FOR CHEFS AND KIDS FOR CHEFS AND KIDS

Facilitator Guide

FOR CHEFS

AND KIDS

FOR CHEFS

AND KIDS

PUBLISHED NOVEMBER 2017

Cooking Matters

and related trademarks are the property of Share Our Strength. Use by Licensees Only.

LESSON

Introduction

Welcome to Cooking Matters for Chefs and Kids! Share Our Strength® is proud to make

this guide available. It is built on the proven success of Share Our Strength’s Cooking

Matters® courses that teach families how to cook and eat healthy on a budget.

Adapted from our Cooking Matters for Kids and Cooking Matters for Teens curricula,

this easy-to-use guide helps chefs and other culinary professionals provide hands-

on instruction that will help kids develop a love of cooking and the skills to make

healthy food choices wherever they go. Within this guide you will nd a variety

of resources to help you engage kids, including tips and advice for planning fun

activities, materials lists and activity instructions, appealing and interactive recipes

for kids, and fun handouts that supplement the lessons of each activity. Keep in

mind that while this guide may be used to lead activities with a variety of audiences,

it has been created to reach kids from the limited-resource families that Cooking

Matters serves. All activities and recipes are designed to be accessible and aordable

for these families.

We hope that you nd this guide useful as you plan and carry out your activities

with kids. ank you for sharing your strength with kids in your community and

for your commitment to ensuring that all kids get the nutritious foods they need to

learn, grow, and thrive!

About Share Our Strength

and Cooking Matters

No child should grow up hungry in America, but one in ve 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, aordable 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.

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, aordable meals. Cooking Matters is

nationally sponsored by Walmart. To learn more, visit CookingMatters.org.

LESSON

I. Planning Your Activity ..................................................................... 3

Working With a Community Partner ............................................................3

Choosing an Activity ......................................................................................5

Choosing a Location ......................................................................................5

Choosing a Date and Time ............................................................................6

Stang Your Activity .....................................................................................6

Choosing Foods for Your Activity ..................................................................7

Securing Resources .........................................................................................7

Limiting Liability ..........................................................................................8

Preparing to Lead Your Activity .....................................................................8

II. Planning Tools ................................................................................ 9

Initial Planning Checklist ..............................................................................9

Final Planning Checklist ..............................................................................10

Sample Waiver .............................................................................................. 11

III. Leading Your Activity .................................................................. 13

Tips for Working With Kids ........................................................................ 13

Nutrition Basics for Chefs ............................................................................ 15

Safely Working with Kids in the Kitchen ..................................................... 17

Guidelines for Choosing Foods .................................................................... 18

IV. Activities ...................................................................................... 19

Healthy Snacks

Make Your Own Veggie Super Hero ......................................................20

Make Your Own Fruit Clown Face ......................................................... 21

Super Snackers ........................................................................................22

Snack Attack ...........................................................................................23

Fat Face-O ............................................................................................ 25

Healthy Drinks

Fruit vs. Juice ........................................................................................... 26

Sugar Overload .......................................................................................27

Healthy Drinks Taste Test ......................................................................28

Exploring Fruits and Vegetables

Your Veggies, Your Way ..........................................................................29

Fruit & Vegetable Mystery Bag ..............................................................30

Name at Fruit or Vegetable .................................................................31

Table of Contents

LESSON

IV. Activities (continued)

Time Fillers

Fruit & Vegetable Placemats ...................................................................32

Food Riddles ...........................................................................................33

Snacks & Drinks Crossword ...................................................................35

Label Reading Word Search ..................................................................36

V. Handouts ...................................................................................... 37

Delicious Dips & Spreads ............................................................................38

Drink Smart .................................................................................................39

Label Lingo ..................................................................................................40

Menu Mania .................................................................................................41

MyPlate ........................................................................................................42

Snack Smart .................................................................................................43

Super Snackers .............................................................................................45

Taste Test: Name at Fruit or Vegetable .....................................................46

VI. Recipes ........................................................................................ 47

Apple Wraps .................................................................................................48

Banana Pudding in a Bag .............................................................................49

Chinese Veggies & Rice ...............................................................................50

Fruit Smoothies ............................................................................................51

Homemade Granola .....................................................................................52

Peanut Butter and Banana Pockets ............................................................... 53

Raspberry-Lime Fizz ...................................................................................54

Trail Mix ......................................................................................................55

Tuna Boats ...................................................................................................56

Veggie Wraps................................................................................................57

Yogurt Parfait ...............................................................................................58

Table of Contents

LESSON

Working With a Community Partner

As you begin planning, it’s a good idea to partner with a community-based

organization that serves kids. A good community partner will have

extensive experience working with this audience. Your partner can help you

identify the right group of kids to work with, communicate with kids and

parents as needed, provide support during your activities, and fulll many

other important functions. Potential partners in your community may

include, but are not limited to, organizations such as:

•

Schools (including after-school programs)

•

Head Start centers

•

Community-based agencies with youth-focused programming

(e.g., Boys & Girls Club, YMCA)

•

Food banks or food pantries

•

Farmers’ markets (particularly those located in low-income

neighborhoods)

•

Hospitals

At a Glance:

✔Identify a community

partner that serves kids

✔Find a champion or key

contact within the partner

organization

✔Talk to your partner about

their goals for improving

kids’ health and wellness

✔Look for ways that you can

help your partner achieve

these goals

Try working with a community partner serving low-income kids—

they may need your help the most! Use the links below to check

out the WhyHunger database or the Share Our Strength “Get Local”

directory to identify organizations addressing hunger and poverty in

your community:

https://whyhunger.org/ﬁnd-food

getlocal.nokidhungry.org

I. Planning Your Activity

Proper planning is crucial for ensuring a successful activity. To help

you plan effectively, use the Initial Planning Checklist on page 9.

LESSON

Communicate regularly with your community partner to create a shared

vision of the partnership and your involvement with kids. It helps to

identify a champion or key contact within the organization that is

committed to helping you organize your activities, learn the ins and outs of

the organization, and build enthusiasm. is champion may be a teacher,

administrator, program coordinator, or other sta member.

Begin the relationship by asking questions like:

•

What are your goals for improving health and wellness for the kids you

serve?

•

Do you have a wellness policy or wellness standards for your organization

and/or the food served here? What does it include? How well is it enforced?

•

What type of food and wellness programs already exist here? For example,

is there a current nutrition or wellness class, a gardening program, or a

teacher who incorporates food or health messages in the classroom?

•

Have any food and wellness programs been tried before? Were they

successful? Why or why not?

It’s important to understand the goals of your community partner, what’s

been tried before, and what opportunities there may be to integrate your

activities into existing programs. If your partner does have existing

programming, ask to shadow or observe to see rst-hand what opportunities

exist to make a good program even better. Look for ways that your work can

t into the goals and mission of the organization.

Supporting Federal Meal Programs

If your community partner is a school, look for ways that you can help

promote the National School Lunch Program or the School Breakfast

Program. Consider these facts:

• Roughly 70% of school lunches and 85% of school breakfasts are

provided free or at a reduced cost, meaning they are a signiﬁcant

source of nutrition for low-income children.

• Many children who are eligible for these programs do not take

advantage of them due to stigma, cumbersome paperwork, lack of

awareness, or other issues.

Talk to your community partner about ways you can promote these

programs, such as helping kids pick out healthy choices in the cafeteria

line, doing a tasting of fruits or vegetables offered in the cafeteria, or

preparing samples of a new cafeteria menu offering. Similarly, if your

community partner offers the Child and Adult Care Food Program or is

a summer meals feeding site, discuss promotion opportunities.

LESSON

Choosing an Activity

As you select an activity for your group, consider the following steps:

•

Choose a topic area. Within this guide, you’ll nd activities and recipes to

reinforce lessons in three topic areas: Healthy Snacks, Healthy Drinks, and

Exploring Fruits and Vegetables. Select

activities from a single topic area or mix

and match depending on your audience, the

time you have available, and the number of

sessions you will hold with your group.

•

Consider the interests of your group.

Hold conversations with your community

partner about what activities kids have

done with food in the past, what types

of foods are popular with this group, or

what goals they have for teaching kids

about food.

•

Select an activity appropriate for the

grade or maturity level of your group.

Each activity in this guide lists a range

of grade levels for which the activity is

particularly appropriate. Talk to your

community partner about the maturity level of your group and whether an

activity seems like the right t.

Choosing a Location

Talk to your community partner about spaces at their site that can be used

for holding the activities. Keep the following space considerations in mind:

•

Spaces should have sinks available for

hand washing.

•

Additional kitchen equipment can be

helpful but is not necessary. Many of

the activities in this guide can be done

without it. If using, check whether there

are sucient electrical outlets for burners,

blenders, or other equipment.

•

Spaces should have adequate room for

working with the number of children

expected.

•

If using, check whether there is sucient room to set up dierent tables

or stations for activities.

•

Consider whether distractions at the space can be limited (e.g., located

away from other groups of kids, door can be closed to cut down on

noise, etc.).

Prior to your activity, do a thorough walk-through of the space to learn the

location of the restrooms, emergency exits, trash cans, recycling bins, etc.

Keep in mind that

every group of kids

is different, and you

may need to make

small adjustments to

the activity to make

it a hit with your

group. Each activity

provides suggested

modiﬁcations for

working with different

audiences. Check out

the Tips for Working

with Kids (pages 13-14)

for additional ideas.

If you do plan to bring

equipment on-site,

be sure to check with

your partner about any

regulations they have

on using equipment

such as knives and

burners.

LESSON

Choosing a Date and Time

Check with your community partner well in advance about the best date and

time for holding your activity. Ask questions like:

•

When do kids have regularly scheduled programming? You may wish

to time your activity to reach a group that already meets at a regular date

and time.

•

What holidays, early release days, teacher work days, or other events

are coming up? Avoid scheduling your activity during events that could

impact regular programming.

•

What other eating occasions do kids have throughout the day? Consider

how the timing of these meals or snacks may impact your activity. For

instance, you may wish to schedule an activity about snacks a couple of

hours before or after lunchtime, rather than immediately before or after.

•

How long will kids be available? Select a time frame that allows you

enough time to complete the scheduled activity. e activities in this guide

provide approximate completion times, but timing can vary based on how

many foods you choose to explore or prepare, how in depth you go on

certain discussions, or various other factors. If you have time leftover at

the end of your activity, this guide provides a variety of suggested “Time

Fillers” (pages 32-36).

Stafﬁng Your Activity

Depending on the size of your group, you

may need to arrange for additional facilitators

or assistants to be present during the

activity. You may also need assistance prior

to the activity to prep your materials (e.g.,

shopping for groceries, prepping ingredients).

Consider asking your community partner

if they can provide sta, such as a teacher,

aide, or coordinator, who will help oversee

and manage the children participating.

ese individuals will typically have a prior

relationship with the kids and can be particularly helpful for managing

any behavior issues in the group. You may also consider tapping into your

professional networks to recruit additional volunteers who are able to

supervise or prepare for culinary activities.

A good goal is to have

one adult present

for every 4-6 kids,

though this may not

be possible at every

location. Talk to your

community partner

about whether they

can provide staff for

your activity.

LESSON

Choosing Foods

for Your Activity

e recipes in this guide, as well as the

suggested foods to use in the activities, have

been chosen based on their proven appeal to

kids and their adherence to Cooking Matters

standards. While recommended that you use the recipes included here, this

guide does allow plenty of exibility for choosing foods that are in season,

commonly available within your geographic location, made available through

donations, or that may otherwise vary from the foods seen in this guide.

When choosing foods, you will want to consider kids’ food allergies, access to

ingredients, budgetary constraints, and cooking skills, among other things.

Determine in advance whether refrigeration is available at your site.

If not, select foods that do not require refrigeration or that can be safely

transported and stored in a cooler for the amount of time required.

Securing Resources

Each activity and recipe in this guide provides a list of foods and materials

needed. Recipes have been chosen for their appropriateness for low-income

families so food costs should be reasonable; however, all materials and foods

will have some cost, particularly for larger groups of kids. us, you may wish

to seek sources of support for implementing your activities, for instance:

•

Talk to your community partner about what resources they already have

on hand (such as equipment, paper plates, or utensils) or what they are

willing to oer (such as funding to oset food costs).

•

Ask a local food bank, farmers’ market, or grocery store if they would be

willing to donate or provide food at a discount for the activities.

•

Look for small grant opportunities available through service or grant-making

organizations in your community, or talk to your community partner about

including these costs in larger school or agency wellness grants.

However you choose to secure resources, we do not recommend charging

families as this can result in lower participation and exclude the kids who

need this instruction the most.

A complete list of

guidelines for choosing

foods and creating

your own recipes can

be found on page 18.

LESSON

Limiting Liability

ough the risks are small, take necessary

precautions to limit liability:

•

Check to be sure you are covered for

liability through your employer or

community partner. If you’re not, ask your

partner to send home liability waivers to

parents or guardians in advance of the

activity. A sample waiver is provided on

page 11.

