Healthy Cuisine for Kids - nfsmi.org20080228094819.pdf · 8:50-10:00 Module 1 Culinary ... Handout...

National Food Service Management Institute Page 1–1

Healthy Cuisine for Kids

Module 1: Culinary Basics Directory

Module at a Glance ............................................................... 1–3 Lesson ....................................................................................1–11

Lesson Preparation.............................................................1–11 Introduction.........................................................................1–12

Before Class Icebreaker, 15 minutes before class ......... 1–12 Purpose ............................................................................1–16 Seminar Objectives..........................................................1–17 Expectations ....................................................................1–18 Seminar Format and Content Overview........................ 1–19 Module 1 Objectives ........................................................1–24

Nutrition Focus ...................................................................1–25 Healthy School Nutrition Environment......................... 1–27 Dietary Guidelines for Americans...................................1–28 Dietary Guidance for Child Nutrition Programs........... 1–32 Dietary Guidance ............................................................1–35 Recommended Dietary Allowances (RDA) ..................... 1–36 Meal Patterns ..................................................................1–36 Foods Must be Acceptable to Students in Flavor and

Appearance....................................................................1–38 Calories and Nutrients in Foods.....................................1–40 Fat, Saturated Fat, Trans Fat, and Cholesterol............ 1–43 Carbohydrates .................................................................1–46 Protein..............................................................................1–50 Vitamins and Minerals ...................................................1–53 Nutrient Contributions of Each Food Group ................. 1–55 Two Types of Vitamins....................................................1–55 Sodium .............................................................................1–57 Where We've Been...........................................................1–61

Functional Ingredients .......................................................1–62 Functions of Fat, Sugar, and Salt in Healthy Cooking ....... 1–62 Modifying Fat, Sugar, and Salt in Food Preparation.......... 1–66

Standardized Recipes/Procedures ...................................... 1–73 Advantages of Using Standardized Recipes................... 1–74 Parts of a USDA Standardized Recipe ........................... 1–76 Steps in Using a Recipe...................................................1–77

Production Schedules..........................................................1–78 Purpose of a Production Schedule ..................................1–78

Healthy Cuisine for Kids Module 1: Culinary Basics Directory

Page 1–2 National Food Service Management Institute

Weighing and Measuring ...................................................1–80 Culinary Techniques...........................................................1–88

Basic Kitchen Skills ........................................................1–89 Healthy Cooking Methods............................................... 1–92 Flavor Enhancers ............................................................1–96 Presentation and Garnishing .........................................1–98

Mise en Place .....................................................................1–101 Equipment Review............................................................1–102 Food Safety........................................................................1–102

Supporting Documents....................................................1–105 Audiovisuals......................................................................1–107 Lesson Preparation Checklist ..........................................1–109 Activities............................................................................1–113

Healthy Cuisine for Kids Module 1: Culinary Basics


Module at a Glance

Time Topic Activity Materials Set-up Day Lesson Preparation Set up classroom for Module 1. See page 1-11

Activity 1, Ground Rules

7:45-8:00 Get Acquainted Distribute Icebreaker handout as participants arrive.

Handout 1, Icebreaker

8:00-8:30 Introduction Welcome to HCK and Introductions Set the stage

Greetings and get acquainted using icebreaker Housekeeping Review manuals. Select table leaders and describe their roles. Select learning partners. Set the stage for HCK.

Slide 1 Activity 2 ,Table leaders, table teams, and learning partners Slide 2-3

8:30-8:50 Purpose, Objectives, and Expectations Purpose Seminar Objectives Expectations

Discuss purpose, seminar objectives, and expectations.

Slide 4 Slides 5-7 Slide 8 Handout 2, Expectations

Seminar Format and Content Overview

Structure

Describe seminar format and parts.

Three-day schedule Overview Train-the Trainer

Slides 9-15 Transparency, Schedule Transparency, Overview

8:50-10:00 Module 1 Culinary Basics

Objectives for Module 1 Review objectives. Slides 16-17 Nutrition Focus

Steps to healthy cooking

Participant Activity: Share reasons for a nutrition focus in a preparation seminar.

Slides 18-19

Healthy School Nutrition Environment (HSNE)

Discuss a healthy school nutrition environment.

Slide 20 Handout 3, HSNE

Healthy Cuisine for Kids Module 1: Culinary Basics Module at a Glance


Time Topic Activity Materials Dietary Guidelines for

Americans Purpose Role in NSLP Key messages

Discuss Key messages and guidance. Role of key messages in NSLP.

Slides 21-24 Handout 4, Guidance for DGA

Dietary Guidance for Child Nutrition Programs (CNP)

Discuss dietary guidance for child nutrition programs. Participant Activity: Implementing the DGA

Slides 25-26 Activity 3

Dietary Guidance Applying the DGA Dietary Goals for fat,

protein, carbohydrate, and sodium

Discuss Need for changes in food habits. Role of child nutrition programs. Dietary goals for fat, protein, carbohydrate, and sodium.

Food groups Discuss food groups and nutrients provided by each.

Slide 27

RDA Briefly describe the RDA and how it is used in CNP.

Slide 28

Meal Patterns Nutrient standards

Discuss purpose of meal patterns, nutrition goals, and nutrient standards for school meals.

Slide 29

Meal planning systems Identify the four types of menu planning systems. Discuss menu planning systems used in participant's schools.

Slide 30

Customer Acceptance Importance Getting customer

acceptance

Discuss Importance of knowing customers. Ideas for getting customer acceptance.

Handout 5 Slides 31-32

Calories and Nutrients in Foods

Calories in foods The DGA message

Discuss nutrients: what they are, food sources, and guidelines for healthy cooking. Define calories, their source, and why they are important.

Slide 33

CNP recommendation for fat in school meals

Maximum recommended fat intake

Discuss fat and the USDA standard for fats in school meals. Participant Activity: Calculate percentage of calories from fat.

Slide 34 Activity 4

Healthy Cuisine for Kids, Module at a Glance Module 1: Culinary Basics


Time Topic Activity Materials Fat, Saturated Fat, Trans

Fat, and Cholesterol Fat DGA message Applying the DGA

message to CNP

Discuss the types of fat. Discuss the role of fat in CNP meals.

Carbohydrates Types of carbohydrates

o Simple o Complex

Discuss the types of carbohydrates. Participant Activity and mental break: List ideas for healthy desserts. Discuss different types of sugar and show labels.

Display labels showing different types of sugar

Discuss why we need to be concerned with all food available in schools.

o Function of sugar in food

Participant Activity:"Sugar: Fact or Fiction?" Quiz

Activity 5

Fiber DGA message Fiber facts Application to school

meals

Discuss Fiber facts, sources, and recommended intake. Dietary message. Application of recommended fiber intake to school meals.

Participant Activity: Ways to increase fiber in school meals.

Slides 35-37

Protein Functions Amount needed DGA messages

Discuss functions of protein, amount needed, and importance of meat alternates. Involve participants in discussing the two dietary messages.

Slide 38

Amino acids Complementary proteins

Discuss Difference between essential and non-essential amino acids. Importance of using complementary proteins when offering meat alternates.

Slide 39 Slide 40

Vitamins and Minerals DGA messages

Introduce vitamins and minerals-their roles, and characteristics. Discuss

DGA messages and guidance.

Slide 41 Handout 6 Handout 7



Time Topic Activity Materials Shortfall nutrients and

their functions

Summary of key vitamins and minerals needed by children.

Identify shortfall nutrients, their functions, and role of school meals in serving foods that include these nutrients. Participant Activity: Identify food sources of the shortfall nutrients and ways to include them in school meals.

See Charts in Participant's Manual.

Nutrient Contributions of Each Food Group

Discuss the USDA Food Guide. Handout 8 Transparency, Handout 8

Two Types of Vitamins Identify the two types of vitamins: water-soluble and fat-soluble.

Minerals Calcium

DGA message Discuss importance of milk and milk products in school meals.

Sodium DGA message Recommended

maximum intake Sodium in school meals

Discuss role and intake of sodium and DGA recommendation. Discuss importance of reading labels to discover hidden sources of sodium in foods served in schools.

Participant Activity: List condiments used in schools that may contain hidden sodium.

Tips for using moderate amount of salt and sodium

Discuss tips listed in handout. Optional Participant Activity: What's Your Sodium I. Q.?

Handout 9 Activity 6

Where We've Been Summary of Nutrition Focus Participant Activity: Start, Stop, Continue-Nutrition Focus

Participant's Manual-Module 1

Functional Ingredients Functions of Fat, Sugar, and

Salt in Healthy Cooking Functions of fat Functions of sugar Sugar substitutes Functions of salt Hidden sources of

Involve participants in discussing the functions of fat, sugar, and salt in healthy cooking. Discuss functions of fat, sugar, and salt in food preparation.

Handout 10 Slide 42 Slides 43-45 Slide 46 Slide 47



Time Topic Activity Materials sodium

Energizer Participant Activity: Modifying fat, salt, and sugar in school meals

Activity 6

Modifying Fat, Sugar, and Salt in Food Preparation

Modifying fat Modifying sugar Modifying salt

Discuss ways to modify fat, salt, and sugar in preparing fruits and vegetables, baking, and cooking as shown on handouts. Emphasize concepts and how these will be applied in culinary lab.

Handout 11 Handout 12 Handout 13

10:00-10:15 Break Change table leaders for the next

part of the lesson. Activity 2

10:15-12:00 Standardized Recipes/Procedures

Discuss the USDA definition of a standardized recipe. Describe the difference between a tested and a standardized recipe. Discuss difference between recipes and procedures.

Slide 48

Advantages of Using Standardized Recipes

Participant Activity: List advantages of using standardized recipes.

Slide 49

Parts of a USDA Standardized Recipe

Discuss parts of a recipe. Participant Activity: Find and highlight the parts on the sample USDA recipes.

Slides 50-51 Copies of USDA Recipes for participants

Steps in Using a Recipe Discuss benefits of following a standardized recipe.

Slides 52-53

Production Schedules Purpose of Production

Schedules Describe production schedules and their purpose. Review sample production record form and where to get more information.

Slide 54 Handout 14

Weighing and Measuring

Show and discuss video clip on Weighing and Measuring. Discuss importance of accuracy in weighing and measuring. Discuss how they will use this information in culinary lab.

Video Clip from Weighing and Measuring from On the Road to Professional Food Preparation



Time Topic Activity Materials Types of measures Discuss types of measures.

Demonstrate use of weights and measures.

Display dry and liquid measures Basics At A Glance (Weights and Measures)

Measuring tools Participant Activity: Weights and Measures-What Am I?

Slides 55-57 Activity 8

Common conversions Review information on slides. Slides 58-60 Liquid measures Review information on slides. Slides 61-62 Dry measures Discuss or demonstrate

techniques of measuring dry ingredients and liquid ingredients.

Slide 63 Display of dry and liquid measures, spoon, and spatula

Weighing vs. Measuring o Weighing tools o Types of scales

Discuss advantages of weighing. Use ideas from video clip.

Slides 64-67

Portion Control Tools Discuss the importance of portion control in CNP meals and tools for portion control.

Slides 68-72

Culinary Techniques Discuss Code of ethics for culinary professionals. Definition of culinary techniques. Culinary fundamentals.

Handout 15

Basic Kitchen Skills

Basic kitchen skill No. 1

Discuss Basic safety and sanitation practices and kitchen skills. How these skills will be applied in the culinary lab.

Participant Activity: Desirable work habits and checklist. Discuss desirable work habits.

Slide 73 Flip chart/marker Handout 16


Discuss the ability to know what needs to be done and how to organize work.


Discuss importance of correct use of standardized recipes, weights, and measures.



Time Topic Activity Materials Basic kitchen skill

No. 4 Discuss proper use of equipment.


Discuss importance of following food safety and sanitation rules.

Healthy Cooking Methods

Discuss Selecting an appropriate cooking method. Characteristics of properly cooked foods. Basic cooking methods.

Handout 17

Dry- and moist-heat cooking techniques

Describe characteristics of dry- and moist-heat cooking techniques.

Moist-heat cooking Discuss moist-heat cooking methods.

Poaching and simmering Boiling, blanching, and shocking Steaming Braising and stewing

Handout 17

Dry-heat cooking Discuss dry-heat cooking methods.

Baking Roasting Sautéing Stir-frying

Handout 17

Flavor Enhancers Discuss Application of flavor enhancers in preparing food. Techniques for enhancing flavors.

Show and discuss video clip from Seasoning for Healthy School Meals.

Slide 75 Video Clip Part 1 Seasoning for Healthy School Meals from Culinary Techniques

Presentation and Garnishing

Discuss Meaning of presentation and garnishing. Role of presentation and garnishing in food service.



Time Topic Activity Materials Points to consider in garnishing

food.

Mise en Place Discuss The concept of being organized and ready. Four phases of production. How to analyze the job to be done.

Equipment Review Discuss importance of using appropriate equipment.

Handout 18

Food Safety DGA message

Discuss strategies to reduce risk of foodborne illness. Show video Wash Your Hands.

Video

Choosing and Using Equipment for Healthy School Meals

Tour food preparation area. Identify pieces of equipment and discuss their use.

Handout 18

Lesson Summary Review major concepts. Nutrition foundation. DGA recommendations that form basis for healthy cooking. Requirements for preparing quality food. Culinary techniques to be practiced.

Review purpose of this lesson.

12:00-1:00 Lunch 1:00-5:00 Module 2 Fruits and

Vegetables

1:00-2:00 Lesson 2:00-2:30 Culinary Demonstration 2:30-2:40 Break 2:40-4:15 Culinary Laboratory 4:15-4:55 Presentation, Tasting,

Evaluation, and Clean-Up

4:55-5:00 Evaluation of Day One



Lesson

Visuals, Materials Needed Topic and Discussion Guide

Lesson Preparation

Instructor Note: See Master Planning and Preparation Checklist in the Introduction and the Module 1 Lesson Preparation Checklist in the Supporting Documents Section of Module 1. Use these to prepare materials for the lesson. This includes writing the ground rules and making transparencies of the Icebreaker, Schedule, and Overview.

Make the following available for each participant:

Blank table tents and two name tags

Participant's Manual, Culinary Manual, and Basics At A Glance.

Make the following available for each table:

Multi-colored Markers

Highlighters

Flip Chart Paper

General materials needed for this lesson include:

Flip Chart Easel and Pads

Computer and LCD Projector

PowerPoint Slides (PPT)

Overhead Projector or ELMO

Screen

Video Projector

Transparency Markers




Introduction Before Class Icebreaker, 15 minutes before class Display: Slide 1, Title Slide Activity: Getting to Know You

Ground rules taped on floor of class room (Activity 1) Slide 1

Instructor Note: Display Slide 1 on the screen to be viewed as participants arrive in the training room.

See directions for preparing ground rules, Activity 1 in Supporting Documents.

Give participants a copy of the Icebreaker as you greet them.

Handout 1 Icebreaker Distribute: As you greet participants, give each one a copy of Handout 1 (Icebreaker).

Tell: This is a chance for you to get to know other participants. Read instructions on the worksheet and complete the activity prior to beginning the lesson.

Slide 1 continued Activity: Introduction to Healthy Cuisine for Kids Seminar (HCK).

Display: Slide 1, Title slide, continued Welcome participants to HCK.

Module 1: Culinary Basics Healthy Cuisine for Kids



Materials Needed Transparency of

Handout 1 for instructor

Transparency marker

Instructor Note:

Ask the Training Team to introduce themselves and give a brief overview of their background in Child Nutrition Programs (CNP).

After participants are introduced as described in the instruction, summarize the icebreaker activity on the Handout 1 transparency by noting the frequency of healthy cooking activities currently practiced.

The term CNP will be used throughout the modules to refer to both school programs and child care programs. After it is used the first time in a module, it will appear as CNP.

Ask participants to write their names on one side of the table tent and on the back side write the number of years in CNP and what they want to learn in the seminar.

Ask participants to write the name they want to be called on one name tag, and to write a word that describes them on the second name tag. For example, Judy may be Jolly.

Instructor Note: Plan to rotate table teams and table leaders at least three times during this lesson. You will decide when to shift leadership. A suggestion is to have a table leader for the Introduction, one for Nutrition Focus and one for the part of the lesson that begins with Functional Ingredients. See Activity 2, Table Teams and Table Leaders, in Supporting Documents Section of Module 1.

Explain role of table leaders and scribes.

Table leaders begin discussion or activity and shares ideas from their table teams with total group.

Scribe is a table team member who records team ideas and writes them on flip chart sheets to be taped on the wall.

Remind participants the handouts and the Note Pages for Module 1 are in the Participant's Manual. The Note Pages show the slides and provide a place for writing notes.




Materials Needed Computer for PPT

slides Projector Screen Flip Chart VHS Monitor

Tell: This is our chance to get to know each other. Please stand when you are being introduced. Each of us will

Introduce one person we talked with while completing the Icebreaker. o Tell where they work and what they do. o Describe a culinary practice that is being used by

the person you introduced to promote healthy meals.

The person introduced will then introduce another participant. This will continue until everyone is introduced.

(Note: Instructor begins the process. Sample dialogue follows. Keep as brief as possible.)

This is ________ and she/he works at _______ and his/her job is to _______. The culinary practice is ________.

Explain: This information indicates that you are currently practicing many healthy culinary techniques.

When you complete HCK, you will have many more healthy cooking techniques to use in your program. You will learn a lot from each other during this seminar.

Tell: 1. Write your name on the table tent–using the name you

want to be called. Also write one thing you want to learn in the seminar on the back side of the table tent.

2. Write the name you want to be called on one of the name tags. On the other name tag, write a description of yourself. For example, if your name is Mary, you may want to be Merry Mary.

3. Put one name tag on your left shoulder and one on the right shoulder.

During the breaks read the name tags and find out why the description was used, for example, why was it Merry Mary? To ensure that you have opportunities to learn from everyone,

we will have table teams and table leaders that change from time to time and

you will have a learning partner.




Tell: In this session, we will get acquainted; discuss the importance of your jobs in helping children develop healthy eating habits, the purpose of the seminar, objectives, and the seminar organization, including format.

Instructor Note: Appoint the first group of table leaders. Suggestions for appointing table leaders are given in Activity 2 of the Supporting Documents Section of the manual.

Ask the table team to discuss two questions.

1. Why are their jobs important to children?

2. Why are their jobs important to reaching CNP goals?

Allow about 60 seconds for teams to discuss. Ask the table leaders to share one or more ideas from his/her table team. Allow no more than 2 minutes for the sharing. They will probably say some or all of the following. If not, share ideas that were not mentioned.

Tell: Your job preparing and serving healthy and appealing meals to children helps them to

be successful in the classroom, develop healthy food habits, and get the calories needed for energy and other nutrients

they need for growth and development. The food you serve in your CNP provides more than “something to eat.”

Their experience in the dining area should provide opportunities for them to

socialize with their friends, learn that people care, and understand how making the right choices affect their

health, energy, and even their fun. Tell: You, as members of the school nutrition team prepare

and serve nutritious and appealing meal in a healthy environment. You are important educators.




