Races de Tradicin y Salud

A Food Systems, Garden, and Cooking Lesson Manual for Middle School Students

La Semilla Food Center www.lasemillafoodcenter.org

June 2012

Races de Tradicin y Salud

A Food Systems, Garden, and Cooking Lesson Manual for Middle School Students

La Semilla Food Center June 2012

Acknowledgements La Semilla Food Center would like to thank the youth, families, and guest instructors that participated in La Semillas Raices de Tradicion y Salud and Youth Food Policy Council programs. This manual is an outcome of the activities that they helped La Semilla pilot. We would like to thank Principal James Lawler, Ms. Flores and Ms. Lugo at Loma Linda Elementary School in Anthony, and Principal Brenda Lewis and Mrs. Melly Locke at Sierra Middle School in Las Cruces, New Mexico, for partnering with La Semilla to pilot school garden programming. Through partnerships with Border Servant Corps and FoodCorps, La Semilla was able to place AmeriCorps service members at each school to teach garden-based lessons and experiment with recipes that are included in this manual. Finally, La Semilla would like to thank Catherine Yaez, Kristina St. Cyr, and Rachel Morningstar, for piloting many of the lessons and recipes included in this manual. We hope these lessons serve as semillas (seeds) of inspiration for middle school students to become the next generation of educated consumers, food activists, farmers and gardeners, and community leaders.

Generous support for the production of this manual was provided by the Community Foundation of Southern New Mexico and the Paso del Norte Health Foundation. 2

Table of Contents
Unit 1.1 1.2 1.3 1.4 1.5 1.6
2.1 2.2 2.3 2.4 2.5 2.6 3.1 3.2

3.3

Unit 1: Food Systems Food System Overview: Tale of a Pizza Food Advertising and Media Literacy How far does your food travel? Food Traditions Interview Food Security Food Justice & Farmworkers Unit 2: Gardening Cool and Warm Season Crops Chihuahuan Desert Plant Identification Permaculture Introduction & Herb Spiral How to read a seed packet Creating a Garden experiment Lasagna Compost/ Sheet Mulching Unit 3: Cooking and Nutrition Nutrition Reading Exercise Whole and Processed Foods Cooking Basics Lesson Unit 4: Recipes
Liquid/Dry Measurement Equivalents Beverages Chias Aguas Frescas Berry Lemonade Chocolate Smoothie Strawberry Banana Mango Smoothie Salads & Veggie Dishes Beet and Carrot Slaw Wraps with Cheddar Cheese and Apples Black Bean and Corn Salsa Miso Turnips Cool Season Spring Salad Corn and Black Bean Salad Spinach, Beet, and Orange Salad
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Page 7 10 13 15 17 21
25 32 37 44 47

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55 58

66
71 72 72 73 73 74 75 75 76 78 78

Warm Season Salad Swiss Chard Cheese Bake Salad Dressings Garlic Vinaigrette Cilantro-Lime Creamy Dressing Orange Vinaigrette Winter Slaws Kohlrabi and Apple Slaw Beet and Carrot Slaw Buttermilk Coleslaw with Cilantro and Onions Pancakes Blue Corn Pancakes Mesquite Pancakes Simple Fruit Syrup for Pancakes Spring Pesto Three Ways Spinach Cilantro Pesto Any Herb Pesto Arugula Pesto Desserts Strawberry-Rhubarb Sundaes Mangoes with Strawberries Vanilla Chia Pudding with Fruit Appendices A B C Tasting Chart School Garden Funding Resources Curriculum Resources

79 80 81 81 81 82 82 83 84 84 85 86 86 87 88 88 89 90 91 93

Unit 1: Food Systems

1.1 Food System Overview: Tale of a Pizza Grade Level: Subject(s): Language Arts Objective: Students will acquire a basic understanding of the food system, including all the steps involved in how food grows, from seed to table. NM Benchmarks & Standards: Language Arts Strand I, 5-8 Benchmark I-B Total Activity Time: 2 hours Preparation Time: 15 minutes Resources: www.nourishlife.org/teach/food-system-tools/
6th-8th

Suggested pre-activity: Ask the class, Where does a carrot come from? Suggested post-activity: See Follow-up Questions Complimentary or Related Recipe: N/A Materials:
Journey of a Carrot handout Computers with internet access Paper Colored Pencils

Preparation:
A. Make copies of the Journey of a Carrot handout. B. Reserve a computer lab space for students to use to do internet research. C. Gather paper and colored pencils for students to use when creating their food system illustration.

Activity Instructions:
1. Have students read through the Journey of a Carrot narrative to familiarize themselves with the different steps of the food system. 2. There are 9 vocabulary words throughout the narrative. Have students create definitions for these words using the story as a reference. 3. Once students have become familiar with the basic steps of the food system they will trace a cheese pizza through the food system. 4. As a class, break down and dissect the parts of a cheese pizza. a. Crust flour wheat b. Tomato sauce tomatoes, basil, oregano c. Cheese Milk Cows 5. Have students follow each part of a pizza through the food system, from production to the pizza parlor to their kitchen table. In doing so, ask students to draw from at least one other primary source for their own food system journey research. Have students work in groups to research the food system process on the internet. The suggested resource for this activity is a good starting point for students. 6

Have students create a narrative following all parts of a cheese pizza from production to waste disposal and create a graphic to illustrate the process. Have students cite internet sources that they used.

Vocabulary:
Production Harvesting Processing Packaging Transportation Distribution Food outlets Eaters Disposal

Follow-up questions:
Are there any other inputs or outputs that are associated with the food system, or the process of moving food through the system? o Examples of inputs include labor to pick produce and paper and plastic used in packaging. o Examples of outputs include the pizza (or any other food product), waste that is generated, and revenue. What is one input needed to help support famers? What role does advertising and marketing play in the food system? (Reference Lesson 1.2 Food Advertising and Media Literacy).

Journey of a Carrot It was early September, when the ground was still warm from the long hot summer months. It was time for me to be planted in the ground, and that is where my journey began. It took me a little while to become acclimated to my new climate; my brothers, sisters, and I were used to sitting in a little paper bag, just waiting until the day we would be able to leave the dark space and see the world. That day had finally come. As seeds, we were planted into rows by a farmer. Rows and rows of carrot seeds were carefully placed into the ground and watered, a process called production. The farmer watered and checked on us everyday, waiting for us to germinate. It was so freeing to sprout up through the rich soil and see the light of day with our small green leaves. Sooner than I expected, some of my cousins were plucked right out of the ground. They were just babies! My brothers, sisters and I were soon to be next. Once we were fully matured we were all harvested from our spaces in the ground, doused in cold water and stacked in crates on a big truck. The truck took us all to what is called a processing and packaging plant. Never have you seen so many carrots of all shapes and sizes, than in this processing and packaging plant. As a fully matured carrot, I was bunched with about 15 other carrots my size, cleaned up, and placed in a plastic bag. This was not the fate for all carrots my size. Some were cleaned, cut, placed in a plastic bag and frozen. Others were cleaned, cut, and canned. The baby carrots that were harvested early, before fully maturing, were cleaned up and placed in plastic bags as well. Once everyone was all cleaned up and wrapped up, we were ready to be transported and distributed. The plant workers loaded us onto conveyor belts, which then loaded us onto trucks. Some journeys were long, while others were short. Some trucks would travel all across the country to distribute their carrots, while others would remain within the state. We were distributed to different food outlets: grocery stores, restaurants, and super markets. The journey, however, did not end there. Once we made it to the food outlet, we still needed to get to the eaters. Getting to the eaters came in different forms as well. Some eaters would pick us up at the grocery store or super market, take us home, cook us, and eat us. Sometimes we were even eaten raw. Other eaters would sit down for a meal at a restaurant and enjoy us there. I was lucky enough to be picked up from the produce section of a local grocery store by a family of four. They took me home, washed me, peeled me, cut me up and ate me as a snack. As for my peels and packaging, their journey continued. Once my new family enjoyed their snack they had to dispose of what was left of me. So into the trash went my peels and plastic packaging, and eventually into the local landfill they would sit. It was a long journey to get from seed to table. There were many steps, including: production, harvesting, processing and packaging, transportation and distribution, food outlets, eaters, and disposal. Many people and inputs, such as workers, gasoline for transportation, and water also helped me get to your table. Maybe next time you eat a carrot you will think of me and my journey, of how long it took and what I went through to make it to your plate, and not just how delicious I taste!

1.2 Media Literacy: Understanding Food Advertisements Grade Level: 6th-8th Subject(s): Language Arts Objective: To analyze food advertisements, determine what is being advertised, whom the advertisement is targeting, and what the advertisement is trying to accomplish. NM Benchmarks & Standards: Language Arts Strand I, 5-8 Benchmark I-B Total Activity Time: 1 hour 30 minutes 2 hours Preparation Time: Time gathering magazines, newspapers, fruits, and vegetables Resources: grist.org/article/food-2010-11-09-the-fast-food-industrys-4-2-billion-marketing-blitz/ www.allgov.com/agency/Center_for_Nutrition_Policy_and_Promotion___ www.babycarrots.com Nourish Curriculum Guide, Activity 5, available at www.nourishlife.org Suggested pre-activity: Ask students, What is your favorite commercial and why? Suggested post-activity: See Follow-up Questions Complimentary or Related Recipe: N/A *This lesson has been adapted from an exercise developed by FoodWhat?! Materials:
Food advertisement examples pulled from newspapers, magazines, or other media Newspaper advertisements Magazines (Goodwill and the Salvation Army are good places to find old magazines) Paper Pencils Fruits and vegetables

Preparation:
A. Collect magazines and newspapers for students to pull food advertisements from. B. Bring in a variety of whole fruits and vegetables for students to use in making their own personal advertisements.

Activity Instructions:
Part One: Magazine food advertisement analysis 1. In small groups, have students look through magazines and newspapers and choose a food ad that they want to talk about. 2. Ask students to analyze their advertisement while thinking about the following questions: a. What is the advertisement marketing? b. Who is the advertisement targeting (audience)? c. What techniques are they using? (What catches your eye? Celebrities, colors, fancy writing). d. What is the advertisement really selling? (Beauty, convenience, brand recognition, youth).

e. What are other places you may see these items advertised? (Products used in TV shows or movies, commercial advertisements, billboards). f. Do you feel influenced by this advertisement? Do you think others will be? g. What is the potential impact of this advertisement? (Health, environmental, social). h. Do you have the power to change these impacts? 3. Have students present their advertisements to the class while discussing the questions above. Part Two: Create your own food advertisement with a healthy, whole food. 1. Have each group of students choose one of the healthy, whole food options brought in by the teacher. (Examples of fruits and vegetables may include spaghetti squash, apple, and broccoli). 2. Give students the opportunity to create their own food advertisement commercial for a healthy food. Which food will they choose? Who will be the target audience? What advertising techniques will they utilize? What will their message be? How will they convey this message? 3. Students will work in groups to create their commercial, and act it out for the class. 4. After the ads have been created, have each student write a reflection describing the different aspects of their ad, why they chose the food they did, who their target audience is, how their technique will be effective with this audience, where they will use this advertisement, and how that may affect how their product sells.

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Statistics on advertising to children

Nearly one third of American youngsters eat fast food on any given day according to the American Academy of Pediatrics. The United States spends in excess of $110 billion every year on food like burgers and French fries, more money than is spent on higher education, computers, or cars. In 2010, the fast food industry spent $4.2 billion on advertisements in various media. To put that amount in perspective, consider that the Center for Nutrition Policy and Promotion had a budget of merely $4 million in 2011! The Center for Nutrition Policy and Promoiton is the United States Department of Agricultures agency that works to improve the health and well-being of Americans by developing and promoting dietary guidance that links scientific research to the nutrition needs of consumers. Consider the dramatic difference between $4.2 billion and $4 million. This means that for every $100 that the fast food industry spends on advertising burger and fries, only 10 cents is spent urging folks to eat healthy foods.

Follow-up Questions:
1. Why arent there advertisements for fruits and vegetables? 2. Discuss what media literate means. 3. Have students research the history of advertisements directed at children over the past few decades. How have advertisements changed? What do these advertisements have to do with the current health issues in our country?

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1.3 How Far Does Your Food Travel Grade Level: 6 -8 Subject(s): Geography Main Objective: To broaden students understanding of the processes and costs involved in food production and distribution, from seed to table. NM Benchmarks & Standards: STRAND : Geography Content Standard II Total Instruction Time: 1 hour Preparation Time: 2 hours Resources: www.nourishlife.org Pre Activity: Ask students, What is your favorite fruit? Where does it come from?; 1.1 Food System Overview: Tale of a Pizza Post activities: Have students teach this lesson to children in a grade below them. Complimentary or Related Recipe: N/A
Materials: A variety of fruits with labels World map poster or atlas Rulers String and push pins (optional) Paper Pencils Serving bowls Spoons or forks
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Preparation: A. Purchase a variety of fruits that come from all over the world and throughout the United States. Labels on fruits identify the country or state of origin. B. Prepare a fruit salad with the fruit items for students to sample. *If there is sufficient time, have students prepare the fruit salad in-class. Materials needed include: cutting boards, knives, and a large mixing bowl. See lesson 3.3 Cooking Basics Lesson for tips on proper cutting techniques and kitchen safety. Activity: 1) Divide students into groups, and distribute fruits among each group. Ask the following questions and have students record their answers: What kind of fruit is this? Where do you think it was grown? What is the place of origin for each fruit? 2) Have students determine how far each fruit traveled to get to the classroom. Students can use a ruler and the atlas key to measure the distance. For a visual representation of the miles traveled, have students use string and push pins on the map. 3) Have students present group findings to the class, including answers to the questions asked in step one.
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4) As a class, discuss the following questions: How much time did it take for the fruit to get from where it was grown to the classroom? Do you think the fruit was picked when it was ripe? Why or why not? How were these fruits likely transported? What resources might have been used in getting fruits here? Does the distance travelled by the fruits have an environmental impact? How does the distance traveled, the resources used, and the environmental impact effect the cost of the fruit? 5) Distribute pre-made fruit salad and enjoy!

