Cooking with Kids: Student Driven - presentation


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Cooking with Kids: Student Driven Cooking Classes
Slow Food Denver
Gigia Kolouch and Andy Nowak

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Cooking with Kids: Student Driven - presentation

  1. 1. Slow Food Denver Seed-to-Table School Food Program Learner Driven Cooking Classes Gigia Kolouch and Andrew Nowak See www.sfdseedtotable to order lesson plans August 2012 Slow Food DenverSlow Food Denver • Learner Driven Cooking page 1
  2. 2. Slow Food Denver and the Seed-to-Table ProgramSlow Food is an idea, a way of living and a way of eating. It is a global, grass roots movementwith thousands of members around the world that links the pleasure of food with acommitment to community and the environment. Slow Food Denver is a chapter of Slow FoodUSA, which is a member of a worldwide food movement, Slow Food InternationalSlow Food seeks to create a dramatic and lasting change in the food system. We reconnectAmericans with the people, traditions, plants, animals, fertile soils and waters that produceour food. We seek to inspire a transformation in food policy, production practices and marketforces so that they ensure equity, sustainability and pleasure in the food we eat.Slow food Denver’s Seed-to-Table program supports school gardens and taste educationclasses in schools across the metro area. We empower learners to become enthusiasticsupporters of good, clean, fair food. Programs support:• Construction and maintenance of school gardens• Taste education, food preparation and cultural-culinary programs• Teacher professional development and community-based education• Garden-to-cafeteria and school composting programs• Farm-to-school programs, guest chef programs and school-to-community marketsFor more information, contact:Slow Food Denver4340 E. Kentucky Ave, Suite 311Denver, CO 80246(303) 321-3322info@slowfooddenver.orgwww.slowfooddenver.orgwww.sfdseedtotable.orgwww.slowfoodusa.orgwww.slowfood.comGigia Kolouch, Program Director Seed-to-Tablethenaturalpantry@estreet.comAndrew Nowakajnowak@mindspring.compage 2 Slow Food Denver • Student Driven Cooking
  3. 3. Types of Garden-based ActivitiesSensory EducationGoal: Students learn to discern different flavors and textures in food and assert theirpreferences. Lessons progress from simple to complex:• Five Basic Flavors—Distinguish between the five basic flavors• Simple Tastings—Taste new foods while learning how to describe similarities and differences. Understand the difference between flavor, texture, smell and color.• Progressive Tasting—Learn how basic flavors interact with an ingredient.• Developing Personal Food Preferences—Combine flavors and ingredients to create a unique dish.Plant CultivationGoal:Understand the life cycle of plants and cultivate the garden throughout the year.• Where Are We? Explore the climate and geography of your area with regards to optimal plant growth.• Seed Starting—Classroom based seed and plant activities.• Planting—Outside transplanting and planting with garden calendars• Herbs and Perennials• How to Cook and Eat the Plants We GrowUsing Kitchen ToolsGoal: Understand the process of raw to cooked in refined foods and the roll of technology andcooking techniques.• Flour mill—Pancakes and biscuits• Molino—Masa, tamales and corn tortillas• Mortar and pestle—Romesco sauce, Thai curry• Rolling pins—Flour tortillas, flatbreads, pasta• Food mill—Applesauce, tomato saucePlant Botany—Parts of a PlantGoal: Integrate knowledge of plant botany with eating parts of a plant. Ideally they should bepaired with botany lessons about parts of a plant.• Roots, Stems, Leaves, Flowers, Seeds and Fruit• How to Cook and Eat the Parts of a PlantCultural ClassesGoal: Broaden students’ taste preferences and learn to appreciate different cultures’ customsand food.• Recipes, games and maps from twelve countries around the world.Slow Food Denver • Learner Driven Cooking page 3
