• Large pot
• Cutting board
• 2 tablespoons olive oil
• 1 onion, diced
• 2 cloves garlic, minced
• 1 tablespoon dried oregano
• 1 tablespoon chili powder
• 6 cups vegetable broth
• 1 (15 ounce) can white hominy
• 1 15 ounce can pinto beans
• ½ of 15 ounce can diced tomatoes
• ¼ cup cilantro for garnish, chopped
• Juice of 2 limes
• 2 limes cut into wedges, for garnish
• 5 white radish, sliced thin, for
• Salt to taste
Pozole de Frijol
Prep & Cook Time: 20 min
Serving Size: 6
Bon Appetit!- Buen Provecho!
1. Together: Prep all ingredients (measure and cut)
2. Big Chef: Add oil to a large soup pot.
3. Little Chef: Add onion and garlic, and chili powder
4. Big Chef: Saute 2 minutes over medium heat.
5. Little Chef: Add the tomatoes, 2 teaspoons of salt, the oregano, and
6 cups of vegetable broth
6. Big Chef: Bring to a simmer
7. Little Chef: Add the pinto beans and hominy
8. Big Chef: Bring back to a simmer. Allow to simmer for 10 minutes.
9. Little Chef: Add lime juice, stir, then add salt and more lime juice or
salt to taste.
10. Little Chef: Put soup in bowls. Garnish with cilantro, lime wedge,
Hominy- this food is produced
from dried corn kernels that have
been specially treated. Evidence
of hominy in Mexico has been
found as early as 1500 BC!
Pozole is often served in
Mexico to celebrate
birthdays, Christmas, and
Continent: North America
Population: 128 million
Capital: Mexico City
Official Language: Spanish
Math: Word problem addition within 20 (CC:
Intro: We had many ingredients in our recipe.
Now we’re going to practice our addition
Review ingredients: Who remembers what
kinds of ingredients we used? Make a list
• Draw pictures to represent addition
problems. Have students help you
draw. For instance: We used 2 cans of
chicken broth, 1 can of hominy, and 1
can of peppers. How many cans did
we use in all?
Today we made a recipe from Mexico. Is
anyone here from Mexico or have family from
Mexico? Do you have friends from other
countries? What is diversity? (CA SS 1.5.1)
Intro: Diversity means there are lots of
different kinds of things.
Activity: Talk about what diversity means
using the questions above. Where might you
find diversity? Ask for examples of different
types of jobs, languages, traditions. Prompt
students to draw what diversity means to
Science: How are young plants different
from their parents? (NGSS:1-LS3-1)
Intro: Young plants and animals look
different from their parents. How do
they look different?
Activity: First let students brainstorm
ideas. Then, provide a picture of a
young plant and an older plant. Pictures
of cilantro are on the following slide.
• What other plants do you know?
• What do baby plants look like?
• What do plants need to survive?
*The following activities are appropriate for 1st
• It might make sense to have some of the vegetables pre-
cut, but make sure there are still vegetables for students to
• Emphasize that hominy comes from corn
Science: How are young plants different from their parents?
• Standard: 1-LS3-1. Make observations to construct an
evidence-based account that young plants and animals
are like, but not exactly like, their parents.
• Do your best to generate conversation between students
and have them come up with their own ideas.
• What’s different? (leaf size, leaf shape) What’s the same?
Math: Addition word problems within 20
• Standard: CC: 1.OA.2: Solve word problems that call for
addition of three whole numbers whose sum is less than or
equal to 20, e.g., by using objects, drawings, and equations
with a symbol for the unknown number to represent the
Global Awareness: Who grows vegetables?
• Standard: 1.5.1: Recognize the ways in which they are all
part of the same community, sharing principles, goals, and
traditions despite their varied ancestry; the forms of diversity
in their school and community; and the benefits and
challenges of a diverse population.
• Diversity: Diversity means that there are lots of different
kinds of things.
Science: How are young plants different from their parents?
Progress: 30 Schools/Users = 1800 Classes = 9000 Students
Number of Schools Growth
Solution: Chef Koochooloo
K-6 education curriculum, aligned with National
Learning Standards, teaching STEAM through
dynamic, gamified technology and healthy
culturally sensitive recipes
Recipient of SBIR Award from the National Science Foundation
Identify the main topic and retell key details of the text.
Ask and answer questions about key details in a text
add visual here
When cooking onions, the chemical reaction of
breaking down larger sugars into single sugar
molecules is what causes sautéed or
caramelized onions to brown and develop a
NGSS PS1.B: Chemical Reactions: Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the
original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants.
CCSS.MATH.CONTENT.1.MD.C.4: Organize, represent, and interpret data with up to three categories; ask and answer questions
about the total number of data points, how many in each category, and how many more or less are in one category than in another.
NGSS.SEP(4): Using Mathematics and Computational Thinking: Describe, measure, and/or compare quantitative attributes of
different objects and display the data using simple graphs
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These represent over 35% of the
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Over 40 states on track to adopt the
NGSS standards including:
District of Columbia (D.C.), Arkansas,
California, Connecticut, Delaware,
Hawaii, Illinois, Iowa, Kansas,
Kentucky, Maryland, Michigan,
Nevada, New Hampshire, New
Mexico, New Jersey, Oregon, Rhode
Island, Texas, Vermont, Washington
Delerai Chloe Tarwe
Chief Chef Officer
Implementation + Culinary
Dr. Gratiana Pol
Shi Ming Germaine Lim
Graphic Design Intern
Dr. Michael Brenner
Professor of Science and Cooking
Dr. Claudia Mazziotti
International Postdoctoral Fellow
bei SRI International
VP of Growth
Co-Founders Crew Advisors
Dr. Ayinde Rudolph
a Cooking &