Name: ______________________ Date: __________ Station: ______ Dish: ____________________
Lesson 6.14. Page 1 is the flowchart builder. Page 2 is the critical path finder. Page 3 is the station card. Page 4 is the picture flowchart version of the station card, which counts as a real card. Page 5 is the safety reminder bank in four languages. Page 6 is the teacher key.
Print page 1 at poster size (11 by 17 or larger) for each station, and letter size for each student.
Page 1. The Flowchart Builder
Eight blocks. Five minutes each. Forty minutes total. Every block has something for every person. Nobody has a blank block.
The five phases: SETUP (0 to 5), PREP (5 to 10), COOK (10 to 25), SERVE AND EAT (25 to 34), CLEAN (34 to 40).
| Block | Phase | What happens | Who does it (role name on every line) |
|---|---|---|---|
| 0 to 5 | SETUP | ||
| 5 to 10 | PREP | ||
| 10 to 15 | COOK START | ||
| 15 to 20 | COOK | ||
| 20 to 25 | KEY CHECK | ||
| 25 to 30 | FINISH AND PLATE | ||
| 30 to 35 | SERVE AND EAT | ||
| 35 to 40 | CLEAN UP |
The hard rules for this chart:
- The critical path step goes in block 0 to 5. Not later.
- Plates go down at minute 29, whatever state the dish is in. Write it in the 25 to 30 block.
- The two things only the teacher can do are opening the oven and draining a pot. Write the minute you will call the teacher, and write it in a different color so the teacher can read it across all four stations.
- If your station finishes early, write SUPPORT DUTY in that block and name which station you help.
Our teacher-call minutes: oven at minute ______ Drain at minute ______
Our support duty block: ______ to ______ helping Station ______
After cook day
Come back to this chart with a third color and write the actual time next to the planned time in every block. That is the evidence for your reflection in Lesson 6.17 and for Rubric 06 criterion 5.
Page 2. The Critical Path Finder
The critical path is the one step that everything else waits on. If it is late, everything after it is late.
Step 1. Point to it. Our critical path step is: ________________________________________
Step 2. Say why. Nothing else at our station can happen until this step is done because:
Step 3. Start it early. The earliest block this step can start is: ______ to ______
Step 4. The slip test. If this step starts five minutes late:
- It finishes at minute ______ instead of minute ______.
- Our dish would be ready at minute ______.
- We would eat at minute ______.
- Circle one: we still eat inside the period / we do not eat inside the period.
Step 5. Three shortcuts we could use if it slips. (Write three. "Work faster" does not count.)
- ________________________________________________________
- ________________________________________________________
- ________________________________________________________
Step 6. Make it faster before it starts. Write one thing we can do so the critical path step takes less time:
Sentence frames
| English | Turkish | Portuguese | Spanish |
|---|---|---|---|
| Everything waits on ___, so it starts at minute ___. | Her şey ___ bekliyor, bu yüzden ___. dakikada başlıyor. | Tudo depende de ___, então começa no minuto ___. | Todo depende de ___, así que empieza en el minuto ___. |
| My job in this block is ___. | Bu bölümdeki görevim ___. | Meu trabalho neste bloco é ___. | Mi trabajo en este bloque es ___. |
| If it is late, we will ___ instead. | Gecikirse, onun yerine ___ yapacağız. | Se atrasar, vamos ___ em vez disso. | Si se retrasa, vamos a ___ en su lugar. |
[check with a native speaker]
Page 3. The Station Card
Station: ______ Dish: ____________________ Makes: 28 portions plus 2 spares
1. Ingredients for this station
| Item | Size | How many | Where it is |
|---|---|---|---|
| Room pantry (foil, spray, salt, spoons, plates) | shelf |
2. ALLERGEN BOX (the card is not approved without this)
Circle every allergen in this dish: wheat, dairy, egg, soy, peanuts, tree nuts, fish, shellfish, sesame, none
Our substitution for anyone on the class allergy list: ________________________________________
The Station Manager reads this box aloud to the class before the first plate goes out.
3. Step-by-step instructions (ten steps, one action per step)
- WASH YOUR HANDS with soap and water for 20 seconds. Dry them completely.