Follow-up: Discuss the food system, including all the steps fruits and vegetables go through before they make it to our tables (production, harvesting, packing, processing, distribution, food outlets, eating, and disposal). Nourishlife.org provides a useful handout to demonstrate the food system.

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1.4 Food Traditions Interview Grade Level: 6 -8 Subject(s): Language Arts Main Objective: To listen actively and critically, narrate a story, and learn about the connections between food, culture, and personal identity. NM Benchmarks & Standards: Language Arts Strand I, 5-8 Benchmark I-A Total Activity Time: 1 week (This activity requires out of class time). Preparation Time: 10 minutes Resources: Nourish Curriculum Guide Activity 3, www.nourishlife.org Pre activity: Ask students, Does your family have a birthday celebration tradition? For example, do you go out to eat or make any special foods? Post activity: Have an in-class potluck where students bring in their favorite dishes. Complimentary or Related Recipe: N/A *Lesson adapted from Dr. Lois Stanford, Cultural Anthropologist at New Mexico State University. Materials: Copies of the Food Traditions Interview Questions Preparation: A. Make copies of the Food Traditions Interview Questions for students. Activity Instructions: Food traditions are extremely important aspects of our culture and identity. We often associate memories with people, holidays, events, and emotions with specific foods. 1. In small groups have students discuss their favorite holiday foods. Share with the entire class. 2. Hand out Food Tradition Interview Questions. Students should use the questions to interview someone in their life (perhaps a family member, such as a parent or grandparent, their neighbor, or a family friend). Have students think of three additional questions that they would like to ask the interviewee. 3. The student should ask the interview questions, listen to the answers, interpret and create a narrative of the interviewees relationship to food, including any food traditions discovered during the interview. The narrative should include the following: An overview of the interviewee's ethnic background (where are they and their ancestors from?). The interviewees memories of food and family meals. Any challenges in maintaining food traditions. 4. In the final paragraph of the narrative students should make an argument from what they learned in the interview about whether they think food traditions exist and if they are an important aspect of culture and identity. 5. Have students share their findings with the class.
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Food Tradition Interview Questions

1. What was your favorite food prepared for you when you were a child? Who made it? How was it made?

2. What memories do you have about food and meals from when you were growing up?

3. Can you walk me through a typical meal? What was served? What was the order? Who served it? Which family members were there? What order did people eat in?

4. What foods do you avoid because they are bad for you? What did people tell you about these foods?

5. What do you do to make the meals your family used to make?

6. Do you think certain foods are important to your cultural identity? If so, which ones? Why?

7. Do you have children? If so, what kinds of food traditions do you try and pass to your children?

8. Is there anything else about your foods that you would like me to know?

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1.5 Food Security Grade Level: 6 -8 Subject(s): Math Main Objective: To understand the concept of food security and healthy food access using critical thinking and math skills. NM Benchmarks and Standards: NUMBER AND OPERATION, 5-8 Benchmark N.1: 6.N.1.3 Total Instruction Time: 1 hour Preparation Time: 15 minutes Resources: www.mapqwest.com www.fuelgaugereport.aaa.com/ www.albertsons.com Pre activity: Ask students, How do you feel when you are hungry? Do you get cranky? Can you concentrate? Post activity: Brainstorm with students ways they can help foster food security in their communities, including volunteering at soup kitchens, food banks, growing food, etc. Complimentary or Related Recipe: N/A Materials: Computers Copies of the Lets Go Shopping! Worksheet Copies of MyPlate Handout: www.choosemyplate.gov/print-materials-ordering/graphic-resources.html Pencils Paper Preparation: A) Make copies of worksheet and handout. B) Reserve computer lab or ensure students have computer and internet access. Vocabulary: Food security refers to the availability of food to meet ones needs and their ability to access it. A household is considered food secure when its occupants do not live in hunger or fear of starvation. However, food security depends not only on the amount of food available, but also on its nutritional value. Eating one type of food daily may prevent starvation, but can also lead to severe malnutrition and vitamin deficiencies. www.srl.ag.iastate.edu/News/food%20security.php Activity: 1) Begin with word association, asking students to say the first word that comes to mind when they hear the word security. 2) Refer students to the Lets Go Shopping! worksheet and read the definition of food security. Discuss the following questions as a class: What does it mean to live in hunger or fear of starvation? What are some reasons people live in hunger? How would a household that is food secure compare to one that is insecure?
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How close do you live to a grocery store? Can you buy healthy food there? What is considered healthy food? How would you buy food if you did not have transportation? Convenience stores, gas stations and other small stores are sometimes closer to home and offer food items for purchase. What types of food items are usually found at these locations? Can you find produce at these stores? What resources are in place to help people have access to healthy food? (public transportation, local farmers markets, Supplemental Nutrition Assistance Programs, food banks, gardens) When you are at school are you food secure? (Is it accessible, affordable, and healthy?) 3) Review the MyPlate handout, a daily nutrition guide, created by the federal government to serve as an illustration of how our plate should look at every meal. 4) Using the MyPlate handout, have students complete the Lets Go Shopping! worksheet in small groups.

Follow-up: Students can also complete the Lets Go Shopping! worksheet with no budget. Have students compare the food choices they made with and without a budget. Discuss how various budgets can affect the choices and quality of the meals for families.

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Name: _____________ Date: _____________

Lets Go Shopping! Food Security- the availability of food and one's access to it. A household is considered food secure
when its occupants do not live in hunger or fear of starvation. However, food security depends not only on the amount of food available, but also on its nutritional value. Eating one type of food daily may prevent starvation, but can also lead to severe malnutrition and vitamin deficiencies. www.srl.ag.iastate.edu/News/food%20security.php

Directions:
1. Create three different meals, including: breakfast, lunch, and dinner. Each meal should cost no more than $5.00 total, and should reflect the proportions illustrated on the MyPlate handout. 2. Quickly brainstorm with group members items you want to purchase for each meal. 3. Go to www.albertsons.com Click on the In Store Pick Up link. Click the link to the first city listed on the Available pick up areas page. Browse the aisles to find the food items and prices. You can you use same item for more than one meal, though make sure to divide the price of the item by the number of meals in which the item was used.

Meal Grains

Breakfast

Lunch

Dinner

Fruits

Vegetables

Proteins

Dairy

Cost:

Cost:

Cost:

Total for all Three Meals:

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4. Shopping for food has additional costs; for example, transportation. Find your closest grocery store online, and determine the distance and cost roundtrip to the store using either public transportation or a personal vehicle. (You may use a bicycle or walk at no cost if you are a within two miles of the closest store). Use an online mapping tool to find the distance to your grocery store, such as www.mapqwest.com.

Name of Store: ________________________________________________________________________ Is this the closest place to purchase groceries? Are there places near you that were not listed on the website?______________________________________________________________________________ Distance Roundtrip to Store (in miles):______________________________________________________ Cost of a gallon of gas: __________ At a rate of 20 miles/gallon, how much would it cost roundtrip to go shopping? ____________________

Is there local public transportation? If so, how much does it cost? _______________________________

Mode of Transportation: ________________________________________________________________

Total cost of food security for 1 day including 3 meals and transportation costs: ____________________

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1.6 Food Justice & Farmworkers Grade Level: 6 -8 Subject(s): Language Arts Main Objective: Students will be able to identify and discuss Food Justice issues related to farmworkers. NM Benchmarks and Standards: Strand I, Benchmark 1-A Total Activity Time: 1 hour 30 minutes Preparation Time: 10 minutes Materials: Paper, pencil, computer Resources: Immokalee: A Story of Slavery and Freedom www.youtube.com/watch?v=zBc4cOg9-ks Pre activity: N/A Post activity: N/A Complimentary or Related Recipe: N/A
Materials: Lined paper Pencils Computer & projector Preparation: A. Prepare the film Immokalee: A Story of Slavery and Freedom for screening. B. Gather paper and pencils for students to write their own food justice stories. C. Make copies of the Food Justice and Farmworkers Fact Sheet. Activity Instruction: 1) Facilitate a discussion on the word justice: What does the word justice mean? How does it apply in our daily lives? What does it mean to be fair? Why is it important to practice justice? When you think of food, do you think of justice? Why or why not? 2) Review Food Justice and Farmworkers Fact Sheet. 3) View Immokalee: A Story of Slavery and Freedom film found online at www.youtube.com/watch?v=zBc4cOg9-ks 4) Engage students in a discussion about the film and food justice. a. Film discussion questions: i. What are the different things Coalition of Immokalee Workers are fighting for? ii. Why do the farmworkers of Immokalee compare working and living conditions to slavery? iii. What is one change the Coalition of Immokalee workers accomplished? What are they still working to change? iv. How do the workers create change? v. What can we do to support farmworkers? b. Food Justice discussion: i. How does a farm that practices Food Justice compare to one that does not? What does this look like? How might this affect the workers? 20
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ii. Do you know anyone who is a farmworker? iii. Why is it important that farmers get paid a fair wage for their work? iv. What can you do to make sure your food is grown fairly? 1. Examples of things that we can do include: finding out where our food comes from and ask how it is grown, refusing to buy food that is grown by farmworkers who are treated unfairly, and call or write a letter to our government officials.

Potential Follow Up Activity: Following the food justice discussion, have students write a 2 to 3 page story of a character who confronts food justice issues. Alternatively, students may write a persuasive argument of the same length to explain why food justice is important.

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Food Justice and Farmworkers Fact Sheet What is Food Justice? Food Justice is when a community exercises their right to grow, sell and eat healthy food. Healthy food is fresh, nutritious, affordable, culturally appropriate and locally grown with care for the wellbeing of the land, workers and animals. People practicing food justice leads to a strong local food system, self-reliant communities and a healthy environment. http://www.justfood.org/food-justice Farmworker Facts From the 2001 Inventory of Farmworker Issues and Protections in the United States, by Bon Apptit Management Company Foundation and United Farm Workers of America. The inventory can be found at bamco.com/uploads/documents/fwi_execsum_0428_2011.pdf More Americans than ever are interested in knowing where their food comes from, but even the most conscientious eaters and food industry professionals are usually in the dark about who picked it. Approximately 1.4 million crop farmworkers help plant, harvest, and pack the food grown throughout the United States; however, the conditions under which they work remain invisible. For the public, farmworker issues fall into a black hole that could be labeled No data, no problem.

Farmworkers are exempt from most federal wage and hour standards, and even existing rules are rarely enforced, leading to wage theft and other abuses. Most farmworkers cannot receive unemployment insurance and workers compensation insurance, which pays workers when they lose their job or are hurt at work. Farmworkers are frequently vulnerable to abuse, especially when they have exclusive contracts with their employers or can be coerced to work through threats of deportation. Although occupational heat stress is a key health and safety issue for farmworkers, agricultural employers are not required to take such basic preventive measures as providing adequate shade and providing employees with rest breaks. Pesticide exposure often goes undetected and/or unreported. The absence of regulatory oversight, enforcement, and data about this sector leaves employers unaccountable to basic health and safety standards while leaving farmworkers vulnerable to abuse.

Did you know? El Centro de Los Trabajadores Agrcolas Fronterizos, or The Border Farmworker Center, in El Paso, TX was established in 1995. The Center provides shelter, health, and education services for farmworkers and their families. It also offers a space where workers can organize for better working conditions and improving the industry for which they provide their labor and skills. To learn more about the Center visit http://www.farmworkers.org/Welcome.html.

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Unit 2 Gardening

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2.1 Cool and Warm Season Crops Grade Level: 6 - 8 Subject(s): Health and Nutrition Main Objective: Students will learn to identify cool and warm season crops, deepen their understanding of geography and climate influences on food production, and the benefits of eating in season. NM Benchmarks and Standards: Health Education Content Standard 1, Benchmark 1 Total Instruction Time: 1 hour Preparation Time: 20 minutes Resources: Vegetable Planting Chart (Created by Darrol Shillinburg & the Doa Ana County Master Gardeners) Nourish: In Season Video (Length: ~ 2 minutes) http://www.nourishlife.org/videos-all/ or http://www.youtube.com/watch?v=4Km_IL6rb2Q Adapted from the Nourish Initiative (http://www.nourishlife.org) Pre activity: Post Activity: Complimentary or Related Recipe:
Materials: Computer and Projector Nourish: In Season video clip Vegetable Planting Chart Handout Recipe A Handout Recipe B Handout Cool and Warm Season Crops Identification Worksheet Vocabulary In Season Foods: Foods that are grown and eaten in the current season. Warm Season Crops: Warm season crops tend to grow once the danger of frost has passed, in late spring, summer, and fall. They grow well in temperatures above 70 degrees. Example of warm season crops are cucumbers, tomatoes, and eggplant. Cool Season Crops: Cool season crops are planted in early spring before warm weather or in late summer for growth during fall and winter. Cool season crops can tolerate light to moderate frosts. Some examples are kale, spinach, radishes, and carrots. Preparation: A) Make Copies of Vegetable Planting Chart Handout, Recipe A and Recipe B Handouts, and Cool and Warm Season Crops Identification Worksheet. B) Prepare equipment to screen the Nourish: In Season video. Activity Instructions: 1. Introduce vocabulary terms to students. 2. View Nourish: In Season video with students. 24
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3. Discuss with students what it means to eat in-season. What does it mean to eat food that is in season? What are some of the benefits to eating in season? What might be some of the challenges? How can you tell if a food is in season? 4. Introduce the Vegetable Planting Chart handout.