•

Follow proper food safety protocol

at all times.

•

Read through the tips on page 17

regarding safely working with kids in the

kitchen.

Preparing to Lead Your Activity

Consider the following steps as you make nal preparations to lead your

activity:

• Review responsibilities with everyone involved. Run through the plan

with your community partner and anyone else involved in the activity.

Ensure that everyone understands their role. Use the Final Planning

Checklist on page 10 to assist you.

• Review nutrition messages as needed. Research strongly supports

the idea that kids don’t need to know detailed facts about vitamins and

nutrients to make healthy food choices or to develop a love of healthy

foods. e nutrition messages in this guide are designed to be simple and

easily understood by kids. In order to ensure you feel comfortable with

the nutrition messages covered in these activities, we have provided a brief

primer on pages 15-16.

• Review the tips for working with kids. Chefs tell us that working with

kids is a rewarding, and often life-changing, experience. In order to feel

condent leading kids in food-related activities, we have compiled a list of

tips (pages 13-14) based on the experiences of Cooking Matters culinary

instructors and other partners across the country. Review these tips in

advance of your activity and build these suggestions into your plan for the

event as needed.

• Collect the materials and foods you will need. e materials and foods

you will need are listed on each activity and recipe. Be sure you have

reviewed these lists thoroughly and know who will be responsible for

bringing each item to the activity. Brainstorm any additional materials

you may want (e.g., small plates for passing out samples or bowls to

collect cut ingredients). Remember to bring any materials needed for

down-time activities chosen from the “Time Fillers” section of this guide

(pages 32-36).

Waivers for each child

should be signed and

returned prior to the

activity. Make sure

parents and guardians

understand that their

child will have to sit

out if they do not

have a signed waiver.

Ask your community

partner to keep the

waivers on ﬁle for

at least three years

following the activity.

LESSON

II. Planning Tools

Initial Planning Checklist

Planning Steps

Expected

Completion Date

Check

When Complete

Identify a community partner and talk to them about their

goals for the activity.

____ /____ /_______

Choose an activity appropriate for your group.

____ /____ /_______

Choose a location for your activity.

____ /____ /_______

Choose a date and time for your activity.

____ /____ /_______

Identify additional facilitators or assistants as needed.

____ /____ /_______

Choose foods for your activity.

____ /____ /_______

Secure resources for purchasing foods and materials.

____ /____ /_______

Investigate whether you are covered for liability already. If

not, have waivers for each participating child sent home to be

signed and returned.

____ /____ /_______

Run through roles and responsibilities with all involved parties

(page 10).

____ /____ /_______

LESSON

Final Planning Checklist

Conﬁrm with your community partner:

 Activity date and time are nal.

 All waivers or other paperwork have been sent home and returned.

 e activity space will be cleared and made ready in advance.

 Kids will be brought to the location by _________________________________ at _______________.

(name) (time)

 Kids will be picked up by _________________________________ at _______________.

(name) (time)

 If kids do not show up on time, I can contact _________________________________ at _______________.

(name) (phone number)

Conﬁrm for yourself:

 All materials and food needed for the activity are gathered or purchased.

 Advanced prep work for food is completed.

 Photocopies of any handouts and recipes being used for the activity have been made for each child.

 Nutrition messages and tips for working with kids have been reviewed (pages 13-16).

Conﬁrm with your assistants:

 Assistants know the date and time of the activity.

 Assistants have directions to the space.

 Assistants know which tasks they are responsible for (e.g., which foods to prep, which stations to supervise).

 Assistants know which portions of the activity they will be leading (if applicable).

LESSON

Sample Waiver

[INSERT NAME OF COMMUNITY PARTNER AND/OR ACTIVITY]

Participation Waiver and Release

Child/Teen Name: _______________________________________________

Activity Description: [INSERT BRIEF DESCRIPTION OF THE ACTIVITY YOU HAVE

CHOSEN TO DO]

Please read, and if you agree to the statement, please initial each line and sign and date at the bottom

of the page.

Participation Waiver

Liability Waiver: I give my child permission to participate in this activity, and recognize that this

activity could present potential cooking hazards, including but not limited to: cuts, burns, slips, falls,

allergic reactions, and other injuries as a result of activities, products, and equipment used. I release

[INSERT NAME OF CULINARY INSTRUCTOR], [INSERT NAME OF COMMUNITY

PARTNER], its agents, representatives, employees, volunteers, and any sponsors from any and all

damages, causes of action, claims, and liability that might arise from my child’s participation in this

activity.

Initials of Parent/Guardian: ___________

Media Release

I consent to and allow any use and reproduction by [INSERT NAME OF CULINARY

INSTRUCTOR] or [INSERT NAME OF COMMUNITY PARTNER] of any and all

photographs or videotapes taken of my child(ren) during their participation in this activity. I

understand that [INSERT NAME OF CULINARY INSTRUCTOR] and [INSERT NAME

OF COMMUNITY PARTNER] will own the photographs and videotape and the right to use or

reproduce such photographs and videotape in any media, as well as the right to edit them or prepare

derivative works, for the purposes of promotion, advertising, and public relations. I hereby consent to

this use of my child’s name, likeness, or voice, and I agree that such use will not result in any liability

for payment to any person or organization, including myself.

Initials of Parent/Guardian: ___________

_______________________________________________________

Signature Date

_______________________________________________________

Name of parent/guardian (please print)

notes

LESSON

Tips for Working

With Kids

e activities included in this guide have been

tested with our partners across the country

to ensure that kids nd them exciting and

engaging. However, no group of kids is the

same. You will want to make small adjustments

to the activity instructions to ensure it runs

smoothly with your group. e following

tips can help you set up an eective learning

experience for kids.

1. Let kids explore. Children are natural

explorers. ey are always asking questions

and discovering the world around them.

Have kids learn about food by using their

senses: touch, smell, taste, sight, and hearing.

Allow kids to handle food— let them mix

it, prepare it, smell it, and taste it. e more

hands-on the activity, the more likely kids

are to retain the messages and create a positive association with new, healthy

foods. If there’s not enough time or space for each kid to handle food at

every step, be sure everyone at least has a turn as a “helper” so kids will stay

engaged and feel condent working with the foods on their own at home.

Our most important

tip is to relax and

have fun! Kids look

up to chefs— you’re

a rock star to them as

soon as you step in

the room. It’s natural

to feel nervous if

you’re not used to

working with kids, but

let their enthusiasm

and excitement

put you at ease.

Kids won’t notice

if you leave out an

ingredient or forget a

talking point— they

are just eager to learn

about and get their

hands on the food!

III. Leading Your Activity

LESSON

2. Plan activities that match kids’ abilities and interests. e activities

in this guide include suggested grade ranges, so you can choose the

activities that are most suitable for your group. However, even within

a particular grade range you will encounter groups with diering

abilities, maturity levels, and literacy levels. You may need to make slight

modications to make activities more appropriate for the kids in your

group, for example:

• Younger or low-literate kids may benet from doing activities (like

Name at Fruit or Vegetable, page 31) verbally instead of writing

their answers. Engage younger kids as a group and write their verbal

responses on a chalkboard or poster board instead.

• Older kids may move through the activities at a faster pace. Review

the tips on each activity for how to increase the diculty, such as

preparing a more complex recipe or going more in depth on dierent

parts of the food label.

• If you are working with groups of mixed ages or ability levels, try

setting up stations around the room and group kids with similar

abilities at the same station. Go more in depth with older kids to keep

their interest while younger kids learn the basics.

3. Build on what kids already know. When you introduce a new topic

about food or eating, connect it to something already familiar to kids. For

example, relate to younger kids using examples like “these bell peppers

are the same colors as a stop light” or “food makes people ‘go’ just like gas

makes cars ‘go’.” Relate to older kids by asking them questions like “What

do you usually eat for breakfast or dinner?,” “What do you know how

to cook already?,” or “What would you like to learn how to cook?” Try

incorporating their interests into the discussion or activity.

4. Set ground rules. When working with older kids, it’s particularly

important to establish a respectful environment before beginning any

activities. One way to do this is to involve kids in creating a Code of

Conduct. Examples of good ground rules include “respect others when

they are talking,” “try at least a bite of each food,” “if you don’t like a food,

keep negative comments to yourself so that others can feel free to enjoy

it.” You may also wish to develop a quiet signal if the group gets rowdy,

like ashing the lights or holding up three ngers.

LESSON

Nutrition Basics for Chefs

Kids don’t need a lot of complex, scientic information about food. ey eat

certain foods because they like them, and having the opportunity to taste

foods (especially with friends and supportive adults) helps them learn to like

a variety of healthy foods. In keeping with the way kids learn about food, the

nutrition messages in this guide are deliberately simple and easy for kids to

understand. Chefs may wish to review the basics of these messages prior to

engaging kids in the activities in order to feel condent answering questions

or reinforcing messages in a variety of ways. For chefs who want to know

more, we recommend checking out the resources and information available at

www.choosemyplate.gov.

Message 1: Eat from every food group, every day.

e ve food groups outlined in MyPlate (page 42) are Grains, Fruits,

Vegetables, Protein, and Dairy. Kids will likely know the basics of the food

groups already. It’s not necessary to go into detail about each group. Instead,

have kids think about how they can eat foods from all ve food groups every

day. Remind them that all food groups provide important nutrients that help

them grow strong and give them the energy they need to live active, healthy

lives. No single food group can provide everything they need to be healthy,

so it’s important to eat from all ve food groups. Reinforce this message by

having kids name the food groups of each food used in a recipe or activity.

Ask them what other food groups they would need to eat from today in order

to eat from all ve.

Message 2: Eat a variety of colorful fruits and vegetables.

Fruits and vegetables of similar colors have similar vitamins and nutrients

that provide important functions in our body. For instance, yellow and orange

fruits and vegetables contain nutrients that provide us with a healthy heart,

good vision, and strength to ght o colds. As with food groups, remind kids

that no single color fruit or vegetable can provide us with everything we need

to be healthy. We need to eat from dierent color groups each day. It’s not

necessary for kids to know the specic vitamins and nutrients in each color

group. Instead, focus on the simple message of choosing a variety of colorful

fruits and vegetables. Reinforce the message by having kids call out each

color of the produce used in the activities. Divide them into teams and have

them brainstorm as many fruits and vegetables as they can for a particular

color (e.g., red, yellow/orange, white, blue/purple, green). Emphasize the

visual appeal of “making your plate a rainbow” and lling at least half your

plate with colorful fruits and vegetables.

LESSON

Message 3: Choose whole grains as often as you can.

Whole grains are called “whole” because they contain the entire kernel of

grain. Rened grains are called “rened” because during processing, parts of

the grain kernel are removed. e parts that are removed contain important

vitamins and nutrients. “Enriched” grains add back in only some of the

vitamins and nutrients; they do not contain the entire grain kernel and are

not whole grains. When working with kids, use simple analogies that will

help kids understand the importance of choosing whole grains instead of

rened grains. For instance, kids typically like the analogy that whole grains

are like a broom that sweeps through their body and removes the “bad stu,”

just like a broom removes dirt from a house. When working with older kids,

it’s appropriate to teach them how to identify whole grain foods. e trick

is simple— have them look at the rst ingredient in the ingredients list. If

the rst ingredient is a whole grain (like whole wheat our, whole grain oats,

brown rice, or bulgur), then the food is a whole grain. Most importantly, let

kids taste how delicious whole grains can be! Some kids will have very little

experience with whole grains— you can open up a whole new world of tastes

by letting them explore these foods.

Message 4: Compare food labels to make healthier choices.

Food labels may seem complicated, but simple messages about comparing

labels are fairly easy for kids to understand. Show kids a sample label from an

actual food package, or use the sample label on page 40. Start by focusing on

the number of servings in the package. Point out that the serving size does

not necessarily mean you should eat that amount. Kids often do not realize

that a single package or bottle (for instance a 20-ounce soda) can actually

contain multiple servings. Engage kids by showing them the amount in one

serving (for instance, by pouring out 8 ounces of the soda into a glass) and

the amount in the entire package and asking them how much they would

typically eat or drink. If there are two servings within the package and kids

say they would eat it all, then everything on the label must be multiplied by 2

to give you the nutrition facts for the amount they would eat.

Next, explain that kids can compare labels for dierent foods and beverages

to nd out which one has lower amounts of less desirable nutrients (such as

added sugar, sodium, and saturated fat). When working with younger kids,

it’s usually best to focus on a single nutrient, such as sugar for beverages.

Have them compare the amounts of that nutrient across multiple packages,

keeping in mind the number of servings per package. Ask them to choose the

one with the lower number. With older or more mature groups, ask them to

evaluate the foods across several dierent nutrients.

