Professional Documents
Culture Documents
Adapted from:
http://okfarmtoschool.com/wp-content/uploads/tasting-lesson.pdf
2. MyPlate Introduction:
Activity w/ 2nd-5th Graders (15 minutes):
Objective: Re-Introduce students to MyPlate and the health benefits of making your plate a
rainbow (a variety of food groups, colors, and nutrients).
Introduction:
Today we will be discussing MyPlate and the importance of eating a balanced meal with
a rainbow of colors.
With a raise of hands, who has seen the Myplate diagram? (show your copy of the
diagram). MyPlate is the U.S Department of Agriculture’s set of recommendations for a healthy,
growing body. However, keep in mind every body is different, and so the foods to keep our bodies
healthy and strong may also be different.
My Plate is made up of five important food groups: Fruits which should make up at least 10%
of your plate, grains which make up 30% of the plate, protein which makes up 20% and of course
veggies which should take up the biggest part of your plate at 40%. There is also a recommendation
of dairy, however this is not essential.
Let’s talk about a few foods that we might find in each category, before you get an
opportunity to create your own ideal plate with some drawing.
1) First, let’s look at fruits
● Potential Fruit options for “Your” Plate: tomatoes, peppers, cucumbers, zucchini, squash,
beans, bananas, watermelon, kiwis, pineapple, strawberries, blueberries, cantaloupe,
honeydew melon, apples, grapes, cherries
2) Next, who wants to share a favorite vegetable
● Potential Veggie options for “Your” Plate: kale, swiss chard, carrot, broccoli, onion, garlic,
lettuce, cabbage, spinach, asparagus, celery, brussel sprouts, parsnip
3) What about protein? This may be a bit more difficult for some of us to associate with a
specific food (show them examples of protein foods).
*Proteins are the building blocks of the body. Foods with proteins help our body grow! strong!
● Potential Protein options for “Your” Plate: beans, chickpeas/hummus, peanut butter,
yogurt, cheese, oatmeal, broccoli, chicken, steak, fish (salmon/tilapia)
4) Finally, who wants to share a few grain options?
*If someone asks what a grain is: Grains are the dry, hard seeds of a cereal or leguminous crop.
Grains are full of carbohydrates which provide the body with fast-acting energy to help us go.
Leguminous grains are also high in protein that helps us grow.
● Potential Grain options for “Your”Plate: oats, rice, whole-wheat bread, baguette,
chickpeas*, beans*, brown rice, quinoa, barley, corn, lentils
*Give each student a paper plate that is split into the 5 food groups. Have each student draw his
or her own ideal plate placing one or two foods in each group. Be sure to walk around and help
students figure out some of the more difficult food categories, like protein or grains. Give them
a few examples of healthy meal options:
Ex: (lunch/dinner) rice and beans, which are full of protein and can be made with tomatoes,
peppers, onions, and an abundance of fresh herbs. The rice and beans are a perfect combo of
amino acids.
Ex: (lunch/dinner) whole wheat pasta with pesto, roasted peppers and broccoli
Ex (snack): carrot sticks and sliced peppers with hummus and some cheddar cheese
Ex (breakfast): scrambled eggs with peppers, onion, broccoli and cheese on toast
Ex (breakfast): smoothie with maple yogurt, bananas, frozen blueberries, kale, chia seeds and
apple cider.
Summarize: Eating foods from all five food groups will give us the balance of nutrients that we
need to grow healthy bodies. Remember to fill at least half of your plate with fruits and veggies!
Activity w/ Kindergarten- 1st Graders (15 minutes):
Objective: (Re)Introduce students to MyPlate and the health benefits of making your plate a
rainbow (a variety of foods groups, colors, and nutrients).
Intern:
Good morning students! Today we are going to read a story about a boy named Jack and his
friend that taught him how to eat a balanced meal that also looks like a rainbow!
The book is called, Jack and the Hungry Giant: Eating Right with MyPlate
Summarize: Eating foods from all five food groups will give us the balance of nutrients that we
need to grow healthy bodies. Remember to fill at least half of your plate with fruits and veggies!
