Seed to Table

a secondary experiential education

agriculture and culinary arts curriculum

The Seed to Table Curriculum was developed by

Goodman Community Center is located in

Madison, WI. GCC strengthens the lives of the

people in its community by offering a diverse

array of programs and resources for people of

all ages. The center includes a teen run café, a

fitness center and gym, art rooms, a large food

pantry, community meals, preschool, and teen

center.

goodmancenter.org

Community GroundWorks is an educational

organization in Madison, WI. A 5-acre CSA

farm, award winning youth gardening

programs, a community garden and a natural

areas restoration program connect people to

nature and growing food.

communitygroundworks.org

East High School is a public school with a

diverse student body serving Madison, WI.

Students and teachers strive for excellence

while engaging in innovative curriculum.

eastweb.madison.k12.wi.us

Madison East High School

School

This product was funded by a grant awarded under the Workforce Innovation in Regional Development (WIRED)

Initiative as implemented by the U.S. Department of Labor’s Employment and Training Administration. The

information contained in this product was created by a grantee organization and does not necessarily reflect the

official position of the U.S. Department of Labor. All references to non-governmental companies or

organizations, their services, products or resources are offered for informational purposes and should not be

construed as an endorsement by the Department of Labor. The product is copyrighted by the institution that

created it and is intended as individual organizational non-governmental use only.

Seed to Table

Table of Contents

Introduction………………………………………………………………………………………….…6

Part One: In the Field

Unit 1: History of Agriculture

Local Foods of Wisconsin ………………….……………………………………….…9

Geographic Origins of What You Eat …………………….…………..…………….…17

Historical Overview of Agriculture ……………..………….……………...……….…20

Organic vs. Conventional Farming ………………..………….…………..…….……..23

Grow Your Own Food……………………………………..…..………………………29

Who Grows Our Food? ……………………………….……………………………….31

So You Want to Be a Farmer? ………………….…………..…………..……………..35

Unit 2: Food Systems

From Farm To Table: Understanding Food Systems……..……………………………39

Ecosystems & Agroecosystems…….…………..………………………………………43

Organic Farming Business Structures – Case Study: Organic Valley…………………47

Unit 3: Local Foods

Eating with the Seasons………………………………………………………………...51

A Locavore Foodshed…………………………………………….…………………….56

Exploring Local Farms in WI.…….…… ………..…………………………………….60

Edible Plant Parts…………………….………………………………………..……….62

Exploring Your Local Grocery Store..…………….…………..……………………….67

Unit 4: Farm Planning

Designing Your Garden………………………………………………………………...73

How Are These Crops Planted? …………………..…………………………………...76

Creating a Planting Schedule………………....………….…………..…………………78

What is a Seed? …………..……………………………………………………………81

How to Start Seeds………………………..………….…………..…………………….84

Temperature Readings in Greenhouse……………………..…………………………..88

Tracking Germination……………………………………………..…..…………….…91

Unit 5: Planting and Harvesting

Spring Cultural Celebrations…………………..……………………………………….98

Fall Harvest Cultural Celebrations………………………..……….………………….102

Spring Gardening Topics ……………………..………….…………..……………….107

Direct Seeding and Transplanting…………………………..……………………….110

Harvesting Techniques….…………………………….…………..…………………114

Water Needs of Crops……………………………………....………………………..120

Nutrient Cycle: What Plants Need……………..…..………………………………...123

Compost MacroInvertebrates…………………………..…………………………….129

Compost, Recycling and Trash………………………………..……………………..132

Unit 6: Saving Food

Food Preservation………………………………………..…………………………..146

Growing Garlic………………………………………………………………………155

Unit 7: Veggie of the Month

Veggie of the Month: Beet…………………………………………………………..159

Veggie of the Month: Carrot……………..………….………….…..……..………...161

Veggie of the Month: Potato……………………….………..………………………163

Veggie of the Month: Rhubarb……………….………….…………..……………...165

Veggie of the Month: Pepper………………….…………..………….……………..167

Veggie of the Month: Winter Squash………………….…………..……………..…169

Veggie of the Month: Template……………………………………………………..171

Part Two: In the Kitchen

Unit 1: Introduction to ―In the Kitchen‖

Food Rules…………………………………………………………………………….181

Where to Find Food…………………………………………………………………...187

Omnivore's Dilemma………………………………………………………………….193

Food Security………………………………………………………………………….198

Fair Trade……………………………………………………………………………..202

Cultural Cooking……………………………………………………………………...207

Food Entertainment…………………………………………………………………...210

Food Allergies………………………………………………………………………...214

Vegetarianism…………………………………………………………………………221

Restaurant Review…………………………………………………………………….227

Unit 2: The Ins and Outs of Preparing Meals

Balanced Meal (protein, carbohydrate, vegetable)……………………………………233

Recipe (Read, Adapt, Create)…………………………………………………………239

Recipe Conversion…………………………………………………………………….253

Reading Ingredient Labels…………………………………………………………... 261

Safe Knife Handling Skills……………………………………………………………267

Salads………………………………………………………………………………….271

Soups………………………………………………………………………………….279

Entrées……………………………………………………………………………….290

Side Dishes…………………………………………………………………………..294

Rice…………………………………………………………………………………..297

Pasta………………………………………………………………………………….301

Desserts………………………………………………………………………………306

Iron Works Chef: Cooking Competition……………………………………………..310

Unit 3: Learning to Work as a Culinary Arts Professional

Meet a Chef ………………………………………………………………………….317

Dress for Success…………………………………………………………………….322

On Time to Work…………………………………………………………………….327

Customer Service…………………………………………………………………….332

Working with the Boss……………………………………………………………….336

Tips…………………………………………………………………………………...342

Dishwashing………………………………………………………………………….347

Catering………………………………………………………………………………352

Unit 4: Science of Cooking

Got Milk……………………………………………………………………………...362

Eggs…………………………………………………………………………………..372

Edible Parts of an Animal……………………………………………………………386

Salt……………………………………………………………………………………390

Fruits………………………………………………………………………………….397

Yeast and Other Leaveners…………………………………………………………...401

Sprouts………………………………………………………………………………..406

Acknowledgements…………………………………………………………………………………..412

Introduction

The Seed to Table Curriculum

The Seed to Table curriculum is a collaborative project between three

organizations in Madison, WI - Community GroundWorks, East High

School and Goodman Community Center. This experiential

curriculum teaches youth valuable employment skills while they learn

the life cycle of plants, from seed to table.

By cultivating the natural connection between agriculture education

and culinary arts classes, this curriculum makes a clear link between

growing, cooking, and eating food. The lessons are multidisciplinary,

focusing on science concepts while incorporating English, social

studies, mathematics, and art. The lessons included in this curriculum

feature a range of hands-on activities, many of which take place in the

field and the kitchen. The classroom-based activities serve as

introductions, extensions, and reviews of material learned by working in the agricultural or culinary

settings.

Seed to Table can be used as a whole curriculum or as individual lessons. Even though this was created

for a class with a farm site and a commercial kitchen, many of the lessons can be adapted for use in

smaller gardens or kitchens with less specialized equipment. In addition, while the lessons are written

for high school-aged youth, the background information and activities can be easily modified for use

with younger students. We invite you to use and adapt the curriculum to best fit your needs.

In The Field

The East High Youth Farm serves as our Seed to Table field site.

The Youth Farm is an inclusive, collaborative project that

engages a diverse population of students in a hands-on science

and a vocational program focused on sustainable agriculture and

service learning. Youth are actively involved in the entire process

of running a small-scale organic urban farm - from raising

seedlings in the East High School greenhouse to harvesting

produce at the ¼ acre East High Youth Farm and packing the

food for delivery to the Goodman Community Center's Food

Pantry. Youth farmers strengthen food security in the community

by providing fresh vegetables and volunteer hours to the food pantry, thereby building relationships

with pantry consumers directly. During the school year, students work at the farm, in the greenhouse,

and in the classroom to explore a variety of topics focusing on small scale urban agriculture. In the

summer, youth farmers work three days a week planting, tending, harvesting, washing and packing the

produce for delivery. At the end of their experience at the farm, students have acquired the skills to

move into urban agriculture, landscaping, plant nursery, and environmental education jobs.

In the Kitchen

At the Goodman Community Center, youth workers

prepare food for community meals, as well as for the

Iron Works Café and Working Class Catering.

Students involved with these programs learn valuable

life and employment skills.

Students prepare over 200 meals each day for senior

citizens and preschoolers. Youth staff the Iron Works

Café—a coffee shop, bakery and lunch café that is

open to the public. The students also run the Working

Class Catering operation which provides meals to

conferences and weddings that are hosted at the

community center. These vocational opportunities

teach students safe sanitation skills, meal planning, culinary arts, and customer service.

In addition to on the job training, students are instructed in issues surrounding food. These include

food security, local and seasonal eating, and exploring different cultures‘ food choices. The students

are also able to earn credit towards a high school diploma while discovering the science involved with

cooking.

After six months of working in the culinary track at Goodman, students are prepared to move on to

other employers in the food service industry or to pursue further education in a culinary arts program.

Unit 1: History of Agriculture

In this section students discover where food comes from and how it is grown in a general sense.

Lessons compare different types of farming and enable students to meet different farmers.

Local Foods of Wisconsin

Geographic Origins of What You Eat

Historical Overview of Agriculture

Organic vs. Conventional Farming

Grow Your Own Food

Who Grows Our Food?

So You Want to Be a Farmer?

Lesson Plan: Local Foods of Wisconsin

Unit: History of Agriculture

Objectives:

Students will learn the definition of local foods

Students will learn the health and environmental benefits of local food

Students will learn how to find and purchase local foods.

Students will compare locally grown food with foods produced in other parts of the

country/world.

Students will prepare a meal with locally based foods.

Modified Curriculum Objectives:

Materials: Map with scale, compass, internet access

Time: 45 minutes overview, 2 hours creation of local foods map, 45 minutes comparing eggs

Vocabulary: local, community supported agriculture, food processor

Background Information:

One hundred years ago almost all food was local. Much of the food people ate was grown on their own

property, that of the neighbors, or within 50 miles of their house. Local food includes vegetables

grown in a garden or nearby farm, animals raised for meat or dairy, animals hunted for meat, and foods

collected from native areas including berries, nuts, and mushrooms. Often the definition of local food

is food that is grown within a certain distance measured in concentric circles from the location where

the food will be eaten. The distance is often 50, 100 or 150 miles depending on how strict you want

your definition and the availability of food grown near your home. Another definition that is

sometimes used states if the food is grown in the same state as it is eaten, it is considered local.

There are certain foods/ingredients that cannot be grown in certain climates. While some local food

advocates encourage going without these foods, others recommend finding a local food processor that

purchases fair trade ingredients. These types of food include coffee, tea, chocolate, certain spices, nuts,

and fruits.

While it was originally less expensive to buy local produce, improvements in transportation, subsidies

of certain food crops and ignoring environmental costs associated with large scale farming operations

have created a price advantage for some non-local food producers. While locally grown food often

commands a higher price, it provides farmers who grow the food with additional income. When selling

processed foods the farmer only receives 20 percent of the revenue. However, when food is purchased

directly from farmers, they receive all of the profit.

There are several ways to find locally produced foods. The first is to grow it yourself in a backyard

garden or community garden plot. Another is to participate in a Community Supported Agriculture

farm where individuals pay for a share of a farm‘s produce. The customer pays for the food ahead of

time allowing the farmer access to money for seeds and other expenses. Then, depending on the

harvest the customer receives vegetables throughout the summer. Local farms also sell produce at

farmer‘s markets, roadside stands, or directly to grocery stores and restaurants.

In addition to vegetables there are also local food options for meat, eggs, milk, and cheese. There is

also local production of bread, beer, or liquor that may or may not use local ingredients. In addition,

local processors of products like chocolate and coffee, which cannot be grown in Wisconsin, allows

more revenue to stay in the community. In addition these processors have deeper background

knowledge in their products and are available to share that information with consumers.

Teacher Instruction:

1. Read ―High Cost of Cheap Food‖ by Institute for Agriculture and Trade Policy

2. Read ―Why Eat Locally and Sustainably Grown Food?‖ By REAP Food Group

Student Instruction:

1. Draw circles on a map that show what is included in 50 miles, 100 miles and 150 miles from

Madison or other city. Use a compass and different color pencil for each circle.