Wrap up discussions about labels by reminding kids that many healthy foods,

like fruits and vegetables, do not even have labels. Encourage them to make

their own foods and drinks when they can and to include plenty of fruits,

vegetables, and whole grains.

INGREDIENTS: WHOLE WHEAT FLOUR, HONEY, CRACKED

WHEAT, WHOLE WHEAT BRAN, SALT, YEAST, SOYBEAN

OIL, MOLASSES, WHEAT GLUTEN, GRAIN VINEGAR, SOY

LECTHIN, AZODICARBONAMIDE.

Nutrition Facts

Serving Size 1 1/2 cups (289g)

Servings Per Container 4

Amount Per Serving

Calories

160

Calories from Fat 100

% Daily Value*

Total Fat

11g

Saturated Fat

Trans Fat

Cholesterol

0mg

Sodium

160mg

Total Carbohydrate

14g

Dietary Fiber

Sugars

Protein

Vitamin A 15%

• Vitamin C 45%

Calcium 6%

• Iron 6%

*Percent Daily Values are based on a 2,000

calorie diet. Your daily values may be higher or

lower depending on your calorie needs:

Calories:

2,000

2,500

Total Fat

Less than

65g

80g

Saturated Fat Less than

20g

25g

Cholesterol

Less than

300mg

Sodium

Less than

2,400mg

Total Carbohydrate

300g

375g

Dietary Fiber

25g

30g

Calories per gram:

Fat 9 • Carbohydrate 4 • Protein 4

Ratatouille

11/22/2011

* 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 1/2 cups (346g)

Servings per Package 4

Nutrition Facts

Serving Size 1 1/2 cups (289g)

Servings Per Container 4

Amount Per Serving

Calories

160

Calories from Fat 100

% Daily Value*

Tota l Fat

11g

Saturated Fat

Trans Fat

Cholesterol

0mg

Sodium

160mg

Total Carbohydrate

14g

Dietary Fiber

Sugars

Protein

Vitamin A 15%

• Vitamin C 45%

Calcium 6%

• Iron 6%

*Percent Daily Values are based on a 2,000

calorie diet. Your daily values may be higher or

lower depending on your calorie needs:

Calories:

2,000

2,500

Total Fat

Less than

65g

80g

Saturated Fat Less than

20g

25g

Cholesterol

Less than

300mg

Sodium

Less than

2,400mg

Total Carbohydrate

300g

375g

Dietary Fiber

25g

30g

Calories per gram:

Fat 9 • Carbohydrate 4 • Protein 4

Ratatouille

11/22/2011

* 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 1/2 cups (346g)

Servings per Package 4

LESSON

Chopping

•

Use sharp knives only when working with kids

who have the motor skills to use them safely

(typically fourth grade and up). Plastic knives,

table knives, or pizza cutters can be used by

younger kids to cut a wide range of foods.

•

e rst few times you help kids chop foods,

stand behind them and guide their hands

with yours.

Grating

•

Help kids by placing one of your hands against

the grater and your other hand over their hand

holding the food.

•

Watch their ngers carefully so that they don’t

get cut or scraped.

Stirring and Mixing Ingredients

•

Help kids stir thicker mixtures by placing your

hand over their hand that’s holding the spoon.

Hold the bowl with your other hand.

Cracking Eggs

•

Many kids will need assistance cracking eggs,

until they get the hang of it. Show them how to

gently tap the shell to crack the surface and use

their thumbs to pull apart the shell.

•

Have kids crack each egg into a separate bowl.

Help them check for shell pieces before adding

each one to a larger bowl.

Rinsing Fresh Produce

•

Rinsing is a great task for all ages, but you may

need to help with extra-dirty greens or heavier

items.

Measuring

•

Introduce kids to measuring by showing them

how to pour out ingredients you’ve already

measured.

•

Let them build condence by measuring small

amounts of dry ingredients before moving to wet

ingredients.

Peeling

•

Show older kids how to safely angle a peeler

downward to remove the skins from fruits or

vegetables.

•

With foods like oranges and onions, get kids

started by lifting a piece of the skin so they can

easily peel o the top layer by hand.

Squeezing Citrus

•

Cut citrus fruits into wedges and remove seeds,

so that kids can help squeeze out the juice.

To make citrus fruit easier to juice, heat in the

microwave for 15-20 seconds or roll the fruit

on a counter or cutting board for 15 seconds

before slicing.

Safely Working with Kids

in the Kitchen

Let kids know you are here to help! After demonstrating a skill, tell them you will come around and oer

suggestions or lend a hand when needed. Use these tips to help kids safely build their skills.

Before you begin your activity, review basic hand washing rules with kids (e.g., use warm, soapy

water; wash for 20 seconds; re-wash hands if you touch hair or skin, use the bathroom, etc.). Have

them wash hands before introducing them to any foods. Be sure they are supervised by an adult.

LESSON

Guidelines for Choosing Foods

e foods and recipes suggested in this guide are chosen based on their accessibility and aordability

for the limited-resource families that Cooking Matters serves. We recommend using the recipes

included here whenever possible, but the guide leaves plenty of exibility for choosing your own foods

as needed. When doing so, be sure to consider kids’ food allergies, budgetary constraints, cooking

skills, and access to ingredients. e following guidelines can help you select appropriate foods.

1. Use low-cost foods and ingredients.

Avoid using expensive ingredients that kids and their

families cannot aord. Use these guidelines to select

lower-cost ingredients:

•

Choose ingredients in their most whole form.

•

Choose packaged ingredients that are available in a

store-brand equivalent.

•

Choose ingredients that are able to be used in

multiple meals and snacks.

•

Choose ingredients available for purchase in bulk

when possible.

•

Choose dried herbs and spices instead of fresh.

•

Consider whether a less expensive form of an

ingredient can be used (e.g., chicken pieces instead of

chicken breasts).

2. Use ingredients that are accessible to kids.

Keep in mind where kids and their families are likely

to shop. If an ingredient is generally not found in a

mainstream supermarket in your area, it may not be

a good choice. However, if kids 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

kids in advance and know what’s accessible to them.

3. Use ingredients that are tasty and nutritious.

Keep simple nutrition messages in mind, for example:

•

Vary the forms, types, and colors of fruits and

vegetables.

•

Choose whole grains instead of rened grains.

•

Minimize the use of added sugars.

•

Use leaner cooking techniques and ingredients.

•

Limit sodium.

•

Include multiple food groups.

4. Avoid food allergens for the kids in your group.

Food allergies can be associated with any food, but most

reactions are triggered by just eight foods: milk, eggs,

sh, shellsh, soy, wheat, peanuts, and tree nuts. Have

parents or guardians document their kids’ food allergies

on the liability waivers sent home (page 11), or ask your

community partner about known allergens for the kids

in your group. Choose foods and recipes that avoid

these allergens.

5. Limit the use of special equipment.

Equipment should be accessible and aordable for

kids and their families. Consider whether the tools

you use are really necessary and whether they 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 when the recipe cannot be

made properly without it — but avoid calling for food

processors, which are less common.

Healthy Snacks

Make Your Own Veggie Super Hero .....................20

Make Your Own Fruit Clown Face ......................... 21

Super Snackers ...................................................22

Snack Attack ......................................................23

Fat Face-Off .......................................................25

Healthy Drinks

Fruit vs. Juice ......................................................26

Sugar Overload .................................................. 27

Healthy Drinks Taste Test ......................................28

Exploring Fruits and Vegetables

Your Veggies, Your Way ......................................29

Fruit & Vegetable Mystery Bag..............................30

Name That Fruit or Vegetable ...............................31

Time Fillers

Fruit & Vegetable Placemats .................................32

Food Riddles ......................................................33

Snacks & Drinks Crossword ..................................35

Label Reading Word Search ................................ 36

ACTIVITIES

Make Your Own

Veggie Super Hero

In Advance

1. Rinse and cut the broccoli into

small ﬂorets; the zucchini into

round slices; the red peppers into

thin strips, then in half; the celery

into 3-inch stalks; and the carrots

into 2-inch strips.

2. Drain the corn and olives and

pour into bowls.

3. Assemble your own veggie super

hero as an example for kids.

4. Pour dressings or dips into small

bowls for sharing. Place a serving spoon

in each bowl.

With Kids

1. Display cut vegetables and materials on a table where everyone can reach

them.

2. Encourage kids to use as many diﬀerent color veggies as possible to create

their own veggie super heroes. Have them give their hero a name.

3. When kids are ﬁnished, ask them to share their creation with the group and

answer questions such as:

•

What is your super hero’s name?

•

How many diﬀerent color veggies did you choose? Which ones?

•

What parts of the plant do your super hero veggies come from?

•

Which of these veggies have you eaten before? Did you enjoy them?

•

Will this be the ﬁrst time you are trying any of these veggies? Which ones?

4. Pass out the dressings or dips for kids to spoon onto their veggies if they

wish. Invite kids to eat and enjoy their veggie super hero. Point out that

colorful veggies make fun and delicious snacks. Encourage them to make

and enjoy a veggie super hero at home with their parents or guardians.

TIP: If you have extra time, use the Food Riddles (page 33) with kids or have

them create Fruit & Vegetable Placemats (page 32).

Suggested Grades: K–3

Estimated Time: 30 minutes

Materials:

 Paper plates, one for each

child

 Small bowls

 Serving spoons

Foods:

 A variety of washed, colorful

vegetables, such as: 1 head

broccoli, 2 zucchinis, 1 small

can corn, 1 small can sliced

olives, 2 red peppers, 1 bunch

celery, and 3–4 whole carrots

 Low-fat ranch, French, or

other dressings or hummus

for dipping vegetables

Healthy Snacks

TIPS:

•

Substitute produce that

is in season or on sale, if

needed.

•

Consider preparing

dips from the Delicious

Dips & Spreads

handout (page 38)

instead of using store-

bought dips. If time

permits, invite kids to

help prepare the dips

for this activity.

Make Your Own

Fruit Clown Face

Healthy Snacks

In Advance

1. Rinse and cut the fruit into pieces.

2. Assemble your own fruit clown face

as an example for the class.

3. Pour the yogurt dip into small

bowls for sharing. Place a serving

spoon in each bowl.

With Kids

1. Display cut fruits and materials on a table

where everyone can reach them.

2. Encourage kids to use as many diﬀerent color fruits as possible to make

their clown face.

3. When kids are ﬁnished, ask them to share their creation with the group and

answer questions such as

•

How many diﬀerent color fruits did you choose? Which ones?

•

Which of your clown’s fruits are you most excited to eat?

•

Which of your clown’s fruits have you never tried before?

•

Why is your fruit clown face good for you to eat?

4. Pass out the yogurt dip. Invite kids to eat and enjoy their fruit clown faces.

Point out that colorful fruits make fun and delicious snacks. Encourage

them to make and enjoy a fruit clown face at home with their parents

or guardians.

TIPS:

•

Substitute produce that is in season or on sale, if needed.

•

Consider preparing dips from the Delicious Dips & Spreads handout

on page 38, rather than using store-bought dips. If time permits, invite

kids to help prepare the dips for this activity, or tell them they will have an

opportunity to make these dips in another lesson.

•

If you have extra time, use the Food Riddles (page 33) with kids or have

them create Fruit & Vegetable Placemats (page 32).

Suggested Grades: K–3

Estimated Time: 30 minutes

Materials:

 Paper plates, one for each

child

 Small bowls

 Serving spoons

Foods:

 A variety of colorful fresh

fruits, such as pineapple,

blueberries, grapes, kiwi,

strawberries, oranges,

cantaloupe, and raisins

 Low-fat yogurt, for dipping

Super Snackers

In Advance

1. Choose a selection of no-cook or low-prep snacks from the Snack Smart

handout, the Delicious Dips & Spreads handout, or the Recipes section

of this guide. Choose snacks that include foods from at least two food

groups.

2. Secure needed ingredients and equipment.

3. Set up stations around the room, with a diﬀerent snack recipe to be

prepared at each station. Place ingredients and equipment needed for the

recipe being made at each station.

With Kids

1. Ask kids what they typically choose for a snack. Have them identify the

food groups included in the snacks they named.

2. Explain that a balanced snack includes foods from at least two food groups.

Divide kids into small groups and pass out a copy of the Super Snackers

handout to each group. Ask groups to come up with at least three

balanced snacks they could create using the ideas on the handout or by

suggesting their own ideas.

3. Give groups 5 minutes to work together. Next, call on each group to report

the tastiest snack idea they came up with.

4. Congratulate kids on their ideas. Explain that today they are going to

practice making their own balanced, healthy snacks.

5. Have kids wash their hands in preparation for making snacks. Explain how

the snacks at each station will be prepared. Assign kids to a station and ask

them to make enough snacks for each child in the room.

6. When kids are ﬁnished, have them rotate to the next station and try the

snack that was made by the previous group. Let them rotate through

all stations until they have sampled all the snacks. When the activity is

ﬁnished, ask them questions like: Which snacks were your favorites? Why?