- ________________________________________________________
- ________________________________________________________
- ________________________________________________________
- ________________________________________________________
- ________________________________________________________
- ________________________________________________________
- ________________________________________________________
- ________________________________________________________
- ________________________________________________________
Test: could a substitute teacher run this station from these ten steps with no questions? The station next door will read it and tell you.
4. Safety reminders (three from the bank on page 5, plus one that is only about our dish)
- ________________________________________________________
- ________________________________________________________
- ________________________________________________________
- Ours only: ________________________________________________________
5. WHAT DOES DONE LOOK LIKE? (four checks, and each one has to be something you can see)
- [ ] ________________________________________________________
- [ ] ________________________________________________________
- [ ] ________________________________________________________
- [ ] Burner OFF. Station wiped down. Tools rinsed and returned.
6. Roles on cook day
| Role | Name | Setup (0 to 10) | Cook (10 to 25) | Serve and eat (25 to 34) | Clean (34 to 40) |
|---|---|---|---|---|---|
| Station Manager (reads the card, calls time, reads the allergen box) | |||||
| Head Cook (the stovetop or the oven assembly) | |||||
| Second Cook (backs up the Head Cook, stirs on the schedule) | |||||
| Prep Cook (sets out every ingredient and tool before minute 10) | |||||
| Helper Cook (whatever the Station Manager calls; support duty) | |||||
| Plate Builder (portions and plates 30 covers) | |||||
| Time Keeper (calls every block, writes the actual times) | |||||
| Toppings Chief (8th student; the last layer, the garnish, the serving spoons) |
The paired read
Station ______ read our card. Their one question was:
We fixed it on step ______ by: ________________________________________
Teacher approval: ______________________ Date: __________
Page 4. The Picture Flowchart Card (this counts as a real station card)
Draw the step in the box. Write one or two words under it. The symbols across the top tell you what kind of block it is.
| Block | Symbol | Draw the step here | One or two words |
|---|---|---|---|
| 0 to 5 | a pot and a faucet (SETUP) | ||
| 5 to 10 | a clock (PREP) | ||
| 10 to 15 | a flame (COOK START) | ||
| 15 to 20 | a spoon stirring (COOK) | ||
| 20 to 25 | a checkmark (KEY CHECK) | ||
| 25 to 30 | a plate (FINISH AND PLATE) | ||
| 30 to 35 | a fork (SERVE AND EAT) | ||
| 35 to 40 | a sponge (CLEAN) |
Circle the block with the critical path step in it. Put a star on the block where the teacher is needed.
Allergens in this dish, circled: wheat, dairy, egg, soy, peanuts, tree nuts, fish, shellfish, sesame, none
Done looks like (draw or write four): 1. ______ 2. ______ 3. ______ 4. ______
Page 5. The Safety Reminder Bank
Pick three. Copy them onto your card. Then write one that is only about your dish.
| # | English | Turkish | Portuguese | Spanish |
|---|---|---|---|---|
| 1 | The stove and the pot will be VERY HOT. Do not touch the burner or the sides of the pot. | Ocak ve tencere ÇOK SICAK olacak. Ocağa veya tencerenin kenarlarına dokunma. | O fogão e a panela ficarão MUITO QUENTES. Não toque no queimador nem nas laterais da panela. | La estufa y la olla estarán MUY CALIENTES. No toques el quemador ni los lados de la olla. |
| 2 | Steam from boiling water can burn you. Keep your face and hands away from the top of the pot. | Kaynayan suyun buharı seni yakabilir. Yüzünü ve ellerini tencerenin üstünden uzak tut. | O vapor da água fervendo pode queimar. Mantenha o rosto e as mãos longe da boca da panela. | El vapor del agua hirviendo puede quemarte. Mantén la cara y las manos lejos de la boca de la olla. |
| 3 | Always use oven mitts or pot holders when touching anything hot. Never bare hands. | Sıcak bir şeye dokunurken her zaman fırın eldiveni kullan. Asla çıplak elle dokunma. | Sempre use luvas de forno ao tocar em algo quente. Nunca com as mãos nuas. | Usa siempre guantes de horno al tocar algo caliente. Nunca con las manos desnudas. |
