1 this training is conducted by the national food service management institute the university of...

1

This training is conducted by the

National Food Service Management InstituteThe University of Mississippi

www.nfsmi.org800-321-3054

2

Healthy Cuisine for Kids Seminar

Improving Culinary Skills in Child Nutrition Programs

3

“High quality, flavor, and attractiveness should be the keynotes of the child nutrition program food policy.”

Mary de Garmo Bryan, in the 1936 textbook, The School Cafeteria

4

Welcome

• Introductions – Who are you?– Where are you from?– Why are you here?

• Write your name on a post-it note.

5

Purpose of the Healthy Cuisine for Kids Seminar

• Prepare and serve nutritious, high-quality meals that appeal to the customer.

• Promote healthy eating behaviors.

6

Seminar Objectives

1. Discuss how school meals support the recommendations of the Dietary Guidelines for Americans and follow federal guidance in preparing and serving nutritious, high-quality meals that appeal to the (student) customers.

2. Identify quality standards for fruits and vegetables, meats, whole- grain breads, meat alternates, and whole grains prepared in child nutrition programs.

7

Seminar Objectives, continued

3. Demonstrate an understanding of the nutrition principles related to preparing fruits and vegetables, meats, whole-grain breads, meat alternates, and whole grains.

4. Demonstrate basic culinary skills required to prepare and serve nutritious, high-quality meals that appeal to the (student) customers.

8

Expectations of HCK Seminar Participants• Participate in HCK.• Perform the assigned tasks. • Practice the content presented. • Participate effectively as a team member to

– organize for each assignment in the laboratory.– prepare and evaluate the assigned food products. – prepare products to appear on the serving line,

using garnishes and considering food placement.– present the products for tasting and evaluation.

9

Healthy Cuisine for Kids Seminar Lessons

Lesson (1/2 day each) Schedule

Culinary Basics Day 1

Fruits and Vegetables Day 1

Meats Day 2

Whole-Grain Breads Day 2

Meat Alternates Day 3

Whole Grains Day 3

10

The Three-Part Plan for Each Lesson1. Classroom – a discussion of the nutrition

contribution and requirement of the meal component to healthy meals

2. Culinary Demonstration – a demonstration of culinary practices that will be used in the culinary laboratory

3. Culinary Laboratory – a hands-on experience of working as a team to prepare, present, and evaluate food items

11

Materials

• Pre-seminar manual• Participant manual• Basics at a Glance poster• Culinary manual

12

Culinary BasicsLesson One

Healthy Cuisine for Kids

13

Culinary BasicsBuilding a Nutrition Foundation

• Healthy school nutrition environment• Dietary Guidelines for Americans• Recommended Dietary Allowances• Dietary Guidance • School nutrition program standards and guidelines• Fats, Carbohydrates, and Proteins• Vitamins and Minerals

14

Culinary BasicsFoundation in Culinary Techniques

• Function of fat, sugar, and salt in healthy cooking

• Standardized recipes• Accurate weighing and measuring • Mise en place

15

Culinary Basics, continued

• Basic preparation • Healthy cooking methods • Flavoring and seasoning• Presentation and garnishing• Evaluating food products

16

Objectives: Culinary Basics1. Briefly describe how healthy cooking techniques help

to create a healthy school nutrition environment.2. State the child nutrition program standards for

recommended levels of fat and sodium.

3. List the names of key nutrients required in school lunch menus at a specific level.

4. Briefly state how the dietary guidance materials are useful tools in planning and preparing school meals.- Dietary Guidelines for Americans- Recommended Dietary Allowances

17

Objectives: Culinary Basics, continued5. Explain the importance of using standardized recipes

and following correct procedures when preparing school meals.

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.

18

Nutrition Focus

19

A Healthy School Nutrition Environment

Gives Student Customers• Clear and consistent messages that reinforce

healthy eating and physical activity habits,• Opportunities to learn to make healthy

choices, and• Opportunities to practice healthy habits.