Do you think you could make these snacks at home on your own or with

your family? Why or why not? Encourage kids to try making a balanced,

healthy snack at home.

TIPS:

•

If you have extra time, use the Food Riddles (page 33) with kids or have

them create Fruit & Vegetable Placemats (page 32).

•

Depending on the level of your group, ask kids why the ingredients in

each recipe or on the Super Snackers handout are smart choices. Point out

the use of healthier ingredients like low-fat cheese or yogurt, whole grain

crackers, and fruits and vegetables.

Suggested Grades: 3–5

Estimated Time: 30 minutes

Materials:

 Ingredients and

equipment to prepare

a selection of healthy

snacks

Handouts:

 Snack Smart, pages 43-44

 Delicious Dips & Spreads,

page 38

 Super Snackers, page 45

Healthy Snacks

TIPS:

•

As needed, do a brief

review of the food

groups with kids using

the MyPlate handout

on page 42. Or, ask the

teacher or coordinator

to conduct this review

in advance of the

activity.

•

Be sure you have

enough adult

assistants on hand.

Determine in advance

who will be placed

at each station. If

stations are not

possible, choose 2-3

snacks for the entire

group to prepare

together.

Snack Attack

In Advance

1. Collect a variety of empty packaging for popular snack foods, for example,

potato chips, cheese straws, cookies, or candy. Consider covering brand

names or using pictures of Nutrition Facts labels for non-branded products

to avoid brand bias.

2. Choose a selection of no-cook or low-prep snacks from the Snack Smart

handout, the Delicious Dips & Spreads handout, or the Recipes

section of this guide. If possible, select snack recipes that provide a

comparable but healthy alternative to some of the packaged snacks (e.g.,

Fruit and Cheese Kabobs as an alternative to cheese straws or cheesy

crackers).

3. Gather needed ingredients and equipment.

4. Set up stations around the room, with a diﬀerent snack recipe to be

prepared at each station. Place ingredients and equipment needed for the

recipe being made at each station.

With Kids

1. Ask kids what they typically choose for a snack. Display empty packages

of commonly consumed snack foods. Have kids pair up. Assign each pair a

snack food package, if possible, based on what they said they enjoy the most.

2. Refer to the Label Lingo handout. Clarify the diﬀerence between one

serving and the number of servings provided in a package.

3. Ask kids to compare the serving size listed on their package with the

amount they would typically eat. Next, ask them to determine how much

saturated fat, sugar, or sodium would be in their typical portion. Finally,

ask them to check the ingredient list and determine whether their snack

includes any whole grains, fruits, or vegetables.

4. Point out that packaged snacks are typically high in saturated fat and other

less desirable nutrients and usually contain very few fruits, vegetables,

or whole grains. Explain that a balanced snack includes foods from at

least two food groups, and snacks are a great time to add more fruits and

vegetables to your day.

5. Divide kids into teams and give them 3 minutes to brainstorm healthy,

balanced snacks they could make at home on their own — as many as

they can think of. The team with the most ideas will get ﬁrst choice of a

snack recipe to prepare.

6. When 3 minutes is up, call time. Have kids share their snack ideas out loud.

Announce the winning team. Use the Snack Smart handout to point out

additional simple, balanced snacks kids could make.

Suggested Grades: 6 –12

Estimated Time: 45 minutes

Materials:

 A variety of empty snack food

packages

 Ingredients and equipment to

prepare a selection of healthy

snacks

Handouts:

 Snack Smart, pages 43-44

 Delicious Dips & Spreads,

page 38

 Label Lingo, page 40

Healthy Snacks

TIPS:

•

To choose snacks,

ask your community

partner in advance

what types of snacks

the kids typically eat.

•

Use empty snack

packaging to avoid

having kids ask if they

can eat the snacks

when the activity

is done.

continued >>>

Snack Attack continued >>>

7. Have kids wash their hands in preparation for making snacks. Explain how

the snacks at each station will be prepared. Allow the winning team to pick

which station to start at, then assign the rest of the groups to a station. Ask

them to make enough snacks for each person in the room.

8. When kids are ﬁnished, have them rotate to the next station and try the

snack that was made by the previous group. Let them rotate through all

stations until they have sampled all the snacks. When the activity is ﬁnished,

ask them questions like: Which snacks were your favorites? Why? Would you

make these snacks at home yourself? Why or why not? Encourage kids to

try preparing at least one healthy snack at home this week.

TIPS:

•

Be sure you have enough adult assistants on hand. Determine in advance

who will be placed at each station. If stations are not possible, choose 2-3

snacks for the entire group to prepare together.

•

As needed, do a brief review of the food groups with kids using the

MyPlate handout on page 42. Or, ask the teacher or coordinator to

conduct this review in advance of the activity.

•

If you prefer, ask the teacher or coordinator to introduce label reading in

advance of the activity. Reinforce label reading concepts as you discuss

packaged snacks.

•

If you have extra time, have kids work on the Snacks & Drinks Crossword

(page 35) or the Label Reading Word Search (page 36).

Fat Face-Oﬀ

Suggested Grades:

6 –12

Estimated Time:

15 minutes

Materials:

 Flip-chart paper or

white board

 Marker

 Nutrition facts labels

and printed nutrition

information

 Blank paper

 Pens

 Small bowl of

shortening

 Two disposable or

reusable plates

 Teaspoon-size

measure

 Disposable gloves

 Calculator

Handouts:

 Know Your Fats, page

pgn

Healthy Snacks

In Advance

1. Gather nutrition information (packages with

nutrition facts labels, nutrition facts printed from

restaurant websites, or nutrition information in

Cooking Matters manuals) for convenience food

and home-cooked or less processed options in the

following categories:

TIP: Consider covering

brand names or using

pictures of Nutrition

Facts labels for non-

branded products to

avoid brand bias.

Convenience Food Option Cooking Matters Meal

Fast food meal (e.g. cheeseburger or

chicken nuggets, French fries)

Similar Cooking Matters meal (e.g.

Chicken Burger or Baked Flaked

Chicken, Sweet Potato Fries)

Prepackaged meals (e.g. frozen pizza,

“just add meat” boxed meals)

Similar Cooking Matters meal (e.g. The

Works Pizza, Turkey Burger Macaroni)

Packaged snack options (e.g.

packaged tortilla chips and cheese

dip, ice cream)

Similar Cooking Matters snack (e.g.

Homemade Corn Tortilla Chips and

Mango Salsa, Yogurt Parfait)

2. On ﬂip-chart paper, write two sample meals and the total grams of saturated

and trans fat:

Fast Food Meal

Saturated Fat + Trans Fat =

Unhealthy Fat

Double bacon cheeseburger 9.5 g + 1 g = 10.5 g

Large French fries 3.5 g + 0 g = 3.5 g

Total 14 g

Cooking Matters Meal

Chicken Burger 3 g + 0 g = 3 g

Sweet potato fries 0 g

Total 3 g

3. Below that, write:

• Grams of unhealthy fat ÷ 4 = teaspoons of shortening

Example:

• 14 grams of fat ÷ 4 = 3.5 teaspoons of shortening

4. Display the ﬂip chart where families can see it.

5. Display two disposable or reusable plates, one labeled “Convenience Food” and

one labeled “Home-Cooked Food.”

In Class

1. Use the ﬂip-chart that you set up in advance to walk through the activity as a group. Or, if more time

allows, use the ﬂip chart as an example and set up groups to work through their own comparisons.

2. Divide teens into their Extreme Food Makeover groups. Provide each group with nutrition

information for one convenience food option or one comparable home-cooked option that is

lower in unhealthy fats.

3. Ask each group to add up the total grams of unhealthy fat in

their assigned option. Remind teens that saturated and trans

fats are both unhealthy fats. Explain that the total grams of

unhealthy fat will be represented by shortening because both

types of unhealthy fat are usually solid at room temperature.

Walk around the room and assist as needed.

4. Ask teens to share the total grams of unhealthy fat for their

assigned meal or snack. Use the equation to calculate the

number of teaspoons of shortening that represent the

unhealthy fat content for each option. Have one teen from

each group volunteer to scoop the calculated amount of

shortening onto the appropriate plate (“Convenience Food”

or “Home-Cooked Food”).

5. As you go through each example, continue adding to the

appropriate plate. By the end, you will have two side-by-side

plates, one representing the combined unhealthy fat content

of several convenience foods and one representing the

combined unhealthy fat content of several healthier, home-

cooked versions of those foods.

6. Have teens compare the results. Point out how quickly

unhealthy fat can add up when eating fast food, packaged

meals and snacks, and other convenience foods, but that reading labels and choosing healthier

versions of convenience foods can make a big diﬀerence.

7. ASK: How can you make smarter choices when you’re out to eat using everything you have

learned in class? Provide suggestions as needed (e.g., choosing fruits, vegetables, whole grains,

beverages without added sugar, and lean proteins).

 Menu Mania, page 21

8. Ask teens to share reasons why they purchase fast foods or other convenience foods.

Acknowledge their reasons but encourage them to consider the tradeoﬀs.

•

Taste: Healthier, tasty versions of fast-food and packaged favorites can be made at home. Point

teens to relevant recipes in their books that they may consider using for their makeover meal.

Have teens recall other tasty meals they have made in class.

•

Cost: Point out that many fast foods or other convenience foods can actually be made at home

for less money, which we’ll talk more about next week.

•

Time: Point out that in the time it takes teens to walk or drive to a fast-food restaurant, wait in line,

and order, they could prepare many great meals and snacks. Have teens recall the grab-and-go

breakfasts they prepared. Explain that we will soon talk about easy, healthy snacks that can be

made in minutes.

Fat Face-off Continued >

TIP: If time is short, simplify

the activity by writing a

description of each meal on

a separate piece of paper or

index card. Give one copy

of each description to each

group. Do not tell groups the

total amount of unhealthy fat

in each meal, but have the

amounts calculated ahead

of time. Ask each group to

organize the meals from

highest to lowest in unhealthy

fat. When time is up, reveal

the amount of unhealthy fat

in each meal and discuss any

surprises. Point out where

home-cooked, fast-foods, and

other convenience foods fall in

the lineup. Consider awarding

points to the winning team.

Healthy Drinks

Fruit vs. Juice

In Advance

1. Cut oranges into six segments and remove seeds.

2. Fill the clear glass with 6 ounces of orange juice.

With Kids

1. Place all the whole fruits on a table in front of the kids.

2. Hold up the glass of orange juice and ask kids to identify what is in the

glass and which fruit on the table this juice comes from.

3. Give one orange segment, napkin, and paper cup to each child. Have

everyone taste the orange together.

4. After eating the orange segment, give each child another segment and

instruct them to squeeze the juice out into the small cup.

5. Point out how much juice comes out of each segment compared to the

juice in the glass. Ask kids to guess how many oranges it would take to ﬁll

up the glass. Could you eat this many? Why or why not?

6. Explain that the ﬁber in whole fruit makes you feel fuller than drinking juice.

Highlight the other important health beneﬁts of ﬁber by explaining that

ﬁber is like a broom that sweeps through your body and removes the “bad

stuﬀ.” Point out that while both fruit and juice contain important vitamins

and minerals, the whole fruit is the better choice because it gives us the

ﬁber we need.

7. Point out the other whole fruits on the table and ask kids what kind of juice

they make. Reinforce that, just like oranges, these fruits contain more ﬁber

in their whole form than in juice form. Discuss additional juices kids may

drink, and which whole fruits or vegetables they come from.

Suggested Grades: K–3

Estimated Time: 25 minutes

Materials:

 Napkins

 Small paper cups

 One 6–8 oz. clear cup

Foods:

 1 orange for every three kids

 A whole orange, a whole

apple, and some grapes

 6 oz. of orange juice

Sugar Overload

In Advance

1. Collect a variety of empty containers for popular sugary beverages, for

example, sodas, fruit-ﬂavored drinks, sweet tea, vitamin water, chocolate milk,

and sports drinks. Consider covering the brand name or using a picture of a

Nutrition Facts label for a non-branded product to avoid brand bias.

2. Set out the empty bottles for the beverages.

3. Write the following on a chalkboard or poster board:

With Kids

1. Ask: What do you normally drink when you’re thirsty? What do you

drink with meals and snacks? Show kids the empty bottles of commonly

consumed drinks. Ask: How would you decide which of these drinks is

healthier? Explain that many popular drink choices are loaded with added

sugar, and we can use labels to ﬁnd out which choices have less sugar.

2. Refer to the Label Lingo handout. Clarify the diﬀerence between one

serving and the number of servings provided in a package. Show kids how to

calculate the amount of sugar in an entire package.

3. Have kids work in pairs. Assign each pair one of the empty beverage

containers, if possible, based on what they said they drink most often. Ask

kids to read to the class from the Nutrition Facts panel the amount of sugar

in one serving of their beverage.