| 4 | NEVER open the oven door yourself. Ask your teacher. | Fırın kapağını ASLA kendin açma. Öğretmenine sor. | NUNCA abra a porta do forno sozinho. Peça ao professor. | NUNCA abras la puerta del horno tú mismo. Pide al maestro. |
| 5 | The teacher drains the pot. Stand back; the steam is very hot. | Tencereyi öğretmen süzer. Geri çekil; buhar çok sıcak. | O professor escorre a panela. Afaste-se; o vapor é muito quente. | El maestro cuela la olla. Hazte atrás; el vapor está muy caliente. |
| 6 | Walk, do not run, near the stove area. | Ocak bölgesinin yakınında koşma, yürü. | Ande, não corra, perto do fogão. | Camina, no corras, cerca de la estufa. |
| 7 | Wash your hands again if you touch your face or your hair. | Yüzüne veya saçına dokunursan ellerini tekrar yıka. | Lave as mãos de novo se tocar no rosto ou no cabelo. | Lávate las manos otra vez si te tocas la cara o el pelo. |
| 8 | Do not taste anything until the teacher says it is OK. | Öğretmen tamam demeden hiçbir şeyi tatma. | Não prove nada até o professor dizer que pode. | No pruebes nada hasta que el maestro diga que está bien. |
| 9 | Butter knives and kitchen shears only. No other knives, ever. | Sadece tereyağı bıçağı ve mutfak makası. Başka bıçak asla yok. | Só faca de manteiga e tesoura de cozinha. Nenhuma outra faca, nunca. | Solo cuchillos de mantequilla y tijeras de cocina. Ningún otro cuchillo, nunca. |
| 10 | If anyone has a food allergy, tell the teacher before you start. | Kimsenin gıda alerjisi varsa başlamadan önce öğretmene söyle. | Se alguém tiver alergia alimentar, avise o professor antes de começar. | Si alguien tiene alergia a un alimento, dile al maestro antes de empezar. |
| 11 | Clean as you go. A wet floor is a fall. | İş ilerledikçe temizle. Islak zemin düşme demektir. | Limpe enquanto trabalha. Um chão molhado é uma queda. | Limpia mientras trabajas. Un piso mojado es una caída. |
| 12 | Reheated meat goes to 165 degrees F. The teacher checks it with the thermometer. | Isıtılan et 165 dereceye (F) gelir. Öğretmen termometreyle kontrol eder. | Carne reaquecida vai a 165 graus F. O professor verifica com o termômetro. | La carne recalentada llega a 165 grados F. El maestro lo revisa con el termómetro. |
[check with a native speaker]
The six-step sanitation routine (the same six steps all year, in this order)
- Hair back
- Sleeves up
- Wash hands
- Sanitize surfaces
- Clean as you go
- Station check before dismissal
- * *
Teacher key
What a finished flowchart looks like. Option A, Spaghetti with Marinara, as the model.
| Block | Phase | What happens | Who |
|---|---|---|---|
| 0 to 5 | SETUP | CRITICAL PATH: pot 3/4 full of hot water, covered, on HIGH. Sanitation routine. Ingredient bin opened and checked against the card. Timer out | Head Cook fills and lights the pot first. Prep Cook opens the bin. Everyone does sanitation |
| 5 to 10 | PREP | Watch for a hard boil. 4 boxes of spaghetti opened and set next to the pot. 4 jars of marinara opened. Parmesan bag opened. 30 plates counted | Head Cook watches the pot. Prep Cook opens boxes and jars. Plate Builder counts plates. Time Keeper calls minute 8 |
| 10 to 15 | COOK START | Water boils. All 4 boxes in. Stir. 8-minute timer started | Head Cook adds pasta. Second Cook stirs. Time Keeper starts the timer |
| 15 to 20 | COOK | Stir every 2 minutes. Sauce jars lined up next to the pot. Serving spoons out. Helper Cook on SUPPORT DUTY to Station 2 | Second Cook stirs. Toppings Chief lines up sauce. Helper Cook helps Station 2 |
| 20 to 25 | KEY CHECK | Timer done at minute 18. Call the teacher to drain at minute 19 (teacher-call minute, written in a second color). Pasta back in the pot. All 4 jars of sauce in. Stir. Parmesan on top | Station Manager calls the teacher. Head Cook stirs in the sauce. Toppings Chief adds parmesan |
| 25 to 30 | FINISH AND PLATE | Pot to the serving table on a trivet. Plates down at 29. Station Manager reads the allergen box aloud (wheat, dairy) | Head Cook carries. Plate Builder plates 30. Station Manager reads the box |
| 30 to 35 | SERVE AND EAT | Class served first, then teammates, then ourselves. Everyone eats. Time Keeper writes the actual times | Everyone |