Slide 2 Display: Slide 2, Ellyn Satter Tell: Ellyn Satter, an authority on child nutrition had this to say about your jobs. “The goal of school nutrition professionals must be to teach children eating skills. There’s a leadership role inherent in (your job) of providing for children and eating. You have much to offer, not only to children, but to their families and teachers as well.”

The focus on serving high quality nutritious food is not new. Even before the National School Lunch Act was passed in 1946, Dr. Mary de Garmo Bryan, a pioneer in school nutrition, said,

“It is absurd to urge a child to select a certain food and eat all of it when the quality is so inferior that anyone with sensitive taste would refuse it.”

Slide 3

Display: Slide 3, Mary de Garmo Bryan Tell: (Paraphrase words on slide.)

When did you first hear the words “Children buy with their eyes first?” Did you realize that phrase has been around since 1936?

Dr. Bryan also said

“High quality, flavor, and attractiveness should be the keynotes of the school nutrition food policy.” And today, these three keynotes describe an important part of HCK.

To keep our cooking skills up to date means that we must change some of the ways we have been doing our job.

We do this in many ways. But the most important way is by making sure that the foods we offer children include a variety of healthy and appealing choices. That’s why the seminar is focused on healthy cooking and serving.

Although other people in the school system may plan the meals and purchase the food, the final link in the chain is in the hands of the people who prepare and serve the food–that’s you, and that is where your job in providing healthy school meals begins.

Purpose Display: Slide 4, Purpose of the HCK Seminar Slide 4 Tell: Purpose of HCK This HCK seminar is about helping you learn culinary skills




and practices that are bound to result in high quality, nutritious food for your customers–setting an example for them to choose healthy food and develop healthy food habits. In HCK you will learn ways to prepare and serve nutritious, high quality meals that appeal to the customer, and promote healthy eating behaviors.

What you will learn follows the Dietary Guidelines for Americans (DGA), other current dietary guidance, and the USDA meal planning requirements. You can apply what you learn to breakfast, lunch, and supper in the school and child care settings.

As you learn and practice new ways to healthier food preparation, you are helping to achieve the goals of healthier children. That’s just one of the reasons the objectives of HCK are focused on healthy cooking.

Seminar Objectives

Display: Slide 5, Seminar Objectives Tell: You have written on your table tent an objective you want to achieve. We have seminar objectives, or said in a different way, “What will you be able to do when the seminar is over?” Our objectives are that you will be able to 1. Describe the importance of preparing and serving

nutritious, high quality meals that appeal to the customer.

Slide 5

2. Demonstrate an understanding of the nutrition

principles related to preparing o fruits and vegetables, o meats and meat alternates, and o grains and breads.




Slide 6

Display: Slide 6, Seminar Objectives, continued 3. Identify quality standards for fruits and vegetables,

meats and meat alternates, and grains and breads. 4. Identify culinary basics required to prepare and serve

nutritious, high quality meals that appeal to the customer.

Slide 7

Display: Slide 7, Seminar Objectives, continued 5. Demonstrate and apply the culinary basics presented in

the seminar. 6. Explain how school meals support the Dietary

Guidelines for Americans and follow dietary guidance.

Expectations

Handout 2 Ground Rules posted on floor

See: Module 1, Handout 2 Expectations in Participant's Manual Explain: Expectations As you came into the classroom, did you notice the ground rules? Following these rules will add to the value of the seminar for you and your teammates. You will have many opportunities to practice effective skills in team building, communication, food preparation, presentation, and product evaluation during the seminar.

Slide 8

Display: Slide 8, Expectations of HCK Seminar Participants Tell: To get the most out of HCK, keep the P's of Expectations in mind. You are expected to

participate in HCK. perform the assigned tasks in the culinary lab. practice the content presented in the lessons and the

culinary demonstrations.




participate effectively as a team member to o organize for each assignment in the culinary lab. o prepare and evaluate the assigned food products

during the laboratory. o prepare products to appear on the serving line,

using garnishes, and considering placement of food. o present the products to the class for tasting and

evaluation.

Seminar Format and Content Overview Explain: Let's look at the seminar format and get an

Overview of HCK. The seminar is focused on helping you prepare and present food in

healthy and appealing ways. gives an overview of the nutrition standards and

requirements related to the meal components. is about healthy cooking. It is not a nutrition course.

However it is guided by the nutrition principles of the DGA, nutrition concepts, and CNP goals and standards.

Slide 9

Display: Slide 9, HCK Seminar Modules The three-day seminar consists of four modules. Two modules will be presented on Day One, and the other two modules will be presented on Day Two and Day Three. The modules are built around the USDA meal plan components for CNP. The modules are

Culinary Basics, Fruits and Vegetables: Day One, Meats and Meat Alternates: Day 2, and Grains and Breads: Day 3.

Display: Transparency of the Seminar Schedule

Explore: Let's look at the schedule in the Participant's Manual. (Instructor, identify the page number in the Participant's Manual. Display schedule on overhead projector.) Please note

beginning and ending times, food tasting and evaluation are parts of each lab, and the three major parts of the seminar.




Instructor Note: Instructor may briefly review the format for Modules 2-4, or Slide 10 describes the three parts.

Slide 10

Display: Slide 10, The Three-Part Plan for Modules 2, 3, and 4. Tell: Each module has three-parts: a lesson, a culinary demonstration, and a culinary laboratory. (Briefly review the three parts.) 1. Lesson. This is a discussion and presentation of

o Key nutrients in the food group, such as fruits and vegetables, and their contribution to a healthy meal.

o Application of the DGA to that food group. o Nutrition principles and CNP standards related to

the food group. o Major concepts concerning the storage and

handling of the food. 2. Culinary Demonstration

o A demonstration of basic skills and culinary techniques needed in the preparation and presentation of food items to be prepared in the laboratory. The demonstration focuses on the topic of the module, such as fruits and vegetables.

o There will be five culinary demonstrations–fruits and vegetables, meats, meat alternates, breads, and grains.

3. Culinary Laboratory (culinary lab) o Working as a team participants have hands-on

experience in five culinary labs using recipes and procedures. organizing a plan for preparing and

presenting the food items assigned. using appropriate equipment and supplies to

prepare the assigned items. garnishing and presenting the prepared items

for display. using quality score cards for evaluating

products prepared before placing food on line for tasting.




Display: Transparency of the Seminar Overview

Instructor Note: Ask participants to turn to the Seminar Overview in the Participant's Manual. Identify the page number. The overview matrix is included in this manual in the Introduction to the Seminar. It identifies the four lesson modules and gives a brief description of the areas of emphasis for each part of the module.

Review the Overview and briefly describe the purpose of each part of the module.

Review Schedule for overview of content for each module.

Slide 11

Display: Slide 11, Areas of Emphasis in Modules Tell: Each module includes content and practice around five areas of emphasis as shown on the Seminar Overview.

Nutrition Focus Basic Skills Culinary Techniques Flavoring and Seasoning Presentation and Evaluation

The modules on Fruits and Vegetables, Meats and Meat Alternates, and Grains and Breads will provide culinary experiences in preparing products from scratch and also in using speed scratch products to prepare menu items.

Explain: The terms scratch and speed scratch are used to define the stage of the preparation of the food used in a recipe. For example, a roll recipe prepared from scratch begins with basic ingredients of flour, yeast, salt, and sugar. A roll prepared using speed scratch could begin with frozen dough, a mix, or even a brown-n-serve product. To achieve consistent quality and nutritional benefit, use standardized recipes or standard procedures when using either scratch or speed scratch.

Tell: It is important to be familiar with the schedule and how the seminar is organized. Ask participants if they have questions about the seminar's schedule or organization. We have completed the overview to the HCK Seminar. If you have questions, please do not hesitate to ask. (Stand up and stretch.) We have a break schedule after the next session.




Instructor Note: Use this time for participants to find their learning partner. Ask the participants to meet three participants and exchange reasons for their descriptive names. For example, “I am Merry Mary because I like to have fun.” After 3 minutes call time and tell them that the person they are talking with at that moment is their learning partner for the seminar. Participants return to their table teams.

Tell: As we discussed, the Module begins with a lesson. The first Module is Culinary Basics. In this lesson you will become familiar with dietary guidance and program standards, school meal plans, culinary techniques, and other factors that influence how you prepare and serve food.

Slide 12

Display: Slide 12, Building a Nutrition Foundation Tell: This lesson gives you a foundation in nutrition and culinary basics. This foundation is essential to building skills in healthy cooking. Nutrition and culinary basics will be specifically related to each of the three modules to follow:

Module 2, Fruits and Vegetables, Module 3, Meats and Meat Alternates, and Module 4, Breads and Grains

The nutrition foundation will be formed as we discuss Healthy School Nutrition Environment Dietary Guidelines for Americans Recommended Dietary Allowances Dietary Guidance School Nutrition Program (SNP) Standards and

Guidelines Fat, Carbohydrate, and Protein Vitamins and Minerals




Display: Slide 13, Foundation in Culinary Techniques Slide 13

Tell: The Culinary Basics foundation will be formed by discussing areas that affect healthy food preparation. These are 1. Functions of fat, sugar, and salt in healthy cooking, 2. Use of standardized recipes and procedures, 3. Accurate weighing and measuring, and 4. Production records in preparing quality food. Display: Slide 14, Culinary Basics, continued Slide 14

Tell: Culinary techniques include Basic preparation, Healthy cooking methods, Flavoring and seasoning, Presentation and garnishing, and Evaluating food products

Display: Slide 15, Culinary Basics, continued Slide 15

Mise en Place, Food Safety, and Equipment review.

Explain: HCK provides information about healthy cooking and gives you an opportunity to practice the culinary techniques.




Module 1 Objectives Slide 16

Display: Slide 16, Module 1 Objectives Culinary Basics Upon completion of Culinary Basics, you will be able to 1. Briefly describe how healthy cooking techniques help to

create a healthy school nutrition environment. 2. State the program standards for recommended levels of

fat and sodium in school meals. 3. List the names of key nutrients required in school

lunch menus at a specific level. 4. Briefly state how the dietary guidance materials,

Dietary Guidelines for Americans and the Recommended Dietary Allowances are useful tools in planning and preparing school meals.

Slide 17

Display: Slide 17, Module 1 Objectives, continued 5. Explain the importance of using standardized recipes

and following correct procedures when preparing meals in CNPs.

6. Explain the function of fat, sugar, and salt in food preparation.

7. Explain the importance of flavor enhancers in preparing healthy and appealing foods.

8. Briefly discuss how accurate weighing and measuring and production schedules impact the quality and nutritional value of food.




Nutrition Focus Display: Slide 18, Nutrition Focus Slide 18

Flip chart or white board Markers

Explore: As we begin our nutrition focus, let's think about some current health issues. Take about 30 seconds about the question, “Why are CNP's and especially school nutrition programs in the spotlight in the discussion of current health issues?" (Pause, then ask for feedback. Then ask the next question.) "Why is it important for child nutrition personnel to know and understand nutrition principles related to preparing and serving food?" Instructor Note: Ask for a volunteer to write participant answers on a flip chart or white board. Summarize answers and fill in the gaps from the list below.

Tell: You have identified a number of reasons that emphasize the importance of including information about the relationship between nutrition and healthy cooking and eating as a part of HCK. These include the

emphasis on moving toward a healthy school nutrition environment.

impact of new dietary guidance and revised DGA. changes in the food industry that affect the way food is

prepared and served including a greater variety of processed foods.

emphasis on the school’s role in helping to prevent some of these chronic diseases.

a better understanding of how food preparation and service affects o the nutritional value of food, o quality of offerings, and o acceptability of meals to customers in CNP's.

In this lesson you will become familiar with the messages of the revised DGA and nutrition standards for school lunch, and you will know how the food you prepare and serve affects the school nutrition environment.




Slide 19

Display: Slide 19, Five Steps to Healthy Cooking Tell: You are in a key position to practice the essentials of healthy cooking by making sure the nutritional benefits of food are retained. You do this by being sure that all food is

purchased by specification number, received correctly and stored properly, handled safely, prepared using healthy cooking techniques, served in a safe and appealing manner, and served in a safe and attractive dining area.

How you carry out your tasks every day has a major influence on the CNP environment.

Explore: Think for a moment about the things that make up the school nutrition environment, such as the

physical facility, the appearance of the serving lines, and the cleanliness and safety of the dining area.

messages children get about nutrition throughout the school, including the bold and blatant ones and the more subtle ones, such as candy being given as a reward for a project.

attitude of the people who serve the food and supervise the children while in the eating area.

amount of time allowed for meals, including time our customers have to wash their hands and eat their meals.




Healthy School Nutrition Environment Slide 20

Display: Changing the Scene

Display: Slide 20, Healthy School Nutrition Environment Explore: What is a Healthy School Nutrition Environment? Are you familiar with Changing the Scene–a training package that USDA made available to schools in 2000? Changing the Scene provides schools a tool and a process for improving the school nutrition environment. A Healthy School Nutrition Environment includes every aspect of the school that influences a child’s perception of the school nutrition program and healthy eating.

Read slide. A Healthy School Nutrition Environment gives students

clear and consistent messages that reinforce healthy eating and physical activity habits.

opportunities to learn to make healthy choices–wherever they are throughout the school day.

opportunities to practice healthy habits by o offering an array of healthy food options, o time to eat in relaxed and comfortable

surroundings, and o opportunities to practice healthy habits.

Handout 3 See: Module 1, Handout 3 Importance of a Healthy School Nutrition Environment in Participant's Manual

Explore: Why is a healthy school nutrition environment is so important? Let’s look at the seven reasons suggested by Team Nutrition’s Guide to Local Action from USDA’s Changing the Scene Kit.

Instructor Note: You may allow participants to answer, or you may briefly discuss the following reasons as shown on the handout.




Nutrition is related to physical well-being, growth and development, readiness to learn, and risk of disease.

Unhealthy eating habits that contribute to health problems tend to be established early in life; young persons who have unhealthy eating habits tend to maintain these habits as they age.

Diet related diseases include heart disease, some types of cancer, stroke, type 2 diabetes, high blood pressure, obesity, and osteoporosis.

Some children are undernourished. Even moderate undernutrition can have lasting effects on children’s growth, development, and school performance.

Some children have problems with overnutrition. The Centers for Disease Control and Prevention reports that 5.3 million of U. S. young people aged 6-17 years are seriously overweight.

Regular physical activity promotes psychological well-being and long-term health benefits.

Medical costs, lost productivity, and other expenses associated with nutritional problems add up to $71 billion a year.

Dietary Guidelines for Americans Slide 21

Display: Slide 21, Dietary Guidelines for Americans Tell: Since first published in 1980, the DGA have provided advice to promote health and to reduce risk for major chronic diseases through diet and physical activity. They form the basis of Federal food, nutrition education, and information programs. The DGA are applicable for all healthy Americans over two years of age. Nutrition experts agree that diet affects health and the messages in the DGA should be followed. They represent the best principles of healthy food practices and should be applied to meal planning and preparation in all CNPs and are required for schools.




Slide 22

Display: Slide 22, It’s the Law! The Richard B. Russell National School Lunch Act as amended in 1994 states that “schools participating in the school lunch or school breakfast programs shall serve lunches and breakfasts under the program that are consistent with the Guidelines.” Tell: The report of the 2005 DGA Advisory Committee states that “poor diet and a sedentary lifestyle contribute to about one-fifth (400,000) of the annual deaths in the United States.” The 2005 DGA contains nine key messages or recommendations.

Slide 23

Display: Slide 23, Key Messages Dietary Guidelines for Americans Instructor Note: Ask participants to look at the nine messages as a whole to get an overview of how they affect all aspects of healthy living. When you get to message number 8 relating to alcohol, mention that it does not apply to the CNP, but is important for all individuals to practice.

Explain: The key messages emphasize the importance of good nutrition to good health–both in the present and in the future. Let’s read the nine key messages to get the big picture of healthy eating and healthy living. We will discuss some guidance for implementing the DGA after getting the big picture. As each message is presented, think about how it affects how you prepare and serve CNP meals and how you can apply this message in your work.

Read the guidelines. 1. Consume a variety of foods within and among the basic

food groups while staying within energy needs. 2. Control calorie intake to manage body weight. 3. Be physically active every day. 4. Increase daily intake of fruits and vegetables, whole

grains, and nonfat or low-fat milk and milk products.




Slide 24

Display: Slide 24, Key Messages Dietary Guidelines for Americans, continued Read slide. 5. Choose fats wisely for good health. 6. Choose carbohydrates wisely for good health. 7. Choose and prepare foods with little salt. 8. If you drink alcoholic beverages, do so in moderation. 9. Keep foods safe to eat.

Tell: All of the messages are important to promote day-to-day health and to reduce risk for major chronic disease. Note how closely the topics are interrelated. Consuming a variety of foods from the basic food groups and controlling calorie intake are two major themes–themes that are intertwined. Implementing any one of the DGA messages such as controlling calorie intake, or increasing physical activity may improve health and reduce one or more heath risks.

The greatest benefit will be felt when all nine of the major messages are implemented.

Guidance for Implementing DGA Handout 4 See: Module 1, Handout 4 Guidance for Implementing Key

Messages of the 2005 Dietary Guidelines for Americans in Participant's Manual Adapted from: U.S. Department of Health and Human Services. (2004, June). Nutrition and Your Health. Dietary Guidelines for Americans. DGA 2005 Advisory Committee Report. Retrieved September 2004 from http://www.health.gov/dietaryguidelines/dga2005/report.

Instructor Note: Ask participants to turn to Handout 4, Guidance for Implementing Key Messages of the 2005 DGA in the Participant's Manual. Tell the participants that the messages will be discussed in each module as they relate to the topic.

Explain: The guidance for implementing the DGA will be discussed in each module. Since the first two messages summarize most of the other guidelines, we will review those messages now. Notice how these two messages and the




guidance relate to our overall goal of healthy school meals. Message 1: Consume a Variety of Foods within and

among the Basic Food Groups while Staying within Energy Needs.

Eating foods from each of the five basic food groups helps achieve recommended nutrient intakes. The food groups are 1. Fruits 2. Vegetables 3. Grains 4. Milk 5. Meat and beans

Select foods from each food group and different foods from within each group, because no one food or group of foods contains all the nutrients needed for good health.

Promote increased dietary intakes of vitamin E, calcium, magnesium, potassium, and fiber by children and adults and promote increased dietary intakes of vitamins A and C by adults.

Message 2: Control Calorie Intake to Manage Body Weight.

Reduce the amount of calories consumed. Calories count when it comes to weight control, not the

proportion of carbohydrate, fat, and protein in the diet. Eat fewer calories by eating foods lower in fat and

sugar. Limit portion sizes, especially for high energy dense

foods. Eat large portions of raw vegetables or low-fat soups to

help limit intake of more energy dense foods. Reduce intake of added sugars, solid fats, and alcohol

as the healthiest way to reduce calorie intake.