  4. 4. Tips for Lesson PlanningAll activities have a simple guide at the top of the page to help with lesson planning. Theinformation includes:1. Estimated length of the activity, not including preparation time or transition time.2. Grade level(s) most appropriate from K-53. Location of the activity (indoors or outdoors)4. Activity type5. Suggested optimal season for the activityUse the following key as a guide to the Info bar. Key Length: 15 minutes 30 minutes 45 minutes 1 hour Grade Level: GK-5 G2-5 G3-5 G4-5 Location: Indoors Outdoors Activity Type: ❶ Gardening refers to an activity that has a gardening purpose. ❷ Concept Exploration refers to an activity whose purpose is to examine, draw, discuss or experiment with a concept related to the garden or food. Sensory Exploration refers to a food activity whose purpose is to experience the ❸ sensory qualities of a food. It does not require assembly or heat, but may require some cutting or preparation. Food Preparation refers to a food activity that requires assembly, cutting and some ❹ simple equipment but no heat. ❺ Basic Cooking refers to a food activity that is simple to prepare, and requires heat. Intermediate Cooking refers to a food activity that requires more complex preparation, ❻ heat, and is appropriate for ages 10 and up. Season: Spring Summer Fall Winter ✿ ❂ ❦ dpage 4 Slow Food Denver • Student Driven Cooking
  5. 5. Goals• Deepen learners’ understanding and appreciation of the foods they eat.• Increase learners’ consumption of fresh foods, fruits and vegetables.• Increase learners’ willingness to try new foods and change food preferences.• Develop an understanding of the food system including growing, harvesting and preparing of fresh foods.• Encouraging experiential scientific inquiry and observation.• Learners will understand the relationship between their diet and their bodies.Teaching Principles• Put learners in control of the way their food tastes and how it is prepared.• Lessons reinforce one another and concepts are repeated throughout the program.• Increase hands-on activity, experimentation and sensory experience while decreasing lecture time.• Provide a safe environment (both physically and mentally) where students’ feel free to explore the lessons.Learner Driven Cooking ClassesLearner driven cooking classes are those in which the novice cook chooses the ingredients,proportions, and final outcome of a dish without precise measurements or instructions. Theinstructor sets up the environment for the learner to be successful. These classes are especiallywell suited to introducing new ingredients, understanding the goal of cooking and developinga background intuition about combining flavors. They can also be useful to experiment withcooking techniques and food chemistry, such as in pancakes or biscuits.Not all cooking classes will be learner driven cooking classes. The ability to follow a recipeprecisely is useful for all cooks, especially if one is interested in cooking a specific cultural dishor practicing reading comprehension. No matter what the recipe, learners should always be incontrol of the final flavor by adding salt and other seasonings to taste.Benefits of Learner Driven Classes• Students are actively engaged in the class.• Change the role of the learner from passive to active creator.• Makes the learner responsible for the final result.• Changes cooking from a results oriented activity to a process oriented activity.• Encourages critical thinking and evaluation.• The instructor does not have to be a chef or expert cook.Slow Food Denver • Learner Driven Cooking page 5
  6. 6. Set Up• Procure the use of a sink for washing dishes.• The cooking area should be separate from the food preparation area and from the children, near an electrical outlet in the cafeteria• All surfaces must be cleaned with a disinfecting solution• Try to have students in groups no larger than 8, with one adult per group• Produce should be prewashed and placed in bowls• Have a bowl or tray for scraps to put in the compost at the end of class• Wait until AFTER you have talked about knife safety to pass out any knives• Each student who will be cutting should have their own cutting boardClass Introduction1. Make sure students wash their hands before sitting down2. Every class should start with a safety refresher and kitchen rules3. Show the students where to put their scraps4. Briefly explain what you are going to make. Then explain only the first step in detail.5. Before transitioning to a new task, make sure all students are quiet and paying attentionIngredients for a successful cooking class:1. Hands-on activities as much as possible.2. Every child should have something do to, which means…3. Recipes should be simple to cook, but labor intensive4. Focus on one primary learning goal, with a few sub-goals that are less important5. De-emphasize reading instructions and measuring, unless that is your primary goal6. For picky eaters, encourage “tasting” or “experimenting” as opposed to “eating.” Do moretaste classes.7. Give the students an opportunity to be in control of the final flavor.8. Give the students opportunities to choose 6 Slow Food Denver • Student Driven Cooking