2. Place farms or other sources of food on this map.

3. Identify what ingredients from a favorite meal can be found locally.

4. Create a chart that compares and contrasts locally produced food with non-local food.

5. Go to this website to find local foods around Madison

http://www.chickmappers.com/100miledietmap/

6. Create a menu using foods found locally.

7. For other areas of the country try http://www.localharvest.org/.

8. Purchase, prepare and eat a meal made with all locally grown foods

9. Compare eggs. Conventional, Organic and Local. Determine the costs per egg. Make

observations about the color, size, and weight of each egg both inside and out. Using the same

method for each type of egg cook the egg and compare the taste. This can be done as a blind

taste test.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. What environmental costs are associated with non-local agriculture?

2. Local is not always organic, and what are the implications of local, nonorganic foods compared

to global organic foods?

3. What is the majority of corn/soybeans produced in Wisconsin used for?

4. Determine if conventional farmers are making enough money to continue farming? How much

does it cost to run a farm and a house? How much profit do they make? What is a subsidy?

Why do farmers not a lot of money by growing corn?

5. How can consumers find local foods?

6. What types of food can you not find produced locally?

7. What types of food are surprising to find produced locally?

8. Identify the benefits associated with local foods.

9. Should restaurants that use local foods market that to customers? Why and How?

Extensions:

Lesson Plan: Local Foodshed. Visit a Farmer‘s Market. Compare prices and taste of food purchased

locally versus commercially. Visit farms that produce a variety of food products. Compare duck eggs

and/or Ostrich eggs to chicken. Visit a cheese producer. Read Animal, Vegetable, Miracle by Barbara

Kingsolver, The Omnivore‘s Dilemma by Michael Pollan, or The 100-Mile Diet: A Year of Local

Eating (Canada & Australia Edition), Plenty: Eating Locally on the 100-Mile Diet (US Edition) by

Smith and MacKinnon. Watch films ―King Corn‖ or ―Food, Inc.‖

Resources:

http://wisconsinlocalfood.com/ Wisconsin local food resources.

http://www.localharvest.org/ Nationwide listing enter you zip code to find local food choices.

http://www.reapfoodgroup.org/ Research, Education, Action, and Policy on Food located in Madison

Wisconsin

http://www.chickmappers.com/100miledietmap/ GIS Map-Interactive with local food options listed for

Madison, Wisconsin.

Eggs Comparison

Type

Conventional

Organic

Local

Cost per

Dozen

Cost per Egg

Color of

Shell

Weight of

Egg

Height of

Egg

Color of

Yolk

Size of Yolk

Nutritional

Content

Taste

Other

HIGH COST OF CHEAP FOOD (By: Institute for Agriculture and Trade Policy)

This year American consumers will spend 10% of their household disposable income on food – a

lower percentage than any country in the world. As Americans, we are told that cheap and abundant

food is the backbone of a thriving economy. The fact is that cheap food often comes at a cost that is

often not reflected in the supermarket price tag. Farming communities struggle. The environment

suffers. And our overall public health gets compromised when price takes precedent over quality and

safety.

Why is U.S. food so cheap?

We can attribute much of our cheap food to the large expansion of industrial agriculture over the last

50 years – a system that substitutes fossil fuel energy, chemicals and capital for labor and management.

Larger farms operate on lower labor costs and are able to take advantage of large-scale economies that

produce more for less. The U.S. government offers many incentives, such as tax breaks and subsidies,

which favor large farms with little diversity. As large-scale agriculture has expanded, so has

concentration and consolidation within the food industry. In the Midwest, four firms now control the

processing of a variety of farm products (corn, soybeans, beef, etc) that thousands of farmers produce.

Because agribusiness and food retailers encourage farmers to produce a limited range of crops to

simplify their marketing and distribution operations, different regions of the U.S. specialize in a

limited number of crops and livestock. As a result, the majority of food sold in the typical grocery,

convenience and super-store must be shipped to reach market. A 2001 study found that the average

Midwestern meal travels 1,518 miles to get from producer to consumer.

The Social/Economic Costs

Every year the U.S. loses thousands of farmer jobs in a food system in which they are not paid an

adequate price for what they produce. Between 1993 and 1997 the number of mid-sized family farms

dropped by 74,440. Farmers have been urged to ―get big or get out.‖ Now just 2% of U.S. farms

produce 50% of agricultural product sales.

Although commodity prices (price paid to farmers) for

corn and soybeans, adjusting for inflation, are considerably lower than in the 1970s, the price of food

has continued to rise with inflation. From 1989 to 1999 consumer expenditures for farm foods rose by

$199 billion, 92% of which can be attributed to the marketing costs of agribusiness and food

companies. These expenses include transportation, packaging, labor and inputs used to sell food

products. Meanwhile, the farmer only gets 20 cents of each dollar spent on food, down from 41 cents

back in 1950.

Unable to capture more of the food dollar, farmers are stuck in a vicious cycle to

produce high volumes of cheap commodities with a low profit margin. When we lose farmers and farm

families we also lose farmland. Encroaching urban areas drive up the real estate value of farms located

on the fringe. More than 6 million acres of rural land, an area the size of Maryland, were developed

between 1992 and 1997, often on the nation‘s best farmland.

With the loss of food/fiber producing

capabilities the country also loses wildlife habitat and the aesthetic qualities of America‘s rural

countryside – all costs that are unquantifiable and irreplaceable.

Environmental Costs

The corn and soybean crops that dominate the Midwest often cause soil loss and impair water quality

through the leaching and runoff of fertilizers and pesticides. The ecosystem in the Gulf of Mexico is

ailing from a growing zone of low oxygen caused by excessive nitrogen from fertilizers on cropland

upstream. This phenomenon, a hypoxic zone the size of New Jersey, affects the communities and

fishermen that live by and work on the Gulf of Mexico.

Eighty percent of all the corn grown in the U.

S. goes to feed livestock, poultry and fish. Access to inexpensive corn and soybeans has facilitated the

rapid growth of large-scale confined animal feeding operations (CAFOs) that feed a domestic and

international appetite for cheap meat. The U.S. protein industry (swine, poultry, beef and dairy)

generates an estimated 2 trillion pounds of manure a year

and can have significant impacts on the

environment; threatening neighboring waterways and air quality with potentially noxious

fumes.

2003E COSTS OF CHEAFOOD

INSTITUTE FOR AGRICULTURE & TRADE POLICY

Billions of gallons of petroleum fuel are required annually for the trucks that transport food across the

United States.

This does not include fuel used by trains, barges or planes that also transport food

products. U.S. taxpayers pay the price through subsidies to our roads and highways, more dependence

on imported oil and increased fossil fuel emissions that contribute to environmental problems like

smog and climate change.

Public Health Costs

A number of emerging public health concerns have resulted from the production and processing of

food that is increasingly concentrated and automated. Many of the country‘s CAFOs add antibiotics to

livestock feed. An estimated 70% of all antibiotics in the U.S. go into healthy pigs, poultry and cattle

to increase animal weight and to minimize disease risks associated with the large numbers of animals

within one complex.

A growing number of studies show that routine use of antibiotics can encourage

the growth of antibiotic resistant bacteria which can make treating human bacterial diseases more

difficult and potentially life threatening. Today‘s centralized systems for meat production and

processing are more susceptible to large-scale contamination by food borne pathogens. Food recalls are

increasing. The largest food recall in U.S. history took place in October 2002, when the country‘s

second largest poultry producer recalled 27.4 million pounds of fresh and frozen poultry products after

an outbreak of listeriosis killed 20 people and sickened 120 others.

While cheap food is plentiful, it is

not necessarily healthy – over half of U.S. citizens are considered overweight.

Currently, the United

States is plagued with an epidemic of chronic diseases associated with over-consumption (obesity,

diabetes, cardiovascular disease, and certain cancers) that health professionals attribute to both a

decline in physical activity and an abundance of products high in animal fat and refined carbohydrates

and low in fiber. Additionally, cheap food has not eliminated hunger. Using U.S. Department of

Agriculture‘s conservative definitions, 5.6 million adults and 2.7 million children in the US are

hungry.

Winners and Losers in the Cheap Food Game

Cheap food, rather than fostering a food system that benefits the general American public, has

promoted an increasingly industrialized agriculture. Expanding national and multinational food

companies that purchase cheap commodities continue to increase their profits. Meanwhile, farmers and

rural communities in the United States do not benefit. A health care system, taxed with an epidemic of

diet related diseases, does not benefit. And the environment certainly does not benefit. But there are

other ways to fill America‘s dinner plate. Regional food systems that support the local production and

processing of farm products grown in environmentally sensible ways are emerging throughout the

country. These systems take out the ―middle men‖ and put the profits back into the pockets of the

farmers and communities they support. Farmers markets, Community Supported Agriculture farms,

restaurants featuring locally produced foods, and "Buy Local" campaigns give consumers the choice to

buy food that is not only affordable, but benefit farmers, the natural environment and local economies.

1 Hendrickson, M. and W. Heffernon (2002). ―Concentration of Agricultural Markets,‖ Department of

Rural Sociology - University of Missouri. February.

2 R. Pirog et al (2001).

3 USDA (1997). Census of Agriculture

4 USDA Economic Research Service

5 American Farmland Trust (2002). ―Farming on the Edge.‖ Online at:

http://www.farmland.org/farmingontheedge/major_pr_natl.htm

6 D.A. Goolsby and W.A. Battaglin (2000). ―Nitrogen in the Mississippi Basin-Estimating Sources and

Predicting Flux to the Gulf of Mexico,‖ USGS Fact Sheet, 135-00. December. Online at:

http://ks.water.usgs.gov/Kansas/pubs/fact-sheets/fs.135-00.html

7 Environmental Defense (2002). ―Scorecard - Animal Waste from Factory Farms.‖ Online at:

http://www.scorecard.org/

8 USEPA (2001). ―Environmental Assessment of Proposed Revisions to the National Pollutant

Discharge Elimination System Regulation and the Effluent Guidelines for Concentrated Animal

Feeding Operations,‖ EPA-81-B-01-001. January.

9 Ibid.

10 Mellon M. et al. (2001). ―Hogging It: Estimates of Antimicrobial Abuse in Livestock,‖ Union of

Concerned Scientists. Cambridge, MA.

11 Abboud, L. (2002). ―Fatal Strain of Bacteria Traced To Pilgrim‘s Pride Meat Plant,‖ Wall Street

Journal, October 16.

12 Center for Disease Control (2002). ―U.S. Obesity Trends from 1985 to 2000.‖ Online at:

www.cdc.gov/

13 http://www.ers.usda.gov/briefing/foodsecurity/

For more information on IATP’s work on cheap food and related topics, go to

www.agobservatory.org

Institute for Agriculture and Trade Policy 2105 First Avenue S. Minneapolis, MN 55404 (612)

870-0453

Why Eat Locally and Sustainably Grown Food?

By REAP Food Group

Because What We Eat Matters. How our food is grown, processed, and packaged really does matter.

Our food choices influence our health, the quality of our environment, jobs in our community, and the

culture and diversity of our society.

Buying locally & sustainably grown food is good for YOU.

Food tastes better and is more nutritious when it's fresh. Foods grown using organic farming practices

come to your table with no harmful pesticides. And in these times, when obesity and diet related

illnesses are on the rise, replacing heavily processed foods with whole fresh produce will improve your

health.

Buying locally & sustainably grown food is good for our COMMUNITY.

Keeping our local farmers and producers in business supports our local economy. Dollars spent close

to home tend to stay close to home. Our local producers understand our community and work to

provide nutritious affordable food for all our citizens. The more we feel connected to the people who

produce what we eat, the better we preserve our regional food heritage. Rural and urban-- we're all

connected.

Buying locally & sustainably food is good for FARMERS

The current national food system is dominated by very few large corporations which are forcing

farmers to accept lower prices, grow only "travel-tolerant" varieties, grow bigger, use more chemical

inputs, or leave the farm altogether. When farmers sell directly to their neighbors, fewer middlemen

cut into their profits. Farmers can afford to stay on their land producing an abundance and variety of

food while being good stewards of the land.

Buying locally & sustainably food is good for the ENVIRONMENT.

Most of the food we eat travels an average of 1,500 miles from the farm to our table. By reducing the

travel distance our food takes, we save energy and reduce carbon dioxide emissions that likely

contribute to global warming. By buying whole local foods, we also reduce packaging, further saving

energy and resources. And sustainable farming practices protect the quality of our water and soil, while

preserving green space for healthy native habitats.

http://www.reapfoodgroup.org/Why-Buy-Local/why-buy-local.html

Lesson Plan: Geographic Origins of What You Eat

Unit: History of Agriculture

Objectives:

Students will create a map of the world and label the countries and climate zones

Students will research the origins of fruits and vegetables then place them in specific

countries based on their research findings

Students will learn about the different climate zones and seasons around the world

Students will learn how food is transported over long distances

Materials: Map of world, overhead projector, large piece of white paper, magazines and catalogs,

colored paper, encyclopedia, Internet access

Time: 45min/day 3 days

Vocabulary: Origin, Fruit, Vegetable, Northern and Southern Hemisphere, fair trade, equator,

temperate, tropical

Background Information:

In our global economy food is grown everywhere. It is then transported to where it is sold and then

eaten. While 100 years ago a person would only eat food that was grown 50 miles from his/her house

we now have a far wider range of food available. However, there are costs associated with this global

food market.