Next, students will be provided a clear idea of what it means to eat in season food with an emphasis on warm and cool season crops. 5. Distribute all handouts and worksheets. 6. Review the Vegetable Planting Chart and discuss how the charts can be used. The chart provides a calendar guide to food throughout the year. For which geographic area is this chart created? How is the chart divided? By months, days, weeks? By Crop? What other information can you learn from the chart? 7. Allow students to review Recipe A and Recipe B handouts briefly. Then, as a class complete section one of the Warm and Cool Season Crops Identification Worksheet. The answers to section one are: Recipe A: Warm Season Salad Recipe B: Cool Season Spring Salad 8. Ask students to complete section two of the Warm and Cool Season Crops Identification Worksheet independently using the Recipe A and Recipe B handouts and the Vegetable Planting Chart Handout. Potential Follow-up Activity: Depending on the season, consider having students plant some of the plants they listed in section two of the Warm and Cool Season Crops Identification Worksheet. If you have limited space for growing plants in the ground, consider creating a container garden.

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Warm and Cool Season Crops Identification Worksheet

Section One Review terms and complete as a class. Use Recipe A Handout and Recipe B Handouts and Vegetable Planting Chart Handout to complete this section. Warm Season Crops: Warm season crops tend to grow once the danger of frost has passed, in late spring, summer, and fall. They grow well in temperatures above 70 degrees. Example of warm season crops are cucumbers, tomatoes, and eggplant. Cool Season Crops: Cool season crops are planted in early spring before warm weather or in late summer for growth during fall and winter. Cool season crops can tolerate light to moderate frosts. Some examples are kale, spinach, radishes, and carrots. Indicate which recipe contains primarily warm season ingredients and which contains cool season ingredients. Recipe A: _____________ season Recipe B: _____________ season Section Two Use Recipe A and Recipe B handouts and the Vegetable Planting Chart Handout to complete this section. Identify 3 Ingredients from the Cool Season Recipe and complete the table.

Ingredient

Planting Months

Identify 3 Ingredients from the Warm Season Recipe and complete the table.

Ingredient

Planting Months

Section 3: Use the Vegetable Planting Chart to answer the following questions. 1. During which months do frosts tend to occur? _____________________________________________________________________________ 2. Why is the frost date information useful for planting? _____________________________________________________________________________ 3. When would you plant carrots? _____________________________________________________________________________ 4. What are some fruits or vegetables that are not listed on the Vegetable Planting Chart that you would like to learn more about? _____________________________________________________________________________

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Recipe A _____________________________ Ingredients For the Salad 5 c New Zealand spinach, washed, dried, large stems removed, and roughly torn 1 cucumber, peeled, seeded, and sliced 3 Roma tomatoes, seeded and sliced 2 small eggplants, halved lengthwise 2 red bell peppers 2 zucchinis, halved lengthwise Olive oil Salt and pepper to taste For the Dressing c basil, chiffonade 2 tsp garlic, minced 1 tsp country Dijon mustard 1 tsp agave nectar 2 tbs balsamic vinegar c olive oil Salt and pepper to taste Directions 1. Roast the eggplant, peppers, and zucchini. Preheat oven to 425. Place halved eggplant and zucchini and whole peppers on a rimmed baking sheet and drizzle with olive oil. Season with salt and pepper. Bake until tender and beginning to brown, about 20-30 minutes, turning once halfway through cooking time. Allow to cool. Slice eggplant and zucchini. Halve the peppers to remove core and seeds, then slice. 2. Prepare dressing. Place basil, garlic, mustard, agave, vinegar, oil, salt and pepper in a jar. Shake vigorously. Alternatively, you can whisk ingredients in a liquid measuring cup until emulsified. 3. Assemble salads. Place cup of spinach on each plate. Top with roasted vegetables, cucumber, and tomato. Drizzle lightly with dressing.

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Recipe B ______________________ Ingredients: For the salad: 5 c mixed salad greens (red or green lettuce, arugula, mizuna, spinach, chicory), washed, dried, and roughly torn 10 small beets or small yellow potatoes, trimmed, scrubbed, peeled, and quartered 1 lb green beans or asparagus, washed, tough ends removed, cut in 1 inch pieces 10 eggs 25-30 kalamata olives (optional) Olive oil Salt and pepper to taste

1. Roast the beets or potatoes. Preheat oven to 425. Place trimmed, peeled and quartered beets or potatoes in aluminum foil. Drizzle with olive oil and season with salt and pepper. Bake until tender when pierced with a knife, 30-45 minutes. 2. Hard-cook the eggs. Prepare ice water bath by filling large bowl with ice and water, set aside. Place eggs in a large pot and cover with cold water by one inch. Bring to a boil over high heat. Cover with lid and remove from heat. Let eggs sit, covered, for 12 minutes. Remove eggs with slotted spoon and submerge in ice water to stop cooking. Let cool completely, 5 minutes. Crack eggs all over to remove shells. Quarter eggs lengthwise. 3. Blanch green beans or asparagus. Bring 2 quarts of salted water to a boil over high heat. Submerge green beans or asparagus in boiling water. Boil until tender, 3-5 minutes. Remove green beans or asparagus with a slotted spoon and submerge in ice water bath. 4. Bake croutons. Toss bread pieces with oil, oregano, salt and pepper. Layer evenly on two baking sheets. Bake in previously heated oven at 425 until crunchy, about 10 minutes. Let cool on backing sheets. 5. Prepare dressing. Place vinegar, oil, parsley, shallot, agave nectar, salt and pepper in a jar. Shake vigorously. Alternatively, you can whisk ingredients in a liquid measuring cup until emulsified. 6. Assemble salads. Place cup of salad greens on each plate. Top with one quartered beet or potato, cup (approximately) green beans or asparagus, and 1 quartered egg, 3 olives (if using). Sprinkle with cup croutons. Drizzle lightly with dressing.

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2.2 Chihuahuan Desert Plants Grade Level: 6 -8 Subject(s): Science Main Objective: To have students identify common Chihuahuan Desert plants and examine adaptations that allow plants to survive in a desert. NM Benchmarks & Standards: Science Strand I, Standard I, Benchmark IA; Strand II, Standard I, Benchmarks 2A & 2B Total Activity Time: 1 hour 30 minutes Preparation Time: 10-15 minutes, plus time to collect desert plant samples Resources: Junior Master Gardener Soil and Water Curriculum, www.jmgkids.org Pre activity: Ask students, What types of plants grow in the desert? What have you observed around the school or in your community? Post activity: Have students go home and draw desert plants they can find around their home, then bring in their drawing to share with the class following this exercise. Complimentary or Related Recipe: N/A
*This lesson was created by Melly Locke, Science Magnet Teacher, at Sierra Middle School in Las Cruces.
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Materials: Chihuahuan Desert Plants Information Sheet Chihuahuan Desert Plants Student Worksheet Pencils Hand lenses and dissecting scopes Clipboards Examples of desert plants High-lighters Preparation: A. Collect samples of 10-15 different desert plants (see Chihuahuan Desert Plants Information Sheet for examples). B. Make copies of Chihuahuan Desert Plants Information Sheet and Chihuahuan Desert Plants Student Worksheet for students. C. Arrange for a short walking field trip, either on the school campus or off campus. The field trip must be in an area where students will be able to find and identify the 6 desert plants on the Chihuahuan Desert Plants Student Worksheet. D. Become familiar with the 6 plants the students are assigned to draw, so that they can be easily pointed out to students if necessary.

Activity Instructions: 5 Quick start activity: As students come in have them examine a variety of desert plant samples that have been collected from the desert (10-15 different kinds). Students should work in groups of 2-4. Have hand lenses and dissecting scopes out for students to use to examine the samples. Have

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students record in their science journals at least 3 observations on each sample they observe. After about 5-8 minutes, ask the students to be seated. 6 Explain what an adaptation is to the students (something that allows an organism to survive better in its environment). In their science journals have them write at least 3 things they observed about the desert plants that might help the plants adapt to living in our desert. Give student a few minutes to think this through on their own and write it down, then brainstorm as a class, having students come up to the board and write down their suggestions. (Examples: hairy leaves, no leaves, light color, deep roots, thick skin, etc). 7 Repeat the definition of an adaptation (something that allows an organism to survive better in its environment). Select a few of the sample plants and explain to students the different adaptation each one has that allows them to survive in our desert. 8 Have the students read the background information on the C hihuahuan Desert Plants Information Sheet. Have them annotate the important facts in the text with a highlighter. 9 After students have read the handout, ask them to share some important facts about the desert that they have found in the text. 10 Pass out the Chihuahuan Desert Plants Student Worksheet. Go over the text and instructions with the students. Check for understanding. (If possible at this point, use a power point and show a few pictures of Chihuahuan Desert plants from the list, pointing out their adaptations). 11 Explain to students that the class is now going to walk to the desert area of the school. (If the school grounds must be left to do this, permission slips will be needed. If the desert is not close enough to visit, the students could make their drawings from samples of the plants collected). Go over any safety precautions that need to be observed. 12 Check for understanding and to make sure students have their handout on a clipboard, and that they have a pencil and a hand lens. Take them out to the desert to make their drawings. 13 Ask the students to put details in their drawings. Remind them they will be graded on their good observations, not their artistic ability. 14 After returning to the classroom, have students share their best drawing and give what they think is the adaptation that helps that type of plant adapt to life in a desert. 15 Use a rubric to assess student drawings. Emphasize effort, observation, and detail in the drawings, not artistic ability.

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Chihuahuan Desert Plants Information Sheet

Question: How do plants survive in a desert? Write a hypothesis to answer the above question. (Your hypothesis needs to be a complete declarative sentence). _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Background information: A desert is an area of land that gets less than 25 cm of rain a year. The Chihuahuan Desert extends from Mexico into the southern part of New Mexico. Plants that live in a desert have to be able to go for long periods of time without water, or have life cycles that can be completed in one rainy season. Desert plants have adapted to living in very dry conditions. Most desert plants have small leaves or no leaves to conserve water. Desert plants are usually low growing, thorny or prickly, and are light green or gray in color. Some desert plants have fine, short root systems to absorb water easily when it is available. Other desert plants have long deep roots to tap into underground water sources. Some plants hold, like cacti, hold water in their leaves or stems. Common Chihuahuan Desert Trees: Desert willow Cottonwood Arizona Ash Common Chihuahuan Desert shrubs: Creosote bush Snakeweed Apache Plume

Corkscrew Willow Arizona Cypress Mesquite (tree form)

Mariola Four-wing Saltbush Honey Mesquite

Sand Sage Tarbush Purple Dalea

Common Chihuahuan Desert cacti and succulents: Lechuguilla Sotol Yucca Red Yucca Common Chihuahuan Desert Grasses: Bush Muhly Black Grama Grass Burr or Sand burr Chihuahuan Desert Forbs and Flowers: Desert Marigold Peppergrass Goathead or Puncture vine Purple Aster

Prickly Pear cactus Hedgehog cactus Cholla cactus

Six-weeks Grama Three Awn Fluffgrass

Buffalo Gourd Poisonous Datura Pigweed Lemon Pectis

Mexican Poppy Tumbleweed Native Sunflower

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Chihuahuan Desert Plants Student Worksheet

Below are 6 common Chihuahuan desert plants. Find these plants and make a drawing of each type. Give one adaptation that helps each plant species survive in the desert. You will need a pencil and a hand lens to examine the plants. 1.

Prickly Pear cactus has broad, flat

stems called pads that are usually leafless and thorny. It gets its name from the pear-shaped fruit. People and animals eat the ripened fruit (tunas) and the pads (nopales).

Adaptation: _______________________________________ _______________________________________ 2.

Yucca has linear, gray-green leaves

with sharp tips. They are a perennial shrub with the leaves all attached to the stem in close arrangement. Yuccas send up a tall bloom stock in late spring and early summer. The white flowers are edible. It grows easily from the seeds.

Adaptation: _______________________________________ _______________________________________

3.

Honey mesquite is a multistemmed shrub with fine textured leaves and strong spines. It has yellow flowers that produce long green pods. Mature, dry, beige colored pods fall off and litter the ground under the mesquite. The pods are edible and have a sweet taste. They can be ground into a flour to use in cooking.

Adaptation: ____________________________ ______________________________________

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Chihuahuan Desert Plants Student Worksheet (page 2)

4. Creosote bush is an evergreen,
perennial shrub. Its small olive green leaves are sticky with resin. It has yellow flowers and fuzzy, small, round gray seed pods. It gives off a strong, pleasant odor that gives rain in the Chihuahuan Desert its characteristic smell. Adaptation: _______________________________________ _______________________________________

5. Bush Muhly is a perennial grass

with a reddish-purple tint. Its name comes from the fact that it usually grows under bushes or shrubs. It is a warm-season grass with small, pale green leaves. It can grow up to a meter in height. Adaptation: _______________________________________ _______________________________________

6. Desert Willow is a beautiful small

tree generally found along arroyos or washes. It has thin, willow-like leaves, but it is not a true willow. It has an open, lacy appearance with striking pink to purple flowers throughout the summer.

Adaptation: _______________________________________ _______________________________________

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2.3 Permaculture Introduction and Herb Spiral

Grade Level: 6th-8th Subject(s): Science Main Objective: To introduce permaculture design and pattern literacy through the construction of an herb spiral. NM Benchmarks and Standards: Standard II, Strand II, Benchmark I Total Activity Time: Two Days: Day One-45 minutes, Day Two- 2 to 3 hours Preparation Time: 30 minutes, plus time to gather supplies. Resources: Herb Spiral Video (6 minutes) http://www.youtube.com/watch?v=HxGqUnHz-1A&feature=related Gaias Garden: A Guide to Home-Scale Permaculture 2nd edition by Toby Hemenway Permaculture Institute Certification Handbook http://www.permaculture.org/nm/images/uploads/PDC_cert_book_.pdf

Pre activity or complimentary activity: 2.2 Chihuahuan Desert Plant Identification Post activity: N/A Complimentary or Related Recipe: N/A
*Special thanks to Robert Leal of El Paso Permaculture Group with this lesson. Materials: Permaculture Worksheet Herb Spiral Handout Suggested Heber Placement Handout Herb Spiral Materials Preparation:

A) Identify a location to build one or multiple herb spirals. B) Identify plants for the herb spiral. Depending on proximity of water source(s), you may want to design a spiral with more drought tolerant plants. C) Gather Herb Spiral materials. D) Make copies of Permaculture Worksheet. E) Consider enlisting parent volunteers to assist on the day of construction of the herb spiral.
Activity: Day 1

1) Pass out Permaculture worksheet and review with class. Worksheet and handout will provide students with a basic understanding of permaculture and the herb spiral. 2) Take students outdoors to complete Permaculture Worksheet. 3) Follow with a class discussion. a. What patterns did you observe? b. Can you think of other patterns in nature you may have observed? Lesson 2.2 Chihuahuan Desert Plant Identification may be a resource for this exercise.