Dietary Guidance for Child Nutrition Programs

Tell: Dietary guidelines messages have been adapted for CNP. As you look at the guidelines in the next two slides, think about some ways that you can help implement each message. Use your Notes Pages in the Participant's Manual for jotting down ideas. After looking at these we will take a few minutes for you to share ideas.

Slide 25

Display: Slide 25, Dietary Guidelines for Child Nutrition Programs Explain: The Dietary guidelines for CNPs

Offer a variety of foods within each of the food groups. Serve meals that help maintain a healthy body and weight. Promote the need for physical activity every day. Serve plenty of vegetables, fruits, and grain products. Serve a variety of nonfat and low-fat milk and milk

products. Slide 26

Display: Slide 26, Dietary Guidelines for CNPs, continued Offer meals low in fat, saturated fat, cholesterol, and

trans fat. Select foods with natural sweeteners and use sugars

only in moderation. Choose and prepare foods with little salt. Promote an alcohol and drug-free lifestyle. Practice safe food handling from receiving through

clean-up. Flip chart sheets for two-member team Markers Activity 3 Worksheet Removable tape

Instructor Note: See Activity 3 under Supporting Documents for setting up this activity. Begin the activity after showing slides 25 and 26. Allow 5 minutes for the activity. Use the information under Applying the DGA to clarify or enhance the ideas shared by the participants.

Tell: The purpose of this activity is for you to share ideas of ways to apply the dietary guidelines in your job. A copy of the Activity Worksheet is on the table for each one. The directions for this activity are printed on the Activity Worksheet. Let's go over the directions for the activity. Do you have any questions about the activity? Work with your learning partner about 2-3 minutes to complete the activity.




Applying the DGA Tell: The lifestyles that most Americans enjoy have

contributed to health issues, such as obesity and chronic diseases. These lifestyles that practice poor eating habits and little or no physical activity evolved over a long period. The issues will not be resolved quickly. Lifestyles are learned early. You have an opportunity to have a major part in turning the problem around by preparing healthy and appealing meals. Let’s look at some data that explain why changes are needed in the way we prepare and serve food.

Tell: New data from the 1999-2000 National Health and Nutrition Examination Survey (NHANES) show that the obesity epidemic has not leveled off or decreased, and is increasing to even higher levels. 1. An estimated 64% of U.S. adults are now overweight or

obese. 2. The prevalence of overweight among U.S. children and

adolescents ages 6 to 19 years has risen to 15%. This is of special concern because overweight teens have a 70 to 80% likelihood of becoming overweight or obese adults with increased risk for chronic disease.

3. Nine million children are obese (Institute of Medicine). 4. Type 2 diabetes has increased among children and

adolescents. It used to be thought of as an adult disease. Americans in general consume too many calories and too much saturated and trans fat, cholesterol, added sugars, and salt.

5. Osteoporosis is attributed to o suboptimal bone growth during childhood and

adolescence, resulting in failure to reach peak bone mass.

o bone loss secondary to disease conditions such as eating disorders, or certain medications and medical treatments.

o accelerated bone loss at menopause in women or as both men and women get older.




6. Dietary data suggest that in general o Adults do not consume enough vitamins A, C, and

E; calcium; magnesium; potassium; and fiber. o Children do not consume enough vitamin E,

calcium, magnesium, potassium, and fiber. 7. Menus in CNPs can be planned and food prepared to

meet recommended nutrient intakes while considering food preferences of different racial/ethnic groups, vegetarians, and others.

Tell: You are on the front line. What you do everyday contributes to helping young people have a healthy future.

Dietary Goals for Fat, Protein, Carbohydrate, and Sodium

Tell: The DGA recommendations referring to fat, sodium, protein, and carbohydrates have been translated into real numbers as dietary goals.

Fat Per cent of total calories from fat

o 20% to 35% of total calories for adults age 18 and over o 30% to 35% of total calories for children age 2 and

3 years o 25% to 35% of calories from fat for children, and

adolescents who are 4 to 18 years old Intake of

o Saturated fat below 10% of total calories o Trans fat below 1% of total calories

o Cholesterol intake below 300 mg per day if LDL (bad cholesterol) is 130 mg/Dl or 200 if LDL is 200 or greater than 130 mg/dL

o Poly and monounsaturated fat 20% of total calories Protein: 10% to 15% of total calories

Carbohydrates 45% to 65% of total calories

o No more than 10% of total calories from sugar Sodium: Consume less than 2,300 mg per day.




Dietary Guidance Tell: The 2005 Report of the DGA Advisory Committee

suggested we use the revised USDA Food Intake pattern to meet recommended nutrient intakes as it considers age, gender, and physical activity level. The USDA Food Intake pattern includes suggested amounts to eat from each of the five basic food groups and subgroups.

Explore: Ask participants to name the five basic food groups. Tell: Although the graphic used to display the food groups

has changed several times, the basic groups have not changed. Let’s look at the major nutrients provided by each of the five basic food groups.

Food Groups Provide Important Nutrients

Slide 27

Display: Slide 27, Food Groups Provide Important Nutrients Instructor Note: For additional information, see the USDA Food Intake Pattern in the Participant's Manual.

Explain: This slide summarizes the nutrients provided by the different food groups. Note the order of the food groups. The bolded nutrients indicate the ones that are of concern in children's diets.

The Food Groups Provide Important Nutrients Food Group Nutrients Provided

Fruits carbohydrate, fiber, potassium, folate, vitamin A, vitamin C

Vegetables complex carbohydrate, fiber, vitamin A, vitamin C, folate, potassium, iron, magnesium, vitamin E

Grains complex carbohydrate, fiber, riboflavin, niacin, thiamin, folate, iron, vitamin E (whole grains)

Lean Meat and Beans

protein, iron, phosphorus, potassium, magnesium, vitamin E. Note that foods in the Meat Group may contain saturated fat, trans fat, and cholesterol

Milk protein, calcium, phosphorus, vitamin A, vitamin B12. Note that foods in the Milk Group may contain saturated fat, trans fat, and cholesterol.




Recommended Dietary Allowances (RDA) Slide 28

Display: Slide 28, RDA Tell: The RDA was the name of the nutrient intake standards of the United states prior to 1997 when the National Academy of Sciences adopted the Dietary Reference Intakes(DRI) Currently the RDA is a part of the DRI. The RDA are defined as "the average daily amounts of nutrients considered adequate to meet the known nutrient needs of practically all healthy people."

Tell: CNPs participating in the federally assisted nutrition programs are required by USDA to plan and prepare meals that meet the nutrient standards based on the RDA.

The RDA provide scientific data for setting standards for child care programs. Meals in the child care facility or school make significant contributions to our customer's daily intake of calories and nutrients they need for growth and health. Many children not only eat one meal at school but also eat two meals and snack.

Tell: The RDA include the recommended intakes of 19 nutrients for school-aged children. Computer software programs are available to use in evaluating the nutritive value of your menus as planned.

Meal Patterns Tell: The School Meals Initiative for Healthy Children

(SMI) was designed by USDA to meet nutrition objectives of the DGA in school nutrition programs. The SMI contains age-appropriate nutrient and calorie goals for lunches and breakfasts.

These nutrition goals for school meals are based on the RDA 1/3 RDA for lunch 1/4 RDA for breakfast Age appropriate

Children’s caloric needs The DGA




Explain: For many years, we worked with meal patterns designed to provide a certain percentage of the RDA for key nutrients. We still have meal patterns. However, USDA has set specific standards for calories and five key nutrients that must be included in school menus. These standards may be met over a school week (3 to 7 days).

Nutrient Standards in School Meals Display: Slide 29, Nutrient Standards in School Meals Tell: The nutrients that must be included in CNP meals at levels to meet the standards include

Slide 29

Calories Calcium Iron Protein Vitamin A Vitamin C

The nutrient content of school meals may be averaged over a week’s menus for lunch. The standards must be met each week.

Menu Planning Systems Slide 30

Display: Slide 30, Menu Planning Systems The SMI provided four menu planning systems. Each school/district determines the system it will use. The four systems are

Traditional Food-Based Menu Planning Enhanced Food-Based Menu Planning Nutrient Standard Menu Planning Assisted Nutrient Standard Menu Planning

Explore: The traditional food-based system is commonly used for planning school meals. What system is used in your school/district?

Instructor Note: Allow a short discussion and sharing of systems used.




Tell: The goals for school meals are the same, regardless of the menu system used. The basic requirements common to each of the four systems include the following:

Menus/portions will be grouped by age/grades. When averaged over a school week (3 to 7 days)

o Cholesterol and sodium levels should decrease. o Dietary fiber should increase. o Total fat will be less than 30% of total calories

offered. o Saturated fat will be less than 10% of total calories

offered. o Trans fat will be less than 1% of total calories

offered. o Lunch will meet 1/3 of the RDA (as a minimum). o Breakfast will meet 1/4 of the RD (as a minimum). o Nutrient standards for the five key nutrients and

calories will be met. Schools must offer fluid milk in a variety of fat contents

and may offer flavored or unflavored milk and lactose-free fluid milk. ( From Reauthorization 2004: Implementation Memo SP 7-Fluid Milk Provisions.)

Schools must have the following records to support their menus o Standardized recipes, o Production records, o Procurement specifications to ensure use of some

ingredients, and o Food preparation methods that follow the nutrition

principles of the DGA.

Foods Must be Acceptable to Students in Flavor and Appearance

Tell: No matter how healthful school meals are, if the students will not eat them, the nutrition goal will not be met. The food served must meet the taste preferences of our primary customers—the students in school and children in child care.




Your customers include a diversity of ethnic, gender, age, socio-economic, and lifestyle groups. Planning and preparing food to meet the taste preferences of your diverse group of customers is essential to their accepting the foods you offer.

Getting Customer Acceptance Handout 5 See: Module 1, Handout 5 Getting Customer Acceptance in

Participant's Manual Slide 31

Display: Slide 31, Getting Customer Acceptance Explore: Let’s consider the following ideas for getting customer acceptance.

The senses of sight, smell, taste, smell, touch, and sound determine food acceptability. o Sight: Customers eat with their eyes first. The food

must look good to be acceptable. o Smell: Good food has a pleasing aroma. o Touch: How it feels in the mouth. o Taste: Food flavors should appeal to students’

taste. o Sound: The crunch of celery or a fresh apple helps

to whet the appetite. Slide 32

Display: Slide 32, Ideas for Getting Customer Acceptance Introduce new foods gradually along with old favorites. Introduce new foods by offering a small taste with the

meal. Call it a “Take a Taste” of a new food item. Provide a high-quality, nutritious product. Know what customers like. If customers are asked, they

will give their opinion. Consider their suggestions and act on them when you can.

Create a dining experience. Eating time should be a FUN time. Students are interested in FUN.

Understand and respect the differences among students.




Calories and Nutrients in Foods

Tell: We have discussed the nutritional framework for planning school meals. Looking closer at children's nutrients and energy requirements will give us a better understanding of the DGA recommendations for healthier eating. Let's think about three questions.

What are the basic purposes of the nutrients–including fat, carbohydrate, protein, selected minerals, and vitamins–and calories?

What are the primary food sources of nutrients? What are some general guidelines for healthy cooking?

Calories in Foods Slide 33

Display: Slide 33, Calories Tell: Energy from food is measured in calories. Perhaps you have had teachers or even students asking for a low carb or a low fat diet because they wanted to lose weight. Calories are often misunderstood.

What is a calorie? Calories are not nutrients. Calories are supplied from three nutrient sources–fat, carbohydrate, and protein. These are referred to as the energy nutrients. Alcohol also supplies calories. Minerals and vitamins do not contain calories.

The second message of the DGA is to “Control calorie intake to manage body weight.” Regardless of what you may hear or read, calories do count. When it comes to weight management, it is not the proportion of fat, carbohydrate, and protein in the diet, it is the number of calories consumed.

Why should we count calories? Counting calories helps us determine total energy consumed in a food, a meal, or a typical day. We count calories in planning menus in order to ensure adequate calories are planned to meet the meal standards.

Where do calories come from? Many foods contain a combination of the three sources of calories. Fat has over twice as many calories as carbohydrate and protein. Oils and shortening are two examples of foods that are mostly fat.




1 gm fat = 9 kcalories 1 gm protein = 4 kcalories 1 gm carbohydrates = 4 kcalories 1 gm alcohol = 7 kcalories

Tell: The SMI standard for school meals requires that no more than 30% of the total calories come from fat. The DGA suggest that no more than 25% to 35% of total calories come from fat for children and adolescents in the ages of 4 through 18. Currently most people get 36% of their energy from fat. As calories from fat are reduced in school meals, children need to eat more complex carbohydrates to get the energy needed for growth. If children get too few calories, their growth will be affected. Care should be taken not to be overzealous in reducing food intake below recommended levels. However, experts agree that chronic diseases begin early in life, and that eating habits learned early may last a lifetime. Children have a greater chance of avoiding illness and early death from heart disease and cancer if they start healthful eating early.

Slide 34

Display: Slide 34, Maximum Recommended Fat Intake Tell: The amount of fat children need to stay within the maximum level of fat calories recommended depends on their ages. When children eat less fat and sugar they get hungry sooner. Our goal is for them to start selecting whole grain breads and grain-based items; fruits and vegetables; lean meats and meat alternates; and low-fat dairy products to satisfy hunger rather than fattier food items. Eating more of these foods helps to meet the nutrient standards of the meal patterns.

During HCK, we will be emphasizing foods that are loaded with vitamins and minerals and fiber.

Changing the fat content of meals may present a challenge for getting children to accept the foods offered. Why? Because fat makes food taste good. We have to find ways to prepare food that tastes as good as fatty food.




One goal of HCK is to use cooking methods to reduce the total fat in menus without the loss of flavor. USDA recipes list grams of fat per serving. The CNP staff must calculate the percentage of calories from fat.

Instructor's Note: Optional activity. Calculate the percentage of calories from fat in the following meal. If time is short, skip this activity and go to next topic.

Activity 4 Worksheet Distribute: Module 1, Activity Worksheet 4 Calculate the Percentage Calories from Fat.

Tell: We can calculate the percentage of calories from fat when we know how many grams (gm) of fat are in the meal.

Calculate the percentage of calories from fat in the sample menu on the worksheet by following these steps: 1. Multiply grams of fat in sample recipe by 9 calories per

gm to get fat calories. One gm of fat = 9 calories, so 35 gms of fat x 9 calories/gm = 315 kcalories from fat

2. Divide fat calories by total calories in sample menu to get % of calories from fat. 315 (fat calories) ÷ 764 (total calories) = 41%

Sample Menu Food Item Fat (gm) Calories % Fat

Pizzaburger on a Roll

14 348

Green Salad + 1 oz Dressing

15 146

Corn: 1/2 cup 1 70 Fruit Gelatin: 1/2 cup

0 80

2% Milk: 8 oz 5 120

Totals 35 764

Instructor Note: If time permits, ask participants to calculate grams of fat using the directions at the bottom of the worksheet. Ask them to use 825 as the total number of calories in the meal when calculating the grams of fat. You may suggest they work on this activity outside class.




Explain: Our goal for school meals is no more than 30% of total calories from fat. To determine how much fat you can afford to stay within the 30% goal, follow the steps shown on bottom of worksheet.

1. Multiply total calories by 30% (.30) .30 x 825 = 248 kcalories from fat

2. Divide calories from fat by 9 (calories in one gm). 248 ÷ 9 kcalories per gm = 28 gm of fat

Tell: A school lunch that averages 750 kcalories and 25 gms of fat will supply 30% of calories from fat.

.30 x 750 = 225 225/9 = 25 gm of fat

Explore: How can we modify the sample menu to lower the percentage of calories from fat? Take 30 seconds with your table team to list one idea for lowering the calories in school menus from fat. Then, share your idea. (Allow 30 seconds for the table team to brainstorm, and 60 seconds for feedback from each table team.)

Fat, Saturated Fat, Trans Fat, and Cholesterol Tell: Because the nutrient standard for the percentage of fat

in school meals is to average no more than 30% of calories from fat, some meals can be higher in fat than others. The key is moderation and balance. Make changes gradually until students are comfortable with lower-fat meals.

Fat Tell: The fifth message of the DGA report is "Choose fats

wisely for good health." Fat, sometimes referred to as lipids, serves many needed roles in the body. However, the type and amount of fat consumed may produce many health problems. First, let's look at the positive role of fat. Fats

supply energy and essential fatty acids; serve as a carrier for the absorption of fat-soluble

vitamins, A, D, E, K, and carotenoids; are a source of antioxidants; serve as building blocks of membranes; play a key regulatory role in numerous biological




functions; and are composed of triglycerides that consist of fatty acids

and glycerol. Whether fatty acids have beneficial or harmful effects on health outcomes depend on the specific fatty acids and the mix of fatty acids in the diet and in the body. Dietary fat is found in foods derived from both plants and animals. Individual fatty acids are present in foods as mixtures.

There are three types of fatty acids. They are Saturated fatty acids

o come primarily from animal fats. o are generally solid at room temperature.

Monounsaturated fatty acids o are liquid at room temperature. o come from plant sources including vegetables oils

(canola, olive, high oleic safflower, and sunflower oils) that are liquid at room temperature.

Polyunsaturated fatty acids o are not synthesized in the body and are essential

in the body. o primary sources include liquid vegetable oils

including soybean oil, corn oil, and safflower oil. Trans-fatty acids

o are formed when oil is hydrogenated or converted from liquid to solid product.

o primary sources include hydrogenated vegetable oils used to make shortening and commercially prepared baked goods, snack foods, fried foods, peanut butter, salad dressings, and margarine.

Cholesterol

Tell: Cholesterol is another type of lipid found in foods and manufactured by the body as needed. The DGA recommend a reduction of cholesterol in our diets.




Application to School Nutrition Explore: How do we apply the information about the

different types of fat to CNPs? Tell: First, we must have a commitment to lowering intake of fats in the diet in order to help prevent chronic disease.

Then, as CNP leaders, you are the ones to put the DGA into practice as you

prepare and serve healthy and appealing food in a pleasant environment.

make decisions about the food you purchase. The use of highly processed foods may contribute more fat and sodium to the meal than foods made from scratch. You control the amount of fat and sodium in a product made from scratch, and have no control over the processed product once it gets into the school.

focus your efforts on helping students learn to make healthy food choices from a variety of healthy foods.

Tell: Sensible eating early in life may be the key to avoiding a heart attack and other chronic diseases later in life. Of course, food is only one factor related to disease prevention, but it is the one factor we are able to influence.

Tell: Because CNPs provide at least at least one-third of the daily food intake for many children, our responsibility for lowering the fat in children's diets is clear. Our challenge is to serve meals that children will accept and enjoy while achieving the goal of healthier eating–even when the food has less fat.

Tell: Paste the following points about fats and fatty acids in your memory book and pull them out when preparing meals for your customers.

All fats are a combination of saturated and unsaturated, mono and poly, fatty acids.