4. Have kids use the serving size information to ﬁgure out the grams of sugar

in the entire container. Use the calculator to determine the equivalent

teaspoons of sugar.

5. Ask pairs to scoop the teaspoons of sugar

calculated for their drinks into an empty plastic

cup. Have them place the cup in front of the

corresponding empty beverage container.

6. After each pair has measured the amount

of sugar in their drink, compare the results

and discuss impressions. Explain that many

popular beverages are very high in added sugar and take the place of

other drinks that are good for our bodies. Share that juice and milk

contain some sugar naturally, but this isn’t added sugar. Encourage kids

to avoid added sugar by choosing 100% juice and plain milk rather than

chocolate or strawberry milk. Point out that whole fruit is even better than

100% juice because it also has ﬁber. Refer to the Drink Smart handout

and suggest kids make their own healthy drinks at home when they can.

TIP: If working with

younger kids, be

prepared to help

them with the math

to move things along.

Suggested Grades: 4–12

Estimated Time: 30 minutes

Materials:

 Clear plastic cups, one for

each empty can or bottle

 Teaspoon

 Calculator

 Poster board

Foods:

 Bag of sugar

 Empty cans or bottles of

a variety of popular sugary

drinks

Handouts:

 Label Lingo, page 40

 Drink Smart, page 39

Grams of sugar

in one serving

Number

of servings

Grams of sugar

in total package

Grams of sugar

in total package

Teaspoons of sugar

Healthy Drinks

Healthy Drinks Taste Test

In Advance

1. Set up stations around the room for kids

to make and taste a variety of healthy

drinks, using ideas in the table below.

2. Make sure each station has the

appropriate equipment to create and

serve the drink for that station.

With Kids

1. Explain how each beverage is prepared. Assign kids to a starting station.

2. Have each group of kids prepare a beverage at their station, making

enough for the entire group to sample. When the groups ﬁnish preparing

their beverages, invite them to move to the next station and taste the

healthy beverage another group has made. Continue this process, allowing

kids to sample all the beverages.

3. When everyone is ﬁnished sampling, engage kids in discussion.

Ask: Which healthy drinks did you enjoy the most? Why? Which would

you like to make at home for your family? Pass out the Drink Smart

handout and encourage kids to make these healthy drinks at home.

TIP: Be sure you have

enough adult assistants

on hand. Determine

in advance who will be

placed at each station.

Suggested Grades: 4 –12

Estimated Time: 25 minutes

Materials:

 Small disposable cups

 Materials and ingredients for

preparing beverages chosen

from table to the right

Handouts:

 Drink Smart, page 39

Beverage Ingredients How to Prepare

Fruit

smoothies

See the Fruit

Smoothies recipe.

See the Fruit Smoothies recipe

(page 51).

Flavored

water

•

Lemons

•

Limes

•

Oranges

•

Cucumbers

•

Fresh mint,

rosemary, or

other fresh

herbs

•

Rinse and slice fresh lemons,

limes, oranges, and cucumbers.

•

Snip mint leaves, rosemary, or

other fresh herbs.

•

Fill several pitchers with ice water.

Add any combination of the

ingredients to each pitcher.

Fruit-juice

sodas

•

Seltzer

•

Variety of

100% juices

•

Lime

•

Optional:

Lemon, orange,

or other citrus

slices

•

Fill a large pitcher, ½ juice and ½

seltzer water.

•

Rinse the lime, cut in half, and

squeeze the juice from the two

halves into the pitcher.

•

Mix well. Add ice before serving.

Add fruit slices, if using.

Healthy Drinks

TIP: If you have extra time,

have kids work on the

Snacks & Drinks Crossword

(page 35).

Your Veggies, Your Way

In Advance

1. Bring a pot of water to boil. Rinse and slice carrots.

2. On each of the ﬁve index cards, write the name of one of the ﬁve herbs you

chose for this activity.

3. When the water is boiling, add carrot slices to the pot. Cook to desired

tenderness.

4. Drain and add a small amount of canola oil and a dash of salt to the pot.

Stir well to coat all the carrots.

With Kids

1. Ask kids to wash hands in preparation. Pass out sprigs of the fresh herbs

and have kids pluck and chop the leaves, assisting as needed. Instruct them

to place each chopped herb in a separate bowl.

2. In front of each bowl, place the index card with the name of the herb in

that bowl.

3. Distribute the carrots among the herb bowls, reserving just enough carrots

for kids to have another taste of their favorites at the end. Stir the carrots so

that they are coated evenly with the herbs.

4. Invite kids to taste each variation of the seasoned carrots and indicate their

preferred ﬂavor by placing a sticker on the index card in front of the herb

they liked best.

5. Provide everyone with another taste of one or two of the “most popular”

flavors. Congratulate kids on experimenting with many new flavors.

Suggest other vegetables that they could help their parents flavor at

home in the same way, such as zucchini, squash, corn, or sweet potatoes.

TIPS:

•

Other vegetables such as broccoli, zucchini, corn, lima and other beans,

or tomatoes can work well with this activity too.

•

Use one Tablespoon of minced fresh herbs for every 2 cups of carrots.

If using dried herbs, use only 1 teaspoon for every 2 cups of carrots.

Dried herbs should be added directly to the pot with oil and salt to

soften before serving.

•

If you have extra time, use the Food Riddles (page 33) with kids, or have

them create Fruit & Vegetable Placemats (page 32).

Suggested Grades: K–3

Estimated Time: 30 minutes

Materials:

 Large pot

 Wooden spoon

 Sharp knife

 Colander

 5 small bowls

 5 index cards

 Stickers

 Plates, napkins, and forks, one

for each child

Foods:

 2 medium carrots per child

 5 bunches of fresh herbs of

diﬀerent types (e.g., basil, dill,

sage, cilantro, mint, oregano,

rosemary, parsley, etc.)

 1-2 Tablespoons canola oil

Exploring Fruits and Vegetables

Fruit & Vegetable

Mystery Bag

In Advance

1. Place one whole fruit or vegetable into the brown paper bag.

With Kids

1. Explain that what is in the brown paper bag is a mystery.

2. Allow one child to place his or her hand in the bag and to describe the

feel of the food. Prompt the child with questions to describe the feel, such

as “Is it hard or soft?” or “Is it round like a ball?” As the child describes it,

have the other children guess what it is.

3. Let each child take turns feeling the food and describing it.

4. When each child has had a chance to feel the food, say “Mystery solved!”

and take the food out of the bag. Let children tell you the name of the

food. Ask them simple questions like:

• Have you ever eaten this food before?

• If yes, what did it taste like?

• If no, would you like to try it sometime?

5. Repeat the activity with additional foods as time permits.

6. When all the foods have been revealed, cut them into bite-size pieces

and let children sample them. If using, pass out bowls of dips and serving

spoons for kids to use as they sample the foods.

TIPS:

•

Consider preparing dips from the Delicious Dips & Spreads handout

(page 38) instead of using store-bought dips. If time permits, invite kids

to help prepare the dips for this activity.

•

If you have extra time, use the Food Riddles (page 33) with kids, or have

them create Fruit & Vegetable Placemats (page 32).

Suggested Grades: K–3

Estimated Time: 20 minutes

Materials:

 Brown paper bag

 Chef’s knife

 Small bowls

 Serving spoons

 Plates, one for each child

Foods:

 A variety of diﬀerent fruits

and vegetables

 Low-fat ranch, French,

or other dressings or

hummus for dipping

vegetables

 Low-fat yogurt, for

dipping fruits

Exploring Fruits and Vegetables

Name at Fruit or Vegetable

In Advance

1. Purchase 6-8 fruits and vegetables that may look or taste unfamiliar to kids (e.g.,

jicama, squashes, mango, apricot). Try choosing fruits and vegetables of many

diﬀerent colors.

2. Cut each food into bite-size pieces. Place a small

amount onto each child’s plate. Preserve at least

one whole form of each fruit or vegetable, so that

kids can see what it looks like.

3. Choose and prepare any dips or sauces from the

Delicious Dips & Spreads handout to oﬀer with

the food samples. Set out dips in bowls and place a

serving spoon in each bowl.

With Kids

1. Give a plate with food samples to each child. Ask

children not to try the samples until directed.

2. Point children to the Taste Test: Name That Fruit

or Vegetable worksheet.

3. Hold up one whole fruit or vegetable and ask kids

to name it. Have them write the correct name on

their worksheet.

4. Pass the fruit or vegetable around the room and

allow kids to hold and inspect it. Ask the kids to

write on the handout what they notice about its

color and shape.

5. Point kids to the sample on their plate that

corresponds to the whole fruit or vegetable. As they

try the sample, ask them to write down what they

notice about the texture. Ask them to circle “Like It” if

they like the taste or “I’ll Try Again Later” if the fruit or

vegetable was not appealing to them today.

6. Repeat this process for each of the fruits and

vegetables. When the kids have tried all of them, ask

them to vote for their favorites.

7. Ask kids to say why they liked certain fruits and

vegetables more than others and to point out which

ones were new to them. Explain that it’s important

to try new foods — you never know what you might

like! Point out that sometimes you need to try new

foods more than once to get used to the taste and

decide if you like it. Also, people’s tastes change over

time — so next year you might like a food that you

didn’t like today.

TIP: Consider lightly

steaming vegetables, such

as eggplant, that may taste

bitter when eaten raw.

TIP: If working with

younger kids, or if literacy

is an issue, complete the

worksheet as a group,

instead of individually.

Write kids’ responses

about color, shape, and

texture on a chalkboard

or poster board for

everyone to see.

TIP: Encourage kids to be

as descriptive as possible

as they describe each fruit

or vegetable. Consider

brainstorming words in

advance and writing them

on a chalkboard or poster

board. The word bank

could include words like

sweet, sour, tangy, creamy,

juicy, squishy, thick, rough,

heavy, thin, soft, smooth,

delicate, bumpy, spongy,

slimy, grainy, acidic,

peppery, sticky, silky,

delicious, ﬂavorful, meaty,

nutty, crunchy, hearty,

ﬁrm, and so on.

TIP: You may wish to use

the favorite item in a future

activity with the group.

TIP: Encourage

kids to try the

foods without

the dips ﬁrst to

determine the

foods’ true taste.

Exploring Fruits and Vegetables

Suggested Grades:

4 –12

Estimated Time:

30 minutes

Materials:

 Bowls for any dips

 Serving spoons

 Pens or pencils

 Poster board

Foods:

 6-8 colorful fruits

and vegetables that

may look or taste

unfamiliar to kids

 Dips or sauces (see

instructions)

Handouts:

 Delicious Dips &

Spreads, page 38

 Taste Test: Name That

Fruit or Vegetable,

page 46

Fruit & Vegetable Placemats

In Advance

1. Collect enough magazines so that each child will have at least one.

With Kids

1. Set out materials and explain that each child will create his or her own fruit

and vegetable placemat.

2. Explain that kids can draw pictures of fruits and vegetables on blank

paper, or they can cut or tear out fruit and vegetable pictures from the

magazines. Pictures can be arranged and glued or taped on both sides of

the construction paper.

3. Help kids cover their placemats (front and back) with clear contact paper.

4. Ask kids to share their placemats with the class and answer questions

such as:

•

How many diﬀerent color fruits and veggies did you ﬁnd? Which ones?

•

Which of the fruits and veggies on your placemat are your favorites to eat?

•

Did you ﬁnd any pictures of fruits and veggies that you would like to try

for the ﬁrst time? If so, which ones?

5. Explain that kids can use their placemats at home to remind them to

include more colorful fruits and vegetables in each meal.

TIP: Send a note home to parents to let them know that they can clean the

placemat by wiping it down with a damp cloth but that it should not be

submerged in water.

Suggested Grades: K–3

Estimated Time: 20 minutes

Materials:

 Magazines with pictures of

fruits and vegetables that kids

can cut or tear out

 Glue sticks or tape

 Crayons, colored pencils, or

markers

 Blank paper, 1–2 sheets per

child

 Construction paper, one piece

per child

 Clear contact paper

 Scissors (optional)

Time Fillers

Food Riddles

In Advance

1. Place each food into a brown paper bag on a table at the front of the room

where everyone can see.

With Kids

1. Divide kids into two teams. Explain that you will call out a variety of clues

that correspond to each of the foods in the brown bags.

2. Teams will work together to guess which food is in the bag using the

riddle clues. The ﬁrst team to raise a hand will have an opportunity to

guess. If the guess is correct, reveal the food and move on to the next bag.

If the guess is incorrect, the next team gets to guess. If the next team does

not know, continue reading through the clues until the groups are ready

to guess again.

TIPS:

•

After kids guess the food correctly, challenge them further by asking them

to name at least one way the food can be eaten or prepared.

•

Consider creating your own riddles for seasonal produce or sale items.

•

Consider making this game into a physical activity in which kids who

answer a food riddle correctly get to choose an activity that everyone has

to do for 30 seconds or 1 minute. Examples include hopping up and down

like a bunny or running in place.