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Day 2:

1) View Herb Spiral film with students. 2) Construct Herb Spiral. 3) Using Suggested Herb Placement handout, have students determine herb placements.
Potential Follow Up Activity: A creative Permaculture tool that teachers can use to engage students in creative garden design is the random assembly wheel. The wheel is composed of three circles. The inner circle consists of various components, or elements, found in the garden, such as trees, shrubs, storage, trellis, chickens, picnic tables. The middle wheel consists of preposition such as above, on, besides, beneath, behind. The third outer wheel repeats the elements of the inner wheel. Spinning the wheel may trigger outrageous and creative design ideas to experiment with in the garden. Discuss how a seemingly strange combination of words may create unique growing opportunities. Engage students in developing the words for the wheel for a language arts lesson.

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Permaculture What is Permaculture? Permaculture is an ethical design system that mimics nature. Permaculture is rooted in observation of natures patterns and cycles and exploring ways to replicate these patterns. In this lesson, we will use permaculture to create an herb spiral. Permaculture Ethics 1) Care of the Earth 2) Care of People 3) Re-investing the Surplus Pattern Literacy: Identifying patterns in nature Identify and describe three patterns you observe on school grounds. Do you observe patterns that are constructed by humans or influenced by nature? Examine tree branches, flower petals, and leaf structures on tree and plants. 1) 2) 3) _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

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Herb Spiral Why a spiral? The spiral is a commonly occurring pattern in nature (Some examples include a spiral galaxy, the head of a sunflower, and a snail shell). An herb spiral provides microclimates so you can grow a variety of herbs with different water and sunlight needs. Herb spirals create opportunities to grow herbs in both vertical and horizontal space. The curved nature of spiral planting beds also increases the growing area available, compared to more traditional straight-edged gardens. The top of the mound and the south facing side will receive the most direct sunlight. So, consider herbs that prefer well drained soil and can tolerate more sunlight, such as lavender, sage and rosemary. Herbs that have greater moisture needs and would benefit from afternoon shade should be placed toward the bottom of the mound, such as basil, cilantro, and mint. Select herbs that can be used in complimentary activities, such as culinary lessons or vegetable tastings. In addition to herbs, experiment with other edibles, such as salad greens or strawberries.

Both these herb spirals were constructed under the guidance of Robert Leal with the El Paso Permaculture Group. Robert and La Semilla youth constructed an herb spiral (left) at the Womens Intercultural Center in Anthony, NM.

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Herb Spiral Supplies 10 lbs of fresh food scraps (no dairy, meat or foods with oils) 2 straw bales 2 cubic feet of compost 5 cardboard boxes 250 300 stones or bricks (for frame or structure) herb transplants or seeds soaker hose or sprinkler

Construction Ensure the location for the herb spiral is not directly above any water or gas lines. Moisten the area where the herb spiral will be constructed. Add a layer of fresh food scraps. This will serve as the foundational layer and add nutrients to the soil below. Next, lay one sheet of soaked cardboard on top of food scraps to serve as a weed barrier. Lay bricks or stones to create the external structure of your spiral planter starting from the outside moving inwards. An herb spiral that is approximately 5 feet across and 3 feet high will allow easy access to any part of the spiral. Youll want students to be able to easily reach the center of the spiral to harvest or water. Then, distribute the straw throughout the spiral. Aim for about 1 foot of growing medium (straw and soil) between the tiers of the spiral. Add a few handfuls of compost then transplant herbs, or direct seed into spiral and water. Attach a mini-sprinkler or soaker hose to water the spiral as needed. Dont worry if your spiral doesnt come out perfec tly! Evaluate your herb spiral design and ask students to identify design improvements for future herb spirals. For more detailed instructions and tips, please see Gaias Garden: A Guide to Home-Scale Permaculture 2nd edition by Toby Hemenway.

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Suggested Herb Placement from http://www.permaculturevisions.com/Herb-Spiral.htm

Common name Lavender Catmint, clary Bee Balm Yarrow Comfrey Oregano Thyme Tansy Borage Sage Sweet bay Mints Cumin Cilantro Violet Rosemary Garlic Parsley Lemon Balm

Sun/Shade Sun facing sunny Partial shade Partial shade sun/part shade full sun sun shade/morning sun Full sun Full sun Full sun frost tolerant shade/part sun Full sun full sun semi-shade sun sun full sun/part shade - likes afternoon sun Full sun/part shade

Soil type poor soil, rocks Fertile loam

moist good, well drained well drained, fair soil good dry dry container/med. soil. moist, fertile poor-good shelter from wind, poor-good competes well with grass in moist soil, shallow rooted. dry well drained soil well rotted compost, moist well drained Fertile humus rich soil Fertile, moist

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Permaculture Herb Spiral Construction

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2.4 How to Read a Seed Packet Grade Level: 6th-8 Subject(s): Science Main Objective: To have students learn how, when, and where to plant appropriate plant varieties. Students should understand how to apply this information using the scientific method. NM Benchmarks & Standards: Science Strand I, Standard I, Benchmark I Total Activity Time: 50 minutes Preparation Time: 10-15 minutes Resources: http://www.veggiegardener.com/how-to-read-seed-packet Pre activity: Ask students, What are the basic things that we need to grow food? (Seeds, sun, water, soil). Post activity: 2.5 Creating a Garden Experiment Complimentary or Related Recipe: N/A
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Materials: A variety of seed packets Seed Packet worksheet White board & markers Projector Pencils Preparation: Make copies of the Seed Packet worksheet for students. *TIP: Create a worksheet using one of the seed packets students that studetns will plant. This will make it easier for students to read the packets when planting. Activity Instructions: 1. Explain to students that before planting there are some important things they need to know about how to plant seeds. Ask them why might it is important to review a seed packet? What information does it contain? List ideas on the board (how to plant the seed, when to expect the plant to start growing, when the plant will be ready to harvest, etc). 2. Pass out Seed Packet worksheets. Draw a seed packet on the board, or project the worksheet on the board and review it with the class. 3. Examine each part of the seed packet with students, and have them take notes. Review the names of each section and why each piece of information on the packet is important. 4. Parts to cover on the seed packet: (*Note: Seed packet information may differ between seed companies. Information may need to be adjusted when going over the packet and worksheet.) i. Front: Type of seed or species, cultivar or variety, weight, price, picture of plant at harvest, company name. ii. Back: quick reference, seed description, details (when to plant, row spacing, plant spacing, planting depth, days to germination, plant height at harvest, whether to plant in the sun or shade), seed company address/phone number. Discussion Question Prompts for teacher: 44

[This word] is at the top of the packet and in the largest font, what does that tell us about how important the information is? [This word] is written in latin, how might that be helpful to people gardening and growing around the world? Examine the picture on the front of the seed packet. What stage in the growing cycle is reflected in the picture? 5. Have students save worksheets in their journals to use as a reference for later, when planting seeds in the garden or classroom.

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2.5 Creating a Garden Plot Experiment Grade Level: 6 -8 Subject(s): Science Main Objective: To put the scientific method into practice by having students learn how seeds are planted and cared for, and to understand the growth cycle of plants. NM Benchmarks & Standards: Science Strand I, Standard I, Benchmarks I, II, & III Total Instruction Time: 1 hour 30 minutes, with weekly follow-up Preparation Time: 10-15 minutes + time to purchase or collect seeds Resources: Pre-activity: 2.4 How to Read a Seed Packet Post-activity: Garden Plot Experiment Presentation worksheet, which requires that students gather weekly data and create a raw data table and graph to record their information for a determined period. Complimentary or Related Recipe: N/A *This lesson was designed for use in raised garden beds but is easily adapted to container gardens, seed flats, and in-ground planting. Materials: Seed packets Garden Plot Experiment Worksheet copies Pencils Labeling sticks Permanent markers Small envelopes Garden plot for each student group Graph paper Preparation: 1. Make copies of the Garden Plot Experiment Worksheet. 2. Gather a variety of plant seeds appropriate for the season. See Seasonal Planting Calendar. *TIP: Dont worry if seeds are not from the current year, as having seeds from past season makes for an excellent experiment design. For example, students may test if the age of seeds impacts germination rates, speed of germination, etc. 3. Divide students into groups of 3 to 5 for the experiment. Be sure that all students are assigned a specific role within their group. This allows them to collaborate with one another and ensures that everyone has a responsibility. Rotate responsibilities weekly so each group member has an opportunity to fulfill the different roles. Examples of roles include: Water Manager: responsible for adequately watering the groups plants Equipment Manager: ensures that their group has the proper tools and supplies Recorder: in charge of correctly gathering and recording data Focus Keeper: ensures that the group remains on task
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 Gatekeeper: monitors the group to ensure everyone remains in designated areas 4. This activity takes about 1 hour 30 minutes total with weekly follow-up, depending on the pace of students. The activity may be divided between indoor and outdoor work.

Activity Instructions: 1. Distribute Garden Plot Experiment Worksheets to students. 2. Review and distribute the various seeds collected for the experiment. 3. Provide students with examples of potential experiments to select from, such as: Planting old and new seeds of the same variety to see if they germinate, germinate at different rates, or grow differently Planting all root crops Planting all leafy crops Planting half of the seeds in the garden bed at the suggested depth and the other half at a different depth Planting some seeds closer together or farther apart than suggested on the seed packet 4. Divide students into groups. Review the requirements and directions in the worksheet with the students. Have students work together to fill in the worksheet, assisting as needed. 5. Before planting, have students measure the dimensions of their garden space to calculate the sample size for their experiment. Students should review seed packets to determine the suggested seed spacing and depth for planting. 6. Once the Garden Plot Experiment Worksheet is complete, have students count the number of seeds they will plant, place them in small envelopes, and label them. Students should also create labels for each variety they plant. 7. When groups are ready, move to the garden space. Have students level the soil, plant seeds, label the rows, and water. *TIP: When watering, keep soil moderately moist but not soggy, making sure not to over-water seeds nor to let seeds dry out. A good way to test this is to take a small amount of soil in your hand and squeeze. If water drips then the soil is too moist; however, your hand should be damp after holding soil. 8. Have group Recorders take the first set of observations and data, including: the date, varieties of seeds planted, estimated germination dates, and estimated harvest dates. 9. Continue to water and weed daily, and gather data each week throughout the season. 10. Optional: Use the Garden Plot Experiment Presentation worksheet as a follow-up activity at the end of the semester. This requires creating a Raw Data table and graph, using weekly data recordings from throughout the semester or experiment period.

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Garden Plot Experiment Worksheet Requirements: A. Level soil before planting. *TIP: Use a meter stick to make sure the planting area is level with no lumps. You want your area to be flat and even for watering. B. Use 3 different types or varieties of seeds. C. Follow the Scientific Method. D. Plant the seeds in rows or sections. E. LABEL rows with plant name and variety. F. Water plot. *TIP: When watering, keep soil moderately moist but not soggy, making sure not to over-water seeds nor to let seeds dry out. A good way to test this is to take a small amount of soil in your hand and squeeze. If water drips then the soil is too moist; however, your hand should be damp after holding soil. Directions: 1. Decide as a group what the question is that you are going to investigate. Form a question that cannot be answered by yes or no. 2. Read seed packets for background information including: seed depth, days to harvest, seed spacing, and watering requirements. Record this information in your journals. 3. Formulate a hypothesis, which is your prediction of the answer to your question. The hypothesis must be testable. 4. Design your experiment. What type of plants will you use? What is your variable, control, and sample size? 5. Construct a raw data table in your journal. This table may include information such as: germination rates, yield at harvest, and general observations. 6. Fill in experimental design and review it with your teacher. 7. Place seeds for your garden bed in small bags or envelopes and LABEL! Group #: ______________ Group Members: _______________________________ ________________________________ Date: ________________ ________________________________ _________________________________

Question: __________________________________________________________________________________________ Hypothesis: __________________________________________________________________________________________ __________________________________________________________________________________________ Experimental Design: ___________________________________________________________________________________________ 49

___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Type of plant varieties you are going to use: ___________________________________________________________________________________________ ___________________________________________________________________________________________ Control: ___________________________________________________________________________________________ Variable: ___________________________________________________________________________________________ Sample size: __________________________________________________________________________________________ What will you measure? __________________________________________________________________________________________ How will you gather data? ___________________________________________________________________________________

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Garden Plot Experiment Presentation Worksheet Group #: ____________ Group Members: ___________________________________ _______________________________________ _______________________________________ _______________________________________

Date: _________________

Directions: Each member of the group must present one part of the scientific method to the class. Each group will hand in this worksheet with their raw data table, draft graph and final graph. The final graph must be on a separate sheet of graphing paper. Question: __________________________________________________________________________________________________________________ Hypothesis: __________________________________________________________________________________________________________________ Experimental Design: (Materials and procedures) __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ Analysis of data: Raw data table (attach to back) Draft Graph (attach to back) __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ Conclusion: __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________

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2.6 Lasagna Compost 101 Grade Level: 6 -8 Subject(s): Science Main Objective: To help students understand the relationships between living organisms by learning about the concept of compost and the importance of recycling resources back into the earth. NM Benchmarks & Standards: Life Science Strand II, 5-8 Benchmark I Total Activity Time: 1 hour Preparation Time: Time to collect materials Resources: www.environmental-expert.com/articles/setting-up-a-composting-system-at-school-31084 www.eulesstx.gov/composting/bc_how.htm www.eulesstx.gov/composting/bc_physical.htm web.extension.illinois.edu/homecompost/materials.html Pre activity: Junior Master Gardener Soil and Water Curriculum, www.jmgkids.us Post activity: How to: The Ultimate, Bomb-Proof Sheet Mulch, http://www.patternliteracy.com/books/gaias-garden/how-to-the-ultimate-bomb-proof-sheet-mulch Complimentary or Related Recipe: N/A Materials: 10 gallon fish tank or other large see-through container Compostable green materials (vegetable scraps, grass clippings, coffee grounds) Compostable brown materials (dry leaves, paper scraps, newspaper, cardboard, dryer lint) Water spray bottle One cup of soil or ready compost Preparation: A. Collect green and brown organic materials to use in the compost demonstration. B. Find a fish tank or other large see through container that can be used to showcase the lasagna compost, and observe over time how materials break down. C. Create or find a list online of compostable and non-compostable items to use with the class. (See resources). Activity Instructions: Part one: What is compost? Discussion Questions 1. Ask students, What plants need to grow? (Soil, water, air, nutrients, sunlight). 2. Ask students, What type of soil do you have in your backyard? Is it sandy? More like clay? 3. Ask students, Are these good environments for plants to grow? Would anything need to be changed to allow plants to grow better? There are 3 different types of soil: sand, clay, and silt. Not all are good for growing garden plants, one way to change the soil is to amend it, to add compost. Compost is organic matter that has been broken down by microbes and decomposers so that it is full of nutrients and provides proper drainage, creating an ideal growing environment for garden plants. i. Explain organic matter versus inorganic matter
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ii. What are decomposers? Explain physical vs. microbial decomposers. 4. Have students brainstorm reasons why composting might be beneficial. List examples on the board. (Compost keeps more material out of landfills, saves money, supports plant health, improves soil, conserves water, and reduces the use of garden chemicals). 5. Provide students with a list of compostable items, or have them brainstorm a list as a class. (See resources).