3. Back to School with Kale Smoothies! What if during the first month back to school the sixth
graders were in the halls offering tastings and teaching about brain boosting foods? Small
groups could devise a few different flavors of kale smoothies and test for the favorites! Here is a
recipe to get you started.
Intro:
● Filling our plate with a wide variety of fruits and vegetables helps us learn and grow our
best. Colorful fruits and vegetables support each part of our body and keep them
polished to work their best. Think about this: can a rainbow fully shine without all of its
colors? Just like a rainbow, we need to eat foods of all colors to keep us glowing.
● Reintroduce ourselves
● Next, introduce the harvest veggie of the month and see if any students can identify it
● Ask how students have eaten squash before
● Introduce how today will run:
○ We will be cooking it in a soup recipe today
○ Next, we’ll begin by preparing ingredients and starting the cooking process
○ Half way through (while soup is cooking), we will transition into color activities to
learn about color nutrients in foods
● Divide into groups -- give each group specific roles and tasks to complete for the recipe.
● Guide, demonstrate, and help with preparations (including chopping, getting to know
each ingredient, and any necessary techniques)
● While preparing ingredients, reflect back to previous lessons, try to see if students can
recall past techniques
● Explore students’ senses (taste as we cook, smell each ingredient, feel textures, etc.)
● Demonstrate combining ingredients, talking through each one’s benefit as you go
● Proceed to Intern Guide and complete color activities
Teacher’s “Getting Ready” Preparation
Tools and Safety
● Recommended Tools: Kid-friendly knives, kid-powered food processor, ice cream scoop
(to scrape or squash seeds)
● Pre-K: Consider having ingredients chopped, diced, and measured for combining and
sorting.
● 1-3: Consider having challenging ingredients prepared (cut and seed acorn squash) but
allow for children to be involved in liquid measuring, ingredient grating, and simple
chopping.
● 4-6: Consider having students help prepare all ingredients, dividing out tasks to
individual groups.
History of Acorn Squash
● Acorn squash is native to the United States and was introduced to the first settlers by the
Native people of Massachusetts. “Askutasquash” is the Narragansett term for squash,
which translates to “eating the seeds raw,” bypassing the flesh. A long time ago, this
type of squash had a much thinner body of flesh until it was evolved by the Native
people so it would be thick, just like we see it today. A thicker flesh gave it a super-
nutritious quality and became a large part of the indigenous diet, sustaining the First
Nations for thousands of years. So today, in honor of the first nations, we are going to
soak and peel away the outer skin of the seeds, roast, and salt them to experience what
this might would have been like.
Plant Facts
● Family/Species: Winter squash family (Cucurbita pepo)
○ The Cucurbitaceae family can also be referred to as the gourd family or simply
the squash family.
○ Acorn squashes grow on vines close to the soil.
● Typically, we prepare, cook and eat the fruit of the acorn squash plant.
○ The fruit of an acorn squash is the yellow/orange-colored flesh surrounding the
inner seeds. It is encased by a thin, dark, green colored skin, which, is edible and
full of nutrients when cooked.
Health Benefits/ Color Nourishment
● Acorn squash is an orange food, meaning it contains nutrients like beta-carotene,
vitamin A, and vitamin C. These nutrients work together to help eye health and keep
your immune system working strong to protect against sickness.
○ Beta-carotene: organic compound, creates red-orange pigment, works hard as a
precursor to creating vitamin A.
○ Vitamin A: organic compound, fat-soluble vitamin (mixes and absorbs well with
fats), healthy vision, powered immune system, and cellular growth/reproduction.
○ Vitamin C: organic compound, water-soluble, protects the immune system
(blocks disease and illnesses), promotes body healing, assists the absorption of
iron.
● To learn about each color of the rainbow’s nourishment qualities, see the intern guide for
simple methods to teach each age group.