| 35 to 40 | CLEAN UP | Zone 1 surfaces and stove. Zone 2 sink and pot. Zone 3 floor and trash. Zone 4 tools returned, bin closed. Station check signed | Everyone by zone; Station Manager brings the sheet |
The critical path for each option (page 2, Step 1)
| Option | Critical path step | Why | Earliest block | How to make it faster |
|---|---|---|---|---|
| A Spaghetti | The water boiling | No pasta goes in until it boils, and nothing after that can happen either | 0 to 5 | Hot tap water, cover the pot, do not overfill it |
| B Pizza Tortillas | The oven reaching 400 degrees, about 8 minutes | Trays cannot go in until it is at temperature | 0 to 5 | Turn it on before anything else; the teacher has it preheating before the bell |
| C Burritos | The beans warming through, about 5 minutes | Nothing gets assembled until the beans are warm and smooth | 0 to 5 | Spread the beans thin in the pot; stir constantly; medium heat, not low |
| D Garlic Bread | The oven reaching 375 and the butter softening | Two things at once, and the bread cannot be buttered until the butter is soft | 0 to 5 | Butter in the microwave 20 seconds in block one; oven on first |
| E Dessert Cups | None | Nothing waits on anything. This is why it is the easiest option, and the team should be able to say so | n/a | n/a. The real limit is 28 cups of layering by hand, so all seven students layer at once |
Option E has no critical path, which is a correct and important answer. If a station with Option E writes "none" and explains why, that is a full-credit answer on page 2 and it earns the Exceeds descriptor on Rubric 06 criterion 3 if the rest of the row is met.
The slip test (page 2, Step 4): the answer a student should be able to produce
Using Option A: if the water boils at minute 15 instead of minute 10, the 8-minute timer ends at minute 23 instead of 18, the teacher drains at 24, sauce goes in at 26, the pot reaches the table at 28, and plates go down at 29 with two minutes to plate 30 covers. Circle we still eat inside the period, barely. A slip of ten minutes does not fit, and the team needs a shortcut. That is the point of Step 5.
The three legal shortcuts (page 2, Step 5)
Accept any three of: split the batch into two smaller pots or pans so it cooks faster; move a tray to the toaster oven or a second oven; drop the last optional step (a second cheese layer, the parmesan, a garnish) and serve on time; have the side or dessert station serve first while this dish finishes, and have the Head Cook bring it to the tables during the eat block; ask the teacher to be at the station at the exact minute so no minute is lost waiting.
Do not accept: "work faster," "hope it cooks quicker," frying it, using a knife, serving it undercooked, skipping the handwashing, skipping the clean.
The rule to say out loud, twice
The clock is not negotiable. The presentation is. A dish served plain and on time beats a perfect dish nobody eats.
What makes a station card fail the paired read
- A numbered step with more than one action in it ("boil the water, add the pasta, and set the timer"). Split it.
- "Cook until done." Replace with a time, a temperature, or something you can see.
- A missing allergen box. The card is not approved without it.
- A "done looks like" check that is not visible ("it tastes good"). Replace with "the cheese is bubbling and the edges are brown."
- No minute written for the teacher call. The teacher needs that number to plan the period.
The four "done looks like" checks, as models from Sal's own cards
Spaghetti: pasta is cooked (soft, not crunchy); sauce is mixed evenly into the pasta; parmesan is sprinkled on top; station is wiped down and the pot is rinsed.
Garlic bread: bread is golden and warm (not burnt); butter and garlic powder are spread evenly; bread is torn into serving pieces; oven is OFF, station is wiped, foil is thrown away.
Dessert cups: each cup has layers of crumbs, topping, crumbs, topping; cups look neat and are standing upright; leftover crumbs are cleaned up; counter is wiped and trash is thrown away.
Use those three as the examples on the slide. They are concrete, visible, and short, and the fourth check is always the station itself.