All kinds of fats have a place in school menus. We refer to solid fats as “fat” and liquid fats as “oil” in

cooking. Animal fats are solid at room temperature and are

more saturated than plant fats with the exception of a few such as coconut and palm oil.




Solid fats are saturated fats. What makes one fat better than another is the amount

of the saturated fatty acids it contains. o Oils, with exception of tropical oils, are

unsaturated fats and considered better for us than saturated fats.

Regardless of the source of the fat, all have the same amount of calories (9 kcalories per gm).

Carbohydrates Tell: Carbohydrates help to

meet your body’s energy needs, keep your digestive system fit, feed your brain and

nervous system, and when consumed in appropriate limits, keep your body

lean. Carbohydrates fall into two classes: simple and complex. It

is important to know the difference. Complex carbohydrate (starch and fiber) are very useful

in the body. Simple carbohydrates (sugars) can be less valuable to

health and sometimes provide nothing more than empty calories to the diet.

Carbohydrates are not “fattening.” However they do supply calories. Consuming too many calories from any source can contribute to weight problems. Carbohydrates contain only about half as many calories as fat.

Explore: What happens to the calories in a school meal when we reduce fat in a 750-kcalorie meal from 40% to 30%? We cut 8 grams of fat from the menu and this lowers the calories from 750 to 678. That is not enough energy for many students and does not meet the nutrition standards for older ones.

Explore: How would you increase calories in the school lunch without increasing the fat? (Pause for feedback.)




Tell: Additional calories are needed and can best be supplied by increasing the amount of carbohydrates offered. We want to increase the complex carbohydrates to supply the needed calories.

Starch provides calories without adding fat to the meal. Tell: Keep in mind that many traditional desserts do not

qualify as healthful carbohydrates because they are high in fat and sugar (simple carbohydrates) and low in vitamins and minerals.

During the HCK Seminar, we will prepare some healthful grain–based desserts that you can include in your own menus.

Explore: What are examples of healthy desserts made from grains that we can prepare and offer to our customers?

Instructor Note: Ask table teams to take 30 seconds and jot down ideas for healthy desserts. Call on table team leaders to share some ideas their team members listed.

Tell: Desserts can be healthy and contribute to the nutritive value of the meal as well as provide a ‘tasty” treat at the end of the meal.

Sugar: A Simple Carbohydrate Tell: Sugar is a simple carbohydrate that supplies energy.

The USDA has said that school meals should contain sugar in moderation only, echoing the messages of the DGA. The increased availability and consumption of competitive foods including a la′ carte offerings in schools represent a significant share of food that students purchase and consume during the school day. Many of these foods are typically high in sugar or fat and low in nutrients. Little more than half of all students select reimbursable meals. As we consider our goal to make healthy foods available to students, we must include all foods offered in the CNP and those available in other parts of the campus.

Tell: Let’s review some nutritional considerations associated with sugar and children.

One of the greatest problems associated with too much sugar is tooth decay. A key recommendation of the DGA is to “Reduce the incidence of dental caries by practicing good oral hygiene and consuming sugar and starch containing foods and beverages less frequently.”




Scientific studies have not proven a direct link between sugars and the development of obesity, diabetes, and heart disease. However, cutting back on sugary foods will help to lower calories, which will help to reduce obesity. Diets for diabetic children should be controlled for sugar.

Sugar has not been proven to cause hyperactivity in children.

Food labels listing different types of sugar

Instructor Note: Optional activity. Display labels listing different types of sugar. If you have labels you may pass them around for participants to see how they appear.

Explore: What are other names for sugar? Display: Optional: Food labels that list various types of sugar. Tell: Some different names for sugar are dextrose, maltose,

syrup, corn sweetener, sucrose, fructose, mannitol, honey, high-fructose corn syrup, glucose, lactose, sorbitol, fruit juice concentrate, molasses, and sorghum syrup. It is always important to read labels. The label will identify the type of sugar a product contains.

Function of Sugar in Food Products

Tell: While sugar does not contribute greatly to the nutritional quality of our diets, it plays some important roles in food products to be discussed later. Most of the added sugar in the American diet comes from soft drinks and other sweetened beverages, candies, and sweet baked products.

Activity 5

Instructor Note: Optional activity. Sugar: Fact or Fiction? Quiz.

Tell: To get an idea of what you know about sugar and your diet, work with your table team on the quiz, Sugar: Fact or Fiction?

Distribute: Activity 5, Sugar: Fact or Fiction? Allow table teams 2 minutes to take the quiz. Review answers.




Fiber: Complex Carbohydrate Display: Slide 35, Fiber Slide 35

Tell: Fiber is a valuable component that promotes your good health in many ways. It helps in

maintaining the health of the digestive tract. preventing or controlling certain diseases.

As you learned earlier in the lesson, neither adults nor children consume enough fiber. Fiber gives shape and structure to vegetables such as turnip greens, spinach, and celery.

Fiber Intake

How much fiber is enough? Most people need between 20 and 35 grams of fiber each day.

Sources of Fiber

Tell: Several of the DGA messages recommend that more fruits and vegetables and whole grain products should be consumed each day. The major food sources of fiber are fruits, vegetables (particularly legumes), and grains.

Fiber Facts

Slide 36

Display: Slide 36, Fiber Facts Here are some important facts about fiber.

Fiber may be lost in peeling as it is often concentrated in the skin and other outer layers of fruits and vegetables.

Processing methods frequently reduce fiber content. For example, white flour contains less fiber than whole-grain flour and white rice has less fiber than brown rice.

Research indicates possible protective effects of dietary fiber against colon cancer, heart disease, and diabetes.




Slide 37

Display: Slide 37, Fiber Facts, continued Plants contain different kinds and amounts of fiber

components. Foods containing soluble fiber may help reduce blood

cholesterol levels. Eating foods containing insoluble fiber is important

for proper bowel function and can reduce symptoms of chronic constipation, diverticular disease, and hemorrhoids.

Flip chart or white board Markers

Instructor Note: Ask table teams to take 30 seconds to list ideas for increasing fiber in school meals. Then allow 30 seconds for sharing. Summarize ideas. Ask a volunteer to write the ideas on a flip chart or the white board. Rotate requests for volunteers from the tables. Tape flip chart sheet on wall.

Explore: What are ways that you have used to increase the amount of fiber in the meals in your school?

Protein Tell: Protein is one of the five nutrients identified by the

SMI for healthy school meals. The CNP meal patterns require that a meat or meat-alternate be included in lunches (and suppers for child care).

Functions of Protein Slide 38

Display: Slide 38, Functions of Protein Explore: Proteins perform many vital functions in the body. Let’s look at some of these functions. 1. Growth and maintenance. 2. Helps maintain fluid and acid-base balance in body

fluids. 3. Supplies calories for energy when needed (4 kcalories

per gram). Total calories from protein should be approximately 15% of the daily calories.

4. Helps fight infections and builds immunity by forming antibodies.

5. Aids in blood clotting 6. Other: serves as a transportation system in the body for

other nutrients and replaces body tissues and cells.




Tell: A review of the long list of functions of protein helps us understand its importance and how it is necessary for life.

How Much Protein is Needed? Tell: Protein-rich foods such as meat, poultry, and dairy

products supply high quality protein and are generally favorite foods for children. Animal sources of protein are higher in fat than plant foods that supply protein. Like fat, most American children have little trouble getting all the protein that is needed for good health. Although, there are many children who do not.

The DGA messages recommend that we o Eat from each of the five food groups each day and

that we eat a variety of foods within each food group and not eat the same food every day. Think about the kids in your school. Do some

of them eat hamburgers or pizza day after day and never vary the protein-rich food they eat?

o Control calories to manage body weight. The two components of the school meal that

supply most protein are meats and meat alternates and milk. Both of these components also contain a variable amount of fat.

Explore: Can you think of how you could lower the amount of calories in these two meal components–the meats and meat alternate and milk? (Give participants time to respond.) We can lower the amount of fat by varying the type of meat or meat alternate chosen. For example, we could

meet half the meat and meat alternate requirement with a meat alternate, such as legumes rather than meeting the full requirement with a meat item.

vary portion size to reduce calories from the meat group.

offer a variety of low-fat or nonfat milk, including nonfat milk and a variety of 1% flavored milks.




Amino Acids: The Building Blocks of Protein Display: Slide 39, Building Blocks of Protein Slide 39

Tell: Amino acids are the building blocks of protein much like letters are the building blocks of language. All the words in the English language are made up of only 26 letters. If one letter was lost, we would not be able to make many of the words we need to speak and write effectively. However, with amino acids, it is different.

There are 22 amino acids. Eight of the 22 are referred to as “essential" amino acids.

They are essential because they cannot be made by the body, are essential to fulfill the functions of a specific protein,

and must be supplied with food.

The cells of the body have the ability to make the other 14 amino acids.

The essential amino acids are necessary for proper growth. Obviously, this is an important consideration in CNPs.

Complete and Incomplete Protein

Tell: Proteins are also classified as complete and incomplete.

A protein that contains all eight essential amino acids is a complete protein. o Animal foods (such as meat, eggs, and milk) are

sources of complete proteins. A protein that lacks one or more of the essential amino

acids is an incomplete protein. o Plant sources, with the exception of soybeans, are

incomplete proteins, because they lack one or more of the eight essential amino acids.




Complementary Proteins

Display: Slide 40, Complementary Proteins

Slide 40

Tell: It is possible and desirable to combine plant sources of protein to get all the essential amino acids without having to serve animal proteins all the time. When one food supplies an amino acid that is missing in another food, these foods are referred to as complementary.

Vitamins and Minerals

Slide 41

Handout 6

Display: Slide 41, Vitamins and Minerals See: Handout 6, Vitamin and Mineral Summary in the Participant's Manual Tell: This handout contains a summary of some of the key vitamins and minerals children need for healthy growth and development. Tell: In this section we will review

vitamins and minerals including calcium and sodium, the food groups, and some of the nutrients of concern in children’s diets

because of their low intake. Tell: Vitamins are found in many foods. Vitamins and

minerals do not contain calories. Vitamins and minerals are essential to good health, but unlike carbohydrate, fat, and protein, they are needed in small amounts. The amount of each vitamin and mineral needed is shown in the RDA.

A well-balanced diet that includes a variety of foods from the food groups is the best way to meet normal requirements. As we learned earlier the SMI requires vitamin C, vitamin A, calcium, protein, and iron in specific amounts in school lunches. The amount of each nutrient required in school meals is based on the age/grade group of students. We will use healthy cooking techniques in the culinary lab that help to preserve the nutrients.




Tell: The National Evaluation of the School Lunch Program reported that intakes of vitamins A and B6 and iron sometimes were too low among children who ate breakfast and lunch at school. The 2005 DGA Advisory Committee reported that children are not getting enough vitamin E, calcium, magnesium, potassium, and fiber. In order to help overcome this deficit in school meals, you must be sure to

include good sources of these nutrients in the meals you plan and

use healthy cooking practices to preserve all the nutrients.

Functions of “Shortfall” Nutrients Handout 7 See: Handout 7, Functions of “Shortfall” Nutrients in

Participant's Manual Tell: All the vitamins and minerals contained in the RDA

are essential to good health and all serve specific functions in the body. However, we have special concerns about the inadequate intake of certain nutrients in children’s diets. The 2005 DGA Advisory Committee Report refers to them as "shortfall" nutrients.

A "shortfall" nutrient is defined as one that is consumed by groups in amounts low enough to be of concern. The "shortfall" nutrients for

adults are vitamins A, C, and E; magnesium, calcium, and fiber.

children are vitamin E, calcium, magnesium, potassium, and fiber.

Explain: The functions of the shortfall nutrients are shown on the handout. Two of the minerals on the “shortfall” list–magnesium and potassium as well as fiber–are found in grains and bread.



Instructor Note: As the purpose of each of the shortfall

nutrients is discussed, ask participants

1. What can the child nutrition professional do to increase the consumption of this nutrient in the CNP?

2. What are some good sources of potassium, vitamin E, magnesium? (Allow for brief responses from table teams. See charts in the DGA Report.)

Nutrient Contributions of Each Food Group Handout 8 See: Handout 8, Nutrient Contributions of Each Food Group

in Participant's Manual Tell: Each of the five basic food groups–fruits and

vegetables, grains and breads, lean meat and beans, and milk−contain important nutrients. The handout shows the major nutrient contribution of each group and subgroup, and also shows other nutrients in each group that make a substantial contribution.

Instructor Note: As time permits, briefly review the nutrient contribution of each food group and subgroup.

Two Types of Vitamins

Tell: Vitamins are soluble (dissolved) in either water or fat. The fat-soluble vitamins are vitamins A, D, E, and K. The water-soluble vitamins are vitamin C and the B-

complex vitamins. Instructor Note: Some participants may not know that the

B-complex vitamins include thiamin, riboflavin, niacin, pantothenic acid, folate, biotin, B12, and B6.

Explore: Which of the required vitamins in the meal pattern are water-soluble? And which are fat-soluble? How will knowing this affect the way you prepare and cook vegetables and fruits? (Allow time for some feedback.)



Calcium

Tell: One of the messages of the DGA is to “Increase daily intake of fruits and vegetables, whole grains, and nonfat or low-fat milk and milk products.” Milk and milk products are important sources of at least 12 nutrients, and the major source of calcium and vitamin D. It is almost impossible to consume enough calcium through the diet to meet the RDA without milk products. Calcium is so important that fluid milk is a requirement in all USDA CNP meal plans. It is one of the nutrients for which a standard is set.

Explore: Who needs calcium and why is calcium so important? The answer is that every person regardless of age needs calcium. Many people seem to think that you only need calcium during the growth years. This is not true. Tell: Most of the body's calcium is found in bones and teeth. The building up of peak bone mass continues into the thirties. However, bones are constantly changing. They are living tissue. Calcium gets deposited and withdrawn from your bones just like money in a bank. The process is called remodeling. If you want to keep your bank account healthy, you continue to add money to replace money that you withdraw. The same thing applies to calcium. To keep bones strong, there must be regular deposits made to replace the losses. You even need to build up a cushion to take care of the times that your deposits are low. Tell: The 2005 DGA Report indicated that calcium intake is considerably short for most age groups beginning at 9 years of age. When children do not get enough calcium, their growth may be impaired and they may never reach their potential adult height. Even a mild deficiency over a long period can affect bone density and bone loss, increasing the risk of osteoporosis, or brittle bone disease.

Although we are prone to think of the importance of calcium to strong bones, calcium also

1. helps muscles contract, heart beat, blood clot, and the nervous system send messages.

2. helps prevent osteoporosis. 3. helps your blood pressure. 4. may help to prevent colon cancer.



Tell: The alarming fact is that many children have cut back or stopped drinking milk and are substituting other beverages at meal time. At the same time, the nation is experiencing an increase in osteoporosis. You may help to turn the tide on osteoporosis for the generations you serve by encouraging children to drink milk with their meals.

According to the Report of the Dietary Guidelines Advisory Committee, 3 cups of milk each day

can reduce the risk of low bone mass, contributes many important nutrients, and is not associated with increased body weight.

Sodium

Tell: Sodium is a very important mineral. Sodium helps maintain normal blood volume and blood

pressure. is essential for nerve transmission and muscle

contraction. However, too much sodium may cause high blood pressure in individuals that are sensitive to sodium. Keeping blood pressure in the normal range reduces the risk of coronary heart disease, stroke, congestive heart failure, and kidney disease. Nearly all American adults will develop high blood pressure during their lifetime. Lifestyle changes can prevent or delay the onset of high blood pressure and can lower elevated blood pressure. These lifestyle changes include

reducing salt intake. increasing potassium intake. Potassium lowers blood

pressure and blunts the effects of salt on blood pressure.

losing excess body weight. increasing physical activity. eating an overall healthy diet.

The DGA message is “choose and prepare foods with little salt.” A person’s preference for salt is not fixed. After consuming foods low in salt for a period of time, the taste for salt tends to decrease.



What is the recommended goal for sodium?

Tell: The general goal for adults is less than 2,300 mg of sodium per day. Salt is the major source of sodium in the diet. One teaspoon of salt provides 2,325 mg of sodium.

Explore: Where are we likely to find sodium-containing ingredients in processed foods and ingredients used in food preparation?

Instructor Note: If time permits allow participants to brainstorm in groups of three for 2 minutes, then share with the total group. Briefly review information on the handout.

Tell: Other sources of sodium include table salt, lite-salt, salt in cooking water for vegetables and pasta, baking powder, soy sauce, flavor enhancers such as MSG, pickling brine, and seasoned salts.

Sodium in School Meals Tell: Reading product labels will help us to determine the

sodium content of the foods and ingredients used in the school nutrition program. There has been a trend in school nutrition to use more commercially processed foods, and this means more “hidden” salt. Preparing food from scratch allows you to have control of the amount of salt as well as fat and sugar that goes into school meals.

Tell: Even schools that prepare a lot of food from scratch may also use commercially prepared products that contain sodium–from canned vegetables to ready-to-eat entrees or bread. Be sure to ask the people who supply you with prepared products for complete sodium information.

Condiments are used in the CNP to add flavor and interest to the meals we serve, and our customers like them. Be careful! Commercially prepared condiments, seasoning, and similar products may be high in sodium.



The list of high-sodium condiments is long; here are a few. Onion salt Soy sauce

Celery salt Steak sauce Garlic salt Barbecue sauce Seasoned salt Catsup Meat tenderizer Mustard Bouillon Worcestershire sauce Baking powder Salad dressings Baking soda Pickles Monosodium Glutamate (MSG) Chili sauce

Flip chart or white board Markers Removable tape

Explore: What are the condiments used in your school? (Ask a volunteer to write the names of the condiments on a flip chart or white board as the condiments are identified. Tape the flip chart sheet on the wall.)

Tell: You named some, but there are many more. Many condiments may be high in sodium. Always read the label before buying condiments.

Tips for Using Moderate Amounts of Salt and Sodium

Handout 9 See: Handout 9, Tips for Using Moderate Amounts of Salt and Sodium in Participant's Manual

Tell: A Menu Planner for Healthy School Meals (USDA) lists the following tips for using moderate amounts of salt and sodium in school meals. 1. Select foods and recipes carefully. Identify and choose

low-sodium foods, especially when purchasing processed and speed scratch products. Look for recipes that contain only a small amount of high-sodium ingredients.

2. Add salt only if necessary. If some of the ingredients in a recipe already contain salt–for example, canned soup, canned vegetables, or cheese–you may not need to add any salt.

3. Gradually reduce the amount of salt in recipes. For example, instead of eliminating salt completely, try decreasing it by one-fourth at first, then gradually by half. This will be more appealing to customers.



4. Add less salt to water when cooking pasta, rice, and hot cereal. Use 1 tablespoon per gallon of water. This provides flavor but is still low in sodium.

5. Try using salt-free or lower salt seasoning mixes. You can make from scratch or purchase them. See Culinary Techniques for Healthy School Meals, Lesson 13 for recipes for seasoning mixes.