20

A Healthy School Nutrition Environment

• Nutrition is related to well-being.• Healthy eating habits need to start early.• Unhealthy eating habits lead to health

problems.• Some children are undernourished.• Some children have problems with over-

nutrition.• Expenses associated with nutritional problems

are over $71 billion a year.

21

Six Steps to Healthy Cooking Food must be …

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

22

Dietary Guidelines for Americans

The national nutrition policy is reviewed and updated every five years.

23

It’s the Law!

The Richard B. Russell National School Lunch Act as amended in 1994 states:

“Schools participating in the school lunch or school breakfast programs shall serve lunches and breakfasts under the program that are consistent with the Guidelines.”

24

Key MessagesDietary Guidelines for Americans

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 lowfat milk and milk products.

25

Key Messages Dietary Guidelines for Americans,

continued

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.

26

Dietary Guidelines for Child Nutrition Programs

• Offer a variety of foods within each of the food groups.

• Serve meals that help maintain a healthy body weight.

• Promote the need for physical activity every day.• Serve plenty of vegetables, fruits, and whole-grain

products.• Serve a variety of nonfat and lowfat milk and milk

products.

27

Dietary Guidelines for Child Nutrition Programs, 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.

28

The Food Groups Provide Important Nutrients Food Group Nutrients Provided

Fruits

Vegetables

Grains

Milk, Yogurt, and Cheese

Meat, Poultry, Fish, Dry Beans, Eggs, and Nuts

29

The Food Groups Provide Important Nutrients Food Group Nutrients Provided

Fruits carbohydrates, fiber, potassium, folate, vitamin A, andvitamin C

Vegetables

Grains

Milk, Yogurt, and Cheese

Meat, Poultry, Fish, Dry Beans, Eggs, and Nuts

30

The Food Groups Provide Important Nutrients Food Group Nutrients Provided

Fruits

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

Grains

Milk, Yogurt, and Cheese

Meat, Poultry, Fish, Dry Beans, Eggs, and Nuts

31

The Food Groups Provide Important Nutrients Food Group Nutrients Provided

Fruits

Vegetables

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

Milk, Yogurt, and Cheese

Meat, Poultry, Fish, Dry Beans, Eggs, and Nuts

32

The Food Groups Provide Important Nutrients Food Group Nutrients Provided

Fruits

Vegetables

Grains

Milk, Yogurt, and Cheese

protein, calcium, phosphorus, vitamin A, and vitamin B12 Note: Foods in this group contain fat, trans fat, saturated fat, and cholesterol.

Meat, Poultry, Fish, Dry Beans, Eggs, and Nuts

33

The Food Groups Provide Important Nutrients Food Group Nutrients Provided

Fruits

Vegetables

Grains

Milk, Yogurt, and Cheese

Meat, Poultry, Fish, Dry Beans, Eggs, and Nuts

protein, iron, phosphorus, potassium, magnesium, and vitamin E Note: Meat, poultry, fish, and eggs may contain saturated fat, trans fat, and cholesterol.

34

Calories

• What is a calorie?• Why do calories count?• Where do calories come from?

– Fat– Protein– Carbohydrates– Alcohol

35

Sight Customers eat with their eyes first. The food must look good to be acceptable.

Smell Good food has a pleasing aroma.

Touch How it feels in the mouth.

Taste Food flavors should appeal to students’ taste.

Sound The crunch of celery or a fresh apple helps to whet the appetite.

Getting Customer Acceptance

36

Ideas for Getting Customer Acceptance

• Introduce new foods– gradually along with old favorites for greater

acceptance.– by offering a small taste with the meal.

• Provide a high-quality, nutritious product.• Observe, ask, and listen to customers.• Create a dining experience. • Understand and respect differences among

students.

37

Standardized RecipesA 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 when the• exact procedures are used,• with the same type of equipment, and • the same quantity and quality of ingredients.

Source: A Menu Planner for Healthy School Meals (1998). USDA.

38

Why Use A Standardized Recipe?