Suggested Grades: K–5

Estimated Time: 20 minutes

Materials:

 Brown paper bags

Foods:

 A variety of foods from each

food group corresponding to

the riddles on page 34

Time Fillers

I am in the vegetable group.

I grow underneath the ground.

I can be eaten raw or cooked.

I help keep eyes healthy.

I am the color orange.

I am a … CARROT.

I am in the protein group.

I come from a farm animal.

Open me up and you’ll see two parts.

I am popular in many breakfast recipes.

I can be served in many ways, like scrambled,

poached, or boiled.

I am an … EGG.

I am in the fruit group.

I am in season most of the year.

I am round and plump with tiny seeds inside.

You may have heard “one of me a day keeps

the doctor away.”

I am an … APPLE.

I am in the grains group.

I pack extra ﬁber when I am made from

whole wheat ﬂour.

Some people like me “al dente,” but other

people cook me longer.

I come in many diﬀerent shapes like bowties.

Most people eat me with sauce on top.

I am … PASTA.

I am in the vegetable group.

I am green.

I taste good raw, steamed, sauteed, or roasted.

My closest vegetable cousin is cauliﬂower.

I look like a miniature tree.

I am … BROCCOLI.

I am in the dairy group.

I help build strong bones and teeth.

Try my low-fat or nonfat varieties as a healthy

substitute for sour cream.

I am delicious served with fruit.

Add granola and serve me as a parfait.

I am ... YOGURT.

I am in the fruit group.

I am a type of citrus fruit.

I grow best in the warm weather (especially in

sunny Florida!).

You can squeeze me to make juice, but I have

more nutrients when you eat me whole.

I am the same color as my name.

I am an … ORANGE.

I am in the grains group.

I have lots of ﬁber.

“Multi-grain” or “Seven grain” on the package

doesn’t mean it’s me.

Check the ﬁrst ingredient in the ingredients list to

be sure you’ve got the real thing.

Don’t be fooled … not everyone can be me just

because they are brown!

I am … WHOLE WHEAT BREAD.

I am in the fruit group.

I’m somewhere between the size of a golf ball

and the size of a tennis ball.

My skin is brown and fuzzy.

Once you peel me, I’m bright green and juicy

on the inside!

I am a … KIWI.

Food Riddles continued >>>

Food Riddles

Snacks & Drinks

Crossword

Across

2 Look for snacks made with _________ grains.

4 Raw _________ make great snacks — try

them with dip!

6 Try making your own healthy snacks at

_________ .

7 Avoid drinks and snacks with lots of

_________ .

8 Watch out! Make sure your fruit drinks say

100% _________ .

9 Low-fat _________ is a great drink choice —

it helps keep bones strong.

Down

1 Check the _________ before you choose a

drink or snack.

2 Get this healthy drink from a fountain, a

bottle, or your kitchen sink.

3 Choose snacks with less _________ fat.

5 Put fruit, yogurt, and ice in a blender to make

a _________ .

1 2

4 5

8 9

Label Reading

Word Search

label

servings

calories

fat

sugar

ﬁber

lower

higher

a h l g h a l h l r

i i s a s n o o s e

e g s o e u w d i f

r h n e i e g l r a

d e t a r u t a s t

f r g r o v t e r g

r i h e l r i a o h

e l e b a l n n f s

r r l i c s i l g i

s o t f f e o n i s

notes

ORG

Week 1

Delicious Dips & Spreads .........................................38

Drink Smart ............................................................39

Label Lingo .............................................................40

Menu Mania ..........................................................41

MyPlate .................................................................42

Snack Smart ...........................................................43

Super Snackers .......................................................45

Taste Test: Name That Fruit or Vegetable ....................46

HANDOUTS

Week 1

Bean Dip

•

Using a blender, mix 1 (15½ ounce) can beans

(cannellini, chickpeas, black beans, etc.), 1 minced

clove garlic, ¼ cup water, 1 Tablespoon canola oil,

½ teaspoon salt, ½ teaspoon ground black pepper.

•

For extra kick, add ¼ cup salsa. For a thicker dip,

add ¼ cup low-fat yogurt. For a diﬀerent ﬂavor,

add ¼ cup of your favorite rinsed and minced

fresh herbs.

•

Serve with cut-up fresh veggies, with whole wheat

pita wedges or crackers, or as a sandwich spread.

Delicious Dips & Spreads

Pair your favorite fruits, veggies, and

whole grains with easy-to-make dips.

If you do not have a blender,

use a fork to mash more solid

ingredients. Then, blend with other

ingredients using a mixing spoon.

Honey Mustard Dip

•

Mix ½ cup plain nonfat yogurt, 1 Tablespoon

mustard, and 1 Tablespoon honey.

•

Serve with Baked Flaked Chicken (page

) or

Baked Flaked Fish (page

Vegetable Dip

•

Mix ½ cup nonfat plain yogurt, ½ cup reduced-fat

mayonnaise, and 1 Tablespoon salt-free seasoning

blend (or use ½ teaspoon each of dried chives

and parsley, ¼ teaspoon each of garlic and onion

powder, and ⁄ teaspoon each of salt and pepper).

Substitute low-fat sour cream for the mayonnaise

if you like.

•

Serve with cut-up fresh veggies, or use as a

topping for Black Bean & Vegetable Quesadillas

(page

57), Turkey Chili with Vegetables (page

63),

or Turkey Tacos (page

64).

Pumpkin Dip

•

Using a blender, mix 1 (15 ounce) can pumpkin

puree, 1 cup low-fat cream cheese (softened),

¼ cup powdered sugar, 1 teaspoon ground

cinnamon, and ⁄ teaspoon ground nutmeg.

•

Serve with whole wheat graham crackers, with

apple wedges, or as a spread on whole wheat

toast or bread.

Ricotta Fruit Dip

•

Mix 8 ounces low-fat ricotta cheese, ½ cup nonfat

vanilla yogurt, 3 Tablespoons of your favorite

fruit preserves or jam, and ½ teaspoon ground

cinnamon.

•

Serve with cut-up fresh fruit, with graham crackers,

or as a spread on whole wheat toast, bread, or

pancakes.

Fruit Yogurt Dip

•

Using a blender, mix 1 cup low-fat cream cheese

(softened), ½ cup nonfat vanilla yogurt, ½ cup

fruit puree — such as crushed pineapple, berries,

or mashed banana — 1 teaspoon honey, and ¼

teaspoon ground cinnamon.

•

Serve with cut-up fresh fruits such as apples,

bananas, grapes, or strawberries.

Week 1

Drink Smart

Instead of sodas ...

Make your own fruit sodas

•

Fill a pitcher or glass, half with 100% fruit juice and half with seltzer water.

•

Cut a lime in half. Squeeze the juice into your drink.

•

Stir together and enjoy!

Instead of fruit-ﬂavored or sports drinks ...

Drink 100% juice

Drink water

Make your own fruit smoothies

(page

)

Make your own ﬂavored water

•

Cut up fruit slices, like lemons, limes, oranges, watermelon, or cucumbers.

•

Pour a pitcher or glass of ice water.

Add fruit slices and stir.

•

For a diﬀerent ﬂavor, add

chopped fresh herbs like mint

or rosemary to your water.

Week 1

Label Lingo

Use the label to guide your food choices.

Look for foods

with more ﬁber and

less sugar.

Look for foods

with less saturated fat

and no trans fat.

Watch out!

Make sure you know

how many servings are

in each package.

Nutrition Facts

Serving Size 1 1/4 cups (302g)

Servings Per Container 6

Amount Per Serving

Calories

230 Calories from Fat 40

% Daily Value*

Total Fat

4.5g %

Saturated Fat

0.5g %

Trans Fat

Cholesterol

15mg %

Sodium

440mg %

Total Carbohydrate

41g

Dietary Fiber

9g %

Sugars

Protein

Vitamin A 20%

• Vitamin C 80%

Calcium 8%

•

Iron 15%

*Percent Daily Values are based on a 2,000

calorie diet. Your daily values may be higher or

lower depending on your calorie needs:

Calories:

2,000

2,500

Total Fat

Less than

65g

80g

Saturated Fat Less than

20g

25g

Cholesterol

Less than

300mg

Sodium

Less than

2,400mg

Total Carbohydrate

300g

375g

Dietary Fiber

25g

30g

Calories per gram:

Fat 9 • Carbohydrate 4 • Protein 4

Barley Jambalaya

11/22/2011

* 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 1/4 cups (322g)

Servings per Package 6

Week 1

Menu Mania

Look for fruits, vegetables,

and whole grains on the menu.

•

Choose a veggie-packed salad for your main meal. Go

light on bacon, cheese, and creamy dressings.

•

Add vegetables to your pizza.

•

Order a small side salad, baby carrots, or a fruit

cup instead of fries.

•

Ask for whole wheat bread or brown rice.

•

Order low-fat yogurt with fruit instead of a

milkshake.

Choose healthy drinks.

•

Order low-fat milk, water, or 100% juice instead

of sugary drinks.

Keep portions small.

•

Choose a single instead of double- or triple-decker burgers.

•

Order a small if you choose fries or a sugary drink.

•

Split larger meals with a family member or friend.

Order smart when you're out to eat.

Week 1

MyPlate

Find your healthy eating style.

Make half your plate

fruits and veggies.

Eat a variety of veggies!

Add them to casseroles,

sandwiches, wraps,

and more.

Vegetables

Vary your veggies.

Make half your plate

fruits and veggies.

Buy fruits that are frozen,

canned, or fresh, so that

you can always have a

supply on hand.

Whole fruits are a better

choice than juice.

Fruits

Focus on whole fruits.

Choose whole grain

versions of bread, pasta,

tortillas, and cereal.

Just because bread is

brown doesn’t mean it’s

whole grain. Check the

ingredients list to be

sure the ﬁrst word

is “whole.”

Grains

Make half your grains

whole grains.

Mix it up! Beans, lentils,

peanut butter, soy prod-

ucts like tofu, seafood,

lean meats, poultry,

nuts, and seeds are all

good sources of protein.

Eat seafood twice a

week. Chose lean cuts

of meat and ground

beef that is at least 93%

lean.

Protein

Vary your protein

routine.

Look at the carton or

package to make sure

your milk, yogurt, or

cheese is fat-free or

low-fat (1%).

Calcium builds strong

bones. If you can’t have

milk products, choose

other calcium sources

like fortiﬁed soy milk.

Dairy

Move to low-fat or

fat-free dairy.

ChooseMyPlate.gov courtesy of United States Department of Agriculture (USDA).

Week 1

Snack Smart

Instead of fruit-ﬂavored snacks ...

Make Fruit Salad

•

Wash and peel a variety of colorful fruits.

•

Cut fruits into bite-size pieces. Combine

in a large bowl.

•

Cut a lime in half. Squeeze the juice

over the fruit.

•

Drizzle a Tablespoon of honey if you like.

•

Stir ingredients to combine and enjoy!

Instead of snack or energy bars ...

Make Banana Crunch

•

Mash a large, ripe banana in a bowl.

•

Add ¼ cup of granola.

•

Add a dash of cinnamon.

•

Mix ingredients together.

•

Spread mixture onto whole wheat wafers

or graham crackers and enjoy!

Make Avocado Crunch

•

Mash a ripe avocado in a bowl.

•

Add juice from half a lemon, 2 teaspoons of

sunﬂower seeds, and a pinch of salt.

•

Spread over whole wheat crackers. Or, eat

with vegetable slices.

Instead of peanut butter crackers ...

Make Peanut Butter Sticks

•

Wash and cut celery into short sticks.

•

Spread a thin layer of peanut butter onto

celery sticks.

•

Top peanut butter with raisins and enjoy!

Week 1

Instead of cheesy crackers ...

Make Fruit and Cheese Kabobs

•

Cut block cheese into small cubes.

•

Wash, peel, and cut a variety of colorful fruits into bite-size pieces.

•

Slide food onto coﬀee stirrer “skewers” or whole wheat pretzel

sticks. Switch between fruit and cheese pieces.

Make Cucumber Sammies

•

Cut cucumbers into thin slices.

•

Top half of the slices with

small pieces of turkey

and cheese.

•

Cover each one with

another cucumber slice.

Instead of frozen fruit snacks ...

Make Frozen Fruit Poppers

•

Wash and peel a variety of colorful fruits.

•

Cut fruits into bite-size pieces. Place in a freezer-safe plastic bag.

•

Let freeze in the freezer. Pull out and enjoy!

Make Fruit Pops

•

In a blender, combine fresh or frozen fruit pieces, water, and a

small amount of honey or sugar. Blend together.

•

Pour mixture evenly into empty ice cube trays.

•

Freeze until slushy, about 45 minutes. Stick a popsicle stick or

toothpick into each cube. Place back in the freezer for 1 hour

or until frozen.

Instead of ice cream ...