  7. 7. Food SafetyWe recommend that you do not cut raw meat or seafood products in order to minimize foodsafety concerns.Wash surfaces:• Before the cooking class, make students wash their hands with soap and water for at least 20 seconds.• Wipe down all counter and table surfaces with a disinfectant.Safe Temperatures to prevent germ growth:• Do not let food sit at room temperature for more than 1 hour before class.• Do not bring cooked food to the class. Cook all ingredients during or just before the cooking class.• Do not bring leftovers home.If you would like to add meat to your dishes, you can try the following:• Used slices of ham, chicken or turkey cut into cubes for flavor in stir fries, wraps and soups.• Use a small amount of sausage for flavor in soups or stews. If you would like to use boneless chicken breast or pork, poach it gently while the students are chopping the rest of the ingredients. Let it cool, and then have the students cut the fully cooked meat.Slow Food Denver • Learner Driven Cooking page 7
  8. 8. Knife Safety1. Always use a cutting board both to protect your knife and your counter top. Place a wet paper towel under chopping boards to prevent them slipping.2. If you are using a paring or chef’s knife, make sure it is sharp. A sharp knife is safer than a dull one because it requires less pressure in cutting. If sharp, the knife will not slip as easily, and your hand will not tire as quickly.3. Use a sawing motion, not a pushing motion to slice. The children will not have to press as hard, will have more control, and have more even pieces.3. Use the correct size and type of knife for the job and the age of the child: • K-1st grade—Lettuce knive or butter knife • 2nd-3rd grade—Small paring knife. Small chef’s knife for chopping only. • 4th-5th—Paring knife and small chefs knife. • 6th and above—Any knife with close supervision. Remember that it is difficult to cut large, hard items with a paring knife (sweet potatoes, large onions, squash), so when working with small children it might be best to have an adult cut these into quarters at first.4. In some cases, a large knife is actually easier and safer than a paring knife, such as when chopping or minicing.6. Make sure knives placed on flat surfaces are never covered with towels, napkins or other materials. After handling a knife, place it in a cleared area with the blade away from your body and away from the cutting area. Never place a knife in a sink of soapy water, for you cannot see it and may cut yourself when reaching into the water.7. Do not grab blindly for a knife; reach deliberately for the handle. When handing a knife to another person, point the handle towards him or her. Do not carry the knife pointing upwards or waving it in the air. Carry it with the blade facing towards the ground.8. If the knife falls on the ground, do not try and catch it! Pick it up after it is on the floor.Types of Knives:• Paring knife-—small knife used for slicing small ingredients.• Chef’s knife—best knife for chopping, also good for slicing.• Slicing knife—serrated knife useful for tomatoes, rubbery foods like eggplant or large fruit.• Lettuce knife—plastic knife with serrated edge that looks like a chefs knife.• Scissors—useful for cutting herbs or green 8 Slow Food Denver • Student Driven Cooking
  9. 9. Cucumber Tasting GK-5 ❸ ❂❦Objective Learners will be able to describe how cucumbers grow, how to harvest them, what they taste like and list some distinctions between varieties.Background If possible, choose a wide variety of cucumbers so the learners can experience types they may have never seen. Many varieties are not available in stores, so use cucumbers from your garden or a local farmers’ market. Suggested varieties are: Japanese, Armenian English, lemon, pickling, garden and white. For more details, see the Cucumber worksheet.Materials For each station: • Variety of cucumbers • Plate for each student • Bowl or platter for each variety of cucumber • Sheet of paper for each variety • Marker • Tasting Worksheet for each student (pg. 38) • Cucumber Worksheet for each student, printed double sided (pg. 14-15) • Pencils • Colored pencilsPreparation Young learners or short on time—Cut vegetables prior to the tasting. Place each variety in a labeled plastic bag. Make sure to save one whole cucumber of each kind to show them. Older learners or more time available —Have them prepare vegetables into appropriate shapes. • Prepare enough stations so that there are 6-8 learners in each group. • Make sure each table has one container of each type of cucumber. Label each sample. • Make sure everyone has washed his/her hands. • Pass out plates and copies of the Tasting Worksheet (page 38).Slow Food Denver • Learner Driven Cooking page 9