• Quality Control• Portion Control• No Substitutions• Cost Control• Time Savings• Inventory Control• Consistent Results

39

Parts of a Standardized Recipe

• Recipe Title• Recipe Category• Ingredients• Weight/Volume of Each Ingredient• Variations• Critical Control Points

40

Parts of a Standardized Recipe, continued

• Preparation Instructions• Cooking Temperatures and Times• Serving Size• Recipe Yield• Equipment and Utensils to be Used• Marketing Guide for Selected Ingredients• Nutrients per Serving

41

Steps in Using a Recipe1. Study the recipe carefully.2. Understand terms and definitions.3. Ask questions to clarify information.4. Check the yield, temperature, and cooking

time.5. Assemble in order of use – tools, utensils,

and equipment.

42

Steps in Using a Recipe, continued

6. Assemble ingredients.7. Do pre-preparation – 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.

43

Measuring Tools

• Measuring Spoons• Liquid Measuring Containers• Dry Measuring Containers• Scales

44

Measuring Spoons• Used for measuring small

quantities• Available in a variety of

styles• 1/4 teaspoon• 1/3 teaspoon• 1/2 teaspoon• 1 teaspoon• 1 Tablespoon

45

Ounce to Gallon Conversion

Fluid ouncesCup 8 ouncesPint 16 ounces 2 cupsQuart 32 ounces 4 cups 2 poundsGallon 128 ounces 4 quarts 8 pounds

46

Common Conversions

• 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

47

Common Conversions, continued

• 8 Tablespoons = 1/2 cup• 10 2/3 Tablespoons = 2/3 cup• 12 Tablespoons = 3/4 cup• 16 Tablespoons = 1 cup

48

Common Conversions, continued

• 8 fluid ounces = 1 cup• 2 cups = 1 pint• 4 cups = 1 quart• 4 quarts = 1 gallon

49

Liquid Measuring Containers

50

Liquid Measuring Containers, continued

• Available in metal and plastic

• Plastic containers have graduations on both sides; more accurate for liquid measuring

• Available in a variety of sizes

51

Dry Measuring Containers

• Usually metal for durability

• Flat top edge for leveling contents

52

Weighing Tools

• Balance Scales• Spring Scales• Electronic Scales

53

Balance Scales

• Balances product weight against lead weights

• Requires several sizes of lead weights for co-balance

Edlund Company™

54

Spring Scales

• Come in a variety of sizes

• Dial may be fixed or adjustable

• Pointer should be set to zero before using

Edlund Company™

55

Electronic Scales

• Digital read out • Units of measure

changed easily by flipping switch

• Should be reset after each measurement

AJ Antunes & Company™

56

Portion Control Tools

• Scoops/Dishers/Dippers• Spoodles• Ladles• Spoons

57

Scoops/Dishers/Dippers

• Often are color-coded• Range in size from 6 to 100• Size = number of level

scoops per quart• Size on blade or handle

58

Spoodles

• Combination spoon and ladle

• Available in sizes from 2 ounces to 8 ounces

• May be solid or perforated

59

Ladles

• Available in sizes from 2 ounces to 8 ounces

• Good for soups, sauces, creamed foods, or other similar foods

60

Serving Spoons

• Least accurate portion tool

• Good for serving pre-portioned items

• May be solid, slotted, or perforated

• Are not identified by a number

61

Basic Kitchen Skills

• Desirable work habits• Ability to organize the work to be done - Mise

en place• Correct use of standardized recipes, weights,

and measures• Proper use of equipment• Strict adherence to rules of food safety and

sanitation

62

Commodities

• Fresh fruits – apples, oranges, pears• Frozen fruits – apples• Dry fruits – cherries, raisins• Fresh vegetables – sweet potatoes, potatoes• Frozen vegetables – beans, carrots, peas• Beans – black, garbanzo, great northern, pinto

63

Commodities, continued

• Cheese – reduced-fat cheddar• Grains – oats, whole-wheat flour, corn grits,

brown rice, whole-grain pasta• Meats – tuna, pork leg roast, ground beef• Other – Sunflower butter

64

National Food Service Management Institute The University of Mississippi

• Mission: To provide information and services that promote the continuous improvement of child nutrition programs

• Vision: To be the leader in providing education, research, and resources to promote excellence in child nutrition programs