for parents - home | family and consumer sciences€¦ · i-vi cooking matters for parents •...

I n s t r u c t o r G u i d e

P U B L I S H E D J U N E 2 0 1 4

F O R P A R E N T S

Share Our Strength’s Cooking Matters® is proud to make available this revised version of Cooking Matters for Adults, our cooking-based education program targeted at low-income adults.

We began revising Cooking Matters for Adults in late 2006 with the goals of integrating best practices from local programs, incorporating techniques from adult learning theories and visually updating the curriculum. Through a collaborative 20-month revision process, Share Our Strength re-wrote Cooking Matters for Adults’ six weekly lessons so that they best facilitate lasting improvements to participants’ ability to select and purchase foods wisely and prepare meals that are healthy, delicious and low cost.

We would like to give special thanks to the following colleagues for providing feedback and support:• Dr. Madeline Sigman-Grant, PhD, RD, of the University of Nevada

Cooperation Extension and author of Facilitated Dialogue Basics: A Self-Study Guide for Nutrition Educators

• Dr. Jennifer Anderson, PhD, RD, Professor and Extension Specialist of Colorado State University

Additional contributors with whom we are continually grateful to work, and without whom this final product would not be possible include:• Local Cooking Matters program staff and AmeriCorp members who

braved the pilot courses and provided critical feedback, insights, support and inspiration throughout the process

• Dedicated program volunteers – culinary, nutrition and support volunteers – who shared their experiences, ideas and energies and continue to share their talents with families across the country

We believe that this curriculum provides guidance that facilitates meaningful change in the families that Cooking Matters serves, and we hope you enjoy using it. With sincere gratitude and our shared commitment to ensuring that all people get the nutritious foods they need to learn, grow, and thrive.

Leigh Ann Edwards MPH, RD Janet McLaughlinOperations Director, Cooking Matters Director, Cooking Matters

Acknowledgements

Design by Winking Fish

INSTRUCTOR

©2007–2014 Share Our Strength, www.strength.org Instructor Guide • Cooking Matters for Parents I-i

Table of Contents Instructor Guide

Introduction to Cooking Matters for Parents a program of Share Our Strength’s Cooking Matters® ....... I-v – I-vii

Creating a Learner-Centered Cooking Matters Course ............. I-viii

Customizing Your Cooking Matters Course ................................. I-ix

Cooking Matters Recipe Guidelines .............................................. I-xi

Online Nutrition Resources ......................................................... I-xiii

Cooking Matters for Parents: Sessions at a Glance .................. I-xiv

Lesson One: Set a Healthy Example .............................................. I-1

Lesson Two: Choosing Fruits, Vegetables, and Whole Grains ...... I-7Activity: Fun with Fruits and Veggies .......................................................I-12

Lesson Three: Healthy Starts at Home......................................... I-15Activity: Blubber Burger............................................................................I-21

Lesson Four: The Power of Planning ............................................ I-23Activity: Ready, Set, Plan! .........................................................................I-28

Lesson Five: Shopping Smart ....................................................... I-31Activity: Grocery Store Tour .....................................................................I-34Activity: $10 Challenge .............................................................................I-38Activity: Create a Meal on Sale .................................................................I-39

Lesson Six: Recipe for Success .................................................... I-41Activity: Sugar Overload ...........................................................................I-43Activity: Healthy Drinks Taste Test ..........................................................I-44Activity: Secret Ingredient Cooking Challenge .........................................I-45Activity: Cooking Matters Trivia...............................................................I-47

INSTRUCTOR

I-ii Cooking Matters for Parents • Instructor Guide ©2007–2014 Share Our Strength, www.strength.org

Handouts ............................................................................................ 1

Making Healthy Choices ................................................................... 2Set a Healthy Example ...................................................................................2Servings for Kids ............................................................................................3MyPlate Eating Plan ......................................................................................4Raising a Healthy Eater .................................................................................5MyPlate ..........................................................................................................7Vary Your Fruits and Veggies ..........................................................................8Fun with Fruits and Veggies ...........................................................................9Great Whole Grains .....................................................................................10Reading Food Labels ....................................................................................11Eating Smart When Eating Out ..................................................................12Know Your Fats ............................................................................................13Drink to Your Health ...................................................................................14Family Fitness Fun .......................................................................................15

Kitchen Tips and Tricks ..................................................................... 16Knife Basics ..................................................................................................16Cooking Terms .............................................................................................18Measure Up ..................................................................................................19Making Recipes Work for You .....................................................................20Kids in the Kitchen ......................................................................................21Delicious Dips & Spreads ............................................................................23Veggies Three Ways ......................................................................................24Sub It In .......................................................................................................25Snack Smart .................................................................................................27Cook It Up Quick .......................................................................................29Packaged Food Makeover .............................................................................30Lighten Up ...................................................................................................32Keeping Food Safe .......................................................................................34Seafood Secrets .............................................................................................35Spice It Up ...................................................................................................36Chill Out ......................................................................................................39How to Cut a Whole Chicken .....................................................................40Grab-and-Go Breakfasts ..............................................................................41Storing Fresh Fruits and Vegetables .............................................................42Freezing Fruits and Veggies ..........................................................................45Bean Basics ...................................................................................................47

Smart Planning and Shopping ....................................................... 48Fresh, Frozen, and Canned ...........................................................................48Seasonal Fruits and Vegetables .....................................................................49

INSTRUCTOR

©2007–2014 Share Our Strength, www.strength.org Instructor Guide • Cooking Matters for Parents I-iii

Smart Planning and Shopping (continued)Menu Planning Basics ..................................................................................51The Cooking Matters Pantry ........................................................................53Stocking Your Pantry ....................................................................................54Compare Prices ............................................................................................55Take the $10 Challenge! ...............................................................................57Shopping with Kids ......................................................................................58

Healthy Pregnancy and Early Childhood ....................................... 59Eating Smart from the Start ........................................................................59Make Your Own Baby Food .........................................................................61Feeding through the Stages .........................................................................62Sizing Up Safety ...........................................................................................63Understanding Food Allergies ......................................................................64Benefits of Breastfeeding ..............................................................................65

Weekly Challenges and Key Messages .......................................... 66Week One: Set a Healthy Example ..............................................................66Week Two: Choosing Fruits, Vegetables, and Whole Grains .......................67Week Three: Healthy Starts at Home ...........................................................68Week Four: The Power of Planning ..............................................................69Week Five: Shopping Smart .........................................................................70Week Six: Recipe for Success .......................................................................71