  10. 10. 1. Have the learners write in the name of the variety they areActivity tasting. 2. After they taste a sample, have them indicate their response on the Tasting Worksheet. 3. For each type of sample, ask these four questions: • How “cucumber-y” does it taste? Strong or weak? • Is the cucumber crispy or soft? • Is the skin thin or thick? • Do the seeds have flavor? How would you describe their texture?Discussion Gather back together into one group. Discuss the results of the taste test. There are several possibilities for discussion: • Make a chart of the varieties tasted. Have the everyone vote on which variety is the most crispy, the strongest cucumber flavor and the thinnest skin. • Brainstorm a list of all of the words you can use to describe cucumbers. • Brainstorm a list of all of the ways you can eat cucumbers. • Why would a cucumber have thick or thin skin? What help will it give the fruit while it is growing? • Read and share Cucumber Soup by Vickie Lee Krudwig. See the Recommended Children’s Books on page 10 Slow Food Denver • Student Driven Cooking
  11. 11. Tasting WorksheetName of food you are tasting__________________________________________________________ Type ____________________________ Type ____________________________ Yuck! Not good OK Like Yum! Yuck! Not good OK Like Yum! ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Type ____________________________ Type ____________________________ Yuck! Not good OK Like Yum! Yuck! Not good OK Like Yum! ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Type ____________________________ Type ____________________________ Yuck! Not good OK Like Yuck! Not good OK Like Yum! Yum! ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________
  12. 12. Progressive Tasting G1-5 ❸ ✿❂❦Objective Learners will be able to manipulate the taste of a basic ingredient, describe their preferences and the role of flavor in their preferences.Background A central skill in learning how to cook and enjoy healthy foods is to know how to manipulate the flavor of any dish. Learners will add flavors to any of the previous lessons (cucumbers, salad greens, tomatoes, melons, apples or pears) in order to discover how different tastes go together, balance each other, and work together. They will also learn how to change a food they may not like into one they may prefer.Materials For each station: • Wedge of lime or lemon for each student • Small bowl with 2 tablespoons salt • Small bowl with 2 tablespoons sugar • Plate per student • Large bowl with sample sizes of produce • Journals • Pencils • Prepare enough stations so that there are 6-8 students in eachPreparation group. Give each person a plate. • Each table should have wedges of lemons or limes, a bowl of salt, a bowl of sugar and the bowl of produce samples. • Make sure everyone has washed his/her hands. 1. Plain: Give each learner one sample. Have them taste it, describeActivity the flavor and record it in their journal. 1. Acid: Give each learner another sample as well as a lemon or lime wedge. Ask them to squeeze a few drops on the food. Have them taste it and see if they like it more or less. How does the flavor change? Record the results in a journal. 2. Salt: Repeat the process with the salt. 3. Sweet: Repeat the process with the sugar. 4. Combination: Now have them add a combination of the three ingredients. They should add a little of each until it reaches a flavor combination that they like. They should record the results of their inquiry in their 12 Slow Food Denver • Student Driven Cooking