Part two: Constructing a lasagna compost pile 1. Begin by having a student volunteer put down layer of brown compostable material in the fish tank or clear container. 2. Continue to have students create alternating green and brown layers, asking them differentiate between items that belong to the green category and those that are brown. 3. Add the cup of soil or ready compost to ensure the layers contain microbial decomposers. Use the spray bottle to keep the pile moist by adding water intermittently. 4. When all layers have been completed and the fish tank or container is full, the pile should be left to decompose by adding water to create moisture as needed, or added to an existing compost pile when the demonstration is complete.

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Unit 3: Cooking & Nutrition

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3.1 Reading Nutrition Labels Grade Level: 6 -8 Subject(s): Science Objective: To provide students with an understanding of the nutrients that food provides to the body, including how nutrients interact within the body and the benefits of being a conscientious eater. NM Benchmarks & Standards: Science Strand II, Standard I, 5-8 Benchmark I & II Total Activity Time: 1 hour 30 minutes Preparation Time: 15 minutes, plus time to shop and gather materials Resources: ICAN (Ideas for Cooking and Nutrition), http://efcs.nmsu.edu/ican.html#anchor_45910 Pre activity: Ask students, Do you ever eat foods that make you feel sick or sleepy? Why do you think that is? Post Activity: 3.2 Whole vs. Processed Foods Complimentary or Related Recipe: N/A *The How Much Fat & Sugar handout and activity was adapted from New Mexico State Universitys ICAN (Ideas for Cooking and Nutrition) program. Materials: How much fat and sugar handout Nutrition News handout Food packages with nutrition labels Margarine Sugar Plates Clear plastic cups Measuring spoons Bag of chips (or wrapper) Can of soda Candy bar (or wrapper) Preparation: A. One week before giving the lesson, assign students to bring in food packages containing nutrition labels. Exclude items that need refrigeration or may spoil quickly unless the package is empty and cleaned. Students may consider donating food products used for the lesson to a local food pantry or soup kitchen. B. Bring margarine, sugar, paper plates, clear plastic cups and measuring spoons, as well as sample items such as a bag of chips, can of soda, and candy bar to demonstrate the amount of fat and sugar in popular snack foods. C. Make copies of each handout for students. Activity Instructions: 1. Distribute the How much fat and sugar? handout and have students take out their food labels. Allow 3-5 minutes for students to look over the nutrition labels on their food products and write down the information that they think is most important. Have students share their thoughts.
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2. Distribute Nutrition News handout. Have students take turns reading each section out loud and discuss as a class what each part means. Use the following points to guide the discussion: a. Nutrition labels: It is important to note that not every single food bought comes with a nutrition label. Only foods that have been changed or processed in some way have nutrition labels. A fresh piece of fruit, vegetable, or eggs for instance have not been altered and do not come with a label. You can find nutrition information for these whole foods at www.nutritiondata.self.com. b. Fat: Some labels will list different kinds of fats like saturated and unsaturated fats. i. Saturated fat comes mainly from animal food sources. This type of fat raises blood cholesterol levels and can increase the risk of type 2 diabetes if eaten in excess. ii. Unsaturated fat, such as mono- and polyunsaturated fats, are found in a variety of different foods and oils, most of which are plant-based. Unsaturated fats are healthy fats because they can help improve cholesterol levels and decrease the risk of Type 2 diabetes. Unsaturated fats are better for the heart. c. Protein: Protein, found in both plant and animal food sources, helps keep people full for a long time. Protein is more difficult for the body to break down during digestion; therefore the energy is released slowly over a longer period of time. d. Vitamins: Vitamins are important nutrients for the body. Each vitamin plays a different role in how it helps the body to function and remain healthy. For example vitamin C helps boost your immune system. e. Serving Size: Is there always one serving in each container? Have students raise their hand if they have a package that is only one serving size. Serving sizes can be confusing or misleading; it may seem okay to eat an entire package of something because it is assumed that one package, or portion, is equal to one serving. However, most packages contain multiple servings. Without reading the label you may think that you are only eating a limited amount of calories, sugar or fat, when in fact you may be eating 3 times that much! f. Calories: A calorie is a unit of measurement referring to the amount of energy a specific food is supplying the body. g. % Daily Value: The government provides a recommended amount of the different nutrients that people need every day, this part explains what percentage of that amount people get when they eat one serving size of food. h. Fiber: Like protein, fiber is another item that will help keep the body full for a long time. Many plant-based foods, before they are processed, contain a lot of fiber. Fiber found in fruits, vegetables, and whole grains help the body use the sugar in the foods slowly, instead of sending a rush of energy into the blood as soon as the food is consumed. Eating foods with more fiber decreases the risk for diabetes. i. Sugar: Labels list the amount of sugar that is naturally found in the food being eaten, as well as any sugar that was added during the process of making the food. j. % Daily Value Recommendations: These are the suggestions of how much of each nutrient people should be getting every day based on a 2,000 calorie diet.

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3. Each suggested serving is provided in grams, which can be difficult to understand. In order to visualize how many grams of fat and sugar are in food it can be converted through the use of visual tools for better understanding. 4 grams is roughly equivalent to 1 teaspoon. 4. Review the How Much Fat and Sugar? handout, and have each student do the math to find out how many teaspoons of sugar and fat are in their food product. 5. Demonstrate the conversion using a can of soda, bag of chips, and candy bar in front of the class. For example, a can of soda has 40 grams of sugar. Divide this number by 4, which results in 10 teaspoons of sugar. 6. Divide students into groups, taking turns to measure out teaspoons of the sugar and margarine for each of their products. 7. Ask students, Who thinks that their product has the most sugar? The most fat? What product is the biggest surprise after doing this activity? 8. Ask students, What usually happens when you eat a lot of sugar? A sugar high, is usually experienced, where one feels a lot of energy and then a crash. This happens because unlike proteins and fiber, sugar is broken down quickly and easily by the body, allowing a lot of energy to release in the blood stream in a short period of time, instead of providing energy over a long period of time. The blood becomes overloaded with sugar, triggering an insulin reaction. The insulin removes all the sugar from the blood and stores it as fat for later energy consumption. Repeating this process in the blood over and over can lead to diabetes. a. Think of sugar intake like a plant with water. Plants need water, but if given too much all at once they cannot absorb it all at that time. Since plants have no where to store that extra water, the water is wasted. When a person puts a large amount of sugar into their body all at once, the body can only use what it needs at that time. However, unlike a plant, the body can take the extra sugar it is not using and store it as fat for later use. By storing the extra sugar as fat, the body is able to break it down at a later time for energy. b. Does this mean that people should never eat foods with sugar and fat? No. Allowing foods with a lot of sugar and fat to be once in a while foods and not everyday foods will help to ensure that the body does not need to waste any of that energy and store it as fat. It is also important to note that eating foods high in fiber can counteract the bodys insulin response to sugar, (for example, eating whole grain bread as opposed to white bread, since the body breaks down refined grains just like it breaks down sugars). By eating sugars with fiber, it helps to slow down the digestive process and keep your blood sugar levels from spiking quickly, and by helping to keep you fuller longer.

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From: California Department of Education, Nutrition to Grow On Curriculum

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How much fat and sugar? 4 grams of fat = 1 teaspoon 4 grams of sugar = 1 teaspoon Fat 1. Identify the grams of fat from the product nutrition label. 2. Divide the grams of fat by 4. This will determine the teaspoons of fat in the product. Example: Label indicates 16 grams of fat per serving. 4 teaspoons of fat per serving 4 16 total grams of fat per serving

Sugar Follow the same calculation to determine grams of sugar. Identify total grams of sugar and divide by 4. Examine different product labels and compare the amounts of fat and sugar.

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3.2 Whole and Processed Foods Grade Level: 6 -8 Subject(s): Health Main Objective: To allow students to compare foods that have been prepared using different processes and learn how processing impacts nutrition and personal health. NM Benchmarks & Standards: Health Standard 1, 5-8 Benchmark I Total Instruction Time: 2 hours Preparation Time: 15 minutes + additional time for shopping & collecting cooking materials Resources: Whole and Healthy video, www.nourishlife.org/2011/03/whole-healthy/ www.webmd.com/diet/features/the-benefits-of-healthy-whole-foods Pre-activity: 3.1 Reading Nutrition Labels Post-activity: Have students teach the lesson and sample slaws with a younger grade level. Complimentary or Related Recipe: Beet and Carrot Slaw, Kohlrabi and Apple Slaw, and Buttermilk Coleslaw with Cilantro and Green Onions
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Materials: Slaw Nutrition Comparison Worksheet Slaw Nutrition Facts Handout Winter Slaws Recipe Sheet Slaw ingredients Cooking materials: Cutting boards, knives, measuring cups, measuring spoons, mixing bowls, graters, colanders, vegetable peelers Plates & forks Preparation: A. Make copies of the Slaw Nutrition Comparison Worksheet, Slaw Nutrition Facts Handout, and Winter Slaws Recipe sheet for students. B. Prepare the Whole and Healthy video clip to be shown via projector or computer. (See resources). C. Gather all ingredients for making Beet and Carrot Slaw, Kohlrabi and Apple Slaw, and Buttermilk Coleslaw with Cilantro and Green Onions. D. Gather sufficient cooking materials for three groups of students to participate in preparing the slaws. E. Arrange for volunteers (parents, teacher assistants, etc.) to help on the slaw-making day. Activity Instructions: 1. Have students complete the Slaw Nutrition Comparison Worksheet using the Slaw Nutrition Facts Handout. 2. Show the Nourish Whole and Healthy video clip featuring Nadine Burke. (See resources). 3. Complete discussion questions below. 4. Divide students into three groups. Distribute slaw recipe sheet, ingredients, and cooking supplies. Review recipes and materials as a class before making the slaws. Each group makes a different slaw; once finished all students will be able to sample the three slaws and compare. You may want to use the optional Tasting Chart in Appendix A.
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Discussion Questions:
1. Slaw Nutrition Facts Handout discussion questions: a. What are some of the differences between the four types of slaws? b. Which slaw has the most calories per serving? Which has the least? c. Which slaw has the most sodium? d. Which slaw has the highest vitamin C content? Vitamin A? e. Which of the four slaws seems to be the healthiest choice? Why? 2. Whole and Healthy video discussion questions: a. What makes us think that we can trust the woman speaking in the clip? (Her credentials, she is a pediatrician). b. What does she say about whole foods? 3. What is a whole food? a. List examples on the board. (Vegetables, fruits, lean meats, nuts, and whole grains foods that have not been altered from their original states). 4. What is a processed food? a. List examples on board. (Potato chips, canned foods, cereals, juices foods that have been altered from their original states). 5. Give a short explanation of what whole foods and processed foods are. Explain how whole foods are foods in their natural state and contain higher amounts of vitamins, minerals, nutrients, and fiber. Processed foods often lose some of their nutrients and may contain added chemicals, salts or sugars to preserve them for long periods of time. Explain how whole and processed foods affect the body differently, both in the short term and in the long term. a. Whole foods are the foods our bodies are meant to eat. They are natural, yet this doesnt mean we cant eat processed foods. Some processed foods are still good for you, though it is better to eat whole foods whenever possible.