Recipe Frameworks ......................................................................... 73Step-by-Step Pasta Dinner ...........................................................................74Super Salads .................................................................................................76Step-by-Step Stir-Fry ..................................................................................78Make Your Own Muffins .............................................................................80Soups Made Simple ......................................................................................81Casseroles: An Easy, Make-Ahead Meal ......................................................82Make Your Own Trail Mix ...........................................................................83Make Your Own Fruit Smoothies ................................................................84

Recipes ............................................................................................. 85Common Materials Used to Make Cooking Matters Recipes .....................86Yields for Common Ingredients ...................................................................87Beverages, Sides, and Snacks ........................................................................89Breakfast .....................................................................................................111Entrées .......................................................................................................121Desserts ......................................................................................................151

Recipe Index ................................................................................... 157

INTRODUCTION

©2007–2014 Share Our Strength, www.strength.org Instructor Guide • Cooking Matters for Parents I-v

Share Our Strength’s Cooking Matters® empowers low-income families with the skills to stretch their food budgets so their children get healthy meals at home, as part of the No Kid Hungry® campaign to end childhood hunger in America. Cooking Matters serves families across the country through hands-on, six-week cooking courses; interactive grocery store tours; and mobile, online and educational tools. Participants learn to shop smarter, use nutrition information to make healthier choices, and cook delicious, affordable meals. Cooking Matters is nationally sponsored by Walmart. To learn more, visit Cooking Matters.org.

Each of the Cooking Matters curricula uses the Dietary Guidelines for Americans and MyPlate as the foundation for basic nutrition guidelines, then builds upon these ideas, using interactive lessons to teach cooking, food safety, and food resource management.

Evaluation results show that instructor efforts make a lasting impression and that Cooking Matters graduates continue to practice improved eating habits, cooking techniques, and food resource management skills they learned in class.

In addition to the Cooking Matters for Parents curriculum, Cooking Matters offers the following courses:• Cooking Matters for Adults• Cooking Matters for Child Care Professionals• Cooking Matters for Families• Cooking Matters for Kids • Cooking Matters for Teens

Your commitment to Cooking Matters and the families it serves contribute to Share Our Strength’s priority work to end childhood hunger in the United States. No child should grow up hungry in America, but one in five children struggles with hunger. Share Our Strength’s No Kid Hungry campaign is ending childhood hunger in this nation by connecting kids in need with nutritious food and teaching families how to cook healthy, affordable meals. You can help surround kids with the nutritious food they need where they live, learn and play. Pledge to make No Kid Hungry a reality at NoKidHungry.org.

Introduction

Welcome to Cooking Matters for Parents Thank you for sharing your strength with families in need. In this course, you will engage low-income parents in a series of participatory cooking classes designed to empower them to feed their families nutritious meals on a limited budget.

Background

INTRODUCTION

I-vi Cooking Matters for Parents • Instructor Guide ©2007–2014 Share Our Strength, www.strength.org

This Cooking Matters for Parents instructor guide is designed to provide the foundation you need to lead engaging and effective courses that empower parents to select, purchase, and prepare healthy foods on a limited budget. Other key sources of guidance are the local Cooking Matters staff, your co-instructors, Cooking Matters training materials, and the parents themselves.

Cooking Matters for Parents participants benefit from Cooking Matters’ distinctive team-teaching approach. In a single class, there may be a culinary instructor, nutrition instructor, Cooking Matters staff member, and class support volunteer. Each will contribute different expertise to the classroom and inspire parents with enthusiasm for delicious, nutritious, and economical foods!

Each week, parents will receive take-home groceries, which they can use at home to practice a recipe they learned in class. The class series should also include:• Participatory food preparation that provides cooking

and food safety instruction• Engaging nutrition activities and discussions• Practice with food budgeting • Interactive grocery store visit or other food shopping

experience• Communal eating of the food made in class • Celebratory final class and graduation ceremony for

parents who complete at least four of six classes

To maximize the time you have with parents, you and your co-instructors will need to develop your plans for leading each lesson in advance of each class session. We encourage you to adapt the lesson plans to synchronize the nutrition, cooking, and budgeting sessions and make the best use of class time.

Please read each lesson plan thoroughly, focusing your attention on the objectives and opportunities to engage parents in discussion and activities. Each weekly lesson plan includes standard components to help facilitate discussions, nutrition activities, and food preparation. Ask for parents’ feedback about which recipes, activities, and discussion topics are most relevant to them.

Please read on to learn more about the contents of this Cooking Matters for Parents instructor guide, the learner-centered instructional approach, guidelines for Cooking Matters recipes, and online resources you may want to consult in your planning process.

Leading Cooking Matters for Parents Courses

Cooking Matters Guiding PrinciplesCooking Matters was created and continues to be offered in accordance with these principles.

1. The negative health and economic effects of hunger and poor diet can be avoided if families know how to shop for and prepare healthy, low-cost meals.

2. Chefs are valued instructors because of their expertise in food preparation and budgeting as well as their creativity and energy.

3. Food is to be enjoyed. Those living on a low income deserve to enjoy their food as well — and need to know how to create food that is delicious, satisfying, and healthy.

4. Cooking and eating meals as a family is an important social activity.

5. Volunteering, or sharing our strengths, is a way to create community wealth.

INTRODUCTION

©2007–2014 Share Our Strength, www.strength.org Instructor Guide • Cooking Matters for Parents I-vii

Your Cooking Matters for Parents Instructor GuideYour Cooking Matters for Parents instructor guide includes six lesson plans. The following key will help you understand the meanings of icons used throughout the lessons.

Components of the Lesson Plans:

1. Weekly Goal and Objectives.

Goal Each lesson has an over-arching goal that is supported by the lesson objectives.

ObjectiveObjectives focus on important aspects of selecting and preparing nutritious, safe, and low-cost foods that will help meet that week’s goal. While the exact approach you take may vary, aim to meet all lesson objectives.

2. Materials. The specific materials needed to conduct the lesson are listed in the sidebar on the first page of each lesson plan. Confirm with your Cooking Matters coordinator to make sure the appropriate materials are available for each class.