Make your own yogurt parfaits

(page

)

Instead of potato chips or salty snacks ...

Make your own trail mix

(page

)

Snack Smart continued >>>

Week 1

Power up with healthy snacks between meals.

• Make snacks using foods from at least two food groups.

• Go for the food groups you haven’t eaten yet that day.

• Eat snacks 2-3 hours before meal time. Keep portions small.

• Check Nutrition Facts on the food package. Avoid snacks high in saturated fat, added sugar, or salt.

• Plan ahead so you always have healthy, tasty snacks on hand.

Draw a line between foods in each column to create healthy snacks. Connect foods from diﬀerent

food groups!

Our other healthy snack ideas:

___________________________________________________________________________

Whole wheat crackers

Yogurt

Fresh fruit slices

Veggie sticks

Pretzels

Raisins

String cheese

Turkey slices

No-butter popcorn

Low-fat cheese

Peanut butter

Low-fat milk

Granola

Mini-bagels

Graham crackers

Low-fat salad dressing

Whole grain cereal

Berries

Super Snackers

Week 1

Name at Food

Color

Shape

Texture

Taste

Example:

Apple

Red

Round

Crisp



Like It

I’ll Try Again Later



Like It

I’ll Try Again Later



Like It

I’ll Try Again Later



Like It

I’ll Try Again Later



Like It

I’ll Try Again Later



Like It

I’ll Try Again Later



Like It

I’ll Try Again Later



Like It

I'll Try Again Later



Like It

I’ll Try Again Later

Taste Test:

Name at Fruit or Vegetable

Fill in the chart with information about the foods you taste.

RECIPES

Apple Wraps ..........................................................48

Banana Pudding in a Bag ........................................49

Fruit Smoothies .......................................................51

Homemade Granola................................................52

Peanut Butter and Banana Pockets .............................53

Raspberry-Lime Fizz .................................................54

Trail Mix ................................................................55

Tuna Boats .............................................................56

Veggies & Rice Stir-Fry ........................................... pgn

Veggie Wraps ........................................................57

Yogurt Parfait ..........................................................58

Directions

1. Rinse and cut apple in half, lengthwise. Remove any stems. Cut out center core

that contains the seeds. Do not peel.

2. Lay apple halves ﬂat side down. Cut into ¼-inch thick slices. Cut slices into small

cubes.

3. Peel bananas. In a medium bowl, use your ﬁngers to break bananas into pieces.

Use your ﬁngers or a fork to mash pieces until creamy and smooth.

4. Add peanut butter to mashed banana. Stir well to blend.

5. Spread peanut butter mixture over one side of each tortilla.

6. Sprinkle diced apple over peanut butter. Tightly roll each tortilla. Cut each wrap in half.

7. Chill in refrigerator until ready to serve, up to 24 hours.

Ingredients

1 large apple

2 medium, ripe bananas

2 Tablespoons peanut butter

2 (8-inch) whole wheat tortillas

Materials

Cutting board • Measuring spoons •

Medium bowl • Sharp knife

Virginia Cooperative Extension

Serves 4, ½ wrap per serving • Prep time: 15 minutes • Cook time: None

Apple Wraps

07/20/2010

Serving Size 1/2 wrap per serving

(151g)

Servings per Recipe 4

* Percent Daily Values are based on a 2,000 calorie

diet. Your daily values may be higher or lower

depending on your calorie needs.

* Percent Daily Values are based on a 2,000 calorie

diet. Your daily values may be higher or lower

depending on your calorie needs.

Apple Wraps

07/20/2010

Serving Size 1/2 wrap (147g)

Servings per Recipe 4

Banana Pudding in a Bag

07/13/2010

Serving Size 1/2 cup per serving

(160g)

Servings per Recipe 4

* Percent Daily Values are based on a 2,000 calorie

diet. Your daily values may be higher or lower

depending on your calorie needs.

Banana Pudding in a Bag

Virginia Cooperative Extension

Serves 4, ½ cup per serving • Prep time: 10 minutes • Cook time: None

Directions

1. In a large zip-top plastic bag, add granola. Squeeze any air out of bag and seal.

Lightly crush granola using a can or the bottom of a measuring cup.

2. Peel bananas. Use your ﬁngers to break them up into the bag of crushed

granola.

3. Add applesauce and yogurt to banana mixture in bag.

4. Press out any extra air before sealing bag again.

5. Use your ﬁngers to squish and mash ingredients together until well blended.

6. Chill pudding inside sealed bag in the refrigerator until ready to serve.

Chef’s Notes

•

Make your own granola! Use the recipe on page 52.

Ingredients

½ cup low-fat granola

3 medium bananas

½ cup applesauce, unsweetened

½ cup nonfat vanilla yogurt

Materials

Large zip-top plastic bag •

Measuring cups

Chinese

Veggies & Rice

Chef Kaspar Donier • Seattle, Wash.

Serves 4, 1½ cups per serving • Prep time: 25 minutes • Cook time: 25 minutes

Directions

1. Cook rice following package directions. Set aside. Cover to keep warm. While rice

is cooking, make veggie mixture.

2. Rinse and chop broccoli and celery. Peel, rinse, and chop carrots. Rinse and mince

jalapeño. Peel and ﬁnely chop garlic.

3. If using chicken, remove any skin. Cut chicken into small pieces.

4. In a small bowl, stir together soy sauce, brown sugar, and cornstarch. Add 1

teaspoon of the minced jalapeño. Stir.

5. In a medium skillet over medium-high heat, heat oil. Add ground ginger and

stir. Add chicken or tofu. Cook, stirring occasionally, until slightly browned and

starting to cook through, about 2 minutes.

6. Add chopped veggies. Stir frequently. Cook until veggies are tender and chicken

is completely cooked but not dry, about 5–7 minutes.

7. Add soy sauce mixture. Bring to a boil. Reduce heat. Simmer until sauce is slightly

thickened, about 2 minutes.

8. Serve over warm brown rice.

Chef’s Notes

•

Use any veggies you like. Be sure to cut all veggies into equal-size pieces so they

cook evenly. Add denser veggies, like broccoli, celery, and root veggies, to the

skillet ﬁrst. Add veggies with a high water content, like squash or spinach, last.

•

Cook more rice than you need for this recipe. Use it in another recipe later in the

week. Or, ﬂavor with herbs and cheese and use to ﬁll veggie burritos.

•

Use fresh ginger instead of ground. Peel and ﬁnely chop a 1-inch piece of fresh

ginger. Add 2 teaspoons to the soy sauce mixture in step 4. Stir.

Ingredients

1 cup brown rice

½ pound broccoli

2 medium celery stalks

1 medium carrot

1 small jalapeño or other chili pepper

1 clove garlic

6 ounces boneless chicken pieces or

ﬁrm tofu

¼ cup low-sodium soy sauce

1 Tablespoon brown sugar

1 Tablespoon cornstarch

2 Tablespoons canola oil

½ teaspoon ground ginger

Materials

Cutting board • Measuring cups •

Measuring spoons • Medium pot with

lid • Medium skillet • Sharp knife •

Small bowl • Vegetable peeler

Nutrition Facts

Serving Size 1 1/2 cups (326g)

Servings Per Container 4

Amount Per Serving

Calories

330 Calories from Fat 80

% Daily Value*

Tota l Fat

9g %

Saturated Fat

1g %

Trans Fat

Cholesterol

20mg %

Sodium

490mg %

Total Carbohydrate

50g

Dietary Fiber

4g %

Sugars

Protein

13g

Vitamin A 60%

• Vitamin C 100%

Calcium 6%

•

Iron 10%

*Percent Daily Values are based on a 2,000

calorie diet. Your daily values may be higher or

lower depending on your calorie needs:

Calories:

2,000

2,500

Total Fat

Less than

65g

80g

Saturated Fat Less than

20g

25g

Cholesterol

Less than

300mg

Sodium

Less than

2,400mg

Total Carbohydrate

300g

375g

Dietary Fiber

25g

30g

Calories per gram:

Fat 9 • Carbohydrate 4 • Protein 4

Chinese Veggies and Rice

11/22/2011

* 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 1/2 cups (326g)

Servings per Recipe 4

Fruit Smoothies

Directions

1. Peel banana. Place in blender.

2. Add remaining ingredients to the blender. If using cinnamon, add now.

3. Cover and blend until smooth.

Chef’s Notes

•

Use any fresh or frozen fruit, such as peaches, blueberries, raspberries, or mangoes.

Use fruits in season when you can.

•

For a creamier smoothie, use nonfat, soy, or 1% milk instead of orange juice.

•

Freeze slices of fruits that are about to go bad. Use these in your smoothies.

•

If smoothie is too thick, add water or ice. If smoothie is too thin, add more fruit.

•

If you don’t have a blender, use a fork to mash the fruit. Whisk in the other

ingredients. Serve over ice.

Ingredients

1 medium banana

½ cup ice cubes

1 cup low-fat plain yogurt

½ cup 100% orange juice

4 frozen strawberries

Optional Ingredients

½ teaspoon ground cinnamon

Materials

Measuring cups

Special Materials

Blender

Chef Susan Goss • Chicago, Ill.

Serves 2, 1 cup per serving • Prep time: 10 minutes • Cook time: None

Nutrition Facts

Serving Size 1 cup (299g)

Servings Per Container 2

Amount Per Serving

Calories

150 Calories from Fat 15

% Daily Value*

Tota l Fat

1.5g %

Saturated Fat

1g %

Trans Fat

Cholesterol

10mg %

Sodium

65mg %

Total Carbohydrate

30g

Dietary Fiber

2g %

Sugars

19g

Protein

Vitamin A 4%

• Vitamin C 50%

Calcium 15%

• Iron 2%

*Percent Daily Values are based on a 2,000

calorie diet. Your daily values may be higher or

lower depending on your calorie needs:

Calories:

2,000

2,500

Total Fat

Less than

65g

80g

Saturated Fat Less than

20g

25g

Cholesterol

Less than

300mg

Sodium

Less than

2,400mg

Total Carbohydrate

300g

375g

Dietary Fiber

25g

30g

Calories per gram:

Fat 9 • Carbohydrate 4 • Protein 4

* 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 cup (299g)

Servings per Recipe 2

Chef Joyce Roland • Seattle, Wash.

Serves 9,

⁄

cup per serving • Prep time: 15 minutes • Cook time: 10–15 minutes

Homemade Granola

Directions

1. Preheat oven to 350°F.

2. In a large bowl, add honey, oil, and cinnamon. Whisk with a fork.

3. Add oats and almonds. Stir until well-coated with honey mixture.

4. Coat a baking sheet with non-stick cooking spray. Spread oat mixture evenly

onto sheet.

5. Bake until lightly browned, about 10–15 minutes. Stir every 5 minutes to cook

evenly. Watch closely to be sure granola does not burn. Remove from oven. Let

cool completely.

6. Transfer cooled granola to a medium bowl. Stir in dried fruit.

Chef’s Notes

•

Make large batches. Granola can be stored at room temperature or in the

refrigerator for up to 3 weeks.

•

Add milk to granola and eat like cereal. Use it to top a fruit salad or nonfat plain

yogurt. Or, pack single servings in a zip-top plastic bag. Eat on its own for a tasty

afternoon snack.

•

Use homemade granola in the Yogurt Parfait (page 58) or Banana Pudding in a Bag

(page 49) recipes.

•

Use leftover rolled oats to make oatmeal for breakfast.

Ingredients

4 Tablespoons honey

2 Tablespoons canola oil

½ teaspoon ground cinnamon

2 cups old-fashioned rolled oats

4 Tablespoons sliced or chopped

almonds

Non-stick cooking spray

½ cup dried fruit (raisins, cranberries,

apricots, dates, or prunes)

Materials

Baking sheet • Fork • Large bowl •

Measuring cups • Measuring spoons •

Medium bowl

Yogurt Parfait

12/30/2007

Nutrition Facts

Serving Size 1/3 cup (42g)

Servings Per Container 9

Amount Per Serving

Calories

170 Calories from Fat 50

% Daily Value*

Tota l Fat

5g %

Saturated Fat

0g %

Trans Fat

Cholesterol

0mg %

Sodium

0mg %

Total Carbohydrate

27g

Dietary Fiber

3g %

Sugars

14g

Protein

Vitamin A 0%

• Vitamin C 0%

Calcium 2%

• Iron 6%

*Percent Daily Values are based on a 2,000

calorie diet. Your daily values may be higher or

lower depending on your calorie needs:

Calories:

2,000

2,500

Total Fat

Less than

65g

80g

Saturated Fat Less than

20g

25g

Cholesterol

Less than

300mg

Sodium

Less than

2,400mg

Total Carbohydrate

300g

375g

Dietary Fiber

25g

30g

Calories per gram:

Fat 9 • Carbohydrate 4 • Protein 4

Homemade Granola

11/16/2011

* 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 1/3 cup (42g)

Servings per Recipe 9

Chef Lauren Klatsky • Boston, Mass.