One such cost is in transporting the food. Food can be shipped in boats, trains, trucks, planes or a

combination of these methods. Some foods need refrigeration during transit which requires extra

energy to keep the food cool during transport. Often food is picked before it is ripe so that it will not

spoil in transport. In many cases the food has had chemicals applied to it either to slow the aging

process or at a later point to speed the ripening process when it arrives at the grocery store.

In addition, labor laws in other parts of the world are often less strict than in the United States and

Western Europe. In some countries the minimum wage is very low and workers safety is not protected

by adequate regulations. Some other countries also have less stringent environmental laws allowing for

the use of more chemicals and more erosion of the soil in agricultural settings. There are organizations

fighting against these issues by labeling items as fair trade. Fair Trade brings more money to the

producer and insures that certain worker safety and environmental regulations are followed.

There are certain foods that can only be grown in more temperate or tropical climates so if you want to

eat those in Wisconsin you will need to import them. There are other foods that, while they will grow

in Wisconsin, they do not grow in Wisconsin year round. If you have not made preparations to save

these foods for the off season you will need to import them from other producers.

Because of the tilt of the Earth, the rotation of Earth, the Earth's orbit around the Sun and the thickness

of the atmosphere there are differing seasons on the Earth. The season will vary depending on whether

you are in the Northern or Southern Hemisphere. The closer a location is to the equator the less

variability in the seasonal temperatures there is. Simply put, the seasons are reversed in the Northern

and Southern Hemispheres: when it is winter in one, it is summer in the other.

Teacher Instruction:

1. Project the map of the world onto a large piece of paper. Group or pair students and assign them a

continent to trace. Have students trace the continents and countries.

2. Discuss with students where different foods come from and how those foods come to the local

grocery store.

Student Instruction:

1. On the map label the equator, tropics of cancer and Capricorn, hemispheres, countries, and climate

divides. Create a key for the map. See below.

Spring

(green)

Summer

(red)

Fall (yellow)

Winter

(blue)

Native Origin

(brown)

Northern

Hemisphere

March- June

June-August

September-

November

December-

February

Southern

Hemisphere

September-

November

December-

February

March-May

June-August

2. Find and cut out pictures of vegetables and fruits in catalogs and magazines.

3. Determine where these foods are grown and what time of year (resources listed below):

Based on the time of year the vegetable or fruit will be placed on a background color (green,

red, yellow, or blue)

Students will identify the native place for the fruit or vegetable to be grown and it will need a

brown backing and placed in that area of the world.

4. Tape the picture of these foods onto the map.

5. Continue to add to the map throughout the course of the class.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. What causes the different seasons?

2. Are there any foods grown in winter?

3. Why is there a difference in the months for each season based on hemispheres?

4. Why can some types of produce not grow in Wisconsin?

5. List several foods that cannot be grown in Wisconsin.

6. How does travel time/distance change harvest practices? If the food travels 16 hours to arrive in

Wisconsin is it harvested the same time or way if it were delivered one hour away?

7. How far does food travel to come to Wisconsin? What is a food that travels the longest distance?

8. How does the food stay fresh during transport?

9. What are some environmental costs of having food travel such a long distance?

Extensions:

Have a local meal. Create a meal in class using only local (100 miles) ingredients.

Compare the difference in taste between a local food and the same food that has traveled across

the world/country.

Take a field trip to a local grocery store and give each student a list of 5 vegetables or fruits to

identify. They will find the vegetable/fruit in the store, look at the tag, sticker, or container to

identify where it is from and write the location down. After the field trip the students discuss

what they found and pictures based on their findings can be created for the map of their

findings.

Resources:

http://www.foodtimeline.org/

http://en.wikipedia.org/wiki/List_of_food_origins

http://www.nrdc.org/health/foodmiles/default.asp

http://online.sfsu.edu/~patters/culinary/pages/croporigins.html

http://marketnews.usda.gov/portal/fv USDA website listing where fresh fruits and vegetables are

produced. search able by food item.

http://www.leopold.iastate.edu/resources/fruitveg/fruitveg.php USDA site that allows students to

search specific fruits or vegetables and see the country, amount produced, and time of year.

Lesson Plan: Historical Overview of Agriculture

Unit: History of Agriculture

Objectives:

Students will understand the role geography played in the establishment of agricultural regions

Students will understand what geographic and climatological factors create a favorable

environment for agriculture

Students will understand the regions in the United States devoted to farming and what they

produce

Modified Curriculum Objectives:

Students will understand that some regions are better than others for farming

Materials:

Picture books: By the Light of the Harvest Moon, by Harriet Ziefert

Time: 75 minutes

Vocabulary: Shaded relief map, topographic map, USDA, arable, citrus

Background Information on the Central Valley:

The world is not equal when it comes to arable agricultural land. How have cultures decided where to

farm? What climatological and geographic conditions made some areas better than others? This lesson

looks specifically at the United States, but certainly could be expanded globally. Conversely, the

lesson could zero in the conditions within a particular state or locality. The Central Valley in California

is used here due to its significance in US agricultural production.

General Background

http://geography.howstuffworks.com/united-states/geography-of-california2.htm

The Central Valley is a 400-mile stretch of fertile land bordered by California‘s coastal range in the

west and the Sierra Nevada Mountains to the east. It is home to many different regions each with its

own issues and needs. It takes approximately 8 hours to drive the entire stretch of the valley.

Fruits are grown in many parts of California. Hardy fruits, including apples, pears, plums, apricots,

cherries, and peaches, grow in the Central Valley and in the valleys of the coastal mountains. Most

widely grown are peaches, of which California is the country's leading producer. In grape production

as well, California is far ahead of the other states. By value, grapes are California's chief crop.

Near Los Angeles and in the southern part of the Central Valley, citrus orchards cover large areas.

California produces about 80 per cent of all the lemons grown in the United States and ranks high in

the production of oranges, grapefruit, and tangerines. Other semitropical fruits of southern California

include figs, olives, dates, and avocados. Great quantities of nuts, particularly almonds and English

walnuts, are grown in the Central Valley.

Many different kinds of winter and summer vegetables thrive in California. By tonnage the state

normally accounts for more than half of the commercial vegetables grown in the United States; by

value the state accounts for nearly half of the United States total. Among the chief vegetables are

broccoli, carrots, cauliflower, celery, lettuce, onions, and tomatoes. The Central Valley, the Imperial

Valley, and the Salinas Valley are major centers of production.

California was the first state to grow sugar beets successfully, and it remains a leading producer.

Cotton is grown mainly in the San Joaquin Valley; normally, production is second only to that of

Texas.

Wheat and barley are important California crops. Both are produced largely by dry-land methods,

although some irrigation is practiced. Rice, grown entirely by irrigation, comes largely from the

Sacramento Valley.

A Statistical Tour of California’s Great Central Valley

http://library.ca.gov/CRB/97/09/index.html

Teacher/Student Instruction:

Ask students:

1. Where does 25% of our nation‘s food come from? (The Central Valley in California)

2. Distribute/show topographic map of the Central Valley.

3. Ask students to ―read‖ the map explaining the geographic features included in and

surrounding the region.

4. Ask students to interpret the map. What features make the region particularly desirable for

agriculture?

5. Have students look at a shaded relief map of the United States. Ask which regions look like

they‘d be good agricultural regions. Have students explain why. Ask students to predict

which crops might grow well where and why? (Assess what they know about conditions for

specific crops.)

6. Distribute Farm Resource Regions handout. What is grown where in the United States?

7. (Optional) Google Earth (http://earth.google.com/) is a powerful (and free) software/web

tool that lets users see the earth‘s surface. Students are able to search for specific places and

see its physical characteristics (i.e. urban or rural, agricultural etc.)

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. Where is California‘s Central Valley? What is grown there? (Knowledge)

2. What conditions are necessary for specific crops to grow? (i.e. blueberries need acidic soil)

(Comprehension)

3. What conditions make a region favorable for crop productions and where are those regions

located in the United States? (Application and Synthesis)

Extensions:

Correlating topography with the world‘s climate zones adds the climatological basis for selecting

prime agriculture land.

1. Worldwide Climate Zones

http://www.esrl.noaa.gov/gmd/education/lesson_plans/index.html (Look for Module #9:

Earth's Climate System , in particular the lesson on World Climate Zones)

2. For more detailed zones, Worldwide Climate Classification Zones

http://en.wikipedia.org/wiki/Climate

Looking at the broader issues surrounding California‘s Central valley gives students an understanding

of the pressures farmers and farm workers are facing in the region. NPR‘s report delves into

development issues, pesticide use, and immigration in a 3-part radio series.

California's Central Valley: NPR Series Profiles the State's 'Backstage' Rural Breadbasket

http://www.npr.org/programs/atc/features/2002/nov/central_valley/

Resources:

1. Central Valley (CA) production data sheet. (http://www.library.ca.gov/CRB/97/09/index.html)

2. California Relief Map

(http://www.hort.purdue.edu/newcrop/cropmap/california/maps/CAgeo.jpg)

(http://education.usgs.gov/california/resources.html)

3. US Relief Map

(http://www.shadedrelief.com/physical/index.html)

4. US Farming Regions Map: Economic Research Service

(www.ers.usda.gov/Publications/aib760/aib-760.pdf)

Lesson Plan: Organic vs. Conventional Farming

Unit: History of Agriculture

Objectives:

Students will learn the difference between organic and conventional foods.

Students will compare organic and conventional foods in terms of cost, taste, environmental

impacts, and social impacts.

Materials: Conventional and Organic foods to compare, prices of the foods, character cards.

Time: 45 minutes taste comparison, 30 minutes price comparison, 45-90 minutes character card

debate.

Vocabulary: Conventional, Sustainable, Organic, Industrial, Fertilizer, Pesticide, Herbicide

Background Information:

Food is classified in two main categories based on how it is grown. These categories are referred to as

conventional and organic. These terms are often misunderstood. Conventional farming methods refer

to most large scale farming operations that rely heavily on chemical fertilizers and pesticides. While it

is true that all food is ―organic,‖ in terms of chemical makeup, the organic food movement focuses on

using natural forms of fertilizers and pest controls.

Conventional farming is also referred to as industrial agriculture or factory farming. This is how most

of the food is currently produced in the world. Food on conventional farms is typically one crop or

species of animal put into a small space to maximize output. Money is spent on expensive

manufactured equipment and costly chemical pesticides and fertilizers to increase yields. Conventional

farming is somewhat of a misnomer because this type of farming as only been around for the last 100

years and has only been prevalent since World War II.

Organic farming, also known as natural farming, or sustainable agriculture has been around since the

dawn of agriculture. It is typically, though not always, accomplished on smaller farms with more

diversity of crops. Organic farms put more resources into labor and strategies regarding about how best

to improve crops without using chemicals.

The main benefits of conventional farming include reduced cost, increased yield and a reduction in

workforce. However, conventional farming often is a monoculture or one group of plants grown over a

large area. This type of farming requires the use of fertilizers and pesticides to grow healthy crops. In

addition the end product typically has to be transported long distances before it reaches the end

consumer.

The main benefits of organic farming include less environmental degradation, higher pay for farmers,

better land use, more diversity, less erosion, healthier animals, lower cost for fertilizers and pesticides,

and cleaner water. While many organic farms are small farms that sell locally, there are also several

large global organic producers that use only organic fertilizers and pesticides. These farms take

advantage of economies of scale but typically do not have diverse crops, highly paid workers, or the

ability to market all of their products locally.

The laws regarding what makes an organic farm in the United States are set by the US Department of

Agriculture. These rules limit the use of certain pesticides and fertilizers, and require animals to have

some access to grazing. However, there is a fee for certification which is the same for both small and

large farms. This is one reason many small farmers selling at farmer‘s markets do not use the term

―organic‖ and instead substitute ―natural,‖ ―no chemicals used,‖ or ―herbicide free.‖

In addition to fruits and vegetables, meat can also be produced in either a conventional or an organic

manner. Animals in the conventional setting are typically confined to feedlots or buildings where they

are fed a diet consisting of corn. This setting usually causes more diseases than their organic

counterparts and these animals are often injected with hormones and antibiotics to fight the effects of

those diseases. In organic meat production, the animals can graze on land and find their own food at

least some of the time. This method is often more labor intensive but produces animals more likely to

be free of disease.