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Slaw Nutrition Comparison Worksheet

Name ________________________________ Date _______________ Period __________________ Directions: Use the Slaw Nutrition Fact Handout to complete the information for each type of slaw, then answer the questions below. Use the Nutrition News handout as a reference if needed. Kentucky Fried Chicken Coleslaw Serving size: ________________ Calories: ___________________ Total Fat: __________________ Dietary Fiber: _______________ Sugars: ____________________ Vitamin A & C: ______________ Calcium: ___________________ Iron:_______________________ Beet and Carrot Slaw Serving size: ________________ Calories: ___________________ Total Fat: __________________ Dietary Fiber: _______________ Sugars: ____________________ Vitamin A & C: ______________ Calcium: ___________________ Iron:_______________________ Buttermilk Coleslaw Serving size: ________________ Calories: ___________________ Total Fat: __________________ Dietary Fiber: _______________ Sugars: ____________________ Vitamin A & C: ______________ Calcium: ___________________ Iron:_______________________ Kohlrabi and Apple Slaw Serving size: ________________ Calories: ___________________ Total Fat: __________________ Dietary Fiber: _______________ Sugars: ____________________ Vitamin A & C: ______________ Calcium: ___________________ Iron:_______________________

1. Compare the total fat content of the different types of coleslaws. Rank them from lowest to highest. 1. __________________________________ 2. __________________________________ 3. __________________________________ 4. __________________________________ 2. Compare the sugar content of the different types of coleslaws. Rank them from lowest to highest. 1. __________________________________ 2. __________________________________ 3. __________________________________ 4. __________________________________ 3. Compare the Vitamin A content of the different coleslaws. Rank them from lowest to highest. 1. __________________________________ 2. __________________________________ 3. __________________________________ 4. __________________________________ 4. Which coleslaw do you feel would be the healthiest choice? Explain why giving at least 3 reasons. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ____________________________________________________ 62

*Nutritional data and images courtesy of www.NutritionData.com .

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Winter Slaws Kohlrabi and Apple Slaw Kohlrabi is part of the brassica family, related to cabbage and broccoli. The taste is a mixture of radish, jicama, and broccoli. Kohlrabi is very high in vitamin C and potassium. Both the leaves and bulb can be eaten. The leaves are similar to collard greens. Ingredients 3 medium kohlrabi 3 tart apples 2 tablespoons olive oil 1 tablespoon lemon juice, from 1 lemon teaspoon agave nectar or sugar Small bunch of mint Salt and pepper to taste Directions 1. Peel kohlrabi and cut into small matchstick shapes (julienne). Julienne apples. Roll mint leaves in a small bunch and slice thin to create a chiffonade. Place kohlrabi, apples, and mint in a large bowl and set aside. 2. Make dressing by shaking together olive oil, lemon juice, agave nectar or sugar, salt, and pepper in a jar with a tight fitting lid (use an old jam jar). 3. Toss kohlrabi, apple slices, and mint with dressing. 4. Season with salt and pepper.

Beet and Carrot Slaw Beets are part of the Chenopodiaceae family, related to spinach and chard. Beets taste earthy and sweet, like a mix between carrots and spinach. They are rich in folates and vitamin C, as well as potassium and manganese. Both the leaves and roots of the beet can be eaten, but the stem is very tough and not often eaten. Ingredients cup fresh orange juice from 1 or 2 oranges 2 tablespoons olive oil 2 teaspoons red wine vinegar 1 teaspoon Dijon mustard Salt and pepper 5 - 6 beets 2 carrots Directions 1. Cut greens of beets and remove stems from leaves. Cut leaves into thin, inch strips. Peel and grate beets and carrots using the large holes of a box grater. Rinse beets in a strainer until water runs clear, then squeeze dry with a paper towel. 2. Make dressing by shaking together orange juice, oil, vinegar, mustard, salt, and pepper in a jar with tight fitting lid (use an old jam jar). 3. Combine beet greens, and shredded beets and carrots in a large bowl. Toss with dressing.

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Buttermilk Coleslaw with Cilantro and Green Onions Cabbage is part of the brassica family along with brussel sprouts, broccoli, collards, and kale. Cabbage has a slightly bitter taste, but also contains sugars that are released when cooked. Cabbage is very nutrient rich, especially in vitamins C and K, but it also contains fair amounts of folate, calcium, potassium, and manganese. They are also high in fiber. Cabbage can be eaten raw or cooked. Ingredients 1 pound cabbage 1 carrot cup buttermilk 2 tablespoons mayonnaise 2 tablespoons sour cream 1 shallot Small bunch of cilantro 1 tsp lime juice tsp sugar 1 green onion Salt and pepper Directions 1. Cut cabbage in half core by cutting out the center. Shred cabbage by slicing into very thin ribbons. Shred carrot on the large holes of a box grater. Place cabbage and carrots in a large bowl and set aside. 2. Slice green onion and cilantro very thin. Make dressing by shaking together buttermilk, mayonnaise, sour cream, shallots, cilantro, lime juice, sugar, green onion, salt, and pepper in a jar with a tight fitting lid (use an old jam jar). 3. Pour dressing over cabbage and carrots and toss to mix. Best if refrigerated 30 minutes before serving.

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3.3 Cooking Basics Grade Level: 6th- 8th Subject(s): Math Main Objective: Students will learn how to read a recipe, know how to measure ingredients, and practice basic culinary skills. NM Benchmarks and Standards: Math Strand: Number and Operations, 5-8 Benchmark N.1, N.2, & N.3 Total Activity Time: 2 Days: Day One-30 minutes, Day 2: 1 hour Preparation Time: 5 minutes plus time for gathering recipe ingredients and cooking equipment. Resources: N/A Suggested pre or post activities: N/A Complimentary or Related Recipe: Cooking Basics: Cool Season Spring Salad
Materials: Liquid/ Dry Measure Equivalents Handout Ingredients needed for Cooking Basics: Cool Season Spring Salad Preparation: A. Gather Cooking Basics: Cool Season Spring Salad recipe ingredients. B. Gather needed cooking supplies for Cooking Basics: Cool Season Spring Salad recipe. C. Make copies of the Liquid/Dry Measurement Equivalent handout and the Cooking Basics: Cool Season Spring Salad recipe for students. Activity Instruction: Day 1: 1. Kitchen Rules: Engage students in a class discussion about necessary kitchen rules. Refer to the end of the lesson for a suggested list of rules. a. Record final rules in a location that can be easily displayed and referenced during future cooking activities. 2. Knife Safety: Review aspects of knife safety with the entire class. a. Hold knife tip down while cutting. b. Know where your fingers are and keep them out of the way! c. Explain different preparation terms and practice on carrots. Snack on the carrots while practicing the different methods below: i. Chop ii. Slice iii. Dice iv. Mince v. Peel vi. Seed

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vii. viii. ix. x.

Julienne Cube Quarter Halve

Day 2: 1. Reading a Recipe: Distribute copies of the Cooking Basics: Cool Season Spring Salad recipe and the Liquid/Dry Measurement Equivalents handout. a. Review the Liquid/Dry Measurement Equivalents handout with the class. b. Read through the Cooking Basics: Cool Season Spring Salad recipe and ensure all ingredients and cooking supplies are gathered. c. Read through the directions and verify there is adequate time to prepare the recipe. 2. Cooking Basics: Cool Season Spring Salad a. Make salad! Suggested Kitchen Rules 1. Respect one another and cooking space. 2. Read the entire recipe before you begin. 3. Make sure you have all necessary ingredients, utensils, appliances, etc. Be sure you understand all the directions. 4. Be aware of your surroundings. Work cautiously with knives. 5. Tie back long hair. 6. Always wash your hands with warm water and soap before any kind of food preparation. 7. Clean as you work. Keep your space clean. Clean up after yourself. 8. Always use potholders for hot items such as pans, baking trays, opening the oven. 9. Make sure any heat sources used for cooking are turned off.

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Cool Season Spring Salad Serves 10 Ingredients: For the salad: 5 c mixed salad greens (red or green lettuce, arugula, mizuna, spinach, chicory), washed, dried, and roughly torn 10 small beets or small yellow potatoes, trimmed, scrubbed, peeled, and quartered 1 lb green beans or asparagus, washed, tough ends removed, cut in 1 inch pieces 10 eggs 25-30 kalamata olives (optional) Olive oil Salt and pepper to taste For the croutons: 3 c day old bread, torn into inch pieces c olive oil tsp dried oregano Salt and pepper to taste For the dressing: 2 tsp balsamic vinegar 1 tbs plus 1 tsp red wine vinegar c olive oil 1 tbs fresh parsley, chopped 1 tbs shallot, minced 2 tsp agave nectar Salt and pepper to taste 7. Roast the beets or potatoes. Preheat oven to 425 . Place trimmed, peeled and quartered beets or potatoes in aluminum foil. Drizzle with olive oil and season with salt and pepper. Bake until tender when pierced with a knife, 30-45 minutes. 8. Hard-cook the eggs. Prepare ice water bath by filling large bowl with ice and water, set aside. Place eggs in a large pot and cover with cold water by one inch. Bring to a boil over high heat. Cover with lid and remove from heat. Let eggs sit, covered, for 12 minutes. Remove eggs with slotted spoon and submerge in ice water to stop cooking. Let cool completely, 5 minutes. Crack eggs all over to remove shells. Quarter eggs lengthwise. 9. Blanch green beans or asparagus. Bring 2 quarts of salted water to a boil over high heat. Submerge green beans or asparagus in boiling water. Boil until tender, 3-5 minutes. Remove green beans or asparagus with a slotted spoon and submerge in ice water bath.

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10. Bake croutons. Toss bread pieces with oil, oregano, salt and pepper. Layer evenly on two baking sheets. Bake in previously heated oven at 425 until crunchy, about 10 minutes. Let cool on backing sheets. 11. Prepare dressing. Place vinegar, oil, parsley, shallot, agave nectar, salt and pepper in a jar. Shake vigorously. Alternatively, you can whisk ingredients in a liquid measuring cup until emulsified. 12. Assemble salads. Place cup of salad greens on each plate. Top with one quartered beet or potato, cup (approximately) green beans or asparagus, and 1 quartered egg, 3 olives (if using). Sprinkle with cup croutons. Drizzle lightly with dressing.

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Unit 4: Recipes

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LIQUID/DRY MEASURE EQUIVALENTS

1 tablespoon (tbs) 3 teaspoons (tsp) fluid ounce (oz) 15 milliliters (ml)

cup (c) 4 tablespoons (tbs) 12 teaspoons (tsp) 2 ounces (oz) 60 milliliters (ml)

1 gallon (gal) 4 quarts (qt) 8 pints (pt) 128 ounces (oz) 3.8 liters (l)

1 quart (qt) 2 pints (pt) 4 cups (c) 32 ounces (oz) .95 liters (l)

1 pint (pt) 2 cups (c) 16 ounces (oz) 480 milliliters (ml)

1 cup (c) 8 ounces (oz) 240 milliliters (ml)

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Chia Aguas Frescas Chia seeds come from the plant Salvia columbariae, or Desert Chia, which has discs of miniature blue flowers. A member of the mint family, chia is an herbaceous annual that grows in the desert from February through April. Its tiny grey seed is used as food or in drinks. A good source of calcium with protein and omega-3 fatty acids, the nutty-tasting seed and its mucilaginous properties were highly valued by indigenous people of the Southwest. Chia balances blood-sugar and provides sustained energy. Native peoples have often used the seed for energy when on long marches or to run. Makes 10 servings Ingredients: c fresh lemon or lime juice, from 2 lemons or 3 limes c agave nectar c chia seeds 10 c water 1. Mix all ingredients in a pitcher. Wait a few minutes and mix more. 2. Serve over ice.

Berry Lemonade Makes 9 cups Ingredients: 1. 10 lemons, sliced 2 c strawberries or raspberries 1 c agave nectar 6 c water Fresh mint (optional)

Combine berries, lemons and agave nectar in a large pot. Smash with a wooden spoon to extract as much juice as possible, about 10 minutes.

2. Stir in water. Pour mixture through fine sieve into a large pitcher. Discard the solids. 3. Serve over ice. Garnish with fresh mint.

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Chocolate Smoothie Adapted from Unprocessed by Chef AJ Makes 4 8oz servings Ingredients c unsweetened almond milk or skim milk c pomegranate or grape juice 3 tbs unsweetened cocoa powder 1 tbs agave nectar or honey c fresh spinach 1 banana, sliced 2 c frozen blueberries, cherries, or blackberries, or a combination of frozen berries Directions Blend all ingredients until smooth, two to three minutes.

Strawberry Banana Mango Smoothie Makes 4 8oz servings Ingredients c unsweetened almond milk or skim milk c orange or pineapple juice 1 tbs agave nectar or honey 1 banana, sliced 1 c frozen strawberries 1 c frozen mango Directions Blend all ingredients until smooth, two to three minutes.

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Beet and Carrot Slaw Wraps with Cheddar Cheese and Apples Serves 5 Ingredients cup fresh orange juice from 1 or 2 oranges 2 tablespoons olive oil 2 teaspoons red wine vinegar 1 teaspoon Dijon mustard Salt and pepper 1 bunch of golden beets *See note if using red beets 2 carrots 2 apples, sliced 5 slices of cheddar cheese (about 7.5 ounces) 5 whole wheat tortillas, 8 inch size, or pitas Directions 4. Make dressing by shaking together orange juice, oil, vinegar, mustard, salt, and pepper in a jar with tight fitting lid (use an old jam jar). 5. Cut greens of beets and remove stems from leaves. Cut leaves into thin, inch strips. Peel and grate beets and carrots. 6. Combine beet greens, and shredded beets and carrots in a large bowl. Toss with dressing. 7. In each wrap, place 1/6 of the dressing, sliced apples, and one slice of cheddar cheese. Secure with a toothpick if desired. Note if using red beets: After shredding, place in a strainer and rinse until water runs clear, then squeeze dry with a paper towel. Materials 1. Tooth picks 2. Cheese grater 3. Sharp knife and cutting board 4. Jar with a tight fitting lid 5. Citrus squeezer 6. Measuring spoons

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Black Bean and Corn Salsa Ingredients 1 teaspoon olive oil 2 cups fresh corn kernels, or frozen and thawed 2 cups cooked black beans, or 1 can rinsed and drained 1 teaspoon or more serrano chile, minced 4 teaspoons fresh cilantro, chopped 1 tablespoon fresh lime juice 1 avocado, pitted and diced medium Salt and pepper Directions 1. Heat oil in large skillet over medium high heat. Add corn and cook, stirring occasionally, until browned in spots, about 3 minutes. 2. Transfer corn to a large bowl and add beans, chile, cilantro, and lime juice. Stir to combine. Season with salt and pepper and serve immediately.