6. Use fresh or fresh-frozen meats in recipes instead of canned meats whenever possible.

7. Enhance flavor with spices and herbs. Tell: Schools have made real progress in reducing salt in

meals; however, we must continue to work to reach the DGA recommendation. Because many children and even those of us who prepare the food are used to eating more sodium than needed, the task of reducing sodium and still having food that tastes good may be a real challenge.

Tell: We will be exploring many of these suggestions and techniques during the HCK Seminar.

Once you have purchased wisely, cook wisely adding salt and other high-sodium ingredients in small amounts, or not at all.

Activity 6 Instructor Note: Optional activity. Distribute extra copies of Activity 6, What's Your Sodium I.Q.? Quiz. Allow 90 seconds for participants to complete the quiz or work through it as group.

Tell: Let's take a few minutes to review what we have learned by completing the What's Your Sodium I.Q.? quiz.



Where We've Been HCK is about healthy cooking. However, as learners, we

need and want to know the reasons for modifying or changing the way we do our tasks. That is why this first lesson included information on nutrition. Nutrition Focus has been a review for some, and provided new understandings for others. It lays the foundation for healthy cooking which you will practice in the culinary labs. Your job helps build a healthy school nutrition environment. What you do every day in your work determines how well the school meets its nutrition goals. And more importantly how effectively the school nutrition program is meeting the wants and needs of its customers. When you use the tools that have been discussed–the Dietary Guidelines for Americans, the RDA, the school meal nutrition standards, and the basic food groups–you are well on the way to establishing a nutrition foundation that is essential to healthy school meals.

Now it's time to wrap-up the focus on nutrition. Find the page in the Participant's Manual, Module 1 What I Learned from This Module.

Ask yourself the question, "What are some things I need to start doing, stop doing, and continue doing to apply what I have learned about nutrition in this lesson?"

Take 1-2 minutes to write at least one thing from Nutrition Focus that you will 1. Start doing, 2. Stop doing, and 3. Continue doing. When you have finished, stand and take a stretch break.



Functional Ingredients

Functions of Fat, Sugar, and Salt in Healthy Cooking

Tell: Why should we learn about the functions of fat, sugar, and salt in healthy cooking? Instructor Note: Pause for volunteer responses to the question. Remember to keep the feedback brief.

Tell: Healthy cooking means that we should either reduce or use fat, sugar, and salt in moderation. Six of the DGA messages address these ingredients in some way. The guidelines for CNP meals include requirements and/or guidelines about these ingredients.

However, these ingredients have special functions in cooking. Before we eliminate or reduce the amounts of fat, sugar, and salt we should know their functions in food preparation. They enhance flavor and they also serve other valuable functions in food preparation.

Slide 42

Display: Slide 42, Fat in the Menu Tell: Fat is an integral part of meat, poultry, and fish products as well as milk and milk products. The use of fat in food preparation is essential for a number of reasons. Knowing its role in the menu and its function in cooking will help you make decisions about

how and where it can be reduced and how recipes can be modified and still provide quality

products. Tell: Fat is used

in baking for tenderizing, adding flakiness, leavening, aiding in moisture retention, and for flavor.

to emulsify or thicken and give flavor to sauces, mayonnaise, and salad dressings.

in cooking to transfer heat to foods and prevent them from sticking, holds the heat in food, and creates crisp textures.

Handout 10 See: Module 1 Handout 10, Functions of Fat in Cooking in the Participant's Manual

Instructor Note: Refer participants to Handout 10 and quickly review the functions listed.

Tell: Fat is responsible for a number of important functions



in preparing quality food. The functions of fat in food and cooking include

Fat adds flavor to food products. Fat carries and holds flavors in the mouth. Fat gives food a smooth, creamy feel in the mouth. Fat contributes to tenderness and flakiness in baked

products. Fat thickens and helps prevent curdling in sauces.

Fat acts as a medium of heat transfer in frying. Fat prevents food from sticking to pots and pans. Fat provides flavorful, crusty coatings to fried and

baked products. Fat enhances the browning of baked products.

Solid fats that can be creamed add air for volume in products such as cakes.

Solid fats help cookies hold their shape better during baking.

The Functions of Sugar Tell: Two of the DGA messages “Control calorie intake to

manage body weight” and” Choose carbohydrates wisely for good health” remind us of the need to select nutrient dense foods in order to make calories count.

Before we eliminate or reduce the amount of sugar in recipes, we should understand

where sugars occur in food and how they are used in food preparation and

the functions of sugar in food preparation. Tell: The sugar in foods may be naturally occurring or

added during food preparation. Sugar as we learned earlier is a source of empty calories. Eating excessive amounts of empty calories in foods such as cookies, cakes, and candy can lead to obesity when activity levels are not adequate to expend the extra calories. Sugars are also often found in foods high in fat which creates an even larger problem.



The use of sugar in food preparation is important for a number of reasons. Knowing its role and its function will help you make decisions about

how and where sugar can be reduced and how recipes can be modified and still provide quality

products that are tasty and acceptable. Slide 43 Display: Slide 43, Functions of Sugar in Foods and Cooking

Tell: Sugar adds the sweet taste to foods that many of us enjoy. Sugars are also used in various products as a functional ingredient. Sugar is responsible for a number of important functions in preparing quality food. Sugar has many important functions in cooking.

Sugar tastes good and adds flavor to food products. Sugar preserves foods and outranks salt as a preservative. Sugar is a tenderizer for baked products and adds volume.

Slide 44

Display: Slide 44, Functions of Sugar in Foods and Cooking Sugar adds color by aiding in browning. Sugar feeds the yeast during the fermentation process. Sugar provides thickening to food products.

Slide 45

Display: Slide 45, Functions of Sugar in Foods and Cooking Sugar helps to retain moisture. Sugar discourages browning, adds firmness, and

retards flavor loss in canned fruit. Sugar adds firmness to cooked fruits.



Sugar Substitutes

Sugar substitutes may be used in recipes; however, it is important for you to evaluate the additional cost to the recipe before you make your decision to use sugar substitutes. When recipes are modified to use sugar substitute, it is necessary to standardize the recipe to reflect the modification.

When children need a sugar substitute for special dietary conditions such as diabetes, a suitable substitution can be made with a physician’s written order.

The Functions of Salt Slide 46

Display: Slide 46, Functions of Salt in Foods and Cooking Tell: Before we eliminate or reduce the amount of salt, we should understand its function in food and cooking. It also has several important functions in foods.

Salt adds flavor. Salt used effectively brings out the flavor and enhances the natural flavors of food. If used excessively, it overwhelms the flavor of food.

Salt and other sodium-containing ingredients act as preservatives in many processed foods.

Salt aids in the control of the rate of yeast fermentation in bread making.

Salt Substitutes

Salt replacements are generally not appropriate for use in CNPs because they are added at the table and not during cooking. Also salt substitutes do not mimic the taste of salt, but have a flavor of their own. Too much of this salt substitute will cause food to taste bitter and not salty.

Slide 47

Display: Slide 47, Hidden Sources of Sodium Tell: CNPs purchase and use products that have hidden sources of salt or sodium. Note on this slide the ingredients that are used in your facility that have hidden salt. It is important for you to know the amount of salt contained in the processed foods you purchase, and in the ingredients used in preparing food from scratch.



Two tips that will help you control the amount of salt in food products purchased are 1. read product labels and 2. write specifications that include the level of ingredients

that you expect to be in the product. Activity 7 Instructor Note: Time for an energizer. The purpose of

Activity 7, Ideas for Modifying Fat, Sugar, and Salt in Food Preparation is two-fold: 1. Get everyone to stand and sit several times during the activity and 2. Have them thinking about what they are doing and need to do to modify fat, sugar, and salt in food preparation.

See directions for Activity 7 in Activities section of Supporting Documents.

Modifying Fat, Sugar, and Salt in Food Preparation Tell: Knowing the functions of ingredients helps guide our

decisions about modifying or reducing fat, sugar, and salt in recipes. Our goal is to serve healthy food that our customers enjoy eating. That means we must know when and how we can modify these ingredients in food preparation.

Modifying Fat Tell: Understanding the function of fat in a recipe is

important. The question is “how do we modify the fat in recipes without sacrificing its functions?” The fat in most recipes can be reduced without affecting the taste and acceptance. With the exception of baking, most recipes do not suffer from reductions in fat. For example, the fat in vinaigrette dressing can be reduced up to 50% oil to 50% acid without a sacrifice in quality.

Handout 11 See: Module 1 Handout 11, Modifying Fat in Recipes in Participant's Manual

Tell: We can modify the fat in recipes and school meals in many ways including

selecting a healthy cooking method; using seasonings such as herbs, spices, vinegars, and

marinades for flavor; doing more scratch cooking that allows you to control

the amount of fat in a recipe;



making substitutions of lower fat items; purchasing lower fat food items; and following procedures in preparing a recipe to trim or

drain fat. Explore: The handout lists more than twenty specific ways

to modify fats. Refer to this handout as you prepare foods in the culinary lab and when you are in your own kitchen.

Tell: The suggestions for modifying fat in recipes are divided into

modifying fat in preparing fruits and vegetables, including salad dressings and sauces;

modifying fat in baking, and these include some ideas for desserts and pasta; and

modifying fat in cooking including some tips for selecting low fat products as well as preparing sauces and gravies.

Tell: We will refer to Handout 11 in the culinary demonstrations and the culinary labs.

Modify Fat in Fruits and Vegetables

We can modify fat in preparing fruits and vegetables in a number of ways, such as

steaming, boiling, or baking vegetables instead of frying. reducing the amount of fat when cooking vegetables.

Do not use fatback or any other animal fat as a seasoning for vegetables.

using herbs and spices as seasonings to replace the flavor lost when fat is reduced.

making your own condiments, dressings, and sauces to keep the fat-containing ingredients to a minimum.

making as many products from scratch as feasible, because you can control the amount and kind of fat used. Examples: Soups and sauces from scratch using unsalted or low salt and nonfat stocks.

drizzling flavorful or infused oils on salad greens and vegetables instead of using mayonnaise-based dressings.



Modify Fat in Baking

We can modify fat in baking in a number of ways, such as making as many products from scratch as feasible,

because you can control the amount and kind of fat used.

replacing animal fats with vegetable fat to reduce the amount of saturated fat and cholesterol levels in many recipes.

using pan sprays for coating pans or foods. brushing rolls or biscuits with milk or egg white instead

of butter or margarine to enhance the browning. substituting dried fruits, applesauce, mashed sweet

potatoes, and pumpkin for part of the fat in baked goods.

enhancing pasta recipes with oils, nuts, and low-fat dairy products such as nonfat or low-fat yogurt, part-skim ricotta cheese, part-nonfat mozzarella cheese, buttermilk, or evaporated nonfat milk.

Modify Fat in Cooking

We can modify fat in cooking in a number of ways, such as making as many products from scratch as feasible,

because you can control the amount and kind of fat used.

trimming fat from meat before and after cooking. mixing ground turkey with ground beef or pork or

purchasing low fat ground beef or pork. mixing ground, cooked dry beans with ground beef in

recipes for things like spaghetti and tacos. draining cooked meat immediately after removing from

oven or pan. chilling meat or poultry broth until the fat becomes

solid and removing the fat before using. brushing broiled, grilled, or poached fish with flavorful

or infused oils or with herb blends instead of using butter or butter-rich sauces.

replacing animal fats with vegetable fat to reduce the amount of saturated fat and cholesterol levels in many recipes.

using pan sprays for coating pans or foods.



misting foods with a spray bottle even when animal fats are used greatly reduces the amount of fat needed. Example: Spray toasted cheese sandwiches with a spray bottle.

using marinades to add flavor to baked and broiled lean cuts of meat, poultry, and fish.

using low-fat and nonfat dairy products to replace fats. Examples: o Low-fat cheeses can be substituted in most recipes

for higher fat cheeses. o If fats are used to add a creamy texture, nonfat

yogurt can be substituted. o Nonfat yogurt and sour cream are good

replacements for butter and heavy cream, but neither one will hold up well under high heat or extended heating periods.

o Nonfat dry milk powder can be added to cream soups made with broths and bases for flavor and white color.

Using cornstarch, flour, rice, or vegetable purees to thicken sauces or soups.

Modifying Sugar Handout 12 See: Module 1 Handout 12, Modify Sugar in Menus and

Recipes in Participant's Manual Tell: Now that we know the function of sugar in recipes, we

need to know “How do we modify menus and recipes to reduce the amount of sugar in school meals without sacrificing taste and quality?”

Cutting back on ingredients such as sugar begins with the menus we plan, the products we purchase, and continues through the way we prepare and serve food.

Recipes and menus can be modified to reduce the amount of sugar without decreasing the acceptability or the quality of the product. Added sugar is found primarily in baked products–including breads and desserts–and processed foods such as canned or frozen fruits packed in syrup. Naturally occurring sugar is found in largest amounts in fruits and fruit juices.

Handout 12 lists ways to modify menus and recipes. Many of the suggestions in Handout 12 will be shown in the culinary demonstrations and the culinary labs. The recipes



you will prepare in the laboratory were selected to show how fat, sugar, and salt could be reduced without affecting the quality of the products you are preparing. Let’s briefly look at the handout and the ways to modify sugar in menus and recipes.

Tell: You can modify the amount of sugar in menus by serving less concentrated sugars such as jellies and

jams. serving smaller portions of high sugar products such as

cakes, pies, puddings, and cookies. serving healthy fruit desserts. serving quick breads, such as banana, carrot,

cranberry, pumpkin, sweet potato, or zucchini, for dessert instead of high sugar cakes or cookies.

using a smaller portion of a high sugar dessert, such as cake square, with a small portion of fruit.

limiting the use of o large servings of high-sugar foods, o food prepared in heavy syrups, o sugar cured meats, o snack items, such as cakes and cookies, o condiments containing sugar, and o pre-sweetened cereals.

Tell: You can modify sugar in your cooking methods by

making your own condiments, dressings, and sauces–using less sugar.

making products from scratch, which allows you to control the amount of sugar.

using fruit juice concentrates as sweeteners. serving fruits packed in light syrup or juice. draining fruits packed in heavy syrup. using glaze frosting instead of butter cream frosting for

baked desserts. roasting or baking fruits enhances natural sugars such

as baked apples or roasted pineapple. cooking vegetables such as greens and corn without

adding sugar.



Tell: You can modify recipes by reducing the amount of sugar gradually.

increasing the amount of flavoring when sugar is reduced.

using spice blends to increase flavoring when sugar is reduced.

using up to one-half less sugar in traditional recipes for cookies, muffins, quick breads, and pie fillings. Make reductions by no more than one-fourth at a time.

avoiding using recipes that contain substantial amounts of sugars.

using sweet spices such as vanilla, allspice, cardamom, coriander, nutmeg, mace, cinnamon, or ginger in breads, cakes, and cookies to create a light sweet taste in recipes that have had sugar modified.

Modifying Salt Tell: Menus and recipes can be modified to reduce the

amount of salt and other sodium-containing ingredients. Reducing salt in cooking, unless for persons on a restricted diet, should be made gradually. Give your customers time to make adjustments to the change in taste.

Handout 13 See: Module 1 Handout 13, Modifying Recipes and Menus to Reduce Salt in Participant's Manual

Tell: Handout 13 lists ways to modify recipes and menus to reduce salt. We will look at the handout briefly, however these suggestions will be discussed in the culinary demonstrations and culinary labs.

Modify recipes by adding salt during the cooking process rather than just

at the end. This allows for deeper salt penetration and better flavor extraction.

starting with smaller amounts of salt and always tasting to avoid too much salt.

using herbs, spices, and other seasonings in place of salt to add flavor to products. When salt is omitted from a recipe, always replace it with another seasoning.

making your own condiments, dressings, and sauces. You can control the amount of salt and keep it to a minimum.



making as many products from scratch as is feasible, because you can control the amount of salt added. For example, when you prepare soup from scratch rather than using a commercially prepared product, you control the amount of salt in a product.

using less salt when cooking pasta, rice, beans, and hot cereals.

adding lemon rind or juice to water used to boil spaghetti or other pasta instead of salt.

adding a little dry mustard or a dash of Tabasco sauce to egg dishes instead of salt.

seasoning vegetables with herbs, spices, or low sodium broth instead of salt.

using herb and seasoning powders rather than salts. (Example: Onion powder instead of salt).

following correct procedures for cooking green vegetables makes it unnecessary to add baking soda to retain their bright green color.



Standardized Recipes/Procedures Slide 48 Display: Slide 48, Standardized Recipes

Tell: Good recipes set the stage for healthy cooking. A standardized recipe or procedure for preparing a menu item is an important part of a well-managed school nutrition program. A Menu Planner for Healthy School Meals defines a standardized recipe as follows: “A standardized recipe is one that has been tried,

adapted, and retried several times for use by a given food service operation and has been found to produce the same food results and yield every time.” o when the exact procedures are used, o with the same type of equipment, and o the same quantity and quality of ingredients.

Source: United States Department of Agriculture. Food and Nutrition Service (1998). A menu planner for healthy school meals. Publication No. 303. Alexandria, VA: Author. 186.

Tell: Many times we think that a recipe that has been standardized and tested is ready for use in our programs. But that is not so. Notice carefully the conditions spelled out in the definition. (Instructor repeat bullets.) These three conditions–the exact procedure used for preparing the recipe, type of equipment, and the types of ingredients available–differ from one school nutrition programs to another. Standardize the recipes for your school. Always check the quality of the product by tasting it during the standardization process, and before finally accepting it, have it taste tested by your customers. Tell: A procedure differs from a recipe. A procedure identifies the steps and techniques needed for combining and preparing or finishing a product. You find procedures on packages of commercially prepared mixes, entrees, and other products. Just as it is essential to follow a standardized recipe to get the consistent quality product, it is equally as essential to follow procedures. Procedures are shown for speed scratch product packages.



Following a standardized recipe exactly should ensure a good quality product in flavor, texture, and appearance. On the other hand, adding a little more or a little less of any ingredient could make the difference between the success and failure of a recipe.

Standardized recipes are our blueprints for success in preparing nutritious food that smells, looks, and tastes good.

Advantages of Using Standardized Recipes Flip chart Marker

Instructor Note: Instructor ask table teams to take 30 seconds to identify the advantages of standardized recipes. Allow 60 seconds for feedback from table teams. Ask a volunteer to list the ideas on a flip chart. Make sure all the points are covered by participants or in a summary. Have the volunteer tape the flip chart sheet on the wall.

Slide 49 Display: Slide 49, Why Use a Standardized Recipe?

Tell: Let’s review the advantages of using standardized recipes and procedures. (If participants covered all these points you may not need to discuss each one.)

Quality Control Our customers need to know that the products they like will always live up to their expectations.

o They provide consistently high quality food items. o The same amount of product is produced each time.

Portion Control We want to serve the same size serving to each student. This lets the customers know they are being treated fairly and it helps to ensures that each one is served a meal that meets nutrient standards. We are always concerned about preparing enough food to serve all our customers. By following the correct procedures and/or recipes you will prepare the amount of food needed for the expected number of customers.