Today’s Recipe: “Curried Acorn Squash Soup”
Ingredients:
- 1 Acorn Squash, halved lengthwise and seeded
- ½ Onion Chopped
- 1.5 Cups of Veggie Stock
- 7 fluid ounces of coconut milk
- 1 Tbs of Olive Oil
- 1 ½ Tbs of curry powder
- ½ tsp of Nutmeg
- ½ tsp of Ginger
- Dash of Turmeric
- Salt & Pepper to Taste
Directions:
1. Preheat oven to 325 degrees F. Place the squash, cut sides down, in a baking dish.
Add 1/8 inch water in baking dish, cover with foil and bake 35-40 minutes or until
tender. Cool. (Prepped beforehand)
2. In a large saucepan sauteé onion and cook over low heat, stirring occasionally until
onion is softened but not brown.
3. Scrape the squash out of the flesh and add to onions. Add the stock, coconut milk,
curry powder, nutmeg, ginger, and turmeric. Cook over moderate heat, stirring
occasionally, about 10 minutes.
4. Puree the soup in a food processor or blender. Season with salt and pepper to taste
and serve.
Intern Guide for Various Age Groups
Objective: Students will learn how different foods nourish their bodies based on their
associated color.
Intern: Today we’re going to learn about the different colors that make up our food. I’m sure you
all know a variety of colors. If you think of the rainbow we have red, orange, yellow, green, blue,
indigo, and violet.
I would like you all to think of the different vegetables and fruits that you eat, and picture the
colors of each of these foods. A variety of colors are probably coming to mind. Would someone
like to share one of the colors that they are thinking of, and maybe the food that goes with it?
When we fill our plates with a variety of colors, not only does it look nice, but it is often a sign
that you are getting all the nutrients that your body needs to be strong and healthy.
There are so many different colors that we can incorporate into our diet. Why do you think that it
is important to have all the colors in our diet?
How do you think you would feel if you only ate one or two colors all the time?
Would you be tired or maybe not be able to think as well?
One way that we can make sure we are getting enough nutrients to support all parts of our
bodies, is by looking at the colors we eat. When you start to incorporate a variety of colors into
your daily diet, then this is a good sign that you are getting the right fuel and keeping your whole
body healthy and whole.
Activities:
Preschool-Kindergarten
Color Sorting Activity:
1. We will start by sorting this pile of fruits and vegetables into color categories. On the
table we have fruits and vegetables that are different colors of the rainbow and it’s up to
you all to put all the reds with reds, oranges with oranges, and so on.
2. Tell the students to make room for each color group and begin pulling individual items
from the “produce pile” and placing them into color groups.
3. Once the students have sorted and organized all the fruits and vegetables into groups,
explain each color’s nourishment power.
Grades 1-3:
Food Colors and Body Wellness Activity:
1. We will now do an activity where I will give you a clue and you will try to guess which
food color I’m describing. Each clue will describe a nourishing quality of a color.
2. On your handout there is person drawn with numbered body parts, representing all the
places food colors help the most.
3. When I give a clue about a numbered body part, do your best to fill in the number with
one (or more) colors you remember nourish it.
4. When the person is fully colored, we will go over each one and see how you all did!
Game Clues:
1. I am the color that makes our hearts feel the love. RED
2. I am the color that shields your body from invaders, keeping away colds and the flu.
ORANGE
3. I am the color that helps your eyes see near, far, in the light, and in the dark. ORANGE
4. I am the color that turn on the lightbulbs in your skin to keep it shiny, soft, and glowing.
YELLOW
5. I am the color that protects you from mean toxins and kick out any that snuck past our
shield. GREEN
6. These colors light a fire to your imagination and help your brain learn everything you’ve
learned today! BLUE/PURPLE
7. I am the color that keeps your bones strong and healthy by fixing weak spots. WHITE
8. I am the color that keep your tummy from getting upset. WHITE
Grades 4-6:
Color Nutrients for Body Health and Functions Activity:
1. We are now going to play a game where you get to tell me what the different colors
mean for body functions. On the felt board I have created a board. Each square on the
board is a different color with a different body part/ function that it supports.
2. Pull a piece of paper from a hat/basket. Each paper will have a different health benefit or
body part on it.