Miso Turnips You dont need to do much to make these turnips absolutely delicious. You can use this method on other greens and vegetables as well. They are great for breakfast or as a side. Make this recipe vegan by substituting the butter with an alternative. Serves 4 Ingredients 2 bunches of baby turnips (about 12) or 5 large turnips, with greens cup water 2 teaspoons butter, softened 2 teaspoons yellow miso paste Salt and red pepper to taste Directions 1. Scrub turnips and wash greens thoroughly. Remove greens and tails of turnips, and cut into inch cubes. Remove stems from greens and discard. Roughly chop greens. 2. In a small bowl, mix softened butter and miso paste. 3. Bring water to a boil in saucepan with lid. Add cubed turnips. Lower heat and simmer until tender, about 5 minutes. Add a little more water if necessary. Add greens and simmer until wilted, about 3 minutes. 4. Add miso mixture and stir to incorporate. Season with salt and red pepper.

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Cool Season Spring Salad Serves 10 Ingredients: For the salad: 5 c mixed salad greens (red or green lettuce, arugula, mizuna, spinach, chicory), washed, dried, and roughly torn 10 small beets or small yellow potatoes, trimmed, scrubbed, peeled, and quartered 1 lb green beans or asparagus, washed, tough ends removed, cut in 1 inch pieces 10 eggs 25-30 kalamata olives (optional) Olive oil Salt and pepper to taste For the croutons: 3 c day old bread, torn into inch pieces c olive oil tsp dried oregano Salt and pepper to taste For the dressing: 2 tsp balsamic vinegar 1 tbs plus 1 tsp red wine vinegar c olive oil 1 tbs fresh parsley, chopped 1 tbs shallot, minced 2 tsp agave nectar Salt and pepper to taste 13. Roast the beets or potatoes. Preheat oven to 425 . Place trimmed, peeled and quartered beets or potatoes in aluminum foil. Drizzle with olive oil and season with salt and pepper. Bake until tender when pierced with a knife, 30-45 minutes. 14. Hard-cook the eggs. Prepare ice water bath by filling large bowl with ice and water, set aside. Place eggs in a large pot and cover with cold water by one inch. Bring to a boil over high heat. Cover with lid and remove from heat. Let eggs sit, covered, for 12 minutes. Remove eggs with slotted spoon and submerge in ice water to stop cooking. Let cool completely, 5 minutes. Crack eggs all over to remove shells. Quarter eggs lengthwise. 15. Blanch green beans or asparagus. Bring 2 quarts of salted water to a boil over high heat. Submerge green beans or asparagus in boiling water. Boil until tender, 3-5 minutes. Remove green beans or asparagus with a slotted spoon and submerge in ice water bath.

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16. Bake croutons. Toss bread pieces with oil, oregano, salt and pepper. Layer evenly on two baking sheets. Bake in previously heated oven at 425 until crunchy, about 10 minutes. Let cool on backing sheets. 17. Prepare dressing. Place vinegar, oil, parsley, shallot, agave nectar, salt and pepper in a jar. Shake vigorously. Alternatively, you can whisk ingredients in a liquid measuring cup until emulsified. 18. Assemble salads. Place cup of salad greens on each plate. Top with one quartered beet or potato, cup (approximately) green beans or asparagus, and 1 quartered egg, 3 olives (if using). Sprinkle with cup croutons. Drizzle lightly with dressing.

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Corn and Black Bean Salad Serves 8 Ingredients: 4 c corn kernels, from 6 ears 4 c cooked black beans, or two cans, drained 2-4 jalapenos, minced 1 avocado, pitted and diced 2 tbs lime juice, from 2 limes c chopped cilantro 2 tsp oil Salt and pepper to taste 1. Heat oil in large skillet over medium-high heat. Add corn and cook, stirring occasionally, until corn is browned in some spots, about 5 minutes. 2. In a large bowl, mix corn, beans, chile, cilantro, avocado and lime juice. 3. Season with salt and pepper.

Spinach, Beet, and Orange Salad Ingredients 1 bunch baby beets (about 7) or 4-5 large beets, peeled and quartered 4 blood oranges OR navel oranges, peel removed and sliced into in thick rounds 5 cups spinach, washed, dried, and roughly torn cup fresh orange juice from 1 or 2 oranges 2 tablespoons olive oil 2 teaspoons red wine vinegar 1 teaspoon Dijon mustard Salt and pepper Directions 1. Steam beets for 10-12 minutes until easily pierced with a knife. Cool beets. Prepare spinach and oranges and refrigerate until ready to serve. 2. Make dressing by shaking together orange juice, oil, vinegar, mustard, salt, and pepper in a jar with tight fitting lid (use an old jam jar). 3. Top spinach with beets and oranges. Drizzle with dressing and serve.

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Warm Season Summer Salad Serves 10 Ingredients For the Salad 5 c New Zealand spinach, washed, dried, large stems removed, and roughly torn 1 cucumber, peeled, seeded, and sliced 3 Roma tomatoes, seeded and sliced 2 small eggplants, halved lengthwise 2 red bell peppers 2 zucchinis, halved lengthwise Olive oil Salt and pepper to taste For the Dressing c basil, chiffonade 2 tsp garlic, minced 1 tsp country Dijon mustard 1 tsp agave nectar 2 tbs balsamic vinegar c olive oil Salt and pepper to taste Directions 1. Roast the eggplant, peppers, and zucchini. Preheat oven to 425. Place halved eggplant and zucchini and whole peppers on a rimmed baking sheet and drizzle with olive oil. Season with salt and pepper. Bake until tender and beginning to brown, about 20-30 minutes, turning once halfway through cooking time. Allow to cool. Slice eggplant and zucchini. Halve the peppers to remove core and seeds, then slice. 2. Prepare dressing. Place basil, garlic, mustard, agave, vinegar, oil, salt and pepper in a jar. Shake vigorously. Alternatively, you can whisk ingredients in a liquid measuring cup until emulsified. 3. Assemble salads. Place cup of spinach on each plate. Top with roasted vegetables, cucumber, and tomato. Drizzle lightly with dressing.

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Swiss Chard Cheese Bake Related to spinach and beets, Swiss chard offers fantastic antioxidant protection in the form of phytonutrients known as carotenoids. Specifically, the beta-carotene, lutein, and zeaxanthin found in chard help maintain eye health and may reduce the risk of cataracts. Further support comes when the body converts beta-carotene to vitamin A, which also helps promote healthy vision, boosts immunity, and may even fight cancer. Chard's high vitamin C content provides even more immune support. Just 1 cup of cooked Swiss chard supplies more than a third of your daily value of vitamin C. Vitamin E, another chard superstar, has shown anti-inflammatory effects and helps protect tissue from oxidation damage. Serves 10 Ingredients: 10 eggs 2 c milk 2 c cheddar or jack cheese, shredded 1 onion, sliced crosswise 1 bunch swiss chard, chopped 1-4 fresh chiles, seeded, chopped or canned (jalapeo, green chile, poblano) 2 c bread, cubed 1 tbs olive oil Salt and pepper to taste c parmesan cheese, shredded 1. Preheat oven to 375. 2. Heat olive oil in large frying pan until shimmering. Saut onion, chiles and swiss chard over medium heat until onion is translucent. 3. Whisk together eggs, cheese, milk, salt and pepper. 4. Pour eggs over veggies and bread cubes into lightly greased 9 x 13in glass baking pan. 5. Cover with aluminum foil and bake for 25 to 30 minutes, until just set. Note: Chard may be salty, so taste before adding any salt.

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Garlic Vinaigrette Ingredients 2 tablespoons white wine vinegar cup olive oil 2 teaspoons garlic, finely minced 1 teaspoon country Dijon mustard teaspoon agave nectar or sugar Salt and pepper Directions Make dressing by shaking all ingredients together in a jar with a tight fitting lid (use an old jam jar). Season with salt and pepper.

Cilantro-Lime Creamy Dressing Ingredients cup low-fat buttermilk 2 tablespoons mayonnaise 2 tablespoons light sour cream 1 tablespoon shallot, finely minced Small bunch of cilantro, finely minced 1 green onion, finely minced 1 tablespoon lime juice, from half of one lime teaspoon agave nectar or sugar Salt and pepper Directions Make dressing by shaking all ingredients together in a jar with a tight fitting lid (use an old jam jar). Season with salt and pepper.

Orange Vinaigrette Ingredients 2 teaspoons red wine vinegar 4 teaspoons orange juice, from half of one orange 1 teaspoon orange zest cup olive oil 2 tablespoons shallot, finely minced 1 teaspoon country Dijon mustard 1 teaspoon agave nectar or sugar Salt and pepper Directions Make dressing by shaking all ingredients together in a jar with a tight fitting lid (use an old jam jar). Season with salt and pepper.

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Winter Slaws Kohlrabi and Apple Slaw Kohlrabi is part of the brassica family, related to cabbage and broccoli. The taste is a mixture of radish, jicama, and broccoli. Kohlrabi is very high in vitamin C and potassium. Both the leaves and bulb can be eaten. The leaves are similar to collard greens. Ingredients 3 medium kohlrabi 3 tart apples 2 tablespoons olive oil 1 tablespoon lemon juice, from 1 lemon teaspoon agave nectar or sugar Small bunch of mint Salt and pepper to taste Directions 5. Peel kohlrabi and cut into small matchstick shapes (julienne). Julienne apples. Roll mint leaves in a small bunch and slice thin to create a chiffonade. Place kohlrabi, apples, and mint in a large bowl and set aside. 6. Make dressing by shaking together olive oil, lemon juice, agave nectar or sugar, salt, and pepper in a jar with a tight fitting lid (use an old jam jar). 7. Toss kohlrabi, apple slices, and mint with dressing. 8. Season with salt and pepper.

Beet and Carrot Slaw Beets are part of the Chenopodiaceae family, related to spinach and chard. Beets taste earthy and sweet, like a mix between carrots and spinach. They are rich in folates and vitamin C, as well as potassium and manganese. Both the leaves and roots of the beet can be eaten, but the stem is very tough and not often eaten. Ingredients cup fresh orange juice from 1 or 2 oranges 2 tablespoons olive oil 2 teaspoons red wine vinegar 1 teaspoon Dijon mustard Salt and pepper 5 - 6 beets 2 carrots Directions 8. Cut greens of beets and remove stems from leaves. Cut leaves into thin, inch strips. Peel and grate beets and carrots using the large holes of a box grater. Rinse beets in a strainer until water runs clear, then squeeze dry with a paper towel. 9. Make dressing by shaking together orange juice, oil, vinegar, mustard, salt, and pepper in a jar with tight fitting lid (use an old jam jar). 10. Combine beet greens, and shredded beets and carrots in a large bowl. Toss with dressing.

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Buttermilk Coleslaw with Cilantro and Green Onions Cabbage is part of the brassica family along with brussel sprouts, broccoli, collards, and kale. Cabbage has a slightly bitter taste, but also contains sugars that are released when cooked. Cabbage is very nutrient rich, especially in vitamins C and K, but it also contains fair amounts of folate, calcium, potassium, and manganese. They are also high in fiber. Cabbage can be eaten raw or cooked. Ingredients 1 pound cabbage 1 carrot cup buttermilk 2 tablespoons mayonnaise 2 tablespoons sour cream 1 shallots Small bunch of cilantro 1 tsp lime juice tsp sugar 1 green onion Salt and pepper Directions 4. Cut cabbage in half core by cutting out the center. Shred cabbage by slicing into very thin ribbons. Shred carrot on the large holes of a box grater. Place cabbage and carrots in a large bowl and set aside. 5. Slice green onion and cilantro very thin. Make dressing by shaking together buttermilk, mayonnaise, sour cream, shallots, cilantro, lime juice, sugar, green onion, salt, and pepper in a jar with a tight fitting lid (use an old jam jar). 6. Pour dressing over cabbage and carrots and toss to mix. Best if refrigerated 30 minutes before serving.

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Blue Corn Pancakes

Ingredients 1 c unbleached, all-purpose flour c blue corn flour (See note) 3 tsp baking powder 1 tsp salt 1 tbs agave syrup or sugar 1 c milk 1 egg 3 tbs butter, melted and cooled slightly Directions 1. In a large bowl, whisk together dry ingredients until well combined. 2. Make a well in the center of the dry ingredients and add milk, egg, and butter. Mix until smooth. 3. Heat lightly oiled griddle or frying pan over medium-high heat. Add batter cup at a time for each pancake, being careful not to overcrowd. Cook pancakes until small bubbles form around the edges, then flip and continue cooking about a minute longer until golden brown. Note: We toasted the blue corn flour to bring out the flavor, then sifted to produce a fine and fluffy flour. You can substitute a regular fine ground corn flour, whole wheat flour, or even mesquite flour.

Mesquite Pancakes

Ingredients 1 c all-purpose flour c mesquite flour (if unavailable, substitute corn flour or whole wheat flour) 3 tsp baking powder 1 tsp salt 1 tbs sugar 1 c milk 1 egg 3 tbs butter, melted and cooled slightly Directions 1. In a large bowl, whisk together dry ingredients until well combined. 2. Make a well in the center of the dry ingredients and add milk, egg, and butter. Mix until smooth. 3. Heat lightly oiled griddle or frying pan over medium-high heat. Add batter cup at a time for each pancake being careful not to overcrowd. Cook until small bubbles form around the edges, then flip and continue cooking about a minute longer until golden brown.