Teacher Instruction:

1. The first part of this lesson focuses on comparing organic to conventional produce. This

includes observing the look and feel of the foods as well as the taste. Give each student an

example of a conventional and an organic food to compare. In addition, students should

compare the cost of the two types of food.

2. The second part of the lesson has students play the roles of different producers or consumers.

Student Instruction:

1. Make observations of the two fruits/vegetables in front of you. Compare the outside look and

feel. Cut open the items smell them, taste them and write down all of your observations.

2. Compare the price of organic and conventional produce. Be sure to compare like quantities and

similar items.

3. Read the character card you have been given. You need to formulate your position based on the

information found on this card.

4. In character, your class will have a debate discussing different viewpoints of the organic

farming debate.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. Create a list of reasons to use organic products in your cooking.

2. Create a list of reasons to use conventional products in your cooking.

3. Are there some products where you see more value in using organic versus conventional?

4. Compare the costs associated with organic and conventional foods. Be sure to include

environmental and social costs (not just monetary costs).

5. What marketing strategies would you use if you decided to serve organic foods in a restaurant?

Extensions: Visit both organic and conventional agriculture settings, visit different stores to compare

the prices and appearances of different food choices.

Resources:

http://www.ams.usda.gov/AMSv1.0/nop USDA-- National Organic Program

Conventional

Organic

Item

Size

Cost

Size

Cost

Apple

Banana

Orange

Avocado

Tomato

Potato

Onion

Garlic

Broccoli

Beef

Chicken

Which foods cost more?

Why do you think that these foods cost more?

Discuss whether this price differential is or is not worth the additional cost.

Character Cards (cut apart and give one to each student or group of students)

Organic Farmer

I am a farmer who grows vegetables on about ten acres of rolling hills just outside of Madison, WI. I

grow a wide diversity of vegetables for sale at local farmers‘ markets. During the season I spend 12

hours a day tending the land, weeding, harvesting, and selling my produce. I do not use any non-

organic pesticides or fertilizers on my crops; however the fee for organic certification is cost

prohibitive. I prefer to communicate my growing practices directly with the people who buy my food. I

love growing beautiful vegetables that taste great and are healthy for both the land and people who eat

them. Come and visit my farm.

Apple Producer

I run an apple orchard in the Baraboo Hills. I sell a wide variety of types of apples. A few years ago I

tried to produce some of my apples without pesticides. But the apples had black spots on them and

even though I spent more money on workers to care for the trees, very few people wanted to pay more

for apples with spots. I try to save money by limiting the about of fertilizer and pesticides I apply to

my crops, but I want to sell nice looking apples to my customers.

Produce Buyer Small Store

I buy produce for a cooperatively run grocery store in Madison, WI. My customers want to support

local farms. I try to find producers who have the food for a reasonable price. However, I often find that

while I need 200 pounds of carrots a week, the producer may only have 100 pounds. That means I have

to find another producer. Other times the farmer thought that an item would be ready but her field was

flooded. I am interested in supporting local agriculture but I also need to have good looking produce on

my shelves at all times of the year. It would be easier to just go to one company selling produce from

all over the world to provide all the produce but I know my customers want local foods.

Restaurant Chef

I am the chef at an upscale restaurant in Sun Prairie, WI. I prepare dishes using the most natural and

interesting ingredients I can find. I provide meals that are not found at a typical restaurant or that you

would not make for yourself at home. Because I buy all of the ingredients I use locally from small

producers. I often shop the farmers‘ market early in the morning; in addition I will drive directly to

different farms to find the food I want to serve my customers.

School Food Service Provider

I organize the preparation of over 20,000 meals a day. I am given very little money to prepare all these

meals and need meals that students will eat and can eat quickly. I do not have the time or the money to

run around in search of a specific ingredient. I buy all the food from one large food supplier. I receive a

discount because our purchase is so large each week.

Single Parent

I want to provide the best most nutritious food for my children. However, I do not have a lot of time

for shopping or food preparation. I want to go to one store that has everything I need that is

inexpensive and quick to prepare.

Produce Buyer Large Store

I buy all the produce for a large grocery store in Madison, WI. My customers are most concerned about

price and I buy 1000 pounds of carrots each week. The majority of these are from my food supplier

from a conventional farm; I also buy 100 pounds of organic carrots from the same provider and am

able to sell these for more money. The quantities I deal with prevent me from being able to deal with

local producers that may or may not have the produce I need on a given week. My company also has

an arrangement with the food supplier that provides the same food to similar stores all over the

country.

Conventional Farmer

I grow corn and soybeans. Just like my father before me. I am up early and late driving the large

tractors and combines that are worth more than my house. I care for my land and love being a farmer

but it is hard to make a living selling to the corn buyers. My corn is used for animal feed, producing

corn syrup for soft drinks and even making ethanol to run cars on. Every season I buy the newest

products that will produce the greatest yield but it always seems that the price changes so rapidly and I

do not know if I will be able to continue to farm this land. A developer just offered me a lot of money

to sell my farm. I am not ready to sell now but when I retire I think this land will become a housing

development.

CSA Buyer

I buy my vegetables from a Community Supported Agriculture (CSA) farm. I pay for a share of

vegetables in February and every week from June through September I go to pick up a box of produce

from the local farm. My family and I enjoy the fresh produce and get to try vegetables we would

probably have never purchased at the store. We also get to visit the farm several times a year to pick

extra vegetables and to see where our food comes from and how it is grown.

Lesson Plan: Grow Your Own Food

Unit: History of Agriculture

Objectives:

Students will understand their options for growing their own food in a range of scenarios from

containers to gardens to rooftops

Modified Curriculum Objectives:

To understand individual options for growing food

Materials:

Picture books: City Green, Dyanne DiSalvo-Ryan

Time: 75 minutes

Background Information:

Growing food can take place in a range of spaces from containers on a porch to rooftops to 100-acre

farms. Combining what grows in your region with what spaces are available, you and your students

can identify their options for growing food.

Simple web searches on Google Images or Flicker or your local Extension Office for ―growing food in

small spaces‖ or ―container gardening‖ or ―rooftop gardens‖ will yield a bounty of photographs to

share with your students. Contrast these with photos of larger farms

Other space options to consider: backyard plots, greenhouses, community gardens, leasing agricultural

land, hoop houses, urban farms, or traditional rural farms.

Teacher/Student Instruction:

Ask students:

1. Which plants do they like to eat? Encourage them to think about fruits, vegetables, nuts,

herbs, etc. Using background knowledge and teacher assistance identify which of those

crops are suitable for growing in your region.

2. Review the basics of what it takes for plants to grow: sun, air, soil, water

3. Ask students to brainstorm where could they grow food? At their home? In their

neighborhood? At their school? Some students may already know where food is being

grown nearby.

4. Review a slide show of photographs featuring different examples of where you can grow.

Such a slide show can be generated with web search results described above.

5. Have students create a map identifying both vertical and horizontal spaces where food

could be grown. Have them be zany. Have them color code it: 1. possible but not realistic;

2. doable with a little bit of work; or 3. ready to go right away (Or use a different coding

scheme.)The important part of the lesson is for students to understand they can grow their

own food in their own space with varying degrees of resources and effort.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. What plants do students like to eat? (Knowledge)

2. What conditions are necessary for various crops to grow? (Comprehension)

3. What different environments and spaces can food be grown in? (Application)

4. Where can food be grown in their own neighborhood? (Synthesis)

Extensions:

1. Have students identify how they would go about saving the seeds from food they eat. How

could other seeds be acquired?

2. Ask students to research where soil, compost, and containers could be gotten at low or no-cost

in their neighborhood. For example, in Dane County (WI) compost is available at several sites

throughout the county for a nominal fee:

(http://www.countyofdane.com/pwht/recycle/compost_sites.aspx)

Resources:

1. Fresh Food from Small Spaces: The Square-Inch Gardener's Guide to Year-Round Growing,

Fermenting, and Sprouting, by R. J. Ruppenthal

2. Square Foot Gardening, University of Wisconsin Extension:

http://www.uwex.edu/CES/cty/taylor/cnred/

Lesson Plan: Who Grows Our Food?

Unit: History of Agriculture

Objectives:

Students will learn about several farmers from their foodshed

Students will identify several large and small scale production facilities in Wisconsin

Students will understand there is no one type of person who is a farmer

Modified Curriculum Objectives:

To learn who grows some of our food

Materials:

Farm Fresh Atlas (http://www.reapfoodgroup.org/atlas/index.htm)

Wisconsin Map (or other state)

Time: 75 minutes

Vocabulary: demographics

Background Information on Farming in the United States:

1. Structure of US farms:

USDA Economic Research Service

Economic Information Bulletin No. (EIB-24) 58 pp, June 2007

http://www.ers.usda.gov/Publications/eib24/eib24_reportsummary.html

U.S. farms are diverse, ranging from very small retirement and residential farms to enterprises

with annual sales in the millions of dollars. Farms are operated by individuals on a full- and

part-time basis, by multiple generations of a family, by multiple families, and by managers of

nonfamily corporations. Some specialize in a single product, while others produce a wide

variety of products. Some have full control over their farming processes while others produce

commodities under contract to strict specifications. But despite their diversity, most U.S. farms

are family farms.

Most U.S. farms—98 percent in 2004—are family farms, defined as operations organized as

proprietorships, partnerships, or family corporations that do not have hired managers.

Nonfamily corporations make up a small and stable share of farm numbers and sales,

accounting for less than 1 percent of farms and 6-7 percent of farm product sales in each

agricultural census since 1978.

Small family farms account for most U.S. farms and farm assets. Small family farms (sales

less than $250,000) accounted for 90 percent of U.S. farms in 2004. They also held about 68

percent of all farm assets, including 61 percent of the land owned by farms. As custodians of

the bulk of farm assets—including land—small farms have a large role in natural resource and

environmental policy. Small farms accounted for 82 percent of the land enrolled by farmers in

the Conservation Reserve and Wetlands Reserve Programs (CRP and WRP).

Large-scale family farms and nonfamily farms produce the largest share of agricultural

output. Large-scale family farms, plus nonfamily farms, made up only 10 percent of U.S.

farms in 2004, but accounted for 75 percent of the value of production. Nevertheless, small

farms made significant contributions to the production of specific commodities, including hay,

tobacco, wheat, corn,soybeans, and beef cattle.

The number of larger farms is growing. The number of farms with sales of $250,000 or more

grew steadily between the 1982 and 2002 Censuses of Agriculture, with sales measured in

constant 2002 dollars. The growth in the number of these larger farms was accompanied by a

shift in sales in the same direction. The most rapid growth was for farms with sales of $1

million or more. By 2002, million-dollar farms alone accounted for 48 percent of sales,

compared with 23 percent in 1982.

For the most part, large-scale farms are more viable businesses than small family farms.

The average operating profit margin and rates of return on assets and equity for large and very

large family farms were all positive in 2004, and most of these farms had a positive operating

profit margin. Small farms were less viable as businesses. Their average operating profit

margin and rates of return on assets and equity were negative. Nevertheless, some farms in

each small farm group had an operating margin of at least 20 percent. In addition, a majority of

each small farm type had a positive net farm income, although the average net income for each

small-farm type was low compared with large-scale farms.

Small farm households rely on off-farm income. Small farm operator households typically

receive substantial off-farm income and do not rely primarily on their farms for their

livelihood. Most of their off-farm income is from wage-and-salary jobs or self-employment.

Because of their off-farm work, small farm households are more affected by the nonfarm

economy.

Households operating retirement or limited-resource farms, however, receive well over half of

their income from such sources as Social Security, pensions, dividends, interest, and rent,

reflecting the ages of operators on such farms.

Payments from commodity-related programs and conservation programs go to different

types of farms. The distribution of commodity-related program payments is roughly

proportional to the harvested acres of program commodities. As a result, medium-sales

($100,000-$249,999) and large-scale farms received 78 percent of commodity-related

government payments in 2004. In contrast, CRP, which pays the bulk of environmental

payments, targets environmentally sensitive land rather than commodity production.

Retirement, residential/lifestyle, and low-sales small farms received 62 percent of conservation

program payments in 2004. However, most farms—61 percent in 2004—receive no

government payments and are not directly affected by farm program payments.