  13. 13. Developing Food PreferencesIntroductionAfter experiencing the differences between individual flavors, learners progress to combiningflavors and ingredients in order to produce a dish. This is one of the most basic cooking skills.In this series, learners practice blending flavors by making simple, no heat dishes allowingthem to have control over their food.Food preferences exercises demonstrate the purpose of an ingredient in a recipe, anotherimportant skill for budding cooks. Learners will start to understand the purpose of aspecific ingredient and what it brings to the whole dish. This is hard for beginning cooks tounderstand. For example, instead of thinking of a tomato as just a tomato, an experienced cookwould consider it to be a red, juicy ingredient with both sweet and tart attributes.Food preference exercises are usually everyone’s favorites. Learners work together in groupsto produce new dishes without recipes. They enjoy the friendly competition between groupsand love sharing their creations with their teachers and their friends.Tips for cooking without recipes:• Limit the size of the container for the experiments to ensure that learners will not make too much of the dish you are making.• Make sure that you have the learners’ full attention while you are giving them instructions. They need to understand to goals of the lesson before they begin.• Allow everyone to decide how to combine ingredients.• Encourage collaboration and talking as long as it is focused.• The results are better if the learners can describe their reasons for incorporating each ingredient. It is important for them to consider what it contributes to the dish.• Don’t focus on what flavor is too strong in the dish. Instead, try to figure out what is missing. Help them correct flavoring mistakes by asking questions like: What stands out in this dish? Which flavors are missing?• Use the Socratic method when teaching these classes. Pose provocative questions as opposed to intervening actively in the decision making process.Slow Food Denver • Learner Driven Cooking page 13
  14. 14. Create a Salad Dressing G1-5 ❹ ✿❂❦Objective Learners will be able to make a simple vinaigrette dressing for a green salad, balancing sweet, salty, sour and bitter flavors.Background Salad dressings are a great way to learn how to balance flavors. Green salads include four of the five basic flavors: sweet, sour, salty and bitter. The main flavors in dressings are salty and sour. Sweetness, which can come in the form of sugars calm the sour and salty. Fats have the same effect as sugars. Cooks can lower fats by using sour ingredients that are more complex and mild, for example orange and rice wine vinegar instead of distilled white vinegar. In contrast, low fat commercial salad dressings include lots of sugar in order to calm the flavor of the inexpensive harsh vinegars. Greens provide bitterness in a salad. Most people do not prefer bitter flavors, even though they are associated with healthy foods like kale and spinach. Learners will enjoy these healthy foods after they learn to make a dressing they like. To make salad dressing, everyone will select core ingredients from each of the four taste categories, following the dressing equation. They will adjust their recipe to match their flavor and preferences. Use the dressings with a variety of salad green types. See the Salad Green Tasting (page 17) for suggestions. At the end, have everyone compare dressings to see which each person prefers.Materials For each station: • Cup or 1/2 pint jar to mix the dressing • 4 chopping boards • 4 paring knives • Tasting spoons • Fork to stir dressing • Salad plates for each learner • Fork for each learner • 1 large bowl of salad greens • Selection of items from the Dressing List, page 44 Young learners or short on time—Prepare additional ingredientspage 14 Slow Food Denver • Student Driven Cooking
  15. 15. Preparation ahead of time and divide into the number of groups. Older learners or more time available —Have them prepare additional ingredients at each table. • Wash, cut and spin dry the salad greens. • Divide the greens into bowls so that each group has one bowl. • Make sure everyone has washed his/her hands. • Divide the class into groups of no more than 8 learners. • This activity works best if the dressings between groups taste differently. Give each group a unique set of ingredients. *Note: the most sanitary way for learners to try the dressing is to use a master spoon. The master spoon stays with the dressing, and is used to pour a sample into each student’s tasting spoon. Each student should have his/her own tasting spoon that they use throughout the exercise. Bring all of the bowls of salad to the front