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Simple Fruit Syrup for Pancakes Ingredients 2 c fresh or frozen fruit, such as apples, pears, peaches, plums, mango, bananas, pineapple, cherries, strawberries, blueberries, raspberries, or any combination (chopped if necessary) 1 tsp butter c pure maple syrup or agave syrup 1 tbs apple, orange, or lemon juice tsp cinnamon tsp nutmeg or cloves Directions 1. Heat butter in over medium heat in a sauce pan. Add fruit and cinnamon and saut until beginning to soften and release juices, about 5-10 minutes depending on fruit. 2. Remove from heat and stir in syrup. Serve warm over pancakes or cooled over yogurt topped with granola. Note: You can also substitute dried fruit for some of the fresh or frozen fruit. Some good combinations are 1 c apples with c cranberries, 1 c pears with c raisins, 1 c bananas with 1 c blueberries, or 2 c mixed berries.

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Spring Pesto Three Ways Pesto is not just for summer! Enjoy these cool season pestos as a base for pizza, a dip for bread, or to toss with pasta or roasted vegetables. Use pesto to marinate chicken or portobello mushrooms before grilling or broiling, or use as a sauce to top grilled or broiled meat, fish, or vegetables. Pesto is also a nice addition stirred into a bowl of hot vegetable or bean soup. Use whatever you have on hand and change up the greens, nuts, and cheeses used. Omit the cheese to make the pesto vegan. Spinach Cilantro Pesto Ingredients 1 c spinach 1 c cilantro 2 cloves garlic, peeled, or more to taste c pecans, toasted first if desired c olive oil, or more to achieve thinner pesto 1 to 2 tbs water as needed 2 tbs feta or goat cheese (optional) Juice of one lemon Red pepper flakes Salt and pepper Directions 1. Place all the ingredients in a blender or food processor. Season generously with salt and pepper and red pepper flakes as desired. 2. Blend until completely smooth. Add more olive oil, or a few tablespoons of water as necessary to achieve desired consistency. Any Herb Pesto Ingredients 2 c mixed herbs such as tarragon, parsley, rosemary, thyme, sage, or cilantro 2 cloves garlic, peeled, or more to taste c pine nuts, toasted first if desired c olive oil, or more to achieve thinner pesto 1 to 2 tbs water as needed 2 tbs parmesan, grated (optional) Juice of one lemon Red pepper flakes Salt and pepper Directions 1. Place all the ingredients in a blender or food processor. Season generously with salt and pepper and red pepper flakes as desired. 2. Blend until completely smooth. Add more olive oil, or a few tablespoons of water as necessary to achieve desired consistency.

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Arugula Pesto Ingredients 2 c arugula 2 cloves garlic, peeled, or more to taste c pepitas (hulled pumpkin seeds), toasted first if desired c olive oil, or more to achieve thinner pesto 1 to 2 tbs water as needed 2 tbs queso fresco (optional) Juice of one lemon Red pepper flakes Salt and pepper Directions 1. Place all the ingredients in a blender or food processor. Season generously with salt and pepper and red pepper flakes as desired. 2. Blend until completely smooth. Add more olive oil, or a few tablespoons of water as necessary to achieve desired consistency.

Spring Risotto with Asparagus and Peas Ingredients 3 tbs olive oil 1 c Arborio rice, or other short grained rice 4 c hot vegetable stock c chopped onion tsp minced garlic from one clove 1 c asparagus, tough ends trimmed, cut into 1 in pieces 1 c fresh English peas, shelled OR 1 cup frozen peas Salt and pepper Directions 1. Bring stock to a boil, then reduce to a simmer. Keep stock simmering during entire cooking process. 2. Meanwhile, heat olive oil over medium heat in a large pot. Saut onion and garlic until soft but not brown, about 3 minutes. Add rice and stir until coated with oil and beginning to turn translucent, about 2 minutes. 3. Add 1 cup of hot stock to rice and stir constantly. When rice absorbs most of the liquid and spoon dragged on bottom reveals some viscosity, add another cup of stock. Repeat until all but 1 cup of the stock is absorbed, adding cup at a time, continuously stirring. 4. Before adding the last cup of stock, stir in asparagus and peas. Continue adding remaining stock cup at a time until all liquid is absorbed and rice is tender and creamy. Remove risotto from heat and serve.

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Strawberry-Rhubarb Sundaes Ingredients 1 lb strawberries, hulled, washed, and quartered 2 rhubarb stalks, cut into inch pieces 1/3 c agave nectar cup water 2 pt vanilla ice cream Directions 1. Place strawberries, rhubarb, agave nectar, and water in a large saucepan over high heat. Bring to a simmer. 2. Cook, stirring occasionally, until rhubarb begins to break down, 6 to 8 minutes. 3. Refrigerate until cool, at least 1 hour. 4. Spoon strawberry-rhubarb sauce over scoops of ice cream and serve.

Mangoes with Strawberries Serves 2 Ingredients: 4 ripe strawberries 1 tsp sugar 1 tbs fresh lime juice, from 1 lime 1 yellow mango

1.

Rinse berries and dry with paper towel. Hull and mince strawberries. 2. Toss berries with sugar and lime juice in small bowl. As they stand they will release juice. 3. Peel and slice the mangoes. Divide mangoes between two bowls. Top with strawberry mixture.

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Vanilla Chia Pudding with Fruit Ingredients c chia seeds 1 c pecan pieces 3 c water 7 dates, pitted Pinch of salt tsp cinnamon 1 small can of coconut milk 1 tbsp vanilla extract Sliced fruit such as orange or grapefruit segments, kiwi, or mango Directions 1. Place chia seeds in medium glass mixing bowl and set aside. 2. Blend cashews with water, dates, cinnamon, salt, and coconut milk until smooth. 3. Pour mixture into bowl with chia seeds and whisk well. Let pudding sit for 10-15 minutes, whisking every few minutes to prevent clumping. 4. Chill at least 1 hour. Serve pudding topped with fruit.

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Appendix A: Tasting Chart

Date SPECIES First time trying it? Like/Dislike 3 Observations

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Appendix B: School Garden Funding Resources

National Gardening Association Youth Garden Grant Some popular grants, such as the annual National Gardening Association Youth Garden Grant, allow teachers and students to go shopping for garden supplies with $500-$1,000 gift cards. kidsgardening.com Bonnie Plants Cabbage Program Seeds and plants are one part of the school garden budget. Third-graders can grow to the head of the class through Bonnie Plants Cabbage Program. Teachers register their classes at bonnieplants.com, and each student receives a cabbage plant to nurture and compete for the biggest head across the state. Tomato Bob Seed Company Tomato Bob, a family-owned heirloom vegetable and herb seed company, offers a free selection of seeds to school gardening projects at Tomatobob.com. Fruit Tree 101 Grant Add an orchard to campus with a Fruit Tree 101 grant from the Fruit Tree Planting Foundation at ftpf.org. GreenWorks! Pollinator Garden Grant Teachers trained in Project Learning Tree may apply for GreenWorks! Pollinator Garden grants for a maximum of $1,000 toward butterfly, bat, hummingbird and insect gardens. plt.org Herb Society of America Grant for Educators The Herb Society of America Grant for Educators rewards innovative herbal education projects. herbsociety.org Corporate Grants Schools are surrounded by corporate good will, and several companies provide support for environmental education. Check out grant guidelines at internationalpaper.com, gp.com/foundation (Georgia Pacific) or beyondourrails.org (CSX). State Farm Grant State Farm makes grants available to schools for service learning projects integrating curriculum with community service. statefarm.com CVS Caremark Community Grant CVS Caremark Community Grants are available to public school programs that include children with disabilities participating alongside their peers (info.cvscaremark.com/community/ourimpact/community-grants/public-schools). Green Across America Grant The National Education Association and Target have teamed to offer Green Across America Grants of $1,000 each to programs that excite students in going green and in creating sustainable futures. Check out community outreach at target.com.

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Welchs Harvest Grant Program Eligibility: to PreK-8 classrooms in the United States with a minimum of 15 students who plan to use outdoor or indoor gardens to teach students about nutrition and sustainable agriculture. Number of rewards: Two winning schools will be selected from each state. Winners may choose between an outdoor or indoor garden package filled with a variety of garden tools, seeds, and educational materials. http://www.scholastic.com/harvest/register.htm Wholesome Memories Intergenerational Garden Award The Heinz Wholesome Memories Intergenerational Garden Award connects all ages in the garden. The grant is awarded to an adult who gardens with school-age family members. Each year 57 families are awarded a grant package of tools, markers, gloves, compost bin, cedar raised containers, watering can, vegetable seed collection, and garden journals valued at $500 kidsgardening.org/grants/heinz.asp Help your school win a garden or Farm to School program! From Annies Homegrown Teachers, would you love a school garden so you can help your students dig more veggies? Parents, do you want your kids learning about and eating more real food in school? Annies is giving away a gar den, Farm to School program or gardening supplies to the school that generates the most Root 4 Kids sign ups! http://root4kids.com/love/help-your-school-win-a-garden-or-farm-to-school-program/ Professional Development Grant from Classroom Earth Classroom Earth is supporting middle and high school teachers around the country who want to make wildlife conservation part of their curriculum. http://www.classroomearth.org/

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Appendix C: Curriculum Resources

Cultivando Tradicin: A Community Garden Resource Manual for Southern New Mexico, 2 nd edition. A community garden resource manual for Southern New Mexico. It was produced in partnership with the Colonias Development Council and the Mesilla Valley Community of Hope http://farmersmarketsnm.org/Detailed/News/Cultivando_Tradici_n_395.html The School Garden Resource http://aces.nmsu.edu/schoolgardens/implementing-a-school-an.html Building a Community Garden: A Collaboration of New Mexico Farmers and Educators by the American Friends Service Committee (AFSC) of New Mexico. Handbook for school teachers and community groups to teach gardening skills. http://afsc.org/resource/agricultural-curriculum Food for Thought and Action: A Food Sovereignty Curriculum (free pdf download). This curriculum is a collection of exercises grouped into four modules: one for consumers, one for faith and anti-hunger groups, one for environmentalists and one for farmers. As U.S.-based organizations and members of campaigns aligned with food sovereignty, we are convinced that bringing a global perspective on food and trade to U.S. consumers and producers is critical to any work that fights hunger, injustice or environmental degradation worldwide. http://www.grassrootsonline.org/publications/educational-resources/download-food-thought-action-afood-sovereignty-curriculum How to Grow Healthy Students Curriculum. Studies show that healthy eating and daily physical activity have a profound impact on the body and mind by improving the ability to learn and comprehend, boosting energy, improving school attendance and changing attitudes, behavior and more. The tool kit provides materials and resources to support healthy food choices through increased access and consumption of fruits and vegetables, as well as daily physical activity. It uniquely supports core curricular areas through exploration and study. The tool kit presents a strategic opportunity to bring together the classroom, cafeteria, home and community to promote a common goal and healthier habits for students, especially those in low-resource schools. http://www.harvestofthemonth.com/download/How-To-Guide.pdf Center for Ecoliteracy. The Center for Ecoliteracy offers books; teaching guides; professional development seminars; a sustainability leadership academy; keynote presentations; and consulting services. http://www.ecoliteracy.org/ Green Schools Initiative: Cultivating Healthy, Lifelong Learners . The Green Schools Initiative aims to help kids achieve a better education by first making sure they have a sound nutrition education. The Green Schools Initiative uses garden education to spur nutrition education. http://www.greenschools.net/article.php?id=260 Nourish Middle School Curriculum Guide. The Nourish Middle School Curriculum Guide and Nourish Teacher Resource Binder offers a rich set of resources to open a meaningful conversation about food and sustainability. PDF Guide and Spanish language student handouts. Developed by the Center for Ecoliteracy, the Nourish curriculum aligns with national curriculum standards and benchmarks of the National Council for the Social Studies, National Research Council, American Association for the

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Advancement of Science, and Committee on National Health Education Standards. http://nourishlife.org Edible Schoolyard. Classroom teachers and Edible Schoolyard educators integrate food systems concepts into the core curriculum. Students hands-on experience in the kitchen and garden fosters a deeper appreciation of how the natural world sustains us and promotes the environmental and social well-being of our school community. http://www.edibleschoolyard.org/ School Garden Start-up Guide. In many urban areas, children are surrounded by cement, brick and asphalt. The natural environment is behind fences and not available for hands-on exploration. This often means that urban children do not have a clear understanding of their agricultural heritage. A school garden program can bring nature and agriculture to life on campus. Children become excited about science, math and nutrition through gardening experiences. Creative skills and physical fitness can also be developed through gardening. Because they have seen how a school garden can be a powerful learning tool, the authors want to share how they have established school gardens in Los Angeles County. http://celosangeles.ucdavis.edu/garden/articles/pdf/SchoolStart-UpGuideEnglish.pdf Fresh Fruit and Vegetable Photo Cards. Fresh Fruit and Vegetable Photo Cards is a set of 140 beautiful, color photographs suitable for framing. The front of each fully laminated card displays a color photograph of a fruit or vegetable with its name in English and Spanish. On the reverse is a bar graph displaying an analysis of nutrients, suggested serving size, and other useful information. http://www.cde.ca.gov/re/pn/rc/documents/catalog2009.pdf. Sustainable Agriculture Resources and Programs for K-12 Youth. This 16-page (PDF) guide to sustainable agriculture-oriented educational opportunities for schoolchildren features more than 50 programs and curricula nationwide. Includes direct links, program contract information and ideas for integrating lessons into school programs. http://www.sare.org/publications/edguide/htm Teaching the Food System. Teaching the Food System is a new project of the Johns Hopkins Center for a Livable Future. It offers lesson plans that engage high school and college students in critical analyses of food system issues from field to plate, with an emphasis on the relationships between food, public health, equity and the environment. Curriculum materials can be accessed at www.jhsph.edu/teachingfood Life Lab Publications: The Growing Classroom. Life Lab is a national leader in farm- and garden-based education. Curriculum and activity guides for pre-k through elementary resources and educational garden signs. www.lifelab.org New Mexico Ag in the Classroom. www.nmaitc.org Nutrition Data: Self Magazines website nutritiondata.com provides a tool for customizing recipe comparisons for nutritional value. Chefs Move to Schools: http://www.letsmove.gov/chefs-move-schools

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