cooking with kids: student driven - presentation

Slow Food Denver • Learner Driven Cooking page 1

Slow Food DenverSeed-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 Denver

Slow Food Denver • Student Driven Cooking

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 movement with thousands of members around the world that links the pleasure of food with a commitment to community and the environment. Slow Food Denver is a chapter of Slow Food USA, which is a member of a worldwide food movement, Slow Food International

Slow Food seeks to create a dramatic and lasting change in the food system. We reconnect Americans with the people, traditions, plants, animals, fertile soils and waters that produce our food. We seek to inspire a transformation in food policy, production practices and market forces 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 education classes in schools across the metro area. We empower learners to become enthusiastic supporters 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 markets

For 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.com

Gigia Kolouch, Program Director [email protected]

Andrew [email protected]


Types of Garden-based Activities

Sensory EducationGoal: Students learn to discern different flavors and textures in food and assert their preferences. 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 Grow

Using Kitchen ToolsGoal: Understand the process of raw to cooked in refined foods and the roll of technology and cooking 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 sauce

Plant Botany—Parts of a PlantGoal: Integrate knowledge of plant botany with eating parts of a plant. Ideally they should be paired with botany lessons about parts of a plant.• Roots, Stems, Leaves, Flowers, Seeds and Fruit• How to Cook and Eat the Parts of a Plant

Cultural ClassesGoal: Broaden students’ taste preferences and learn to appreciate different cultures’ customs and food.• Recipes, games and maps from twelve countries around the world.


Tips for Lesson PlanningAll activities have a simple guide at the top of the page to help with lesson planning. The information 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:Gardening refers to an activity that has a gardening purpose.

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 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 simple equipment but no heat.

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, heat, and is appropriate for ages 10 and up.

Season: Spring Summer Fall Winter

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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. The instructor sets up the environment for the learner to be successful. These classes are especially well suited to introducing new ingredients, understanding the goal of cooking and developing a background intuition about combining flavors. They can also be useful to experiment with cooking 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 recipe precisely is useful for all cooks, especially if one is interested in cooking a specific cultural dish or practicing reading comprehension. No matter what the recipe, learners should always be in control 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.


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 board

Class 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 attention

Ingredients 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 more taste classes.7. Give the students an opportunity to be in control of the final flavor.8. Give the students opportunities to choose ingredients.


Food Safety

We recommend that you do not cut raw meat or seafood products in order to minimize food safety 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.


Knife Safety

1. 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 onions.


Learners will be able to describe how cucumbers grow, how to harvest them, what they taste like and list some distinctions between varieties.

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.

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 pencils

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).

Cucumber Tasting

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Materials

Objective

Background

Preparation


1. Have the learners write in the name of the variety they are 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?

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 54.

Activity

Discussion

Tasting WorksheetName of food you are tasting _________________________________________________________

Type ____________________________

Yuck! Not good OK Like Yum! __________________________________________________________________________________________________________________________________________________________________________________________________________________

Type ____________________________


Type ____________________________


Type ____________________________


Type ____________________________

Yuck! Not good OK Like

Yum! _______________________________________________________________________________________________________________________________________________________________________________

Type ____________________________



Learners will be able to manipulate the taste of a basic ingredient, describe their preferences and the role of flavor in their preferences.

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.

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 each 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, describe 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 journals.

Progressive Tasting

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Background

Materials

Preparation

Objective

Activity


Developing Food PreferencesIntroductionAfter experiencing the differences between individual flavors, learners progress to combining flavors 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 allowing them to have control over their food.

Food preferences exercises demonstrate the purpose of an ingredient in a recipe, another important skill for budding cooks. Learners will start to understand the purpose of a specific ingredient and what it brings to the whole dish. This is hard for beginning cooks to understand. For example, instead of thinking of a tomato as just a tomato, an experienced cook would 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 groups to produce new dishes without recipes. They enjoy the friendly competition between groups and 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.


Learners will be able to make a simple vinaigrette dressing for a green salad, balancing sweet, salty, sour and bitter flavors.

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.

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 ingredients

Create a Salad Dressing

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Objective

Materials

Background


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 the learners line up with their plates. Let them try salad from each 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?

Notice that each learner has different preferences. Discuss the 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.

Eating and Evaluation

From the Garden


SaltySaltOlivesCapersCheese (hard)Soy sauceAnchovies

SweetRaisinsSugarHoneyPears, applesBerriesOrangeFennelTomatoes (sweet/sour)

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 leaves.

Salad Dressing = Sour + Salty + Sweet (just a little) + Fat

SourRice vinegarCider vinegarBalsamic vinegarLemonLimeButtermilk YogurtTamarindMustard

FatOlive oilCanola oilMayonnaiseAvocadoButtermilkSour creamNuts (ask about allergies)

Create a Salad Dressing

Method

Use the following equation and table to create your own salad dressing. Make sure you have at least one ingredient from each column to create your dressing.


SaltySaltSalted pumpkin seedsSalted sunflower seedsOlives

SourRice vinegarCider vinegarLemonLimeTamarindTomatillo

SweetCoconutMangoTomatoOrangePapayaPineappleRed/yellow pepperOnionMint

Bitter/PungentDried chilies or chili powderFresh spicy chileCilantroGarlicGingerCactus leaves-nopales

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.

Create a Salsa

Method

Salsa = Salty + Sour + Sweet + Bitter/Pungent

Use the Salsa equation and chart to create a delicious fresh salsa. Choose a variety of ingredients from each category. If you like, you can structure the activity as a friendly competition between groups. After the salsas are made, use tortilla chips to sample them.


FlavoringsGarlicShallotsGingerLemon juice and peelSundried tomatoes

SaltySaltAnchoviesCapersOlivesHard cheese (Manchego, Parmesan, Asiago, or Peccorino)

HerbsBasilParsleyRosemary (go easy)ThymeOreganoSorrelSageCilantro

FatsOlive oilWalnut oil*Pine nuts*Sesame oilPumpkin seedsPistachios*Almonds*Walnuts*

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 ingredients.

Create a Pasta with Pesto

Method

Pesto = Flavorings + Salty + Herbs + Fats

Pasta = Pasta + Pesto + Vegetables

PastaCorkscrewBowtiesPenneCouscous (does not need heat, soak in warm water)

PestoUse pesto made in class

Vegetables, rawTomatoOnionSweet pepperCeleryFennelCarrotCucumber

Vegetables, cookedBroccoliBeansCauliflowerPeasFava beans

cooking with kids: student driven - presentation

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