A growing number of farms operate under production and marketing contracts to

guarantee an outlet for their production. About two-fifths of U.S. agricultural production is

produced or marketed under contract, although the share varies by commodity and type of

farm. Relatively few small family farms use production and marketing contracts, while 64

percent of very large family farms use contracts and, as a group, produce 61 percent of the

value of production grown under contract.

2. Basic demographic data on farmers from USDA. The USDA has a myriad of demographic data

relating to US farmers, ranging from the amount of experience a principal farm operator has to the

gender, age, or race of the farmer. Find updated information at the Economic Research Service site:

http://www.ers.usda.gov/Briefing/WellBeing/demographics.htm

3. Specific Local Farm Data. Many states maintain a database or interactive map of operating farms.

In Wisconsin, the Farm Fresh Atlas Project (http://www.farmfreshatlas.org/) created originally by

REAP Food Group (http://reapfoodgroup.org/) maintains a publication and website called the Farm

Fresh Atlas. The Atlas profiles different farms, identifying what they grow, who their operator is, and

where they are located.

Teacher/Student Instruction:

Ask students:

1. Who grows our food? Who is a typical farmer in our state? What type of farm do they own?

Ask students if they know any farmers in their community. As students how types of farms and

farmers might be different in different parts of the country.

2. Share with students some of the demographic data from ERS.

http://www.ers.usda.gov/Briefing/WellBeing/demographics.htm

In particular students may be interested in the ―aging of farmers,‖ in other words the fact that

there aren‘t many young people going into farming.

3. For each of the graphs you share, ask students to both read and interpret the graph. First, ask

students to read the graph, simply making factual statements from the data. Second, ask

students to interpret the graphs. What are some of the implications of the data?

4. Next, give students access to a copy of the Farm Fresh Atlas, or access to it via the web site.

Have them browse the atlas and keep track of the types of farms they see. How can they

characterize the farms? Are there more of one type than the other? Have students make a list of

the farms they would like to visit or learn more about.

5. Give students the opportunity to explore farm web sites to collect more information. In small,

groups, have students share the farms they‘ve looked at. How are the farms they‘ve looked at

similar to one another? Different?

6. In the last part of the lesson, have students look at the structure of farms nationwide. Using the

background information provided above, have students contrast their local farms with national

trends.

7. If possible, invite a few farmers to class to have them talk about their experience as a farmer.

Students can use the Meet the Farmer handout available in the Appendix to track their notes.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. Who is a typical farmer in this country? (Knowledge)

2. Which farms do the students find interesting? Who are some of their local farmers?

(Application)

3. How similar are the farms in Wisconsin (or another state) to those found nationwide?

(Synthesis)

Extensions:

1. Interview a farmer one-on-one to discuss their background and current experience.

2. Do more in-depth analysis of farmer demographics and farm structures using the USDA ERS

website. Identify some key research questions that need to be addressed given current trends.

Resources: Meet the Farmer handout

Lesson Plan: So You Want to Be A Farmer?

Unit: History of Agriculture

Objectives:

Students will understand different options farmers have for selling their produce: farmer‘s

markets, grower cooperative, farm market stand, CSA, grocery store, wholesaler, restaurants,

institutions

Modified Curriculum Objectives:

To understand farmers have a choice for how they will sell their produce

Materials:

Internet Access

Butcher block paper or other large group brainstorming space

Children‘s Picture books (optional): Apple Farmer Annie, by Monica Wellington

Time: 75 minutes

Vocabulary: community supported agriculture, cooperative, corporation

Background Information on Distribution Networks:

Farmers have a range of options for selling their products. Each has its own advantages and

disadvantages, and several of them can be used simultaneously. A farmer first needs to decide what his

or her priorities are, have an accurate assessment of the farm‘s production capacity and schedule, and a

good handle on the amount of time the farmer wishes to devote to sales. Here are some examples of the

options a farmer might have:

Farmer‘s markets (producer only):

Dane County Farmers Market: http://www.dcfm.org/

Farm Fresh Markets (D.C. area): http://www.freshfarmmarket.org/markets.html

Grower Cooperatives:

Grower‘s Cooperative Grape Juice: http://www.concordgrapejuice.com/

Florida‘s Natural Orange Juice: http://www.floridasnatural.com/

Farm Market Stand/Sales from the Farm:

Massachusetts Roadside Stands: http://www.massfarmstands.com/

Community Supported Agriculture:

Madison Area Community Supported Agriculture Coalition: http://www.macsac.org/

Grocery Store:

Whole Foods: http://www.wholefoodsmarket.com/

Roundy‘s: http://roundys.com/

Wegman‘s: http://www.wegmans.com/

Grocery Cooperative:

Willy Street Coop: http://www.willstreet.coop

The Wedge: http://www.wedge.coop/

Farm to Institution:

Farm to School: http://www.farmtoschool.org/

Farm to Hospital: http://departments.oxy.edu/uepi/cfj/f2h.htm

Teacher/Student Instruction:

1. Present students with a large bag of fruits and vegetables….the bigger the better. Tell them that

as a farmer, you are trying to figure out what your options are for selling your surplus crop.

2. Ask students to brainstorm a range of possible venues for selling your surplus. If they get stuck,

ask them to think about all the places they encounter fruits and vegetables for purchase. After

students have struggled a bit with brainstorming, fill in the gaps with options not yet discussed.

3. With the list the whole group generates, break students up into small groups and have them

discuss how the options differ. For groups needing more concrete direction, have them

brainstorm a list of advantages and disadvantages for each option. Have students identify some

examples of these structures within their own community. (Some examples are provided in the

Background section above. If available, students can look through some of these sites to get a

fell for the different options.)

4. Guide students into a discussion of variables that farmers need to consider in making these

decisions: time, location, volume, political goals, ecological goals, etc. (Be sure students have

an adequate understanding of the definition of each of these options.)

5. Ask students to write a reflection on which of the options they think would best fit their own

vision of farming. As an alternative, have students rank order the options they created, based on

their own personal criteria.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. What options do farmers have to sell their surplus produce? (Knowledge)

2. What are the variables that go into deciding which option is the most appropriate?

(Comprehension)

3. Which option does the student most see fitting themselves? (Application)

4. How do the different options influence society? (Synthesis)

Extensions:

1. Choosing a particular value (i.e. ecological, efficiency, price, etc.) rank order the options farmer

have for distributing produce.

2. For an added challenge, create a grid that identifies both particular values and distribution options.

Students can begin marking the boxes filling in the boxes with comments or a self-created ranking

system. Something similar to this table would be a beginning.

Ecological

Farmer Profit

Time Efficiency

CSA

Farmer‘s Market

3. Have students research the difference in business models these options represent: sole

proprietorship, limited partnership, cooperative, or corporation. The structure each represents will help

students better understand the legal implications of the options they choose.

Resources:

1. Farmer‘s Markets nationwide: http://www.ams.usda.gov/AMSv1.0/FARMERSMARKETS

2. Marketing your Produce, Tips from Cornell University Extension:

http://www.marketingschoolforgrowers.org/homepage.html

3. National Cooperative Grocer‘s Association: http://www.ncga.coop/

4. Local Harvest: http://www.localharvest.org/

Unit 2: Food Systems

In this section students explore the larger picture of how food moves from agriculture to the culinary

arts. In addition, lessons allow students to see how agriculture affects natural ecosystems.

From Farm To Table: Understanding Food Systems

Ecosystems & Agroecosystems

Organic Farming Business Structures – Case Study: Organic Valley

Lesson Plan: From Farm to Table: Understanding Food Systems

Unit: Food Systems

Objectives:

Students will define what a food system is.

Students will identify different parts of a food system.

Students will compare and contrast conventional and local food systems in the United States.

Students will compare and contrast large scale organic and local organic food systems in the

United States.

Students will learn what energy inputs are necessary for food systems to function.

Modified Curriculum Expectations:

Students will learn what a food system is.

Students will understand parts of a food system by tracing how milk and other dairy products

travel from farm to table.

Students will compare the path traveled by dairy products produced locally (in Wisconsin) with

those produced in California.

Students will identify one part of a food system that needs energy to work.

Materials Needed: Copies of Food System Flashcard Sets*, Scissors, Glue, Poster board or large

construction paper, Computer Access, Samples of Food Products (optional)

Illustrated cards to go along with terms below (excluding last two) are being completed and

then digitalized – lesson will include these to be reproduced and cut out by students.

Time: Minimum of 3 class periods.

Vocabulary:

Food system: the system that produces, processes, distributes, and consumes food from seed to table.

Organic Agriculture: a way of growing crops and raising animals that promotes and enhances

biodiversity, biological cycles and biological activity using very little, if any, synthetic chemical

fertilizers, herbicides, pesticides, and insecticides.

Conventional Agriculture: a way of growing crops and raising animals to maximize production by

including new technologies, mechanization, increased use of chemicals, and specialization, often

characterized by large scale production operations.

Vocabulary for Food System Flashcard Sets:

Farm Supplier: a company that produces farm inputs such as seeds, compost, fertilizer, pesticides,

herbicides, farm machinery, and fuel.

Producer: a farm that raises plants or animals, including fisheries, for food.

Processor: a company that takes raw product from a producer and turns it into a food product.

Distributor: a company that acts as a ―middle-man,‖ buying large amounts from producers and selling

them to a variety of retailers/stores.

Transporter: someone who uses trucks or other vehicles to move products from farms to other parts

of the food system.

Retailer: the grocery store or other food store that sells directly to the consumer.

Consumer: the person who buys and uses the food.

Background Information:

In order to create a map of your local food system, it is helpful to know who the main players are.

Identifying local grocery stores is easily done, but knowing who the local and regional distributors are

is more challenging. Calling a few local grocery stores, especially those that are not chain stores (they

often have their own distribution networks), and asking to talk with a Produce Purchaser is a great

place to start. They can tell you where the fresh vegetables, roots and frujt the store carries come from,

both in terms of local farm producers and local/regional distributors. Asking to talk with someone who

does purchasing in the grocery area of the store may also be helpful to identify local food processors as

well as grocery distributors.

Teacher Instruction:

Day 1 – Lecture and Class Discussion

Begin by introducing the concept of a food system and identify the main components, writing out the

definition of each for students to copy. Ask students to give examples of producers, processors,

distributors, transporters, and retailers they can think of.

Discuss differences between conventional and local food systems by writing both on the board and

asking students to come up with general characteristics of each. Here are some starting ideas:

Conventional Food Systems Local Food Systems

Large scale production of food Small scale farmers/producers

Can produce a lot of food efficiently More biodiverse way of farming

Provides a cheap, abundant source of food Provides high quality food

Needs chemical inputs to function Uses sustainable farming methods

Encourages trade around the world Keeps money in the local economy

Day 1 - Student Activity: Create Local and Conventional Food System Maps

Split up into groups and have each group pick a food product to research and present on. Groups could

be given a sample of the product to get started with, but could also use the internet to get further

information. Each group will trace the product‘s path in both conventional and local food systems.

Using the Food System Flashcards, students will construct food system maps, identifying components

by name as much as possible, to present to the class.

For example: Broccoli production

Conventional Food System traces origin from California farm fields to consumer‘s table

at home. Local Food System traces origin from local family farm to farmer‘s market

where consumer purchases item to take home.

Students working on modified curriculum expectations can choose to focus on dairy industry (ideally

two separate groups with one focusing on WI industry and another on California) and include several

regular education students to create mixed ability grouping. Product produced can be turned into a

poster showing food system parts, combining magazine/internet pictures or drawings with text

explaining how milk come from the cow to the dining room table.

Day 2 – Student Presentations

Each student group presents their Food System Maps to the class, tracing their product‘s path.

Day 2 – Lecture and Class Discussion

After presentations are done, continue lesson by introducing conventional and organic agriculture

terms to class. Explaining that both methods of agriculture are used in both kinds of food systems

currently. Explain that many changes have happened in farming since the industrialization of

agriculture after World War II. Most small family farms used organic methods of farming prior to that

and many still do today. Larger farming operations have increasingly relied on conventional

agricultural methods to maximize production, especially when they have to compete in a global food

system.

The growth of the modern-day organic agriculture system has also resulted in some changes over time.

Prior to the 1990s, many farms using organic agricultural methods wanted to distinguish themselves

from large-scale conventional farming operations and therefore developed their own certification

systems regionally. Independent certifying agencies were created to oversee farms to ensure that they

met agreed-upon guidelines, allowing farms to claim to be certified organic to consumers looking for

healthy alternative food sources. Most farms that were certified organic were small scale, but as the

market grew and became increasingly profitable, large corporations became more involved. Interested

in making profits, large companies involved in the conventional food system bought up small-scale

organic producers or competed directly with them, putting some out of business. With the development

of National Organic Standards in 1995, this trend has continued.