3. Parent Handouts. Handouts provide information that can guide discussions about healthy eating habits, cooking skills, and food budgeting techniques. Be sure to point out relevant handouts to parents in class so they know where they can reference key information at home. But remember not to rely too heavily on the handouts — the activities, facilitated discussions, and hands-on cooking should be the main focus of the lessons. The parent and instructor guides include an identical set of handouts with matching page numbers.

Title of Handout, page X

4. Suggested Recipes. The recipes in Cooking Matters for Parents are low-cost, can be made using common kitchen equipment, and are designed to emphasize the nutrition and food budgeting messages learned in class. You can use the suggested recipes or model your own recipes off of them. Your Cooking Matters coordinator will help you select a menu that fits well with each lesson and confirm that the recipe you would like to prepare is appropriate for the audience. If you are interested in developing additional recipes for use in Cooking Matters courses, please refer to the Recipe Guidelines on page I-xi.

5. Teaching Tips. Teaching tips, corresponding to a specific discussion outlined in the lesson, are found in boxes to the side. You will see one of the following symbols at the beginning of each tip to tell you what type of information the tip conveys.

This tip gives a “bright idea” or best practice for implementing the corresponding discussion or activity.

This tip gives an idea for an activity or discussion that goes “above and beyond” what’s provided in the lesson plan.

This tip gives you an idea for ways to save time in class.

This tip suggests an additional discussion or activity that is particularly appropriate when working with moms of young children (ages 0-5).

6. Class Activities. Activities that reinforce concepts or skills are an important part of each class. Instructions for conducting these activities are detailed in the lesson. Additional activities are often available to help reinforce class themes. Your Cooking Matters coordinator can provide you with examples or help you develop new ones.

Beyond your instructor guide, Share Our Strength has provided your Cooking Matters coordinator with a variety of tools to prepare you for working with Cooking Matters. Consult your coordinator for access to these resources.

Teaching tips appear in boxes like these in the lessons.

Materials:• MyPlate poster

• Flip chart or white board

• Markers

• Pens

• Name tags

• Cooking Matters participant waivers

• Before Course participant surveys

• Ingredients and equipment for recipes

Handouts: • Set a Healthy Example,

page 2

• Servings for Kids, page 3

• MyPlate Eating Plan, page 4

• Raising a Healthy Eater, page 5

• Knife Basics, page 16

• Cooking Terms, page 18

• Measure Up, page 19

• Making Recipes Work for You, page 20

• Kids in the Kitchen, page 21

• MyPlate, page 7

• Eating Smart from the Start, page 59

• Week One: Set a Healthy Example, page 66

Suggested Recipes:• Barley Jambalaya

• Chinese Veggies and Rice

• Pasta with Roasted Vegetables

• The Works Pizza

INTRODUCTION

I-viii Cooking Matters for Parents • Instructor Guide ©2007–2014 Share Our Strength, www.strength.org

Adults bring their life experiences to their learning experiences, and use those to determine what is important and relevant to them. As a Cooking Matters for Parents instructor, your challenge is to build upon those experiences so that parents will be able to incorporate lessons from Cooking Matters into their own lives.

To achieve this, you’ll need to focus on creating a learner-centered environment. This is more than providing information or teaching skills. It is an educational approach that focuses on the parents’ concerns and involves them in making decisions and solving problems.

Learner-centered education aims to: • Engage learners• Develop respectful relationships• Recognize that adult learners are decision-makers• Provide immediately useful information• Build on learners’ past experience and knowledge• Sequence the learning experiences and reinforce them

The desired outcome is to create a safe environ ment for learners to consider changing behaviors (Contento, 2007).

Facilitated Dialogue is a key technique in learner-centered education. Active participation of the leader and group members is its key characteristic (Sigman-Grant, 2005). Your role as an instructor is to provide opportunities for learning by engaging parents in discussion and activities that build upon their experiences. The parents’ role is to share questions, concerns, and successes so that they can learn from each other as well as from the in structors.

Each lesson plan in Cooking Matters for Parents is written to assist you in creating a learner-centered course and using Facilitated Dialogue techniques. We hope that you will ask parents open-ended questions to share what they know and encourage hands-on practice with the new skills and information you present. Share Our Strength has provided a training workshop on these concepts to your local Cooking Matters coordinator. He or she should introduce you and other Cooking Matters for Parents instructors to these before you begin teaching.

Remember, as the culinary instructor or nutrition educator, you are the expert on food and nutrition issues, but parents are experts on their own lives. Use parents as a resource for teaching and encourage them to actively consider the changes they can make to get most out of their family meals.

Creating a Learner-Centered Cooking Matters Course

INTRODUCTION

©2007–2014 Share Our Strength, www.strength.org Instructor Guide • Cooking Matters for Parents I-ix

Customizing Your Cooking Matters CourseCooking Matters for Parents was created to meet the needs of a broad swath of parents, based on research on the food decision-making processes and preferences of families as well as the wealth of experience of all of our partners working with parents every day across the country. Covering each of the key objectives listed in the lesson plans at some point during the course will help you meet the most salient needs of parents and their families. However, we recognize that some customization to your course will be necessary to meet the specific needs of your particular group. Use of learner-centered principles, including Facilitated Dialogue (page I-viii), will allow you to adapt the flow of conversation to the more specific needs of your audience. We recommend that you take the time in advance to think about other ways in which you might need to make shifts in your teaching approach to be most appropriate for your group. For example:

Recipes• Ask parents in your group what type of recipes they

are interested in making during the course. Don’t assume that different ethnic groups will only want to make healthier foods from their own cultures, though this may indeed be the case. Many parents want to learn healthier version of the “American” foods their children are requesting. Base the recipes used in class on what parents want to learn, drawing from the collection of recipes in the instructor guide, on CookingMatters.org, or from your own collection.

• Consider modifying the structure of the lesson based on the recipes your group will prepare. Most lessons have been written to include a small bit of nutrition at the beginning, then get parents started on the cooking. While the foods cooks (for instance, while a recipe bakes in the oven), the lesson plan assumes you will use this time to finish the nutrition lesson. However, you may choose to make a shorter recipe that requires participants to be entirely hands-on throughout the cooking portion. In this case, you may need to finish all of the nutrition lesson before cooking so you can begin eating when the food is ready.

