-Bag of gummy bears
-Food Handling Disposable Gloves
-4 Paper plates
-Clipboard
-2 Tables to represent counter and dining table

Portion Control Outline:

1. Short skit presented by the group on the importance of portion control
*(See last page for script)*
2. What is portion control?
a. Getting the right amount of servings from a standardized recipe and serving the
right amount to customers.
2. What does portion control consist of?
a. Carefully planning standardized menus
b. Purchasing just enough food, and the correct type of food mentioned in
standardized recipe
c. Storing, preparing, and serving food correctly
2. What makes portion control important?
a. It provides the correct serving size to meet the nutritional needs of students and
the U.S. Department of Agriculture (USDA) Meal Pattern requirements.
b. It helps control costs.
c. Waste is minimized
d. It helps to guide the ordering and preparation of food.
e. Leads to consistent yield and portion size.
f. Customers know exactly how much food to expect.
g. Customers get the same portion size.
2. What happens portion control goes wrong?
 a. Meals that do not meet the USDA Meal Pattern requirements for a reimbursable
meal - protein portions are too small, too much fat or sugar
b. Increased food costs - due to over purchasing or using too much of ingredient in
the recipe
c. Customer will not be satisfied - if portions differ than what is advertised
d. There will be a lot of leftovers = money lost!
e. More food will be wasted
2. Tools for portion control
a. Scoops
b. Ladles
c. Scales
d. Pre-portioned servings - common for meats, already portioned and wrapped
2. Tools for serving
a. Spatulas
b. Tongs
c. Ladles
d. Scoops
2. Methods of portion control
a. Measuring
i. portioning food using scoops or ladles
1. Examples: soup, rice, sauces
b. Cutting
i. cutting a food product into equal pieces before it will be served
1. Examples: lasagna, pizza, meatloaf, cornbread, fruit gelatin,
cakes, or brownies
b. Counting
i. For larger items that are usually the main component or a side eaten by
hand.
1. Examples: chicken, hamburger patties, meat balls, fish, fresh
fruits, vegetable sticks, crackers, rolls, biscuits, and cookies
b. Weighing
i. Getting correct portions using a food scale
1. Examples: meats and cheeses

9. Suggestions for portion control

a. Consistently use the correct type and size portioning utensil for each food item.
b. Make sure the servers are aware of the portion sizes before they begin serving or
plating.
c. Make a sample tray/plate or a chart to help servers visualize the amount to
serve.
d. Follow the every step of the recipes exactly when measuring and combining
ingredients, and cooking the product if it requires cooking.
9. Interactive activity showing the importance of using the correct portioning tool in order to
maintain consistency.

Reference List:

1. Payne-Palacio, June, and Monica Theis. Foodservice Management: Principles and

Practices. Boston: Prentice Hall, 2016. Print.
 2. UC Davis Dining Services. Mongolian BBQ Waste Audit: Portion Control vs. Education to
Reduce Food Waste [PDF Document]. Retrieved from
http://dining.ucdavis.edu/documents/MongolianBBQWasteAuditSP2011-Post-
TransitionReport.pdf
3. Mealey, L. (2016). Restaurant Portion Control: How to Reduce Portion Sizes and Still
Keep Customers Happy. The Balance. Retrieved from
https://www.thebalance.com/restaurant-portion-control-2888588

Script:
Setting: Dining Commons with a platform arrangement at lunch hour. Students are starting to
get in line to get their food. Food service worker is behind counter serving the food. Food
service manager is off stage for now.
Characters:
-Food service worker (Megan)
-Food service manager (Rachel)
-Student #1 (Erina)
-Student #2 (Noor)
Storyline
Food service worker: *While wearing gloves, sets out clean plate. Puts a handful of Gummy
Bears on the plate then looks at the plate for a while and ponders*

Hmmm... This doesnt look like the same amount that was on the last plate.
I hope they dont notice. Let me just put two more to even it out.
Student #1: *Walks up to counter and grabs plate. Looks a little concerned, but walks back to
dining table anyway.*
Food service worker: *Sets out another clean plate. Grabs a bigger handful of gummy bears and
puts it on the plate.*

Okay. I definitely wont make the same mistake this time. This
looks like a good amount.
Student #2: *Walks up to counter to grab plate and then walks over to student #1 at the dining
table.*
Student #1: *Looks at student #2s plate and scowls.*

Hey! You got way more gummy bears than I did!

*Student #1 walks over to counter to address food service worker who is currently building
another plate of gummy bears.*

Excuse me, but my friend just got gummy bears from you and Im pretty sure she
was given way more than I was.
Food service employee: For real?! *Starts adding more to the plate.*
That should not have happened. Im so sorry. I got you girl!
*Gives her the new plate with way more gummy bears than necessary.*
Student #1: Oh thanks! *Leaves the counter satisfied. Walks over to student #2 and brags.*
Food service manager: *Enters behind the counter with a clipboard and addresses food service
worker.*
Hey, hows it going with the gummy bears?
Food service worker: Good!
Food service manager: How many have we given out? I need to record it for future orders.
Food service worker: *Pauses* Ummm... I think Ive given out... *Counts on fingers*
Maybe three and a half?
Food service manager: *Looks concerned* Three and a half? You should only be giving out
whole servings. Where is your scoop?
Food service worker: My scoop?
Food service manager: *Face palms* Come on, havent you ever heard of portion control?!
End
*Cast bows and then transitions into introduction of Portion Control lesson plan.*