Day 3 - Student Activity: Tracing the Use of Energy in Producing Food

Give students copies of the Fuel Flashcard (preferably on color copy paper so they stand out), scissor

and glue. Ask them to put the Fuel icon next to any components on their Food System Maps where

energy is used.

Have students hang their Local and Conventional Food System Maps around the room and ask

students what they think as they compare the two.

Discuss:

How much fuel does each system use? Are these systems sustainable – ecologically?

Economically? What is the true cost of food production in each system? Are issues of

scale as important as the method of production used?

Extensions:

To further illustrate the changes in how food is produced in this country and issues of scale, have

students watch the movie Food Inc. The DVD is widely available rated appropriate for school-aged

audiences. However, it is helpful to forewarn students that some of the images they will see, and the

information shared, may shock and surprise them, even being hard to watch at times. Take time to stop

and discuss portions of the film with students as you view it.

Accommodations:

Provide copies of terms and definitions to students with disabilities as needed. Ensure mixed ability

groupings for activities and that tasks are divided appropriately to include all learners.

Resources:

French Fries and the Food System

CIAS ―Toward a Sustainable Agriculture‖ Curriculum

Lesson Plan: Ecosystems and Agro-Ecosystems

Unit: Food Systems

Objectives:

Students will learn what an ecosystem is and identify different types of ecosystems found in the

world.

Students will identify two laws of energy critical to understanding how ecosystems function.

Students will identify how nutrients cycle in different eco systems.

Students will learn how agro-ecosystems function.

Modified Curriculum Expectations:

Students will learn how different parts of an ecosystem work together.

Students will learn how living organisms use energy and nutrients to survive.

Students will identify parts of an agro-ecosystem.

Students will learn how food systems work from farm to table.

Materials Needed: Access to computers for students, media projector to show website features to

whole class, blackboard or overhead projector

Time: Minimum of 2 class periods.

Vocabulary:

System: an interdependent group of items forming a unified whole.

Ecosystem: a biological community in a physical environment

Sustainable: when all parts of a system are in balance and capable of reproduction

Biodiversity: a biological community that includes a variety of living organisms and species

Biome: a highly specialized ecosystem that only exists in a certain area or climate

Agro-ecosystem: an ecosystem that is managed to produce food or fiber

Teacher Instruction:

Begin by writing the word ―System‖ on the board and asking students to define or give examples of

systems. Emphasize key elements of systems, including that many parts make up a whole, that parts

are interdependent on one another, and that parts have a functional relationship with each other.

Day 1 – Lecture Presentation: What is an ecosystem?

(students take notes off board or overhead projector)

An ecosystem is a complex set of relationships among living resources, habitats and residents in an

area. The biological community includes plants, animals, microorganisms, water, soil and people.

Everything in an ecosystem depends on each other, making up a functioning community. When an

ecosystem is healthy, we say that it is sustainable – that all the elements of the community live in

balance and are capable of reproducing themselves.

Ecosystems are usually characterized by biodiversity, meaning the community includes a diverse

variety of living organisms and species. When a very specialized ecosystem only exists in a certain

area or climate, we call it a biome. Biomes are identified by factors like rainfall, soil type, temperature

and altitude. Some examples of more specialized ecosystems include deserts and rainforests.

Day 1 - Student Activity:

Have students go to www.geography4kids.com/extras/panoramas/index.html to learn more about

different ecosystems in North America. The site features 360-degree panoramas from around the

country to explore – there are 16 in total, so assign students accordingly so that all ecosystems are

explored. Have students answer the following questions about each ecosystem:

Name of Ecosystem Studied:

1. What plants live in this ecosystem? (Minimum of 2 examples)

2. What animals live in this ecosystem? (Minimum of 2 examples)

3. What kind of soil, rocks, and minerals are present in the ecosystem?

4. Where can you find sources of water in the ecosystem?

5. How do climate and weather conditions impact the ecosystem?

After students are done researching their system, ask each student or group to share about their system

with the rest of the class. As students present, use a media projector to show the panorama from the

website to everyone.

Day 2 – Lecture Presentation: Energy and Nutrient Flows in Ecosystems

An ecosystem‘s development depends on the energy and nutrients that move in and out of that system.

Understanding how energy and nutrients move through ecosystems is important, especially for farmers

who want to maximize the energy efficiency of their specially created ecosystems: farms.

All energy production in ecosystems starts with the sun and the process of photosynthesis. Use a

diagram from the internet to review the process of photosynthesis briefly. Possible image resources

include:

milander.net/sarahAlexanderWeb//images/irrigation-photosynthesis.gif

s2.hubimg.com/u/701793_f520.jpg

farm4.static.flickr.com/3217/3081218761_d6d4aa2f72_o.gif

Have students take notes as you present the following information:

Ecosystems capture and waste energy

Living organisms in ecosystems get and use energy all the time. There are two laws about energy.

Number one: Energy can't be created or destroyed, only converted to a different form. Number two:

Every time that energy is converted to a different form, some of it is lost, usually as waste heat. How

does energy enter ecosystems? Through sunlight captured by plants. What do they do with it? They

transform the sunlight energy (through photosynthesis) into sugar, which is the food they need to live.

Plants are producers, they produce all their own food. They are the only things that can transform

sunlight into food energy.

Ecosystems cycle nutrients

Elements or nutrients are needed by plants and animals. Every time a plant or animal is eaten, the

nutrients in it will be transformed by the eater. Some of the nutrients remain in the body of the eater

and some go back to the soil and to the air. Then decomposers in the soil use some of those nutrients,

and some go into the soil to be drawn back up and used to grow plants. It's a whole nutrient cycling

system. Some nutrients do leave the system in what we call ―leaks,‖ for example in surface water

runoff or in ground water leaching. In a sustainable ecosystem, these losses are small, and most of the

nutrients can constantly be reused and recycled.

(Source: ―Toward a Sustainable Agriculture‖, UW-Madison Center for Integrated Agricultural

Systems)

Day 2 – Student Activity

Have students go to www.uwsp.edu/cnr/wcee/keep/Mod1/Flow/foodchains.htm and read about food

chains.

Ask students to define the following terms:

Producer

Consumer

Chemical Energy

Decomposers

Review and discuss the two diagrams included with the site: ―Heat Loss in Food Chains‖ and ―The

Carbon Cycle.‖ This can be done with handouts, an overhead projected on a screen or having students

pull up the images on their computers.

Emphasize how energy is lost as one moves up the food chain, with approximately 10% making it

from one level to the next. Also reiterate that while energy flows through an ecosystem, carbon cycles

within a system.

Discussion: Are farms ecosystems? Have students give their opinions based what they have learned

about ecosystems so far, then present the following definition:

An agricultural ecosystem — or agro-ecosystem — is an ecosystem that is managed to produce

food or fiber. Agricultural ecosystems follow the same energy and nutrient rules as natural

ecosystems. Sustainable producers try to do two things: make the most of the sun's energy and

recycle nutrients.

(Source: ―Toward a Sustainable Agriculture‖, UW-Madison Center for Integrated Agricultural

Systems)

Ask students to identify what components make up an agro-ecosystem and write items on board to

diagram parts..

Extensions:

Have students set up a basic fish tank in class as an example of a closed, managed aquatic ecosystem.

Students will identify what components make up the ecosystem and learn how to balance the inputs

and outputs of the system to make it sustainable.

Accommodations:

Group students based on differing abilities when doing the internet activities, ensuring that those who

struggle with reading or writing skills work with partners with strong literacy skills. Partners can read

aloud website content and highlight key words or phrases to be copied by the other student to answer

questions and define vocabulary. Ask partners to paraphrase more difficult concepts to ensure

understanding, asking for assistance from staff as needed.

When lecturing on topics, teacher should provide written copies of notes to students with disabilities as

needed and ask them to highlight key concepts during the presentation.

Lesson Plan: Organic Farming Business Structures – Case Study: Organic Valley

Unit: Food Systems

Objectives:

Students will:

Learn about the organic dairy industry and what it takes to be successful in today‘s

marketplace.

Understand how Organic Valley Co-operative‘s business structure differs from

conventional dairy industry businesses.

Understand how prices for products are determined in a farmer-owned co-operative.

Taste test organic and conventional dairy products to better understand how consumer

taste influences economic decisions.

Modified Curriculum Expectations:

Students will

Learn about the organic dairy industry.

Understand that Co-operatives like Organic Valley have workers (farmers) decide

together how to run the business.

Understand why organic dairy products cost more.

Taste test organic and conventional dairy products to compare flavor.

Materials Needed:

Copies of CIAS Research Brief #80 ―Mid-scale Food Value Chains Case Study: Organic

Valley‖

Available for download at www.cias.wisc.edu/economics/mid-scale-food-value-chains-case-

study-organic-valley-research-brief-80/

Copies of Organic Valley Case Study Activity Sheet (see below)

Computers with access to the Internet

Organic Valley Whole or 2% Milk for sampling

Non-organic Whole or 2% Milk for sampling

(make sure fat content is the same for both kinds of milk)

Small cups to use for samples

Paper bags to cover the milk containers during sampling

Other Organic Valley dairy products to sample if desired

Time: 1 to 2 class periods

Key Vocabulary:

Cooperative a business owned and controlled equally by the people who use its services or

who work at it

Supply Chain a system of people, organizations, or resources who are involved in

moving products or services from a business to customers

Teacher Instruction:

Set up a Taste Testing table in the classroom before students arrive (if possible), having small sample

cups of milk ready to go. Put paper bags over each milk container to hide their brand name and label

one Sample A and the other Sample B.

At the start of class, tell students that they will be sampling milk from two different dairy producers,

both of whom are major brands in the industry. Explain to students that one of the samples will be

from organic farms and the other from farms using conventional agriculture practices. Tell students

that you would like them to think about which one is which as they sample the milk.

After each person has had a taste, take a count of which sample students liked better. Ask students to

tell you why they thought it was better. Then ask students which sample they thought was the organic

milk, again asking them what about the sample they tasted made them think it was organically

produced. After discussing the results as a class, reveal the identify of each milk product and talk about

how your sampling experience and expectations did or did not match up with reality.

Ask students – what are consumer‘s perceptions of organic products and how do those affect how

products are priced, packaged and marketed? Ask students if it matters to them as consumers how a

business is run as well as how their farmers grow their crops or raise their animals?

Explain that today you will be taking a closer look at the Organic Valley name brand and what kind of

business is behind the products we see on the grocery store shelves. Pass out copies of the CIAS

Research Brief #80 ―Mid-scale Food Value Chains Case Study: Organic Valley‖ and the Organic

Valley Case Study Activity Sheet to each student.

Depending on your class, have students work individually, in partners, or in small groups reading the

article and answering questions on the Case Study Activity Sheet. If students get done early with

worksheet, have them log onto computers and go to www.organicvalley.coop to find out more about

the company, its farmers, and its products.

After all students are done, bring class back together to go over reading and questions in more detail.

The instructor should help illustrate to students how Organic Valley‘s cooperative business structure

allows farmers to set prices at a level that makes it possible for them to be economically sustainable in

the long term. At the same time, the farmer-members own a stake in the overall company and get a

return on their investment as the business grows. Besides having a different business structure that

empower farmers, Organic Valley is also unique in that its farmers are small-scale family operations.

Many of the larger companies in the natural and organic foods market are not small scale operations,

replicating the production model of the conventional agriculture system despite using organic

practices.

At the end of the class discussion, ask students again if it matters to them as consumers how a business

is run as well as how their farmers grow their crops or raise their animals? Has the information the

class looked at today influenced how you now answer this question?

Organic Valley Activity Sheet

Please answer the following questions as you read the CIAS Research Brief #80 ―Mid-scale Food

Value Chains Case Study: Organic Valley.‖

1. When was Organic Valley Co-operative (known at the time as the Coulee Region Organic

Produce Pool or C.R.O.P.P.) formed and by whom?

2. How many farmer members does the Co-operative have today?

3. How many states and regions are represented in the membership?

4. What are Organic Valley‘s gross sales today?

What percentage of those sales comes from dairy production?

5. Concerned about the rollercoaster nature of diary prices in the US, Organic Valley has a central

mission of maintaining relatively stable farm prices that, over time, are above prices farmers

would get for non-organic products. Explain at least two ways Organic Valley tries to do this:

6. As Organic Valley has grown, what key decisions related to supply chain partners has the co-op

made to keep it successful economically?

7. How does a large company like Organic Valley maintain relationships with consumers in both

the natural foods market and the conventional grocery market?