Non-Native Speakers• If your course is held with non-native speakers who

require a translator, recognize that you’ll need to allow extra time for translation. If you’re not able to extend the session beyond 2 hours, determine in advance where you may be able to trim some talking points to cover only the highest-priority content (i.e., the key objectives). Or, try preparing shorter recipes, like those marked with the 30-minute or 45-minute icons in the Recipes section of the book.

Ages of Your Group’s Children• Be sure to ask the parents in your group the ages

of their children during introductions the first week. Look for ways to make each child-focused discussion applicable to parents of children of different ages. The chart on page I-x provides examples of ways to modify two different topics addressed in this guide. As you read through the lesson plans, determine in advance how you will modify other discussions as needed for your group.

• For parents who are pregnant or have preschool-age children, look for the baby icon in the tip boxes throughout the lesson plans. These tips contain instructions on how to add content that is particularly appropriate for parents of children at this important stage of development. If your group does not have parents at this stage, it’s OK to leave out this content entirely.

Continued >

INTRODUCTION

I-x Cooking Matters for Parents • Instructor Guide ©2007–2014 Share Our Strength, www.strength.org

Sample Topic Area

Parents of Kids Ages 0–5



Choosing low-fat dairy foods

• Follow the tip box on page 19. Remind parents that infants need only formula or breast milk (no cow’s milk) during the first year. One year olds need the fats in whole milk for brain development.

• Discuss ways to transition preschool-age kids to lower-fat milk.

• Discuss ways to transition young children to lower-fat milk.

• Discuss the pros and cons of offering flavored milk or yogurt to increase dairy consumption.

• Suggest adding fruit to plain yogurt as a way to add sweetness and an extra serving of fruit.

• Discuss the importance of calcium for building and maintaining strong bones during adolescence. Parents may be surprised that dairy and other calcium-rich foods remain important at this age.

• Acknowledge that kids at this age make many of their own choices. Have parents share tips for encouraging dairy consumption (e.g., getting teens excited to make yogurt parfaits).

Getting kids excited about fruits and vegetables

• Point out the age-appropriate suggestions on the Fun With Fruits and Veggies handout on page 9 (e.g., connecting foods to their colors, making faces of super-heroes with fruits and veggies).

• Emphasize the importance of modeling. Encourage parents to use patience rather than pressure.

• Point out the age-appropriate suggestions on the Fun With Fruits and Veggies handout on page 9 (e.g., trying different flavors and cooking methods, holding “taste tests”).

• Emphasize the importance of modeling. Encourage parents to use patience rather than pressure.

• Do not use the Fun With Fruits and Veggies handout. Instead, engage parents in a discussion about tips that have worked for them. Offer suggestions that respect the increased independence of adolescents, like having teens plan and/or cook one meal a week, with the only rule that it has to include a fruit or vegetable.

• Point out that while parents may not think so, they are still important role models for their kids. Encourage parents to set an example, even if teens don’t come around to it for many years.

Customizing Your Cooking Matters Course continued >

INTRODUCTION

©2007–2014 Share Our Strength, www.strength.org Instructor Guide • Cooking Matters for Parents I-xi

Cooking Matters for Parents is designed to encourage parents to prepare healthy, low-cost meals and snacks at home. The recipes included in this book, most of which were written by Cooking Matters chefs, were chosen for their popularity with parents and suitability to the program.

Cooking Matters Recipe Guidelines

Discuss with your Cooking Matters coordinator the possibility of using your own recipes in class. If you do write your own recipes for some or all of the lessons, follow the guidelines below carefully. These guidelines help us ensure that the recipes used are appropriate for our audience of low-income parents and reflect the nutrition messages taught in class. Submit your recipes to your Cooking Matters coordinator when requested so that he or she can purchase ingredients and bring the proper equipment

1. Recipes must be low-cost. Remember that the Cooking Matters audience is low-income. Avoid using expensive ingredients that parents cannot afford. Use these guidelines to select lower-cost ingredients: • Choose ingredients in their most whole form. For

example, use whole carrots instead of baby carrots, block cheese instead of grated cheese, and whole broccoli instead of prepackaged.

• Choose packaged ingredients that are available in a store-brand equivalent. This allows flexibility in purchasing.

• Choose ingredients that are able to be used in multiple meals or snacks. If the ingredient is only used in a very small quantity in the recipe (such as many spices) and would not be useful for many other dishes, leave it out or suggest a more common alternative.

• Choose ingredients available for purchase in bulk when possible. For example, look for fruits and vegetables that cost less per pound when purchased in 5-lb bags. Choose grains or spices that are available in larger packages for a lower unit cost.

• Choose dried spices instead of fresh. Dried spices are typically cheaper and more shelf-stable. If you’d like, suggest fresh alternatives in the chef ’s notes of the recipe.

• Always consider whether a less expensive form of an ingredient can be used. For example, call for chicken pieces instead of chicken breasts. For recipes that call for oil, use canola oil instead of olive oil, which is typically pricier.

In addition, try to limit the number of ingredients to no more than 8-10 per recipe to keep costs down. This also helps our parents find our recipes more approachable.

2. Ingredients should be accessible to parents. Keep in mind where parents shop. If an ingredient is generally not found in a mainstream supermarket in your area, it may not be a good choice. However, if parents indicate that they commonly use a local ethnic grocery store, some less commonly available or otherwise pricey items may be appropriate for your group. Just be sure you’ve asked parents in advance and know what’s accessible to them.

3. Recipes should be nutritious. Recipes should reinforce the nutrition messages taught in class. Use these guidelines:• Vary the forms, types, and colors of fruits and

vegetables. Aim for at least three different colors of fruits and vegetables.

• Choose whole grains instead of refined grains. If using flour, use at least half whole wheat flour.

• Minimize the use of added sugars. For example, choose fruits canned in juice rather than syrup.

• Use leaner cooking techniques and ingredients. For example, bake, grill, or steam instead of frying. Use canola oil instead of butter or margarine. Choose leaner cuts of meat, or use non-meat proteins. Choose dairy ingredients that are low-fat or nonfat (e.g., made with skim or 1% milk).

• Limit sodium. Choose canned ingredients that are low-sodium or no-salt-added whenever possible. Flavor with spices and herbs instead of salt.

• Use multiple food groups. If creating a snack or dessert recipe, aim to include at least two MyPlate food groups. If it’s a breakfast or entrée, aim for at least three food groups.