No Substitutions Following a standardized recipe that yields a consistent product lets us know that we have enough, but not too much, food prepared for our customers. That means, we are less likely to run out of a food item and have to make last-minute substitutions. Customers complain when this happens. We want happy customers!



Cost Control When standardized recipes are used, the manager has a better control of cost. Every member of the school nutrition team shares responsibility for controlling costs. Use of standardized recipes or procedures is essential for precosting and controlling recipe costs.

The cost of the recipe is affected by o adding too much or too little of an ingredient; or o serving larger or smaller portions than specified–

for example, if the scoop is not leveled, it could result in having more or less than the specified number of servings; or

o using a pan size that is different from the one specified in the recipe; or

o procedure and/or temperature that results in an unacceptable product; or

o failing to scrape the pan to get the last two or three servings–for example, some foods such as whipped potatoes cling to the pan; or

o the skill of the person preparing the recipe. Time Savings

When employees are familiar with recipes, both time and money are saved. They know how to assemble ingredients for the recipe, how much time it will take to prepare the recipe, and the utensils needed. They can organize their time more efficiently when they know what to expect.

Inventory Control Because a standardized recipe specifies the ingredients and quantities for the required yield, the manager can order the exact amount needed.

Consistent Results o The child nutrition team has more confidence in

what they are doing. o The manager can be sure the nutrient analysis of a

recipe will be accurate as long as ingredients and preparation methods remain the same.

o Customers are happier because food quality is consistent.



Tell: Anyone with basic cooking skills can produce consistent results when using a standardized recipe. A recipe is considered standardized only after it has been tried and evaluated for quality, and any necessary adaptations or adjustments made to tailor it to the needs of a particular school.

Parts of a USDA Standardized Recipe Copy of a USDA Recipe for each participant Highlighters for participants

Instructor Note: Distribute copies of a USDA recipe. Ask them to find the parts and their placement on the recipe as you describe them. Ask participants to use their highlighter to circle the parts as they find them on the recipe.

Slide 50 Display: Slide 50, Parts of a Standardized Recipe

Tell: A recipe tells us how to make a certain menu item by providing all the essential information in a standard format. A standardized recipe contains 14 important parts. Find the parts on the sample recipe and circle them with your high lighter. 1. Recipe Title 2. Recipe Category 3. Ingredients 4. Weight/Volume of Each Ingredient 5. Nutrients per Serving 6. Variations 7. Critical Control Points (CCP), where applicable

Slide 51

Display: Slide 51, Parts of a USDA Standardized Recipe, continued 8. Preparation Instructions 9. Cooking Temperatures and Time 10. Serving Size 11. Recipe Yield 12. Equipment and Utensils 13. Marketing Guide for selected Ingredients

14. Nutrient Analysis Additional information, such as classification of product, time to prepare, and type of preparation required including whether scratch or speed scratch. The revised USDA recipes also contain CCPs for many items.



Slide 52 Display: Slide 52, Steps in Using a Recipe

Steps in Using a Recipe

Tell: Have you ever found yourself half way through putting a recipe together to find that you didn’t have an essential ingredient? Most of us have experienced that at least once in our lives, at home if not at school. It will not happen to you if you follow these steps. The first step in following a recipe is one of the most important.

1. Study the recipe carefully. 2. Understand all the terms and definitions. 3. Ask questions to clarify things you do not understand. 4. Check the yield, temperature, and cooking time. 5. Assemble, in order of use, all the tools, utensils, and

equipment needed. Slide 53 Display: Slide 53, Steps in Using a Recipe, continued

6. Assemble ingredients. 7. Do prepreparation–grease pans, wash and cut

fruits/vegetables, preheat oven and measure and weigh ingredients.

8. Follow the recipe exactly. 9. Cook for the time and at the temperature stated in the

recipe or procedure.

Tell: The Chef will review these steps with you in the culinary lab. Practice the steps as you complete your assignments in the lab. Some wise person has said that we haven’t learned something until we put in into practice.



Production Schedules Tell: Production schedules are valuable management tools.

They may be called production worksheets or records. The production schedule is a major management tool in controlling costs, meeting USDA menu requirements, and achieving quality food. It is the daily record that drives food preparation. Regardless of the menu planning system used, schools are required to keep food production records.

Purpose of a Production Schedule Slide 54 Display: Slide 54, Purpose of Production Schedules

The production schedule serves several purposes. It gives you information about the menu, foods and

recipes to use, and portion sizes to serve. provides a systematic place to record information about

quantities of food prepared, served, and leftover. provides documentation to the State agency during an

SMI review that quantities of food prepared and served supported meal system requirements.

serves as a forecasting tool in planning menus and amounts to order. A look back at the production record for the period of the menu cycle shows the amounts of food used when a certain recipe/food item was served. This lets the manager know o how well the food was accepted by customers and o how much to order when the recipe is served again.

helps manage your time. You can review the production record prior to beginning preparation for the next day to find out what you will prepare, the recipes to use, and how much to prepare.

Handout 14 See: Module 1 Handout 14, Sample Production Record Form in Participant's Manual

Tell: You have a sample production record from A Menu Planner for Healthy School Meals. USDA has listed minimum requirements that must be on the school's production record. Schools may add information to the production record based on their own needs.



For specific information about the requirements for a production record for your school, refer to A Menu Planner for Healthy School Meals (USDA, 1998).

Tell: You may tailor your production record to include other items such as the name of the person responsible for the menu item, the time of preparation, and any preparation required.



Weighing and Measuring Video: Weighing and Measuring Segment

Show Video Clip: The Weighing and Measuring Segment from On the Road to Professional Food Preparation

VCR Screen

Tell: Whether you weigh or measure, accuracy is essential to preparing quality products. Accuracy requires the use of appropriate measuring or weighing tools. The video clip showed several important concepts about weighing and measuring. It demonstrated

the use of tools used in weighing and measuring ingredients.

how much faster it is to weigh than measure ingredients.

Recipes indicate the amount of each ingredient to use in two ways–by volume and by weight. The USDA Quantity Recipes uses the term measure to indicate volume–that is the amount of space an ingredient occupies in a measuring container.

Tell: Standard measuring equipment should always be used when preparing food because it helps us measure the right amount of each ingredient. Standard measuring equipment includes measuring spoons, liquid measuring containers, and dry measuring containers. Measuring spoons are used to measure small amounts of ingredients, such as seasonings, spices, herbs, and flavorings. Although we use larger measures more often, it is necessary to be familiar with smaller measures.

Display of volume measures used in food service.

Instructor Note: As you present information about the types of measures, show participants the measure being identified. You may want to ask the Chef or the Food Service Management Specialist to assist in the demonstration of weights and measures. Or you may use the slides that follow to present the information on weights and measures.

Tell: Volume measurements are used mainly for liquid ingredients and ingredients in small amounts–less than 2 ounces.

Basics At A Glance Instructor Note: Refer participants to Basics At A Glance, the NFSMI chart on Weights and Measures in the pocket of the Participant's Manual.



Slide 55 Display: Slide 55, Measuring Tools

Activity 8

Instructor Note: See Activity 8 Weights and Measures, in Supporting Documents for directions. Team members work with their learning partners on this activity. Allow 2 minutes.

Have them check their answers as they view the slides.

Tell: There are three types of measuring tools. Measuring spoons Liquid measuring containers Dry measuring containers

Tell; There are seven measures of volume commonly used in food service–teaspoon, tablespoon, fluid ounce, cup, pint, quart, and gallon. An ounce is a measure of both volume and weight. When written “fluid ounce,” it denotes volume and when written “ounce” it denotes weight.

Slide 56 Display: Slide 56, Seven Measures -Measuring Spoons

Tell: The measuring spoon is the smallest measure. It is used for measuring small quantities, available in a variety of styles, and comes in graduated sizes from 1/4 teaspoon to 1 tablespoon.

Slide 57

Display: Slide 57, Seven Measures-Ounce to Gallon Conversions Tell: As shown on the slide

The volume measures graduate in size from cup to gallon. For example, 1 pint is 2 cups. We will talk later about the common conversions of these measures.

Tell: Keep these things in mind when measuring ingredients. Always measure ingredients in the largest appropriate

container. It is more accurate and faster to measure one cup of

milk than it is to measure 16 tablespoons of milk. The fewer times an ingredient is measured, the less

chance there is for error.



Slide 58

Display: Slide 58, Common Conversions Tell: This slide shows how teaspoons convert into tablespoons and tablespoons convert into cups. Keep these things in mind when measuring ingredients.

Common measures of volume are equal to other measures. Some examples include 3 teaspoons = 1 tablespoon 2 tablespoons = 1 fluid ounce 2 tablespoons = 1/8 cup 4 tablespoons = 1/4 cup 5 1/3 tablespoons = 1/3 cup

Slide 59

Display: Slide 59, Common Conversions, continued Tell: The common measure tablespoon convert into another common measure cup. 8 tablespoons = 1/2 cup 10 2/3 tablespoons = 1/3 cup 12 tablespoons = 3/4 cup 16 tablespoons = 1 cup

Slide 60

Display: Slide 60, Common Conversions, continued Tell: Here we see how the cup converts into other common measures ending with a gallon. 8 fluid ounces = 1 cup 2 cups = 1 pint 2 pints = 1 quart 4 cups = 1 pint 4 quarts = 1 gallon

Slide 61

Display: Slide 61, Liquid Measuring Containers Tell: We use liquid measures to measure large amounts of liquids. They have a lip for pouring to prevent spills and are usually made of aluminum, glass, or plastic. Liquid measures are available in 4 sizes: 1 pint, 1 quart, 1/2 gallon, 1 gallon.



Slide 62

Display: Slide 62, Liquid Measuring Containers, continued Read slide and point out the differences in the measures.

Slide 63

Display: Slide 63, Dry Measuring Containers Instructor Note: Read information on slide and describe the difference between dry and liquid measures. Optional: As you present the following information about dry measures, show appropriate dry measures, and demonstrate how to apply the rules.

Display of equipment for measuring dry ingredients including spoon and straight-edged spatula

Tell: In addition to using the right measuring equipment, it is important for us to follow correct techniques for measuring. We need to apply some basic rules for measuring different types of ingredients. Tell: The rules to follow when measuring dry ingredients

1. Use standard measuring equipment. 2. Use the largest appropriate measure to save time and

to reduce error. 3. Spoon ingredients lightly into the measuring container. 4. Fill the measuring container to overflowing and level

off with a straight-edged spatula. 5. Avoid shaking or tapping measuring containers.

Instructor Note: Demonstrate the measuring of liquids using the steps that follow.



Display of liquid measures Tell: The techniques for measuring liquids are basically the same for all liquid ingredients. Rules to follow when measuring liquid ingredients: 1. Use the most appropriate size standard measuring

container. 2. Place liquid measuring container on a flat surface. 3. Pour liquid into the container until it reaches the

desired level. 4. Read at eye level when using a glass or clear container.

Look inside the container as the liquid is filled to the desired level if using a metal container.

Display: Scale Slide 64

Display: Slide 64, Weighing Tools Tell: Weighing is faster, easier, and more accurate than measuring ingredients by volume. There is less chance for error if ingredients are weighed. Ounce and pound are the only two measures of weight that are used in cooking. Scales are used to measure ingredients by weight.

There are three types of scales. They are balance scales, spring scales, and electronic scales.

The next three slides show pictures of each type. Slide 65

Display: Slide 65, Balance Scales Read information on slide.



Slide 66

Display: Slide 66, Spring Scales Read information on slide

Slide 67

Display: Slide 67, Electronic Scales Read information on slide. Tell: Use scales that have been standardized.

Scales that weigh up to 2 pounds have smaller graduation and may be used for portion control and small amounts of ingredients.

Scales most frequently used come in sizes to weigh 2 to 50 pounds.

Post a chart in the food preparation area of equivalent weight measures, such as these examples: 16 ounces = 1 pound 12 ounces = 3/4 pound 8 ounces = 1/2 pound 4 ounces = 1/4 pound

Instructor Note: Demonstrate the rules to follow by using the scale.

Follow these rules to follow when weighing ingredients. 1. Be sure the pointer is on zero when you begin. 2. Place the container for the ingredient on a platform. 3. If using a scale with a fixed dial, place the container on a

platform; record the weight of the container. Add the ingredient until the total weight equals the required weight, plus the weight of the container.

4. If using a scale with an adjustable dial, place the container of the platform and turn the pointer to zero. Add the ingredients until the dial reflects the required weight.

5. If using an electronic scale, press the tare button after the container is placed on the platform.



Tell: If the total weight of all ingredients plus the weight of the container does not exceed the capacity of the scales, all ingredients from a recipe can be weighed in the same container.

Portion Control Slide 68 Display: Slide 68, Portion Control Tools

Instructor Note: After presenting the following points about the importance of portion control, ask participants how portion control affects costs, meeting program requirements, and customer satisfaction. As you present the slides, describe the appropriate use of the various portion control tools.

Tell: Portion control is a major key to effective program operations. It has an impact on costs, meeting program requirements, and customer satisfaction. Choosing the appropriate tool is essential to portion control.

Slide 69

Display: Slide 69, Scoops, Dishers, Dippers (Information on these slides is self-explanatory. You may read the information from the slides.)

Slide 70

Display: Slide 70, Spoodles (Information on these slides is self-explanatory. You may read the information from the slides.)



Slide 71

Display: Slide 71, Ladles (Information on these slides is self-explanatory. You may read the information from the slides.)

Slide 72

Display: Slide 72, Serving Spoons (Information on these slides is self-explanatory. You may read the information from the slides.)



Culinary Techniques Handout 15 See: Module 1, Handout 15 Code of Ethics for Professional

Culinarians in Participant's Manual Tell: You know the purpose for the CNP is to provide the

healthiest and highest quality food and the best service possible to your customers.

Tell: Each child nutrition employee shares responsibility for food safety. Always follow the procedures established by your CNP. Only healthy child nutrition personnel should be involved in preparing and serving food.

The importance of participation in an ongoing training program cannot be emphasized enough. Continuous training and monitoring of activities are necessary to ensure that a high standard of sanitation is maintained.

Preservice and refresher training serves two different purposes. Preservice training provides basic information to do the job and refresher training reviews and enhances the basic training and adds opportunities for new skills to be learned.

We need to be reminded of the importance of such things as personal hygiene, work habits related to personal safety, food safety, and sanitation.

The Code of Ethics for Professional Culinarians contains 17 traits of a culinary professional. This evening, or when you are at home, read the Code of Ethics and place a check mark by those traits that you presently have, and an X by the ones that you feel could be improved. Most of us have strengths in some areas, and have other areas that could be improved.

Tell: We will discuss culinary techniques in each of the lessons. For the purpose of HCK, culinary techniques of healthy cooking means to bring art and science together to create culinary magic in the CNP by

Applying the nutrition principles of the DGA in selecting, preparing, and serving healthy and appealing meals and

The practice of being organized and using proper handling, preparation, cooking, serving, and presentation methods and strategies to achieve healthy meals and satisfied CNP customers.



Tell: The key to preparing healthier foods and meals for our CNP customers is the understanding of basic culinary techniques. This section will examine the following culinary fundamentals:

basic preparation and kitchen skills, healthy cooking methods, flavor enhancement, and presentation and garnishing.

We will discuss how each of these culinary techniques is used to produce tasty, appealing, and healthy meals for children.

Basic Kitchen Skills

Tell: Good work habits include Practices related to safety and sanitation, such as using

soap and water to wash hands o when reporting to work, o after handling raw poultry and meat, and o after smoking, sneezing, using a handkerchief, and

after using the toilet. Cleaning and organizing all work surfaces. Promptly refrigerating all unused foods. Using clean equipment in preparing, cooking, and

serving food. Avoiding touching food with the hands as much as

possible. o Use the proper utensils to handle food. o Wear disposable gloves for handling food that will

not be further cooked before serving. o Handle all utensils and serving equipment by

handles and bases to avoid touching areas that will later come in contact with the food the customer will eat.



Slide 73

Display: Slide 73, Basic Kitchen Skills Tell: Basic kitchen skills include

desirable work habits; Mise en place–the ability to organize the work to be done; correct use of standardized recipes, weights, and

measures; proper use of equipment; and strict adherence to the rules of food safety and

sanitation. We will explore how each of these basic skills will help you achieve the goal of quality food for your customers.

Basic Kitchen Skill No.1: Desirable Work Habits

Flip chart sheets Marker Removable tape

Tell: Practicing good work habits helps to achieve our goals and fulfill the purpose of the school nutrition program. Explore: Ask participants to list the desirable work habits that all CNP personnel should practice. (Ask a volunteer to write these on a flip chart sheet and tape flip chart sheet on wall.)

Handout 16 See: Handout 16, Checklist for Desirable Work Habits in the Kitchen in Participant's Manual

Explore: Quickly explain the checklist and ask participants to take a minute to check themselves. Discuss their responses as time permits.

Basic Kitchen Skill No. 2: Ability to organize the work to be done

Tell: You have many tasks to do during the school day. The secret to getting all tasks completed correctly and on time is organizing the work to be done. It is desirable to look at the production schedule or assignment sheet at the end of each day to determine the work for the following day. Think about 1. What are the tasks to be done? 2. Which tasks must be completed first? 3. What is the order of all the tasks to be done? 4. What are the supplies and materials I need to do the tasks?

5. Will I need to work as a team to get the task done? Who should be on the team?



6. Do I know have all the information I need to get the tasks done? If not, where and when do I get the information?

Tell: Answers to questions such as these will help you organize your work day. The ability to organize your work day is an essential work skill–both for assuring the job gets done, and for your feeling of accomplishment at the end of the day. The French have a word for it Mise en place (meez en plaz), which we will talk about later.

Basic Kitchen Skill No. 3: Correct use of standardized recipes, weights, and measures

Tell: Knowing how to use both standardized recipes and accurate weights and measures are essential to preparing quality food. As you observe the culinary demonstrations and work in the culinary laboratory you will have opportunities to enhance your skills in these areas. If you have questions or need to have information clarified, please ask one of the trainers.

Basic Kitchen Skill No. 4: Proper use of equipment Tell: There are three main reasons for being skilled in using

equipment properly. 1. The quality of the food product is determined by the

proper use of equipment in many instances. An oven that is not preheated or is set at the incorrect temperature will affect the quality of the product being prepared.

2. A piece of equipment not used or cleaned properly, such as a slicer, can result in personal injury accidents such food poisoning.

3. Failure to use motorized or electronic equipment properly can result in damage to the equipment, repair costs, and finding an alternate way to get the job done while the equipment is out for repair. Improper use of electronic equipment can result in accidents to the people using it.