Extensions:

Have students do a taste test comparison between Organic Valley and Horizon brand milk products to

see if there is a difference in taste. Ask students to do online research about the Horizon brand to see

what kind of business structure they use, what farms they get their milk from etc. Have students do a

report about the two companies and their respective impacts on the natural and organic food market

and the environment.

Accommodations:

Students with disabilities should be partnered up in mixed ability groupings for the activity. When their

group gets done with the first 4 questions on the Activity Sheet, have students with cognitive

disabilities proceed to surf the Organic Valley website while other group members read about the

economics discussed in the remainder of the article.

Unit 3: Local Foods

In this section, students explore what foods can be grown locally. Students learn how to find foods and

explore what parts of a plant can be eaten.

Eating with the Seasons

A Locavore Foodshed

Exploring Local Farms in WI

Edible Plant Parts

Exploring Your Local Grocery Store

Lesson Plan: Eating with the Seasons

Unit: Local Eating

Objectives:

Students will learn about what foods are available in different seasons.

Students will learn methods for saving food for other seasons.

Materials: Internet access or list of in season food, ingredients and equipment to prepare in season

meal.

Time: 1-2 hours to discuss seasonal eating and plan a season meal, 3 hours to prepare seasonal meal.

Vocabulary: Hydroponics, seasonal, brassica, hoop house, greenhouse, warming foods, cooling foods

Background Information:

In the summer and fall a variety of foods are available throughout Wisconsin. During the winter

months the same foods can be purchased at local grocery stores. However, these foods are often not

produced in Wisconsin and they are not necessarily in season even if they are grown elsewhere around

the world. There is a movement to encourage local independence for producing food. By eating food

that is in season it is noted that food that is fresher is both more nutritious and tastier. As students

learn about the global food system and where their food comes it is interesting to note which foods can

be grown locally.

When your diet is based on local foods there is also a need to think about the seasonal production of

food. There are many foods that are only available in certain seasons. These foods should be enjoyed

to the fullest when there is plenty and preserved as necessary to save for latter seasons. Buying food

globally does not require you to vary your diet. However, eating only foods when they are in season

means that you can look forward to the ripe strawberries or tomatoes that not only taste better, cost less

and better for your health.

There are research studies that show that at different points of the season there are different levels of

vitamins in certain foods. When food is picked before being ripe to be safe for longer journeys it loses

some of the nutritional value. Foods that are cooked or preserved by canning or freezing also lose

nutritional value. Eating raw foods give you the highest levels of nutrition.

To start following a seasonal diet is the winter would be the most difficult time. However, by planning

to follow a seasonal diet and then starting to eat seasonal during harvest season. To continue this diet is

much easier than you may think. While many seasonal foods are also local it is also worthwhile to

follow the seasons for when food is in season in different global regions.

Vegetables are often the most seasonal of foods with certain required lengths of growing seasons

needed for maturation and specific outside temperature including having access to non-frozen soil. The

outside vegetable growing season in Madison, last for about 150 days starting in Mid April to October.

Some cool weather crops can be planted earlier while other crops require warmer summer time

temperatures to grow. Spinach, peas and brassicas including broccoli, cauliflower, collards and kale

are cool weather crops that are harvest in the spring and a second crop can be grown in the fall.

Tomatoes, peppers, eggplants, summer squash are warm weather plants that need heat to produce the

fruit. Winter squash are harvested late in the fall and store well into the winter. Root vegetables

including potatoes, carrots, beets, onions and garlic can be harvested throughout the summer and fall

and also keep well into the winter. Vegetables can also be preserved for the non growing season by

freezing, canning, or dehydration.

There are several different ways that growers in Wisconsin can grow vegetables outside of the growing

season. One method is to grow sprouts which can be done inside in a dark location any time of year.

One can also create a greenhouse, or hoop house depending on the location and size these facilities can

be used to start plants earlier in pots or directly into the soil. Plants can also be grown hydroponically

or without soil just misting with nutrient rich water in warm and lit environment. Grow rooms can also

be established that use artificial light and heat to cause plants to grow. The more energy and building

materials used in creating these operations adds to the cost of the food production. However, it is

possible to have herbs or other plants grown in container gardens small scale in your home kitchen.

Fruits that grow in Wisconsin include strawberries, blueberries, raspberries, grapes, apples, peaches,

and pears. Often during the summer or fall there is a peak harvesting season of a month or two for all

of these fruits. Fruits can often be processed into jams, frozen or dried to be able to store them longer.

Citrus fruits including organs, grapefruit and tangerines do not grow in Wisconsin but it is nice to see

they are in season during the winter months.

In addition, Animal products including meat, eggs, and dairy products can be produced in Wisconsin

year round. While chickens do go through molting periods where egg production is reduced and it is

necessary to provide artificial light for chickens to continue to produce eggs throughout the winter.

Chickens can also be butchered at anytime.

Cows' milk production starts after the birth of a calf but with continued milking, milk is produced

every day of the year. This milk can be used as milk, cream, sour cream, butter, ice cream or to make

cheese. In addition to cow‘s goat and sheep milk can is also consumed. The meat from these and other

animals including pigs can be butchered throughout the year. Wild animals including deer, bear,

rabbits, squirrels turkeys and pheasant have hunting seasons that allow for procuring meat with the

seasons. Fish can also be farmed locally or wild caught throughout the year including during the winter

through the ice.

When planning a seasonal meal start first with items that are currently beginning produce then with

items that have been stored. One way to find seasonal foods is to join a CSA or to shop a local farmer‘s

market.

Teacher Instruction:

1. Create a chart with the four seasons.

2. Talk about the reasons for eating seasonally available foods.

3. Discuss what makes a food in season.

4. Talk about the difference between local and global seasonality.

5. Have students individually or as a group place foods in the different season.

6. Plan a meal based on season eating.

7. Cook a seasonal meal.

Student Instruction:

1. Place different foods into which seasons they are produced.

2. You can use this website to find some information. http://www.eattheseasons.com/

3. Plan a meal based on the foods in one season.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. What are some of the benefits to eating with seasons?

2. What are some environmental costs with eating food out of season?

3. What types of foods might you have to give up in order to eat more seasonally?

4. Create a list of warming foods.

5. What are some similarities with foods grown within each of the seasons?

Extensions: Cook a seasonal meal during each of the seasons, visit a restaurant that focuses on

seasonal meals.

Resources:

Haas EM. Staying healthy with the seasons. Celestial Arts, Berkeley, CA 1981.

Pitchford P. Healing with whole foods. Revised edition. North Atlantic Books, Berkeley, CA

1993.

http://www.eattheseasons.com/ US site updates food that is in season nationally and also has

information about ranges for when vegetables are in season.

http://www.sustainabletable.org/shop/eatseasonal/ You can type in state and season and it will list what

vegetables are in season for that state. Database seems to be a little small right now.

Readings/Worksheets/Quizzes/Other Materials:

Seasonal Eating

Warming foods often take longer to grow than cooling foods that grow quickly.

In spring, focus on tender, leafy vegetables that represent the fresh new growth of this season.

The greening that occurs in springtime should be represented by greens on your plate, including

Swiss chard, spinach, Romaine lettuce, fresh parsley, and basil.

In summer, stick with light, cooling foods. These foods include fruits like strawberry, apple,

pear, and plum; vegetables like summer squash, broccoli, cauliflower, tomatoes, peppers, and

corn.

In fall, warming, autumn harvest foods, including carrot, sweet potato, onions, and garlic.

In winter, use more warming foods including fish, chicken, beef, lamb, and venison. And root

vegetables, including carrot, potato, onions and garlic. Eggs, corn, and nuts are also winter

foods.

March-- Foods in Season -- USA

VEGETABLES

FRUIT & NUTS

blood oranges | grapefruit | kiwi fruit | oranges | ugli fruit

FISH & SEAFOOD

clams | crab | mussels | oysters | scallops

Spring

Summer

Fall

Winter

Lesson Plan: A Locavore Foodshed

Unit: Local Eating

Objectives:

Students will learn will learn what about foodsheds.

Students will create a map of their foodshed.

Students will learn about local food and the difference costs associated with producing food globally

and locally.

Students will learn what locavores eat.

Students will learn what types of food cannot be grown locally.

Students will create a local foodshed map.

Materials: Map of the world. Map of Wisconsin

Time: 30 minutes to discuss concepts 1-3 hours to create food maps.

Vocabulary: Foodshed, Locavore, Watershed

Background Information:

A foodshed is similar to a watershed which maps the flow of food from the farm to your table. For most

people in the United States their foodshed is a global foodshed that covers regions from around the world.

The average distance that food travels to your table is 1200 miles. So food goes much farther. Even some of

the food is grown locally and then shipped away to be processed and then returned.

Some people have become concerned with costs associated with participating in the global food network.

Some of these concerns are environmental or social. Environmental concerns include the fuel needed to ship

food especially when refrigeration is required. Social concerns could include whether producers are

receiving a fair wage and if worker safety rules are in place and being followed.

There is also the issue of self reliance and sustainability. If you rely on others far away to produce your food

and something happens to that food chain, it can disrupt your ability to grow healthy food to eat. In some

parts of the world there is a lack of food because farmers are only growing food for export and have to

import staples.

There is a movement for focusing on eating only food grown locally. These groups called locavores or

localvores try to limit their food consumption to less than 100 miles from their home. This movement was

started with the 100 mile diet in Canada; there is also a group in Berkley that invites people to take the 100

mile challenge. Groups in more places around the country are trying to encourage people to consider their

food choices and the impact these choices have on the environment.

Some foods do not grow in all regions. To be a locavore one either needs to sacrifice some foods or bend the

locavore rules. Tropical foods including coffee, chocolate, bananas, and citrus fruits cannot be grown in

Wisconsin.

Teacher Instruction:

1. If you have the food in packaging or with labels you can find where it was produced. Often grocery

stores will also list where the food was grown.

2. The maps can be created individually or as a group. When students share their food locations it can

be interesting to point out how far some food travels and what types of food can be grown in different

parts of the world.

3. Discuss issues surrounding global food production. Talk with students about what a locavore is.

Student Instruction:

1. List 10 foods you like to eat. These could be favorite foods, what you ate today, or just the first ten

foods that come to your mind.

2. Research where this foods were produced. This information can be found on packaging or websites.

Remember that some types of food can be grown in more than one location in the world. It is

sometimes difficult to find exactly where a food is produced but you can find one location or discover

where most of that type of food comes from.

3. Create a map of the food items you list.

4. Measure the distance between where the food was produced and your home. Add up the distance to

see how far your meal traveled before you ate it.

5. Plan a menu that can be made with food produced within 100 miles of where you live.

6. Create a map of where these foods can be found. These 2 websites are helpful links

http://www.locavorenetwork.com/, http://www.localharvest.org/

7. Create a list of foods that cannot be grown locally.

8. Prepare a meal of locally grown foods.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. How big is your current foodshed?

2. What foods would you have to give up if you limited your foodshed to 100 miles?

3. Create a balanced meal that can be produced locally.

4. How do you find foods produced locally?

5. What seasons of the year is it easier or harder to eat locally?

6. What can you do to insure that you have local food available in the winter?

7. Is local food more or less expensive than food grown far away?

8. What environmental costs are associated with transporting food around the globe?

Extensions: Prepare a taste tests of local foods and their global counterparts, visit local farms, cheese

makers, bakeries, breweries, create a marketing piece encouraging buying local. Read Animal, Vegetable,

Miracle by Barbara Kingsolver, The Omnivores Dilemma by Michael Pollen, or The 100-Mile Diet: A Year

of Local Eating (Canada & Australia Edition), Plenty: Eating Locally on the 100-Mile Diet (US Edition) by

Smith and MacKinnon.

Resources:

http://www.locavorenetwork.com/ Nationwide network of locavore groups

http://www.localharvest.org/ Nationwide listings of local food choices

―Eat your Foodshed‖ Gordon Hayward, Organic Gardening, Feb/Mar 2010.

http://100milediet.org/ Site for original 100 mile diet in Vancouver

http://www.reapfoodgroup.org/ Madison organization promoting local and healthy food.

http://www.sustainabletimes.net/node/314 100 mile food map for Madison

Readings/Worksheets/Quizzes/Other Materials:

Why should I become a Locavore? (From the Locavore Network)

1. Local food tastes better & is better for you.

2. Local foods are seasonal & seasonal foods taste best.

3. Local foods maintain farmland and green space.

4. Local foods lower your carbon footprint.

5. Local foods support your local economy.

6. Local foods promote food safety.

7. Local foods support community.

8. Local foods support good health & immunities.

9. Local foods contribute to the legacy you leave.

10. Local foods support your local growers and neighbors.

How do I become a Locavore?