Continued >

INTRODUCTION

I-xii Cooking Matters for Parents • Instructor Guide ©2007–2014 Share Our Strength, www.strength.org

4. Recipes should limit the use of special equipment.Equipment used in Cooking Matters recipes should be accessible and affordable for parents. Try to stick to the list of Common Materials Used in Cooking Matters Recipes (page 86). If you don’t see an item on this list, consider whether it’s really necessary and whether it could be replaced with a less prohibitive tool. For example, use a knife instead of a pizza cutter or a colander instead of a strainer. Mix by hand instead of using an electric mixer. Blenders may be used as special equipment when the recipe cannot be made properly without it – but avoid calling for food processors, which are less common in our parents’ kitchens.

5. Recipes should be relatively quick to prepare.Cooking Matters parents have busy lives. To encourage them to cook at home, create recipes that can be made in the time a typical family would have available on a busy weeknight. Aim for total time-to-table of no more than 45 minutes to an hour, including both prep and cooking time. Include these times on the recipes.

6. Recipes should be simple and explained clearly.Write the instructions in short, succinct, numbered steps. Use the recipes in this book as a guide to ensure that the recipe is written at an appropriate level for parents and follows general standards set forth by Share Our Strength. Your Cooking Matters coordinator can also provide you with a more complete Cooking Matters Recipe Style Guide upon request.

Cooking Matters Recipe Guidelines continued >

INTRODUCTION

©2007–2014 Share Our Strength, www.strength.org Instructor Guide • Cooking Matters for Parents I-xiii

Online Nutrition Resources

General NutritionMyPlate http://www.choosemyplate.gov

Dietary Guidelines for Americans http://www.health.gov/dietaryguidelines

Nutrition.gov http://www.nutrition.gov

Centers for Disease Control, Division of Nutrition, Physical Activity, and Obesity http://www.cdc.gov/nccdphp/dnpa

Food and Nutrition Information Center http://www.nal.usda.gov/fnic

Food Budgeting

Iowa State University Extension, Spend Smart Eat Smart http://www.extension.iastate.edu/foodsavings/

Raising Healthy EatersNemours, KidsHealth: Nutrition & Fitness Center http://kidshealth.org/parent/nutrition_fit/index.html

Nourish Interactive: Family Nutrition Tips and Toolshttp://www.nourishinteractive.com/parents

We Can! Tools and Resources for Parentshttp://www.nhlbi.nih.gov/health/public/heart/obesity/wecan/tools-resources/

MyPlate Kids’ Placehttp://www.choosemyplate.gov/kids/

List other online resources you find useful:

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INTRODUCTION

I-xiv Cooking Matters for Parents • Instructor Guide ©2007–2014 Share Our Strength, www.strength.org

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INTRODUCTION

©2007–2014 Share Our Strength, www.strength.org Instructor Guide • Cooking Matters for Parents I-xv

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©2007–2014 Share Our Strength, www.strength.org Instructor Guide • Cooking Matters for Parents I-7

LESSON 2

Materials:• Flip chart or white board• Markers• Pens• Name tags• MyPlate poster• A variety of grain food

packages• Ingredients and equipment

for recipes• Materials for the activity:

Fun with Fruits and Veggies

Handouts: • Vary Your Fruits and Veggies,

page 8 • Make Your Own Baby Food,

page 61 • Feeding Through the

Stages, page 62• Sizing Up Safety, page 63 • Delicious Dips and Spreads,

page 23 • Veggies Three Ways, page 24 • Fun with Fruits and Veggies,

page 9 • Fresh, Frozen, and Canned,

page 48 • Seasonal Fruits and

Vegetables, page 49 • Great Whole Grains, page 10• Sub It In, page 25 • Week Two: Choosing Fruits,

Vegetables, and Whole Grains, page 67

Suggested Recipes:• Black Bean and Vegetable

Quesadillas• Fall Vegetable Salad• Step-by-Step Pasta Dinner• Step-by-Step Stir-Fry

Lesson Two: Choosing Fruits, Vegetables, and Whole Grains

GoalEncourage parents to incorporate more fruits, vegetables, and whole grains into their families’ meals.

ObjectivesParents will:

• Discuss ways to help kids enjoy a variety of colorful fruits and vegetables.

• Discuss the pros and cons of fresh, frozen, and canned fruits and vegetables.

• Prepare recipes using whole grains and different forms of fruits and vegetables.

• Practice identifying whole grain foods by reading label ingredient lists.

I. Introduction (5 minutes)

1. Welcome parents back. ASK: What do you remember about the topics we discussed last week?

2. Review last week’s challenge activities. ASK: Who completed a challenge activity? How did it go?

3. Explain that today we will build on last week’s lesson by thinking about how to encourage their families to eat more fruits, vegetables, and whole grains. We will have fun tasting and cooking activities to enjoy.

II. Nutrition, Part 1 (20 minutes)

1. Display the MyPlate poster. Remind parents that last week we discussed how MyPlate encourages us to make half our plates fruits and vegetables. • Point out that it’s also important to eat a variety of colorful fruits and

veggies. ASK: Why is eating a variety of colors important? As needed, point out that different color groups contain nutrients that serve important but different functions in our bodies. Eating all the colors will help families get the nutrients they need to be healthy.

Vary Your Fruits and Veggies, page 8• ASK: What challenges do you face getting your kids to eat plenty of

colorful fruits and veggies?

I-8 Cooking Matters for Parents • Instructor Guide ©2007–2014 Share Our Strength, www.strength.org

LESSON 2• Lead parents in the Fun with Fruits and Veggies activity on page I-12.• Bring parents back together. Ask them to share other strategies they

use to encourage their kids to eat fruits and vegetables. Fun with Fruits and Veggies, page 9

2. Discuss the pros and cons of fresh, frozen, and canned produce. • Point out the different forms of fruits and vegetables that were used

in the activity (fresh, frozen, and canned). ASK: Which form of fruits and vegetables do you prefer? What do you like about it?

• Have parents brainstorm pros and cons of each form. Prompt them to consider factors like cost, storage, color, taste, texture, nutrient content, and ease of preparation. Record their responses on flip-chart paper. Use the chart on the Fresh, Frozen, and Canned handout on page 48 to add any points not mentioned.

• Summarize that there is no “best” form of fruits and vegetables. All forms count toward your families’ goals. Using all forms can help “making half your plate fruits and vegetables” possible no matter the budget.