Serves 4, 1 folded (8-inch) quesadilla per serving • Prep time: 10 minutes • Cook time: 15 minutes

Peanut Butter &

Banana Pockets

Directions

1. Peel and slice bananas about ¼-inch thick.

2. In a small bowl, stir together peanut butter, honey, and cinnamon.

3. Lay tortillas ﬂat. Spread about 1 Tablespoon of the peanut butter mixture on one

half of each tortilla.

4. Divide banana slices evenly among tortillas. Arrange in a single layer over peanut

butter mixture. Fold each tortilla in half.

5. Coat a large skillet with non-stick cooking spray. Heat over medium-high heat.

6. Place folded tortillas in the skillet. Cook for 1–2 minutes on each side, or until

golden brown.

Chef’s Notes

•

For a richer ﬂavor, stir 2 Tablespoons of low-fat cream cheese into the peanut

butter mixture in step 2. Let cheese come to room temperature before adding.

•

To serve as a dessert, add melted chocolate sauce. Or, sprinkle a few chocolate

chips inside the quesadilla while cooking.

Ingredients

3 ripe bananas

3 Tablespoons creamy peanut butter

1½ teaspoons honey

¼ teaspoon ground cinnamon

4 (8-inch) whole wheat ﬂour tortillas

Non-stick cooking spray

Materials

Large skillet • Measuring spoons •

Rubber spatula • Sharp knife • Small

bowl

Nutrition Facts

Serving Size 1 folded quesadilla

(152g)

Servings Per Container 4

Amount Per Serving

Calories

290 Calories from Fat 80

% Daily Value*

Tota l Fat

8g %

Saturated Fat

1.5g %

Trans Fat

Cholesterol

0mg %

Sodium

340mg %

Total Carbohydrate

50g

Dietary Fiber

6g %

Sugars

17g

Protein

Vitamin A 2%

•

Vitamin C 15%

Calcium 15%

•

Iron 10%

*Percent Daily Values are based on a 2,000

calorie diet. Your daily values may be higher or

lower depending on your calorie needs:

Calories:

2,000

2,500

Total Fat

Less than

65g

80g

Saturated Fat Less than

20g

25g

Cholesterol

Less than

300mg

Sodium

Less than

2,400mg

Total Carbohydrate

300g

375g

Dietary Fiber

25g

30g

Calories per gram:

Fat 9 • Carbohydrate 4 • Protein 4

* 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 folded quesadilla

(163g)

Servings per Recipe 4

Raspberry-Lime Fizz

Serves 5, 1 cup per serving • Prep time: 10 minutes • Cook time: None

Directions

1. In a large pitcher, mix cranberry-raspberry juice with seltzer water.

2. Rinse lime and cut in half. Squeeze juice from each half into the pitcher,

discarding seeds.

3. Mix well before serving.

Chef’s Notes

•

Pour over ice and garnish with a lime wedge.

•

Replace cranberry-raspberry juice with any 100% juice you prefer.

•

For more fruit ﬂavor, increase juice or decrease seltzer water.

•

Add thin slices of lemon, lime, or orange for more ﬂavor.

•

If you do not have a large pitcher, prepare in a large bowl. Use a measuring cup

or ladle to serve.

Ingredients

1 cup cranberry-raspberry juice

4 cups seltzer water

1 large lime

Materials

Cutting board • Measuring cups •

Mixing spoon • Sharp knife

Special Materials

Large pitcher

Raspberry-Lime Fizz

12/20/2007

* 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 cup (212g)

Servings per Recipe 5

Trail Mix

Serves 8, ½ cup per serving • Prep time: 5 minutes • Cook time: None

Directions

1. In a large bowl, combine peanuts, raisins, cereal, pretzels, and chocolate chips.

2. Place in an air-tight container or zip-top plastic bag. Store in a cool, dry place.

Chef’s Notes

•

Use any of your favorite nuts or dried fruit in place of the peanuts and raisins.

•

If peanut allergies are a concern, use almonds or sunﬂower seeds instead.

•

Use any whole grain, low-sugar cereal instead of the crispy whole wheat

cereal squares.

•

This snack is a great way to add fruit, nuts, and whole grains to your day.

However, it can also be high in calories. Pack ½-cup portions.

Ingredients

¾ cup unsalted roasted peanuts

⁄

cup raisins

1¼ cup crispy whole wheat cereal

squares

1 cup mini pretzels

⁄

cup chocolate chips

Materials

Large bowl • Measuring cups •

Zip-top plastic bag

Nutrition Facts

Serving Size 1/2 cup (43g)

Servings Per Container 8

Amount Per Serving

Calories

190 Calories from Fat 90

% Daily Value*

Tota l Fat

10g %

Saturated Fat

2.5g %

Trans Fat

Cholesterol

0mg %

Sodium

85mg %

Total Carbohydrate

25g

Dietary Fiber

3g %

Sugars

11g

Protein

Vitamin A 0%

• Vitamin C 0%

Calcium 2%

• Iron 6%

*Percent Daily Values are based on a 2,000

calorie diet. Your daily values may be higher or

lower depending on your calorie needs:

Calories:

2,000

2,500

Total Fat

Less than

65g

80g

Saturated Fat Less than

20g

25g

Cholesterol

Less than

300mg

Sodium

Less than

2,400mg

Total Carbohydrate

300g

375g

Dietary Fiber

25g

30g

Calories per gram:

Fat 9 • Carbohydrate 4 • Protein 4

Trail Mix

11/10/2011

* 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 1/2 cup (43g)

Servings per Recipe 8

Tuna Boats

Serves 4, ½ cucumber and 6 ounces ﬁlling per serving • Prep time: 15 minutes • Cook time: None

Directions

1. Rinse cucumbers. Peel oﬀ skin every ¼ inch, all the way around. Cut lengthwise.

Scoop out the seeds with a small spoon.

2. Rinse lemon. Zest using the small holes of a box grater. Cut in half. In a small

bowl, squeeze juice. Discard seeds.

3. Rinse and chop green onions.

4. Drain tuna. In a colander, drain and rinse beans.

5. In a medium bowl, mash beans lightly with a fork.

6. Add green onions, tuna, oil, mustard, salt, pepper, lemon zest, and 2 Tablespoons

of the lemon juice to beans. Mix with a fork.

7. Fill each cucumber half with ¼ tuna mixture. Serve.

Chef’s Notes

•

For a snack or party food, cut cucumbers into thick slices. Do not remove seeds.

Place a dollop of tuna mixture on top.

•

Add chopped bell pepper or celery for extra nutrition and crunch.

•

Try canned salmon, packed in water, instead of tuna.

Ingredients

2 large cucumbers

1 lemon

2 green onions

1 (6-ounce) can low-sodium tuna,

packed in water

1 (15 ½-ounce) can white beans

1 Tablespoon canola oil

1 Tablespoon Dijon or country

mustard

½ teaspoon salt

¼ teaspoon ground black pepper

Materials

Box grater • Can opener • Colander

• Cutting board • Fork • Measuring

spoons • Medium bowl • Sharp knife

• Small bowl • Spoon • Vegetable

peeler

Nutrition Facts

Serving Size 1/2 cucumber and 6

ounces filling (316g)

Servings Per Container 4

Amount Per Serving

Calories

230 Calories from Fat 40

% Daily Value*

Tota l Fat

4.5g %

Saturated Fat

0g %

Trans Fat

Cholesterol

15mg %

Sodium

410mg %

Total Carbohydrate

28g

Dietary Fiber

7g %

Sugars

Protein

20g

Vitamin A 4%

•

Vitamin C 15%

Calcium 10%

•

Iron 25%

*Percent Daily Values are based on a 2,000

calorie diet. Your daily values may be higher or

lower depending on your calorie needs:

Calories:

2,000

2,500

Total Fat

Less than

65g

80g

Saturated Fat Less than

20g

25g

Cholesterol

Less than

300mg

Sodium

Less than

2,400mg

Total Carbohydrate

300g

375g

Dietary Fiber

25g

30g

Calories per gram:

Fat 9 • Carbohydrate 4 • Protein 4

Tuna Boats

11/22/2011

Serving Size 1/2 cucumber and 6

ounces lling (316g)

Servings per Recipe 4

* Percent Daily Values are based on a 2,000 calorie

diet. Your daily values may be higher or lower

depending on your calorie needs.

Lynn Fredericks • Family Cook Productions

Serves 4, 3 pinwheels each • Prep time: 15 minutes • Cook time: None

Directions

1. Scrub and rinse radishes and carrots. Rinse salad greens. Pat all veggies dry.

2. Use a vegetable peeler to peel radishes and carrots into long, thin strips. In a

medium bowl, collect veggie strips.

3. Rinse herbs. Pluck leaves oﬀ stems. Tear leaves into smaller pieces.

4. Rinse lemon. Zest using the small holes of a box grater. Cut in half and remove seeds.

5. Grate cheese.

6. Slice avocado lengthwise. Remove pit. Scoop avocado out of shell.

7. In a small bowl, use a fork to mash avocado. Stir in yogurt.

8. Squeeze a little lemon juice onto avocado mixture. Add herbs and a pinch of

lemon zest. Stir.

9. Warm 1 tortilla in the microwave for 30 seconds, or longer as needed.

10. Place the warm tortilla on a cutting board. Spread

⁄

avocado mixture over center

of tortilla. Layer with

⁄

greens,

⁄

grated veggies, and

⁄

cheese. If using turkey,

add

⁄

turkey now. Squeeze more lemon juice over the mixture.

11. Roll tortilla and toppings into a log shape. Use a knife to slice wrap into four

“pinwheels.”

12. Repeat process for the other 2 tortillas. You will end up with a total of 12

pinwheels.

Chef’s Notes

•

Use any of your favorite seasonal veggies in this wrap. Grate, chop, or peel into thin

slices before adding.

•

Use 1 cup homemade guacamole in place of avocado.

Ingredients

4 large radishes

1 small carrot

1 cup salad greens

3 sprigs fresh herbs (parsley, dill,

cilantro, or combination)

1 lemon

2 ounces low-fat Swiss or cheddar

cheese

1 large, ripe avocado

¼ cup nonfat plain yogurt

3 (8-inch) whole wheat ﬂour tortillas

Optional Ingredients

5 ounces thinly sliced roasted turkey

Chef’s Notes

Box grater • Cutting board • Fork •

Medium bowl • Measuring cups •

Sharp knife • Small bowl • Vegetable

peeler

Veggie Wraps

Nutrition Facts

Serving Size 3 pinwheels (162g)

Servings Per Container 4

Amount Per Serving

Calories

220 Calories from Fat 90

% Daily Value*

Tota l Fat

10g %

Saturated Fat

1.5g %

Trans Fat

Cholesterol

5mg %

Sodium

320mg %

Total Carbohydrate

28g

Dietary Fiber

6g %

Sugars

Protein

Vitamin A 50%

• Vitamin C 20%

Calcium 30%

• Iron 8%

*Percent Daily Values are based on a 2,000

calorie diet. Your daily values may be higher or

lower depending on your calorie needs:

Calories:

2,000

2,500

Total Fat

Less than

65g

80g

Saturated Fat Less than

20g

25g

Cholesterol

Less than

300mg

Sodium

Less than

2,400mg

Total Carbohydrate

300g

375g

Dietary Fiber

25g

30g

Calories per gram:

Fat 9 • Carbohydrate 4 • Protein 4

Veggie Wrap

11/22/2011

* 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 3 pinwheels (162g)

Servings per Recipe 4

Directions

1. 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

3 cups total.

2. Layer ¼ cup yogurt into each of 6 cups or bowls. Top with ¼ cup sliced fruit and

2 Tablespoons granola.

3. Repeat layers one more time, ending with a layer of granola.

4. If using, top with sliced almonds.

Chef’s Notes

•

Layer parfait just before serving to keep granola crunchy.

•

Use any high-ﬁber cereal you like instead of granola.

•

Try topping with rinsed, chopped fresh mint leaves for extra ﬂavor and color.

•

To save money, use fresh fruits that are in season. When seasonal fruits are hard

to ﬁnd, use thawed frozen fruit.

•

Use leftover fruit in Fruit Smoothies (page 51).

•

Use Homemade Granola (page 52).

Ingredients

4 cups fresh or thawed frozen fruit,

such as bananas, strawberries,

peaches, or mango

3 cups nonfat plain yogurt

1½ cups granola

Optional Ingredients

2 Tablespoons sliced almonds

Materials

6 cups or bowls • Cutting board •

Measuring cups • Measuring spoons •

Sharp knife

Yogurt Parfait

Chef Joyce Roland • Seattle, Wash.

Serves 6, 1 parfait per serving • Prep time: 10 minutes • Cook time: None

Yogurt Parfait

12/30/2007

Yogurt Parfait SBS

11/03/2009

* 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 parfait (239g)

Servings per Recipe 6