3. Tell the students what health benefit or body part on the card is. Have them tell you what
color they think it goes with. Once they guess the color, place a marker over that color
on the felt board. If they are having a hard time guessing the color, give them hints such
as a food that is associated with that benefit.
4. Try to fill up all the squares with markers!
Conclusion: It is important to have a variety of colors in our diet. More importantly, it’s essential
that these colorful foods are wholesome and fresh, like fruits, vegetables, and whole grains. The
colors make up more than the appearance of the foods we eat. By eating the colors of the
rainbow through wholesome fruits and vegetables, we know we are getting the proper nutrients
to keep our bodies strong, healthy, and well fueled. They can represent important nutrients that
our bodies need to stay healthy and fueled.
Ingredients:
- 2 acorn squashes, halved lengthwise and seeded
*scraping and saving seeds is a great task for kids!
- ~2 Tbls olive oil, for brushing and sautéing
- Salt and freshly ground pepper, to taste
- 1 shallot, finely chopped
- 1 small yellow onion, diced
- 3 cups mushrooms, coarsely chopped
- 1 Tbsp fresh herb of choice (ex: sage, basil, parsley), plus more for garnish
- 1 cup cooked brown rice (or whole grain of choice)
Directions:
1. Preheat oven to 425°F. Brush the olive oil over tops and flesh of squash halves,
season well with salt and pepper, and place on baking sheet flesh side down. Cover
sheet with foil and roast until tender (about 40-50 minutes). Remove from oven and
set aside.
2. Heat olive oil in a large skillet over medium heat. Add shallot, onion, and mushrooms;
season with salt and pepper. Once soft and golden (about 8 minutes), add fresh herb.
Cook 1-2 more minutes.
3. Remove from heat and stir in cooked brown rice. Divide rice mixture and fill squash
halves evenly. Garnish with extra herb. Serve warm.
Adapted from:
http://www.lonny.com/Entertaining+Idea+of+the+Day/articles/nuTnfdvpLxG/Easy+Weeknight
+Dinner+Stuffed+Acorn+Squash
Ingredients:
- 1 cup acorn squash seeds
- 1 Tbls olive oil
- ½ tsp salt, or to taste
*Feel free to get creative with additional seasonings!
*A wide range of spices taste great (ex. Paprika, cumin, cayenne pepper, chili
powder)
Directions:
1. Preheat the oven to 300°F. Line a baking sheet with foil.
2. In a colander, rinse the squash seeds to remove any pulp. Pat dry and place in a
small bowl. Add olive oil, salt, and any additional seasoning of choice, then toss to
coat evenly.
3. Pour the seeds onto the baking sheet and spread to an even flat layer. Bake in oven
about 10-15 minutes (or until a light golden-brown color), making sure to check and
stir halfway through.
4. Let seeds cool and serve.
5. Seeds can be kept and stored in an airtight container at room temperature for 2-3
days.
Adapted from:
http://www.homemadeforelle.com/roasted-acorn-squash-seeds/
History of Tomatoes
● The tomato plant traces back to early Aztec settlements around 700 A.D, suggesting it is
native to the Americas. Around the 16th century was when Europeans were introduced
to the tomato when early explorers set sail to the Americas in hopes to discover new
lands. At first, tomatoes were thought to be poisonous because of the way their high acid
content caused lead from certain serving plates to transpire onto them, causing
poisoning and death. We still experience this today if aluminum foil comes into contact
with tomato sauce when baking tomato-based casseroles. Tiny holes form in the foil
and small particles of foil separate and make contact with the top layer of the lasagna.
Eventually they realized it was, in fact, safe to consume, and quickly became a staple
form of produce, appearing in various signature recipes, including pizza, canning and
sauces. Wild tomatoes are members of the nightshade family and are toxic.
● The name “tomato” comes from the Nahuatl word tomatl, meaning “the swelling fruit”.
When the Aztecs began growing and harvesting tomatoes, they called the newer
species xitomatl (or jitomates), meaning “fat water with navel”. Despite the common
controversy of defining tomatoes to be fruits or vegetables, tomatoes are botanically the
fruit of the plant but commonly considered a “culinary vegetable” because of the low
sugar content and typical methods of preparation.