Discuss ways to help kids enjoy a variety of colorful fruits and vegetables.

1

Discuss the pros and cons of fresh, frozen, and canned fruits and vegetables.

2When discussing the cost benefits of purchasing fresh

fruits and vegetables in season, you may wish to point out the following resources:• The seasonal produce chart

on the Seasonal Fruits and Vegetables handout on page 49 (for understanding what fruits and veggies are at best price at different times of year)

• The Freezing Fruits and Vegetables handout on page 45 (for methods to freeze fresh produce at its best price)

• The Storing Fresh Fruits and Vegetables handout on page 42 (for methods to store fresh produce for longer use)


LESSON 2

III. Cooking and Food Safety (60 minutes)

1. Introduce today’s recipes. • Have parents review the ingredients and identify which MyPlate food

groups are represented. Ask them to point out the fresh, frozen, and canned produce.

• Briefly explain the importance of these food safety practices and have parents help you 1) wipe down the tops of cans, 2) inspect frozen foods, and 3) rinse fresh produce.

• Remind parents that last week we discussed using recipes as a framework that can be adjusted to fit your family’s budget and other needs. If using a traditional recipe (such as Black Bean and Vegetable Quesadillas), ask them to suggest changes they might make to it to stay within their food budget (e.g., use canned or frozen produce when fresh is out of season; use a different whole grain already on hand in their pantry; take advantage of a sale or coupon for a different ingredient; use leftover veggies from another meal instead of buying new ones). If using a recipe framework (such as Step-by-Step Pasta Dinner), ask parents to discuss how using basic frameworks like this can help them stay within their food budget (see suggested responses above).

• Point out good fruit and vegetable substitution ideas on the Sub It In handout on page 25. Explain that these ideas can be useful when an ingredient is too expensive or hard to find or your family simply doesn’t care for it.

2. Have parents wash hands using proper technique. Group parents into teams and assign each team a recipe. Delegate different recipe steps as needed. Walk around the room, answering any questions and commenting on technique. As needed, gently correct unsafe knife use.

Prepare recipes using whole grains and different forms of fruits and vegetables.

3

If you choose not to use a recipe framework this week,

try introducing at least one framework sometime during the course. This will allow parents to become more comfortable using looser guidelines rather than a strict recipe to cook.

As parents perform recipe tasks, again ask them to comment on which tasks they would feel comfortable letting their kids

do. Discuss reasons why parents may not feel comfortable letting kids help with certain tasks (e.g., too messy or time-consuming). Acknowledge their frustrations and share tips like:• Don’t worry about the mess. Over time they’ll improve and you’ll learn

which tasks are best suited to them. Plus kids can help you clean up!• Use time wisely. Cooking with kids will take more time, but it’s

worth it. Try doing adult-only steps the night before. Have kids help you with final prep the next day.

• Enjoy watching them learn. You’re giving kids a lesson that will last a lifetime. Enjoy their excitement and show that you value their help.


IV. Nutrition, Part 2 (15 minutes)

1. While the food cooks, discuss choosing whole grains as often as you can.• Refer back to the MyPlate poster. Point out that when making choices in

the Grains group, MyPlate encourages us to make at least half our grains whole. Point out the whole grain foods being used in today’s recipes.

• ASK: Does your family currently choose any whole grain foods? Which kinds? What’s the difference between a whole grain and a refined grain? Add to responses as needed, emphasizing that in whole grains, the entire grain kernel is kept intact. Many nutrients that keep our bodies healthy, help us feel full longer, and reduce our risk for some diseases are found in the whole kernel. When grains are refined, many of these important nutrients are removed in processing — meaning refined grains don’t give us all the good stuff our families need to be healthy.

• ASK: How can you tell if a grain food is a whole grain? Using a grain food package as an example, show parents how to look for a whole grain word as the first ingredient in the ingredient list. Point out some common and less common whole grain words on the Great Whole Grains handout on page 10.

• Have parents pair up. Provide each pair with a grain food package. Ask pairs to first guess whether their food is a whole grain without reading the ingredient list and describe why. Then ask them to determine whether they have been given a whole grain food by reading the ingredient list. Have each pair report their findings and any surprises. Discuss common reasons people are surprised to find they may not have a whole grain food, referring to the handout as needed. Reinforce the point that the only way to be sure is to check the ingredient list.

If time permits, explain that whole grains, fruits, and

vegetables are all great sources of fiber. Point out that fiber is like a broom that sweeps through your body and cleans out the “bad stuff.” Recommend that parents use this analogy to talk to kids about choosing fiber-rich foods from these food groups.

If you wish to introduce the food label this week, review

the “anatomy” of the label by breaking it down into 3 distinct parts. Show parents where they can find serving size, nutrient information, and the ingredients list. Explain that we will go into more detail in the coming weeks about serving size and nutrient information.

Practice identifying whole grain foods by reading label ingredient lists.

3

LESSON 2


LESSON 2

V. Eating Together (20 minutes)

1. Post the list of mealtime rules parents came up with in last week’s class. ASK: Did you introduce any of these rules at mealtime at home this week? How did it go? Reinforce that parents can use these rules for eating together in class and at home as an example for their kids.

2. Prepare to share the meal together. As an example, serve a plate following the example of MyPlate. • Have parents comment on the taste of the meal. Ask them to share

ways they might make adjustments to the recipe to suit their families’ tastes when making it at home (e.g., using different herbs and spices). Have them brainstorm ways to introduce whole grains at home to get their families used to any taste differences (e.g., start by mixing brown and white rice then slowly increase the proportion of brown rice).

• ASK: What did you enjoy about today’s class? Summarize the key messages: choose a variety of colorful fruits and vegetables; fresh, frozen, and canned produce all count towards your family’s daily goals; choose whole grains as often as you can; check the ingredient list to be sure you have a whole grain food.

3. Point parents to the list of challenge activities on the Week Two: Choosing Fruits, Vegetables, and Whole Grains handout on page 67. Review the challenges together. Encourage them to star the challenge they want to try this week. Ask them to write down or share aloud a few details of how they will complete the challenge (e.g., which recipe they will cook, which whole grain they will try). • Make one of today’s recipes at home, adjusting as needed to fit their

families’ needs.• Introduce a new fruit or vegetable to their kids using a method learned

in class today. • Try a whole grain version of one of their regular grain foods. Bonus

points for doing this with their kids! • Make their own weekly challenge based on something they learned today.