Basic Kitchen Skill No. 5: Strict adherence to the rules of food safety and sanitation

Tell: In order to adhere strictly to the food safety and sanitation rules, you must know what they are, how to do them, and practice them daily. Adhering to food safety and sanitation procedures is even more critical than meeting nutrition requirements. One outbreak of foodborne illness could

be harmful or even fatal to students and other customers,

cost the school district a substantial amount of money in workmen’s compensation or personal damages, and/or

damage the reputation of the child nutrition program. Every CNP should have

a food safety management system that includes Hazard Analysis Critical Control Point (HACCP) like principles,

a food safety training plan, posters displayed with lists of safety and sanitation

rules, and a system for monitoring how well the procedures are

being practiced.

Healthy Cooking Methods Tell: Choosing a healthy cooking method is just as

important as choosing healthy ingredients. The two choices must work together. A Menu Planner for Healthy School Meals (USDA, 1998) says there is no one “right” way to cook a particular food. But there is a healthy way. Certain techniques will increase your chances of preparing healthy meals by minimizing nutrient loss and or enhancing flavor without adding a lot of fat. Your cooking method should support your goal of preparing healthy and acceptable food.

Baking is used to cook many foods, including meat, poultry, and fish. When no fat is added, baking is a great cooking method. Baking on a rack or draining the fat after baking helps make meat, poultry, and fish even lower in fat.



Steaming is another no-fat cooking method which is versatile and quick. You get a quality product without extra fat. Steaming also minimizes nutrient loss. For example, steamed vegetables generally retain more vitamin C than boiled vegetables.

Tell: What are the characteristics of properly cooked food? Properly cooked foods should

o have full flavor and desirable texture. o be handled to preserve nutrients. o be prepared with no fat or oil or as little as

possible. o be prepared as close to the serving time as possible

to preserve nutrients and quality. Slide 74 Display: Slide 74, Basic Cooking Methods

Tell: Most cooking methods can be used for healthy cooking. Exceptions include deep frying and pan frying. You may need to make some slight modifications in other methods. Source: The Culinary Institute of America. (2000). Techniques of healthy cooking (2nd ed.). New York. John Wiley & Sons. The techniques used most often in school nutrition and are easily adaptable for lower fat techniques include

moist cooking techniques–poaching, simmering, boiling, blanching, steaming, and braising; and

dry cooking techniques–baking, roasting, sautéing, and stir-fry.

Handout 17 See: Handout 17, Basic Culinary Techniques in Participant's Manual

Dry- and Moist-Heat Cooking Techniques Tell: Handout 17 contains a summary of the dry- and moist-

heat cooking methods. Let's quickly review these cooking techniques. The Participant's Manual has additional material on cooking techniques.

Tell: Use this Handout 17 as a reference in the culinary lab. Poaching and Simmering

o The basic principle of poaching and simmering involve submerging a food completely in a liquid that is kept at a constant, moderate temperature.



Poaching occurs at 160°F to 180°F and simmering occurs at 185°F to 200°F.

o Poaching is used for tender items such as chicken and fish while simmering is used for vegetables, grains, beans, and less tender cuts of meat.

Boiling, Blanching, and Shocking o Boiling. The basic principle of boiling is to fully

submerge the food item in boiling water for the cooking period. Boiling is recommended only for dried pasta

and some vegetables. The high heat causes some food to become stringy and tough.

o Blanching. The basic principle of blanching is to fully submerge the food item in boiling water for a brief period of time (no more than 2 minutes), then remove it from the boiling water and shock it by placing it in ice water to cool as quickly as possible. Blanching and shocking are techniques used

to prepare vegetables that will be served cold. o Shocking. The basic principle of shocking is to

place the item in clean, potable ice water to cool as quickly as possible to stop the cooking process. Shocking is used to stop the cooking process in

vegetables after they have reached the peak of tenderness in the cooking process.

Steaming o The basic principle of steaming is to place foods in

a closed vessel above and not touching the cooking liquid. Steaming cooks foods by surrounding them with a vapor bath. Relatively little flavor and moisture are lost. Steaming does not require the addition of fat. retains the nutrients because food does not

come in contact with liquid. is used for cooking vegetables, fruits, poultry

breasts, seafood, and grains such as rice. uses a steamer, steam-jacketed kettle, tilting

skillet, oven, or stock pot on top of range.



Braising and Stewing o The basic principle of braising and stewing is to

immerse the product in flavorful liquids with seasonings and gently simmer together in the oven, on the range top, or in a tilting kettle/skillet. The cooking liquid becomes the sauce. Stewing is similar to braising but the main

item is cut into bite sized pieces prior to cooking.

Braising and stewing are used for cooking beans, vegetables, fish, poultry, and meats from less tender cuts.

Meat or poultry products may be seared in a small amount of oil to develop color, texture, and flavor before being immersed in the liquid. Also, the products may be grilled, broiled, or roasted to be browned before being placed in the liquid.

Dry Heat Cooking Tell: The dry-heat cooking techniques include baking,

roasting, sautéing, and stir-fry. Baking

o The basic principle of baking is using dry heat that allows hot air to cook the food. Baking does not require added fat for cooking. Portion-size entrée or vegetable items may be

coated with bread crumbs, cornflakes, cornmeal, or seasoned potato flakes to keep the food from drying out and to give it a crispy coating.

Baking is suitable for potatoes, certain other vegetables, and fruits as well as portion-size entrée items.

Roasting o The basic principle of roasting is cooking by dry

heat while basting frequently with the drippings. Roasting is suitable for cuts of meat, poultry,

and some seafood items that are larger than a single portion. More recently, roasting has become a popular method for cooking vegetables.



Sautéing o The basic principle of sautéing is quickly cooking

foods in a small amount of fat over medium to high heat. A sauce may be made by deglazing the pan. Sautéing requires foods that are naturally

tender, portion-sized or smaller, and thin enough to cook quickly over high heat without getting tough.

It is suitable for thin slices or pieces of meats, fish, and poultry as well as some fruits, vegetables, precooked grains, pastas, and legumes. Some denser vegetables (potatoes, carrots) need to be blanched before sautéing.

Stir-frying o The basic principle of stir-frying is similar to

sautéing. Items are cooked over very high heat, using a small amount of fat. Foods to be stir-fried are cut into small strips,

diced, or shreds. Pieces are kept moving constantly during the cooking process.

This method of cooking is suitable for vegetables, diced/sliced meat, poultry, and firm fish.

o The secret to healthy foods when sautéing and stir-frying is to use a minimum amount of oil.

Tell: The cooking method you chose for preparing food is critical to reaching the goal of healthy and appealing food.

Flavor Enhancers Tell: What words do you want to hear when your customer

has finished a meal? Something like, “The meal was delicious. It tasted so good.” The use of appropriate seasonings and flavorings can help make it happen. Our goal for healthy cooking is to capture the most appropriate flavor in a menu item.

As we reduce the fat, salt, and sugar in food preparation, we must use other ways to enhance the natural flavors of food. Flavor begins with quality ingredients and is expanded by the way we prepare and cook food. All five of our senses provide us with perceptions that, when taken collectively, become flavor—seeing, hearing, smelling, feeling, and



tasting. For just a moment, imagine yourself waiting to be served in a restaurant….the waiter brings a sizzling, juicy-looking order of chicken to your table. Did you experience hearing, smelling, seeing, and feeling the flavor? Flavor is about more than just the taste, it involves all our senses. Flavor enhancers can make a difference. Source: The Culinary Institute of America. (2000). Techniques of healthy cooking (2nd ed.). New York. John Wiley & Sons.

Tell: You can use seasonings and flavorings to enhance the flavor of food in two ways 1. Using a standardized recipe, mix the seasoning with

the food at the exact time specified, and use the food preparation technique (browning, caramelizing, and marinating) specified.

2. Creating a new recipe by experimenting with the addition of new herbs and spices.

Tell: Remember you may have to be patient and persistent in your efforts to educate children and adolescents to accept and enjoy healthier foods. It will take time for your customers to re-set their taste preferences to the natural taste of foods from their current preference for high fat and salt foods.

Slide 75 Display: Slide 75, Enhancing Flavors

You can enhance flavors in five ways 1. by adding spices, 2. by adding herbs, 3. by adding seasoning foods, 4. with additional seasonings, and 5. by using certain food preparation techniques, such as

browning, caramelizing, grilling, and marinating. Tell: In this video clip you will see and hear a chef

discussing and demonstrating the five ways of enhancing flavor in food. Watch for the following skills and techniques demonstrated and discussed.



the emphasis the chef places on the need for reducing fat, salt, and sugar,

the use of standardized recipes, the need for accurate measurements, the proper selection and care of fresh herbs, the importance of tasting during the process and the

technique used for tasting, and the need to take the modified recipe to students for a

taste test Video: Seasoning for Healthy School Meals,

Show: 5 minute segment from Seasonings for Healthy School Meals, Part 1 Video clip.

Part 1, from Culinary Techniques for Healthy School Meals

Explore: What did you observe about the

emphasis the chef placed on the need for reducing fat, salt, and sugar?

use of standardized recipes? need for accurate measurements? proper selection and care of fresh herbs? importance of tasting during the process and the

technique used for tasting? need to take the modified recipe to students for a taste

test? As we age, our taste buds loose sensitivity; therefore, it takes more seasoning for adults to taste the flavor.

Seasoning that may be right for the adult taste could turn off student customers. Learn your customers taste preferences.

Presentation and Garnishing Tell: Presentation is the way food looks to customers as

they come through the serving line, and the way their trays look after being served.

We present food with the intent to stimulate all of the senses–sight, sound, feel, smell, and taste. An attractive and appealing appearance of food on the serving line stimulates the desire to taste food.

The food should look natural and without drastic or contrived color combinations. Main colors should be soft, natural, and compatible.

Keep food simple. Compatible cooking methods used in



a menu enhance the experience of basic tastes, textures, and appearance of food.

Tell: We want to make food look good. Foods that look good help children want to eat. Colorful

displays and appealing foods perk up the appetite of most people, especially children.

There is an old saying, “We eat with our eyes first.” It is important that children eat their school meals. School meals provide important nutrients and calories which children need to help them learn, grow, develop, and stay healthy.

Serving appealing foods that children enjoy gives the school nutrition staff a feeling of satisfaction.

Consider the following presentation concepts when planning a menu or arranging food on the serving line–color, texture, forms, shapes, and height.

Garnishes Tell: A garnish is a food item or part of a food item used to

enhance the appearance of food–for example, a dash of cinnamon over applesauce, or shredded cheese over a pasta dish. Garnishes help to merchandise (sell) the food items offered. Students often choose food on how it looks.

Keep these points in mind when garnishing food. Garnishes add color, texture, and form to the plate.

All garnishes should be edible. Do not over-garnish. Sometimes just a sprinkle of

chopped parsley is enough. Keep garnishes simple. An orange wedge or a few

grapes make a sandwich plate look good. You can have special days when you do special garnishes.

Make garnishing fun for everyone–those who make them and those who eat them.

Tell: Consider these ideas for garnishing food. A garnish should be edible and should be handled

carefully to prevent spoilage and food poisoning. (Note: Always wash a vegetable or fruit before preparing it as a garnish.)



Position the garnish closest to the customer. The customer should be able to see the entire garnish. Place the garnish in the corner or center of a pan to allow the server to serve the most of the food without removing or reaching over the garnish.

Simple garnishes do not require a lot of time, money, or special equipment to prepare. Attractive garnishes can be made from foods on hand.

Choose a garnish that is appropriate for the menu item being served. Be sure the flavor of the garnish accents or is compatible with the flavor of the menu item being served.

Use combinations of colors that blend with the menu item. Be sure the size of the garnish is appropriate. For

example, too heavy a garnish for beef stew will sink to the bottom of the pan and too small a garnish will not be seen.

Pan garnishes that come in contact with food should be discarded at the end of the serving period and not saved to use another day.



Mise en Place Tell: Mise en place, is a French term that means

“Everything in its place and a place for everything." In simpler words, it is task or preparation organization. It means getting together all the things to be done to get ready up to the point of cooking. It includes all the get ready steps in food preparation such as assembling the equipment, supplies, and ingredients. Mise en place helps the workday flow smoothly and ensures that meals are delivered to our customers on time, at the right temperature, prepared properly, and attractively presented. Mise en place also ensures that food and work safety procedures are in place.

Tell: Being organized makes for success in the kitchen. Organization is important to efficient and effective meal production.

Take time to organize each job. The time spent in planning what is to be done will more than be made up for in time saved actually getting the job done.

There are four phases of production in the kitchen. 1. Planning the work to be done 2. Mise en place (getting ready) 3. Cooking or preparing 4. Serving

Plan the work to be done by organizing: Ask What are you going to make? What are the ingredients you will use and how much of

each will you need? How much space will you need? How much time will you need? What are the food safety concerns?



Equipment Review Tell: In order for us to apply the culinary principles, we

need to know the equipment available and how to use it. We have discussed the basic cooking techniques that are easily adaptable for lower fat techniques.

Tell: You will want to select the right equipment for preparing healthy meals. For example, rather than using a deep-fat fryer to make French fries, use the oven. Most schools have equipment that is versatile enough to support the kinds of changes you will be making to modify recipes to meet the nutrition goals. Some equipment such as

steamers allow you to cook food with little or no fat. non stick pans are appropriate for school kitchens. Use

pan release spray for coating pans instead of greasing them.

Food Safety Tell: Message 9 of the DGA states “Keep Food Safe To Eat.” Reduce the occurrence of foodborne illness by

cleaning hands, contact surfaces, and washing fruits and vegetables.

avoiding cross-contamination by separating raw, cooked, and ready-to-eat foods while shopping, preparing, or storing.

cooking and cooling foods to a safe internal temperature.

chilling (refrigerating) perishable foods promptly. Tell: One of the most important safety practices in any food

service operation is knowing how and when to wash hands. The video shows the importance and correct way to wash hands. Show Video: Wash Your Hands Video: Wash Your

Hands wordless video Projector Screen VCR

Instructor Note: After this brief discussion of equipment, food safety, and viewing the wordless video: Wash Your Hands, tour the kitchen. Save comments about the information on the handout for the kitchen tour.



Instructor Note: You may ask the Chef or the Food Service Management Specialist to conduct the tour of the laboratory. Ask participants to use Handout 18 as a guide for making notes during the tour. The trainer should identify the piece of equipment by name, and explain the cooking method and foods prepared in each piece of the major equipment, such as kettle, tilting skillet, and oven. The trainer may ask the participants if they have used the equipment and also what it has been used for their in their schools.

Since this is a brief introduction to the lab, the trainer should spend no more than 1 minute explaining each piece of equipment.

Tell: We will tour the culinary lab and discuss the equipment that you will use in applying the healthy cooking techniques. You will need Handout 18 as we tour the culinary lab.

Handout 18 See: Handout 18, Tips on Choosing and Using Equipment for Healthy School Meals in Participant's Manual

Tell: Some of the equipment that can help you prepare healthy meals includes the following:

Tilting skillet. Used for braising, sautéing, steaming, boiling, and pot-roasting.

Steam-jacketed kettle. Used for soups, stocks, sauces, stews, vegetables, and more. When steam-jacketed kettles are used properly, fewer nutrients are lost due to heat and time.

Pressure steamer or pressureless convection steamer. Used for batch cooking in high-volume school nutrition programs. Rice, pastas, and vegetables can be cooked in steamers. o They cook quickly and provide the best nutrient

retention. Convection or conventional oven. Used for low-fat

cooking techniques such as baking roasting, and broiling. When fats in meat are heated at high temperatures, the fat changes from solid to liquid so the fat drains away.

Combi oven. Reheat prepared food without drying it out. Combi ovens will also roast meats with little shrinkage. They can heat by steam, dry heat, or steam/dry heat.



Microwave ovens. Foods prepared in a microwave oven retain more nutrients than foods that are boiled, baked, or steamed. o Useful for batch-cooking vegetables.

Cook/holding cabinet. To serve a quality product and retain nutrients, no food should be held in a warming unit longer than 30 minutes.

Adapted: A Menu Planner for Healthy School Meal (USDA, 1998).

Tour Culinary Lab

Summarize Lesson Tell: Do you feel that you are ready to start practicing the

techniques of healthy cooking? This lesson was designed to answer some of the “why” questions that we all have when asked to make changes in the way we have been doing things. The Participant's Manual and your notes will be helpful as you experience the lessons, culinary demonstrations, and culinary labs. We believe you will learn new skills in the labs and that you will enjoy working as a team to plan, prepare, and evaluate the healthy foods you prepare. More importantly, we hope that you will take the knowledge, understanding, and skills back to your CNP and apply them in preparing and serving healthier meals to your customers.

Lunch Break Instructor Note: Explain arrangements for lunch. Ask participants to be back in the classroom at the time shown on the schedule.



Supporting Documents

Audiovisuals......................................................................1–107 Lesson Preparation Checklist ..........................................1–109 Activities............................................................................1–113



Write notes here.



Supporting Documents for Module 1 Audiovisuals

For this module, you will need the following audiovisuals: PowerPoint slides for Module 1 from the CD-ROM Video Projector Screen Video Clips

o On the Road to Professional Food Preparation: Weighing and Measuring o Culinary Techniques: Part 1 Seasonings for Healthy School Meals o Wordless Video: Wash Your Hands



Write notes here.



Supporting Documents for Module 1 Lesson Preparation Checklist

Date Time

Training

Location Estimate Number of

People Attending Actual

Instructions: Refer to the Master Planning and Preparation Checklist for tasks common to all lessons. Use the Module 1 Checklist for tasks specific to Lesson 1. 1. Assign each task to a specific person on the training team and determine the date that

each task must be completed. 2. Record information on this tracking form (6 weeks prior to start date). 3. Keep track of the progress of preparation by checking off tasks when completed.

(Spaces provided for additional, optional needs.)

Task Person Responsible

Due Date

Done

1. Reserve equipment and gather supplies needed for use in HCK (6 weeks prior). List of items needed:

o Video projector for PowerPoint slides o Computer to play PowerPoint slides o VCR to play Video Clips o DVD player ( optional) o Overhead projector to display transparencies or

ELMO

o Two screens (one for PowerPoint, one for transparencies, if applicable)

o Flip chart stand o Flip chart sheets for each table o Transparency markers if using overhead o Multi-colored flip chart markers for each table

and for instructor

o Removable tape




Due Date

Done

o Pencils or pens and highlighters for each participant

o Optional: Prizes for table teams that complete an assignment first, or an individual who gives a great response.

o Timer, such as clock with second hand or computer timer to control time for Participant Activity

2. Make copies of handout materials and activity worksheets for the lesson. Activity worksheets are found in the Supporting Documents Section, Module 1. Use three-hole punch paper.