of the class. Have theEating and learners line up with their plates. Let them try salad from eachEvaluation group. Ask the following questions: • What are the strengths are weaknesses of each salad? • Which flavors do you like the best? • How do you think each should be improved? • What surprised you about making your salad dressing?From the Notice that each learner has different preferences. Discuss theGarden variations in preferences, and how taste differs from person to person. If time allows, harvest a wide selection of salad greens, as well as fresh leafy herbs like mint, basil, cilantro, dill, and chives. You can also add fresh garlic, onions and/or shallots.Slow Food Denver • Learner Driven Cooking page 15
  16. 16. Create a Salad DressingUse the following equation and table to create your own salad dressing. Make sure you have at least oneingredient from each column to create your dressing. Salad Dressing = Sour + Salty + Sweet (just a little) + FatSour Salty Sweet FatRice vinegar Salt Raisins Olive oilCider vinegar Olives Sugar Canola oilBalsamic vinegar Capers Honey MayonnaiseLemon Cheese (hard) Pears, apples AvocadoLime Soy sauce Berries ButtermilkButtermilk Anchovies Orange Sour creamYogurt Fennel Nuts (ask aboutTamarind Tomatoes (sweet/sour) allergies)MustardMethod 1. Cut up any fruit or vegetables into small pieces (1/4”). 2. Start by adding the sour ingredients to the dressing container. 3. Then, slowly (1/4 teaspoon at a time) add salt until it tastes more than just sour. 4. Next add sweet ingredients until the salad dressing flavor is toned down and less intense. 5. Last, add the fat until your dressing is thicker, helping it to stick to the salad greens. Taste it one last time and adjust the seasonings if necessary. 6. Toss the salad greens with just enough salad dressing to coat the 16 Slow Food Denver • Student Driven Cooking
  17. 17. Create a Salsa Salsa = Salty + Sour + Sweet + Bitter/PungentUse the Salsa equation and chart to create a delicious fresh salsa. Choose a variety of ingredients fromeach category. If you like, you can structure the activity as a friendly competition between groups. Afterthe salsas are made, use tortilla chips to sample them.Salty Sour Sweet Bitter/PungentSalt Rice vinegar Coconut Dried chilies or chiliSalted pumpkin seeds Cider vinegar Mango powderSalted sunflower Lemon Tomato Fresh spicy chile seeds Lime Orange CilantroOlives Tamarind Papaya Garlic Tomatillo Pineapple Ginger Red/yellow pepper Cactus leaves-nopales Onion MintMethod 1. Cut all fruits, vegetables and flavorings into small pieces that will fit on a tortilla chip. 2. Mix together ingredients from the sweet, sour salty and bitter/ pungent flavor list to make a salsa. If the salsa tastes flat, it likely needs a more salt. Remember to add the salt a small amount (about 1/4 teaspoon) at a time. 3. Taste the salsa with tortilla chips.Slow Food Denver • Learner Driven Cooking page 17
  18. 18. Create a Pasta with Pesto Pesto = Flavorings + Salty + Herbs + FatsFlavorings Salty Herbs FatsGarlic Salt Basil Olive oilShallots Anchovies Parsley Walnut oil*Ginger Capers Rosemary (go easy) Pine nuts*Lemon juice and peel Olives Thyme Sesame oilSundried tomatoes Hard cheese Oregano Pumpkin seeds (Manchego, Sorrel Pistachios* Parmesan, Asiago, or Sage Almonds* Peccorino) Cilantro Walnuts* Pasta = Pasta + Pesto + VegetablesPasta Pesto Vegetables, raw Vegetables, cookedCorkscrew Use pesto made in Tomato BroccoliBowties class Onion BeansPenne Sweet pepper CauliflowerCouscous (does not Celery Peasneed heat, soak in Fennel Fava beanswarm water) Carrot CucumberMethod 1. Select the ingredients to create your pesto. 2. First, put the garlic and 1/2 teaspoon salt in the mortar and pestle, as well as any nuts. Pound the ingredients up and down with the pestle until you have a thick paste. 3. Gradually add herbs and until you have a thick, smooth paste. 4. Stir in olive oil until the pesto becomes more like a thick sauce. 5. Chop up the vegetables and other ingredients. 6. While you are making the pesto, you boil noodles, drain and rinse them. If you want to cook any of the vegetables, add them to the boiling water one minute before draining the noodles. 7. Mix together the pesto, pasta, and chopped vegetables. Adjust salt to taste. *Nuts are a common and serious allergen. Make sure no learners in your class have nut allergies before you include these 18 Slow Food Denver • Student Driven Cooking