4. Encourage everyone to help clean up. Pass out groceries to take home. Get parents excited about next week’s topics and activities.


Continued >

LESSON 2

A C T I V I T Y

Fun with Fruits and VeggiesIn Advance1. Set up stations around the

room for parents to learn ways to prepare fruits and vegetables in ways that are fun for kids. Choose 1–3 stations from the table below. Be sure to include fruits and vegetables in all forms (fresh, frozen, and canned) in this activity.

2. Make sure each station has the appropriate equipment to prepare and/or sample the food.

With Parents1. ASK: What makes particular foods appealing to you?

As needed, prompt parents by asking them to describe how their favorite food looks, smells, and tastes and to share any memories attached to it.

2. Point out that many of the reasons parents mentioned they find food appealing are also what makes food appealing to kids. Explain that they will visit several stations to try simple ways of making fruits and vegetables more appealing to their children.

3. Divide parents into groups. Have them rotate through each of the stations you have chosen.

If appropriate for your group, consider adding

a station on making your own baby food using the Make Your Own Baby Food handout on page 61 or on appropriate textures for young children at various feeding stages using the Feeding Through the Stages handout on page 62. At each station, discuss ways foods may need to be served to prevent choking, using the suggestions on the Sizing Up Safety handout on page 63.

Estimated Time:10 minutes

Materials: ■■ Materials and ingredients

for preparing foods chosen from the table below.

■■ Handouts referenced for the activities chosen from the table below.


Continued >

LESSON 2

Kid Appeal Factor

Activity Preparation Activity

Appearance Cut-up a variety of washed fruits and vegetables, such as broccoli, zucchini, canned corn, bell peppers, celery, carrots, canned pineapple, blueberries, grapes, oranges, cantaloupe, and raisins. Make a fruit clown face or a veggie super hero on a paper plate as an example for the group.

Have parents arrange cut-up fruits and veggies in a way they think their kids would like. Suggest that they think about their kids’ favorite super-hero, cartoon character, or animal. Point out that a great way to get kids eating fruits and veggies is to involve them in the fun. Set out cut-up fruits and veggies and let kids do the decorating!

Appearance and Texture

Prepare two bowls of broccoli (or two bowls of leafy greens), one with the vegetables overcooked and one with the vegetables cooked to tenderness.

Display both bowls of vegetables. Ask parents to point out the difference in color and which looks more appealing. Pass the bowls around for parents to smell and taste. Have them comment on which would be more appealing to kids.

Appearance Assemble two Veggie Wraps using the recipe on page 149. Leave one wrap whole. Cut the second wrap into “pinwheels” as described in the recipe.

Display the whole wrap and the wrap sliced into “pinwheels.” Ask parents which serving method would be most appealing to kids and why. As needed, point out that fun shapes and smaller finger foods are typically more appealing to children.

Taste Choose 2-4 fruits and vegetables that may look or taste unfamiliar to many kids (e.g., squash, mango, asparagus). Cut each food into bite-size pieces and insert toothpicks into samples. Prepare a couple of dips from the Delicious Dips and Spreads handout on page 23. Display both the whole forms and the cut-up forms of each food. Set out bowls of the dips with serving spoons for each bowl.

Hold up one of the whole fruits and vegetables. ASK: Are you familiar with this food? Would your kids be? How would you go about introducing it to them? Pass the food around and let parents discuss the color and shape of the whole food. Ask them to take samples and discuss the texture and taste. After they have sampled the food on its own, allow them to sample again with the dips. Point out that this type of taste-testing activity is fun for kids — they get to be “scientists” discovering new foods. Encourage parents to try exploring one new food each week or each month with their kids.

A C T I V I T Y

Fun with Fruits and Veggies(continued)

2 Cooking Matters for Parents • Handouts ©2007–2014 Share Our Strength, www.strength.org

Making Healthy Choices

Model healthy eating habits for your kids:

• Let your children see you eat and enjoy many healthy foods.• Be open to trying new foods with your kids.• Practice portion control.• Eat meals at regular times. Try not to skip meals. • Turn the TV and video games off at mealtime. Silence your cell

phones. • Join children at the table for meals.

Talk about fun and happy things during meals. Ask kids questions like:• What made you laugh today?

• What’s the best thing that happened to you today?

• What are you looking forward to about tomorrow?

• What is something nice you did for someone else today?

• What did you learn today?

I will also set a healthy example by:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Set a Healthy ExampleThey learn from watching you. Eat healthy foods and your kids will too!

©2007–2014 Share Our Strength, www.strength.org Handouts • Cooking Matters for Parents 21

Kitchen Tips and Tricks

Kids aged 2 and younger can:

• Play with plastic measuring cups, spoons, containers, or a bowl of water and a whisk

• Learn to say names and colors of foods being used

• Smell foods and, depending on the food, taste small amounts

Let 3-year-olds try to:

• Rinse and scrub fresh produce

• Tear, snap, or break foods

• Use a cookie cutter to cut shapes in dough

• Pluck fruits or leaves from stems

• Dip foods into dips

• Arrange foods on a plate

• Help stir ingredients together in a bowl


• Measure ingredients

• Cut with a plastic or dull butter knife

• Squeeze juice from fruits

• Shake ingredients in small containers, such as jars or zip-top bags


• Help grate cheeses and vegetables

• Crack and beat eggs

• Peel oranges

Kids in the KitchenHelp kids develop a love of healthy foods. Teach them to create healthy meals.

Continued >

22 Cooking Matters for Parents • Handouts ©2007–2014 Share Our Strength, www.strength.org

Kitchen Tips and Tricks

Kids can also help:• Set and clear the table

• Clean up

• Get out ingredients and equipment and put them away

Let 6-8-year-olds help:

• Read the recipe

• Crack eggs

• Measure small amounts of ingredients

• Use an egg beater

• Rinse, scrub, and peel onions, carrots, cucumbers, and other produce

• Grate cheese and vegetables

• Decorate cookies

• Spread soft frostings and spreads

• Roll out and shape dough

• Cut soft foods with a plastic or dull butter knife

Let 9-13-year-olds start to:

• Follow recipes and make simple meals by themselves

• Use electrical tools like blenders and mixers

• Open cans

• Drain cooked pasta in a colander

• Remove trays from the oven with adult supervision

• Start simple. Make recipes with just a few steps until you learn what each child can do.