Make transparencies for instructor to use in class, if desired. List of items needed:

o Handout 1 Icebreaker (one for each participant) o Transparency of Handout 1 (one for instructor) o Transparency of Schedule for Day One, Day

Two, and Day Three

o Transparency of Overview o Transparency of Activity 8 for instructor o Activity 3 Implementing the DGA in CNP o Activity 4 Calculations of Calories for Fat o Activity 5 Sugar Fact or Fiction o Activity 6 What's Your Sodium I.Q.? o Activity 7 My Ideas for Modifying Fat, Sugar,

and Salt in Food Preparation

o Activity 8 Weights and Measures 3. PowerPoint Slides

4. Participant Materials Needed

o Name tags (one for each participant)

o Table tents (one for each participant)

o Pencils or pens(one for each participant)

o Highlighters (one for each participant)

o Chef's coats and hats (one for each participant and one for each trainer)




Due Date

Done

o Culinary Manual (one for each participant and one for each trainer)

o Participant's Manual (one for each participant and one for each trainer)

o Basics At A Glance (one for each participant)

o

5. Display Materials-Other

o Food display cards for recipes-Module 2

6. Display-Books and Training Material

o Changing the Scene

o A Menu Planner for Healthy School Meals

7. Materials-Other o Small ball for Activity 8

8. Food, Supplies, Equipment o See Module 2 for Food List, Grocery List for

Chef, and Consolidated Equipment List

9 Videos

o On the Road to Professional Food Preparation: Weighing and Measuring

o Culinary Techniques: Part 1 Seasonings for Healthy School Meals

o Wash Your Hands

Reminder: Handouts and Note Pages for Participants are in the Participant's Manual except as noted in this Preparation Checklist.



Write notes here.



Supporting Documents for Module 1 Activities

This section contains these activity worksheets for Module 1: Culinary Basics: Page

Ground Rules for the Seminar .........................................1–115 Table Teams,Table Leaders, and Learning Partners .....1–117 Implementing the DGA in CNP (For Instructor) ............1–119 Implementing the DGA in Child Nutrition Programs ....1–120 Calculations of Calories from Fat ....................................1–121 Sugar: Fact or Fiction?......................................................1–123 What’s Your Sodium I.Q.? ................................................1–125 My Ideas for Modifying Fat, Sugar, and Salt

in Food Preparation........................................................1–127 Weights and Measures–What Am I? (For Instructor) ....1–129 Weights and Measures–What Am I?................................1–130 Weights and Measures–What Am I? (With Answers).....1–131



Write notes here.



Activity 1, Module 1 Ground Rules for the Seminar

Purpose of the Activity: To give participants guidelines for classroom behavior. How to Present: Write ground rules on a flip chart sheet and tape to the floor in a location the participant will see as they enter the classroom. The rules may be written or presented graphically. For example, “Be on time” and show a picture of a clock. How to Prepare:

Write in words or pictures the important behaviors that participants should practice. Use large enough lettering for participants to read when they step into the room. Make the flip chart sheet so attractive with color, lines, and graphics that it cannot be

missed. State ground rules positively. Tape ground rules to the floor before participants arrive. Participants will see that ground rules are enforced.

Suggested Ground Rules. Add to, delete, or modify to make them appropriate for HCK.

1. Be in the classroom at least 5 minutes before scheduled starting time. 2. Be on time for all sessions. 3. Turn your mind on and your cell phone/pagers off when you enter the room. 4. Learn the names of all participants. 5. Share ideas. 6. Be respectful of everyone. 7. Be tolerant of opinions different from yours. 8. Always ask for clarification if you do not understand. 9. Stand up when your mind goes on vacation.



Write notes here.



Activity 2, Module 1 Table Teams,Table Leaders, and Learning Partners

Rotating Table Teams Purpose of the Activity: To give participants "stand-up" breaks, opportunities to learn from other participants, and emphasize the concept of teamwork. How to Present:

Rotate table teams in Module 1 a minimum of two times; once before the break and once after the break.

Rotate table teams in Modules 2, 3, and 4 at least once during the lesson in the classroom.

At the beginning of the lesson. Ask each table team to name its table for a sports team. Trainer may set the structure for this by saying name yourself a baseball team, soccer team, football team or softball team. Trainer could provide toy balls for the center of the table, or ask the table team members to draw a picture of their team name and place in the center of the table. This will help promote the concept of teamwork during the seminar.

No more than 5 persons should be at a table. Trainer controls the number at a table by placing no more than five of anything at the table (table tents, markers, highlighters, index cards, or handouts.)

Table teams can be rotated in a variety of ways. Consider these suggestions.

Ask participants to count off 1 through 4. All the fours, or threes, or twos, or ones. would become tables of 4's, 3's, 2's and 1's.

Ask one team member at each table to be a fruit, another to be a vegetable, another a meat, another bread, and another grain. Then ask each of the food groups to find their counterpart at other tables and form a table team.

Use creativity and fun in rearranging table teams. Great energizer! Whenever possible add some humor to the names you give to team members and rotate table teams.

Identifying Table Leaders Purpose: To give table teams ownership and to provide a structure for all team members to become table leaders. The process of changing table team leaders and allowing table teams to select their table leader gives a "mental stretch break" during the lesson. How to Present:

Trainer provides the structure for choosing the leader and lets the table team members choose their leader .



A new table leader should be identified each time the table teams are rotated. Table leadership should be changed several times during the Lesson for Module 1. In

the one-hour lessons for Module 2-4, change leaders when tables are rotated or you may change leaders after the Nutrition Focus portion of the lesson.

Suggested Ways to Identify Leaders 1. Ask all team members at a table team to point to the person they think should be

leader when you say the word, “Now”. The person with the most fingers pointed at would become the table leader.

2. Ask team members to count the number of pieces of jewelry they are wearing. After they have counted, tell them that the person with the least number of pieces of jewelry or the most pieces of jewelry would be the leader. Tell participants to count earrings as two pieces of jewelry and glasses as one, etc.

3. Other suggestions include identifying the most or least of any number of things: year's experience, number of children, number of pets, number of legs in their house (counting people and pets) or number of grandchildren. Always use most or least.

Table Scribe Scribe is a table team member who records team ideas and writes them on flip chart sheets to be taped on the wall. Rotate table scribes during Module and in other modules as needed.

Learning Partners As a part of the get-acquainted period, ask participants wearing their two name tags to talk to five other participants and view the words they used to describe themselves. Allow about 60 seconds for this. After 60 seconds, call time. Tell them the person they are talking with at that moment will be their learning partner for the seminar. Use learning partners when you feel a participant may need some special help in getting an activity completed.

Note Pages and Handouts Tell participants the Handouts and the Note Pages for all modules are in the Participant's Manual.

The Note Pages show the slides and a provide place for writing notes. Handouts are numbered in order of their use in the lesson for each module. Handout 4, Module 1 will be used in all lessons.



Activity 3, Module 1 Implementing the DGA in CNP (For Instructor)

This page provides information for the instructor. Instructions for the student are on the next page. Purpose of Activity: To help participants apply the DGA messages and guidance to their jobs in CNP. Use the information in the Trainer's Manual on Applying the DGA to CNP to clarify or enhance the information shared by the participants. Materials Needed:

10 flip chart sheets, markers, and removable tape One copy of Activity 3 worksheet for each participant. Place five copies on each table

face down or you may distribute these at the beginning of the activity. Instructor's Sample Copy of Flip Chart Sheet to display

1. DGA Message 2. How I would implement this Guideline in my job

Time: Allow 5 minutes How to Present: 1. Ask participants to count off at their tables using numbers 1-5 or 6-10. Two tables

should have 1-5 and two tables 6-10. Remind each person to remember his/her number. 2. Distribute copies of Activity 3 worksheet to each participant or if copies were placed on

tables earlier, ask table leaders to give a copy to each participant. 3. Read the directions from the participant worksheet. 4. The two-member teams work together to

A. Write the DGA message at the top of the flip chart sheet. B. Write their answer to the following question on the flip chart sheet:

I would implement this Dietary Guideline Message by ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

C. Tape the flip chart sheet on the wall and stand by their wall chart. 5. After all two-member teams have completed their wall chart (no longer than 3

minutes) beginning with #1, ask them to share. After all two-member teams have shared, participants return to their original tables.



Activity 3, Module 1 Implementing the DGA in Child Nutrition Programs

Directions: 1. Select the Dietary Guideline that corresponds to your number at the table. 2. Circle the Dietary Guideline that corresponds to your number and find the person who

has the same number at another table. This person is your partner for this activity. 3. One member of each two-member team will get a flip chart sheet. 3. Write the Dietary Guideline at the top of a flip chart sheet. The two-member teams

complete the following sentence and write it on the flip chart sheet.

I would implement this Dietary Guideline by ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________.

3. With your partner, tape the flip chart sheet on the wall. (This will be called a wall chart.)

4. Stand by your wall chart and share your answers with the other class members. You may want to make notes of all the ideas shared.

Dietary Guidelines for Child Nutrition Programs

1. Offer a variety of foods within each of the food groups. 2. Serve meals that help maintain a healthy body and weight. 3. Promote the need for physical activity every day. 4. Serve plenty of vegetables, fruits, and grain products. 5. Serve a variety of nonfat and low-fat milk and milk products. 6. Offer meals low in fat, saturated fat, cholesterol, and trans fat. 7. Select foods with natural sweeteners and use sugars only in moderation. 8. Choose and prepare foods with little salt. 9. Promote an alcohol and drug-free lifestyle. 10. Use flavor enhancers to make food more appealing.



Activity 4, Module 1 Calculations of Calories from Fat

Directions: 1. Multiply the grams (gm) of fat in the sample recipe by 9 Calories per gm to get fat

calories.

Remember one gram of fat = 9 Calories. _____ (gm of fat) x ____calories/gm = fat calories

2. Divide fat calories by total calories in sample recipe to get % of calories from fat.

______ ÷ ______= ____% Calories from fat

SAMPLE MENU Food Item Fat (gm) Calories % Fat

Pizzaburger on a Roll 14 348

Tossed salad + 1 oz dressing 15 146

Corn: 1/2 cup 1 70

Gelatin with fruit: 1/2 cup 0 80

Whole milk: 8 oz 5 120

Totals 35 764 43%

Calculate the grams of fat in a recipe as follows: 1. Multiply total calories by 30% (.30) = Calories from fat 2. Divide calories from fat by 9 (calories in one gram) Why would you want to know the grams of fat in a recipe?



Write notes here.



Activity 5, Module 1 Sugar: Fact or Fiction?

To get an idea of what you know about sugar and your diet, take the quiz, Sugar: Fact or Fiction? True False 1. A major problem with diets high in sugar is that the

foods high in sugar may replace more nutritious ones. True False 2. Snacking on dried fruit is less harmful to the teeth than

drinking a fruit drink.

True False 3. The average 12-once cola drink contains about 9 teaspoons of sugar.

True False 4. The total amount of added sugars Americans eat has gone down in recent years.

True False 5. People who eat a lot of sugar are almost always obese.

True False 6. For nearly all foods, manufacturers must list any added sugars on the ingredient label.

True False 7. Many foods can be made with less sugar without harming their taste or quality.

True False 8. Honey and brown sugar are much more nutritious than table sugar.



Answers to "Sugar: Fact or Fiction?" Quiz 1. True. 2. False. Dried fruit eaten as a between-meal snack can be just as harmful to the teeth

as a sugary drink if the teeth are not brushed after eating. 3. True. 4. False. Though the intake of table sugar has decreased in recent years, the intake of

other types of sugars has increased, resulting in a small increase in total sugar intake.

5. False. Obesity results from eating foods with more calories than you use, regardless of the calorie source. Large intakes of sugars will help lead to obesity in a diet that contains too many total calories.

6. True. 7. True. 8. False. Though honey and brown sugar contain traces of some vitamins and

minerals, the amounts of these nutrients are insignificant.

Source: Home and Garden Bulletin Number 232-6. (1993, July). USDA. Human Nutrition Information Service.



Activity 6, Module 1 What’s Your Sodium I.Q.?

Let's take a few minutes to review what we have learned by completing the What's Your Sodium I.Q.? quiz. True False 1. Sodium information is provided on nutrition labels of many

foods.

True False 2. One way to decrease your sodium intake is to use onion and garlic salt instead of table salt.

True False 3. Many canned and commercially prepared foods have sodium added.

True False 4. To reduce sodium, you can use condiments like soy sauce, mustard, salad dressings, pickles, and relishes instead of salt for flavoring foods.

True False 5. Most foods in the same food group, such as milk and cheese, contain similar amounts of sodium.

True False 6. Sodium may be added to processed foods as a preservative as well as a flavoring agent.

True False 7. Salt substitutes are a good idea for everyone trying to reduce sodium intake.

True False 8. You can always tell how much sodium a product contains by tasting it.

True False 9. Preference for the taste of salt is learned, but can be changed with practice.

True False 10. Many recipes can be prepared with less salt without affecting their acceptability.

Source: Home and Garden Bulletin 232-7. (1993, July). USDA. Human Information Service.



Answers to "What's Your Sodium I.Q.?" Quiz

1. True If there is a nutrition label on a food product, the sodium content must be included.

2. False All seasoned salts contain sodium. Garlic and onion powder, however, provide flavor without added sodium.

3. True 4. False Most condiments are high in sodium. Some lower sodium alternatives include

lemon, garlic, vinegar and oil, herbs, and spices. 5. False Foods within the same group can vary widely in sodium content. 6. True 7. False Salt substitutes are not recommended for everyone. People under medical

treatment should check with their physician before using a salt substitute. 8. False Taste is not a good indicator of sodium content for all foods. Heavily salted

foods do not always taste salty and salt is not the only source of sodium in foods.

9. True 10. True



Activity 7, Module 1 My Ideas for Modifying Fat, Sugar, and Salt

in Food Preparation Purpose of Activity: Energizer Directions: 1. Ask each participant to think of a way to modify fat, salt, and sugar in preparing fruits

and vegetables. 2. Tell them to make a written note of their 3 ideas and to stand up when completed. 3. Tell them

o You will call on someone from each table team to share an idea. o They have 30 seconds to jot down ideas.

Activity Suggestions To make sure that everyone gets up during this energizer, you may ask for everyone

who has that same idea for modifying fat to stand. Use this same idea after hearing the ideas for sugar and salt. This should get everyone on their feet during the energizer.

Call on one team member from each table to share his/her ideas for modifying fat. You may call on participants 1, 3, and 5. Use another set of numbers to call on participants to share their ideas for modifying sugar, and a third round of numbers to share ideas for modifying salt.

If you have time, you may also have a volunteer to write these ideas on a flip chart sheet that is taped on the wall. This will serve as a review of what they shared.



Write notes here.



Activity 8, Module 1 Weights and Measures–What Am I? (For Instructor)

Purpose of the Activity: To review weights and measures Materials Required:

One copy of the activity worksheet for each participant. Small ball such as tennis ball.

How to Present: Ask one person from each table to get copies of the activity worksheets from the trainer

for each participant. Explain: Read each statement in the Question: What Am I column, and find its

answer in the Scrambled Answers column. Write the answer in the space provided in the Your Answer column. For example, see Question 1, where the answer is Tablespoon.

Ask table teams to complete the worksheet. Table leaders may divide the questions and ask each person to look at 4 of the 20

statements and write the answers from the scrambled answer column in the correct answer space. After a few seconds, leader should check to see if answers are found. If not, the total team works to get all questions answered.

Tell participants that you will toss a ball to a participant who will share the correct answer to statement 1. That person tosses the ball to someone at another table who answers question 3 and so on until all 20 questions have been answered. Person catching the ball answers: “My statement is number 1 (or whatever). The answer is Tablespoon.”

Tell each table team to score their answers and give themselves 5 for each correct answer.

Time Allowed. Activity should take about 3 minutes. Table teams will have 90 seconds to complete the Worksheet. Allow 90 seconds for table teams to share answers. Follow Up: Congratulate teams for completing the Activity. Ask teams with 15 or more correct answers to stand, then 16, 17, 18, and 19 answers to stand. Lead a big applause for any table with 20 correct answers. (Perhaps you could give a small prize.)

Ask participants if any answers need to be clarified. Remind group that accurate weights and measures is an essential requirement to

producing quality food. Use information in the Trainer's Manual in Weighing and Measuring to clarify or enhance information shared by learning teams.



Activity 8, Module 1 Weights and Measures–What Am I?

Participant Worksheet Directions: Read each statement in the Question: What Am I column. Find its answer in the Scrambled Answers column. Write the answer in the space provided in the Your Answer column. For example, see Question 1, where the answer is Tablespoon.

Question: What Am I?

Your Answer

Scrambled Answers

1 I can hold 3 teaspoons. Tablespoon 2 oz Ladle 2 I can fill 1/4 cup. Cup 3 Use me to serve 1/4 cup of gravy. 4 Tablespoons 4 It takes 2 cups to fill me up. Tablespoon 5 Use me to serve 1/4 cup of potatoes. 2 Pints 6 4 tablespoons fill me. 16 Ounces 7 Use me to abbreviate teaspoon. 8 oz Ladle 8 My top is smooth when measure is correct. Liquid Measure 9 1 can measure 4 fluid ounces. Quart 10 My capacity is 8 fluid ounces. Pound 11 I weigh a pound. 1/2 Cup 12 I fill one quart. Pint 13 I can be filled with 4 quarts. #16 Scoop 14 Use me to serve 1 cup of soup. tsp 15 I can hold 2 pints. 1/4 Cup 16 Use me and reduce the time required for

getting the correct amount for recipes. 16 Tbsp.

17 I have a lip for pouring. Dry measure 18 You can abbreviate me as lb or #. Gallon 19 I can fill 1 cup. Weight 20 You can abbreviate me as wt. Scales



Activity 8, Module 1 Weights and Measures–What Am I? (With Answers)

Participant Worksheet Directions: Read each statement in the Question: What Am I column. Find its answer in the Scrambled Answers column. Write the answer in the space provided in the Your Answer column. For example, see Question 1, where the answer is Tablespoon.

Question: What Am I?

Your Answer

Scrambled Answers

1 I can hold 3 teaspoons. tablespoon 2 oz ladle 2 I can fill 1/4 cup. 4 tablespoons cup 3 Use me to serve 1/4 cup of gravy. 2 oz ladle 4 tablespoons 4 It takes 2 cups to fill me up. pint tablespoon 5 Use me to serve 1/4 cup of potatoes. #16 scoop 2 pints 6 4 tablespoons fill me. ¼ cup 16 ounces 7 Use me to abbreviate teaspoon. tsp 8 oz ladle 8 My top is smooth when measure is correct. dry measure liquid measure 9 1 can measure 4 fluid ounces. ½ cup quart 10 My capacity is 8 fluid ounces. cup pound 11 I weigh a pound. 16 ounces 1/2 cup 12 I fill one quart. 2 pints pint 13 I can be filled with 4 quarts. gallon #16 scoop 14 Use me to serve 1 cup of soup. 8 oz Ladle tsp 15 I can hold 2 pints. quart 1/4 cup 16 Use me and reduce the time required for

getting the correct amount for recipes. scales 16 Tbsp

17 I have a lip for pouring. liquid measure dry measure 18 You can abbreviate me as lb or #. pound gallon 19 I can fill 1 cup. 16 Tbsp weight 20 You can abbreviate me as wt. weight scales



Write notes here.

Date post:	04-Apr-2018
Category:	Documents
Upload:	lykhue
View:	214 times
Download:	0 times