Plant Facts
● Family/Species: Solanum lycopersicum
● Typically, we prepare, cook and eat the fruit of the tomato plant.
Salsa Recipe (15 minutes): (Serving Size: Heaping half TBS: 20 servings)
Ingredients:
- 3 Roma Tomatoes, quartered -⅛ Jalapeño, seeded and roughly chopped
- ¼ Large Yellow Onion, roughly chopped -Juice of ½ Lime
- 2 cloves garlic, chopped or crushed -¼ c. loosely packed fresh cilantro leaves
- ¼ teaspoon of Cumin -¼ teaspoon of Sea Salt
- A pinch of Pepper
1. Place Jalapeño, Onion, and Garlic into food processor, pulse 5 times
2. Place Tomato, Cilantro, Cumin, Salt, Pepper, and Squeezed Lime in, Pulse 12 times
Suggestions for tasting:
● “Don’t yuck my yum”
● Heads-down vote (allows unbiased student opinion). Tally on whiteboard
● Write down any notable quotes
● Children feedback
○ Older children start naming specific characteristics (bitter, salty, sweet, sour,
umami)
■ Not only “do they like it or not” but “what they like/don’t about it”
■ Allows them to start making suggestions for change/additions to recipes
Objective: Students will learn and identify the differences between a fruit and a vegetable
based on the part of the plant used for cooking and eating.
Intern: Today we’re going to learn about the differences that classifies fruits versus vegetables.
I imagine you all have a sense of what is typically thought to be a fruit or vegetable but there
may be a couple examples that may surprise you to be botanically the opposite. Is a fruit
“opposite” of a vegetable??)
“I would like everyone to start by thinking in their mind 5 different fruits and 5 vegetables
that first come to mind and share what category you think they fall into. Would someone like to
share two they thought of?”
When we know the true differences between fruits and vegetables we can assure we are
getting a full spectrum of nutrients, can properly prepare them, and build a deeper connection to
our food.
Activities:
Preschool-Kindergarten Gather a variety of tomatoes and explore the assortment of shapes
and colors. Cut a few open to see the seeds inside. If you have heirloom varieties save a few
seeds. Let them dry in a fine sieve to separate from the gelatin-like substance that surrounds
them. Decorate seed packets. Store in a cool dry location until seed starting under lights in April.
Grades 1-3: Which ingredients in this recipe are fruits? Vegetables?
Grades 4-6: Observe a tomato plant in flower stage and fruiting stage. Observe over time the
changes between the two phases. Draw your observations.
1. With a raise of hands, ask who has ever seen a tomato plant? (the kids will want to
share stories here, and as much as we want to encourage their enthusiasm, in the
interest of time tell them we have to move on to get to the fun stuff)
2. Ask the students to pin the tomato on the felt board to show where it grows. What part
of the plant is a tomato?
a. Give them the options: is it the leaf, root, stem, flower, fruit?
3. There is a lot of confusion around whether a tomato is a fruit or a vegetable. “Make your
body into the shape of the letter of “F” if you think tomatoes are a fruit… Put your arms
into the shape of a “V” if you think a tomato is a vegetable.
● Tomatoes are actually the fruit of the plant but are considered vegetables
because of their savory taste. Botanically speaking, a fruit is a seed-bearing
structure that develops from a flowering plant, so every fruit has a flower that it
has grown from. (show picture of life cycle of a tomato and a few pictures of
squash blossoms and the flowers before beans)
● Reiterate: So fruits are the part of the plant with seeds, right? Can we think of
any other foods we think of as “vegetables” with seeds? What about peppers?
Squash? Eggplant? Cucumbers? Even Beans! All of these are technically the
fruits of the plant, whereas leaves, stems, and roots, like kale, celery, and carrots
are considered vegetables.
4. Now let’s take a tour of the garden and check out some fruits and vegetables!
(Walk around to different garden plants and ask if we eat the fruit or vegetable part of it)