• Let your experience be your guide. Adjust the tasks you assign based on your child’s skills.

• Supervise. Make sure kids know the rules of kitchen safety from the start.

Kids in the Kitchen continued >

124 Cooking Matters for Parents • Recipes ©2007–2014 Share Our Strength, www.strength.org

Baked Flaked ChickenChef Chris Huff • Seattle, Wash.

Directions1. Preheat oven to 375°F. 2. Remove skin, if any, from

chicken pieces. If working with large chicken breasts, cut in half lengthwise for faster cooking time. Trim any excess fat.

3. In a medium bowl, crush cornflakes. 4. In a second medium bowl, mix flour, salt, and black pepper. 5. In a third medium bowl, add eggs and milk. Beat with a fork. 6. Dip each chicken piece into flour, then egg mixture, then cornflakes.

Each piece should be fully coated with flakes. 7. Coat baking sheet with non-stick cooking spray. Place chicken pieces on

sheet, evenly spaced. Spray pieces lightly with cooking spray. 8. Bake for 20–25 minutes, or until internal temperature reaches 165°F.

Chef’s Notes • For extra flavor, add ½ to 1 teaspoon of spices, such as paprika, chili

powder, dried thyme, rosemary, or oregano, to salt and pepper to season chicken.

• For lowest price, use a whole chicken and cut into parts. • To crush cornflakes easily, place in bowl and crush using the bottom of

a measuring cup. Or, place in a large zip-top plastic bag and crush using your fists or the bottom of a measuring cup.

• If using bone-in chicken, adjust cooking time to 35–40 minutes. Be sure it still reaches a safe internal temperature of 165°F. If cornflake crust starts browning too much before chicken is fully cooked, cover loosely with aluminum foil.

• Serve with a colorful vegetable or fruit side dish. Try Sweet Potato Fries (page 108), Sauteed Greens (page 104), Orange Glazed Carrots (page 101), or Fruit Salad (page 93).

Ingredients2 pounds boneless chicken pieces3 cups cornflakes cereal⅓ cup whole wheat flour½ teaspoon salt¼ teaspoon ground black pepper2 large eggs¼ cup nonfat milkNon-stick cooking spray

Materials3 medium bowls • Baking sheet • Cutting board • Fork • Measuring cups • Measuring spoons • Sharp knife

Special MaterialsFood thermometer

Serves 8, 4 ounces cooked chicken per servingPrep time: 15 minutes • Cook time: 20–25 minutes

E NT R É E S

Fake Flaked Fried Chicken

07/14/2008

* Percent Daily Values are based on a 2,000 calorie diet. Your daily values may be higher or lower depending on your calorie needs.

Serving Size 4 ounces cooked chicken (115g)Servings per Recipe 8

©2007–2014 Share Our Strength, www.strength.org Recipes • Cooking Matters for Parents 155

Fruit TartsChef Jenny Herman • Boulder, Colo.

Directions

In Advance1. Remove cream cheese from

refrigerator. Let come to room temperature on counter top, about 2 hours.

Preparation2. Preheat oven to 350°F.3. If using fresh fruit, rinse, peel, and/or trim as needed. If using thawed

frozen fruit, drain any excess juices. Cut fruit into ¼-inch thick slices. There should be about 2 cups total.

4. Slice crust off bread. Using the bottom of a heavy skillet, flatten to about ⅛-inch thick. Place on a baking sheet and bake until crisp, about 10 minutes. Let cool for 5 minutes.

5. While bread bakes, in a small bowl, use fork to mix cream cheese and milk until smooth. Stir in honey and vanilla.

6. Spread a heaping Tablespoon of cream cheese mixture on each piece of cooled bread. Arrange about ⅓ cup fruit on top of each tart.

Chef’s Notes • Use your favorite fruits to make these tarts. For best price, choose fresh

fruits in season or thawed frozen fruits. Mangoes, apples, pears, melons, pineapple, berries, and orange or grapefruit segments all make good toppings.

• If you do not have an oven, crisp the bread in a skillet over medium heat. Or, use a toaster or toaster oven. Watch carefully so bread gets just crisp and not brown.

• Cover and refrigerate the cream cheese mixture up to 3 days. Leftover cream cheese mixture makes a great dip for fruits.

• Use leftover crusts to make whole grain breadcrumbs. Chop them as finely as you can with a knife, or pulse in a blender until crumbs form. For fresh crumbs, use as is. For dried crumbs, toast in a skillet over medium heat until light brown. Freeze in an airtight container until ready to use.

Ingredients4 ounces reduced-fat cream cheese3 cups fresh or thawed frozen fruit,

such as bananas, strawberries, peaches, or mango

6 slices whole wheat sandwich bread

1½ Tablespoons nonfat milk 2 Tablespoons honey ¼ teaspoon vanilla extract

MaterialsBaking sheet • Cutting board • Fork • Heavy skillet • Measuring cups • Measuring spoons • Sharp knife • Small bowl

Serves 6, 1 tart per servingPrep time: 30 minutes • Cook time: 10 minutes

D E S S E RT S

Nutrition FactsServing Size 1 tart (154g)Servings Per Container 6

Amount Per Serving

Calories 170 Calories from Fat 35% Daily Value*

Total Fat 4g %6Saturated Fat 1.5g %8Trans Fat 0g

Cholesterol 10mg %3Sodium 180mg %8Total Carbohydrate 31g %10

Dietary Fiber 3g %12Sugars 15g

Protein 4g

Vitamin A 15% • Vitamin C 30%Calcium 8% • Iron 4%*Percent Daily Values are based on a 2,000calorie diet. Your daily values may be higher orlower depending on your calorie needs:

Calories: 2,000 2,500Total Fat Less than 65g 80g

Saturated Fat Less than 20g 25gCholesterol Less than 300mg 300mgSodium Less than 2,400mg 2,400mgTotal Carbohydrate 300g 375g

Dietary Fiber 25g 30gCalories per gram:

Fat 9 • Carbohydrate 4 • Protein 4

Fruit Tarts

08/21/2012

* Percent Daily Values are based on a 2,000 calorie diet. Your daily values may be higher or lower depending on your calorie needs.

Serving Size 1 tart (154g)Servings per Recipe 6

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