1. Plant a garden (even a small herb garden in your home is a good start).

2. Visit your local farmers market.

3. Commit to one locally grown or raised meal per week.

4. Choose 5 foods you will only buy locally.

5. Preserve, can and freeze local food for off season enjoyment.

6. Barter with your neighbor (trade foods you grow with another local grower or neighbor for variety).

7. Buy foods grown and raised within a 100 mile radius of your home (for city dwellers, within 250 miles).

8. Share with your friends, neighbors, co-workers and family.

How do I stay a Locavore?

1. Learn what‘s in season for your area.

2. Shop at farmers markets and your local growers‘ food co-op.

3. Visit locally owned food producers.

4. Buy family farmed or fair trade when local is unavailable.

5. Choose restaurants that use locally grown and raised food.

6. Encourage your local grocer to carry locally grown and raised foods.

7. Educate your friends, neighbors, co-workers and family.

Lesson Plan: Exploring Local Farms in Wisconsin

Unit: Local Eating

Objectives:

Students will learn about the different kinds of farms operating in Southern Wisconsin.

Students will become familiar with the Southern Wisconsin Farm Fresh Atlas, a directory of local

farms available in print and online formats.

Students will research how farmers are using online resources to market their unique products.

Modified Curriculum Expectations:

Students will learn about the different kinds of farms operating in Southern Wisconsin.

Students will become familiar with the Southern Wisconsin Farm Fresh Atlas, a directory of local

farms available in print and online formats.

Materials Needed: Access to computers and internet, worksheets for students to complete for Farm Profiles,

media projector and internet access to share online sites for farms profiled during student presentations.

Time: 2 class periods – one for computer research and the other to present findings

Background Information:

The online resource the Southern Wisconsin Farm Fresh Atlas is specific to farms located in Southern

Wisconsin, but similar resources can be found in other regions of the country. Teachers may need to do

some advance research to locate farms in their area to profile. If farms do not have websites or other internet

resources for your area do not exist, instructors can ask local farms to send them written materials about their

farm or ask students to conduct phone interviews with farmers. If direct farmer participation is needed, the

lesson is best done during the off-season to maximize farmer availability and participation.

Teacher Instruction:

Have students go to www.reapfoodgroup.org/atlas/index.htm

Have slips of paper with 13 different categories of farms/farm products written on them ready for students to

pick from. Have students surf around sites representing farms in the category they selected and choose

one to complete a Farm Profile on (see below). Students can use information from the web to research a farm

and/or call the farm to find out more information. Students share about their farm to the class on the

following day.

Farm Profile

Name of Farm:

Farm Owner(s)/Operator(s):

Location:

What goods does the farm produce?

How many acres are under production by the farm?

What kind of ecosystem is the farm located in? Describe the natural area in and around the farm (hilltop,

valley, forest, flat grassland, river/creek, etc.).

How long has the farm been in operation?

Have the farm always produced what it is currently growing or have things changed over time?

Who does the farm sell to?

What makes this farm a sustainable operation environmentally and economically?

Another great resource for interviews with farmers can be found at

www.cias.wisc.edu/curriculum/modI/secc/modi_secc.htm Scroll to the bottom of the page and click on

―Farm Interview Form‖ to download the document.

Extensions:

Have students who finish their Farm Profile early check out the other regional Farm Fresh Atlas sites linked

to the Southern Wisconsin website. Ask them to compare the regions and share their findings with the rest of

class.

Ask farmers representing a number of different growing operations to come into class as guest speakers. If

feasible, arrange to tour several local farms during the growing season to see firsthand how each works.

Accommodations:

Partner students with differing abilities during the internet activity. Have students with more limited literacy

abilities work with a staff person to take a count of how many of each kind of farm operation exists in the

area (how many farms grow vegetables, herbs, flowers, etc.) and then graph the data onto a poster to share

with the class.

Lesson Plan: Edible Plant Parts

Unit: Local Eating

Objectives:

Students will learn the different parts of plants.

Students will learn what parts of the plant can be eaten.

Students will learn the difference between fruits and vegetables.

Students will learn some different uses for a variety of foods.

Materials: Chart of Foods, Picture of a Plant, variety of foods to sample.

Time: 50 minutes

Vocabulary: Stem, Leaves, Roots, Flower, Tuber, Seeds, Fruit, Bulb

Background Information:

When it comes to eating plants many parts of the plant can be eaten. Most plants have parts that are usually

eaten, other parts than can be eaten but are not widely known to be edible and other parts that are not eaten at

all. In addition there are some parts of edible plants that are poisonous and will make you sick.

There are six main parts of plants. The roots are underground, hold the plant in the soil and pull nutrients and

water to the plant. The stem provides structure to the plant and supports the leaves. The leaves provide a

surface to collect sunlight for photosynthesis to occur. The flower is the reproductive site of the plant which

attracts pollinators and is where the fruit forms. The fruit is the enlarged ovary that hold the seeds. The seeds

are the next generation of the plant. There are specialty parts of a plant such as bulbs and tubers which are

modified leaves or stems that grow underground.

Roots

Plants in which the root is the main crop include: carrots, rutabagas, beets, turnips, celeriac and parsnips.

Tubers are modified stems or roots that grow underground. These include potatoes, yams, sweet potatoes,

and jicama.

Bulbs are modified leaves also grown underground including onions, leeks and garlic.

Peanuts also grow underground but are modified seeds.

Stems

Plants in which the stem is the main crop include: celery, rhubarb and asparagus.

Leaves

Plants in which the leaves are the main crop include lettuce, spinach, kale, cabbage, collards, basil, oregano,

thyme, sage, parsley cilantro, endive and dandelions. The leaves of certain root crops can be eaten as well

such as beet and turnip greens.

Flowers

Plants in which the flowers are the main crop include broccoli, cauliflower, and nasturtiums. You can also

eat the flowers of squash varieties.

Fruits

Plants in which fruits are the main crop include traditional fruits like apples, oranges, peaches, pears,

strawberries, cherries, blueberries, pineapples and bananas. In addition many vegetables are the fruit of the

plant including squashes, tomatoes, peppers, eggplants, and cucumbers.

Seeds

Often when eating the fruit of a plant you may eat the seeds with it. Corn, nuts, sunflower seeds, peas, beans,

rice, wheat, barley, and poppy seeds are all examples of using the seed as the main part of the edible plant.

The leaves and stems of tomatoes and peppers are poisonous and this is the main reason Early Europeans

refused to eat any part of the tomato. This makes sense because tomatoes, peppers, eggplants, and potatoes

belong to the nightshade family of plants which include several types of poisonous berries including

belladonna. The toxicity is relatively low but large quantities will make you sick. Rhubarb leaves are also

toxic and only the stem should be eaten.

Mushrooms are not plants but members of the fungi kingdom.

Teacher Instruction:

1. Discuss with students what parts of different plants are edible. Have students draw a picture of a plant

a label the six main parts.

2. Discuss the parts of plants that do not fall under these six categories.

3. Give an overview of what types of foods fall into each of the categories.

4. Distribute handout, ―Parts of Plants We Eat.‖ Have students mark the correct column for each plant.

Some plants have more than one edible part.

5. Prepare a taste test of different plant part foods.

Student Instruction:

1. Draw a picture of a plant. Label the plant parts; roots, stem, leaves, flower, fruit, and seeds. Be sure

to include the soil line on your diagram. Where would tubers and bulbs fit into this picture?

2. Place a check mark for which part of the plant you can eat. For some plants more than one part is

edible.

3. Place a check mark if the food is eaten raw or cooked. For many foods it will be both.

4. Draw a picture of a hybrid plant that contains all edible parts.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. What is the scientific definition of a fruit?

2. What happens to the fruit when you eat the flower?

3. Why do some plants have some parts that are poisonous while other parts are edible?

4. What benefit does a plant gain if animals eat the fruit of the plant?

5. How would you figure out if a plant part was edible?

6. Foods that grow underground are not all roots. Compare potatoes, onions, peanuts and carrots. How

can you tell what is a root and what is something different?

Extensions: Go to a farm/garden so that you can see the foods on the plants. Grow your own plants.

Research what part of a plant do foods you are unfamiliar with come from.

Resources: http://www.clover.okstate.edu/fourh/aitc/lessons/primary/parts.pdf

Parts of Plants We Eat

How we eat

Food

Stem

Fruit

Seed

Bulb

Root

Tuber

Leaves

Skin/peel

Flower

Cooked

Raw

Apple

Avocado

Banana

Beet

Broccoli

Cabbage

Carrot

Cauliflower

Celery

Cherry

Cucumber

Garlic

Green beans

Green pepper

Lemon

Lettuce

Onion

Orange

Pea

Peach

Peanut

Pear

Pineapple

Potato

Pumpkin

Rhubarb

Rutabaga

Spinach

Squash

Strawberry

Sunflower

Tomato

Walnut

Watermelon

Zucchini

Lesson Plan: Exploring Your Local Grocery Store

Unit: Local Eating

Objectives:

Students will:

Learn about the different kinds of Grocery Stores

Learn about the impacts of local products on the environment, economy, and consumer

Become familiar with the store

Research and map the origins of the available produce and products

Modified Curriculum Expectations:

Students will

Become familiar with the store layout and function of the grocery store

Materials Needed:

Local Grocery Store

Produce/Store manager

Scavenger Hunt Worksheet

Pencils

Clipboards or hard surface to write on (books)

World Map

Food and Utensils for lunch (if time and space permits the students to eat lunch at the store or at a

local park)

Time: Field Trip 2-3 hours and one class period after field trip to present findings and have class discussion

Background Information:

In general, grocery stores are huge and filled with a variety of products. Choosing a bag of potatoes can be

overwhelming if not prepared to choose between 6 different products. In most grocery stores there are a lot

of local products on the store shelves. Local can be defined differently: within the Midwestern states, within

your state, or within a certain amount of miles (50-100) from your location. Choosing a product from any of

the above categories is beneficial to the environment (less transportation fuel), the consumer (more nutrients

from a newly harvested vegetable or fruit), and the economy (keeping money transactions within the local

community). Finding the local products can be tedious and time consuming for the average shopper. Some

stores will label local products to help consumers quickly identify the differences. It is important to help

young people understand the benefits that exist with buying local products and feel comfortable finding such

products in their local grocery store.

Teacher Instruction:

1. Before going on the field trip the class should have a group discussion about advantages and

disadvantages of buying local products.

Key issues that should be discussed are:

Environment

Consumer

Farmer

Economy

2. At the end of the discussion have students write one question for the store/produce manager. These could

be compiled and given to the manager ahead of time.

Student Instruction:

1. On the day of the field trip meet the store/produce manager at the store first. Ask several students to ask

the manager the following questions:

What type of store is this? Is it a cooperative, large corporation, family business, or other?

Who determines what products will be sold at the store?

What are some advantages and disadvantages of local products in the store?

How is the community linked to the store?

2. Allow students to ask the store/produce manager questions at the end of the talk.

3. Ask the Manager to give the class a store tour.

4. Pair students accordingly and describe the scavenger hunt.

a. Students will take one worksheet, clipboard, and pencil

b. Students will work together to find the products that are italicized on the sheet.

c. Students will find one more product to fill any of the blank spaces.

d. Point out to the students the scoring system listed on the bottom of the worksheet.

i. 4 points: Product is made within 100 miles of the present location

ii. 3 points: Product is made in the state

iii. 2 points: Product is made in the Midwest States (or states for your regional area)

iv. 1 point: Product is found

5. If time allows as students return from the scavenger hunt have them help prepare lunch. If enough local

ingredients are available it would be great to focus on choosing as many as possible.

Quick and easy ideas include:

Tortilla wraps with raw vegetables (carrots, lettuce, tomatoes, and cucumbers), cheese, and

hummus

Yogurt

Apples with peanut butter

Tortilla chips with salsa

6. A class discussion of what they learned about the environment, consumer, farmer, and local economy

should be used as a closure activity either at the store or at school.

Extensions:

After the field trip students can work together to place push pins on a world map of the locations of the

products they found.

Accommodations:

Partner students with differing abilities during the scavenger hunt activity. Have students with more limited

literacy abilities work with a staff person or less limited student giving each person in the pair a specific job.

The student with more limited literacy abilities could be responsible for finding the item in the store or find

where the city and state are listed on the product.

GROCERY STORE SCAVENGER HUNT

Dairy/Eggs

Product

Farm/Company

City, State

Butter

Milk

Yogurt

Eggs

Meat

Product

Farm/Company

City, State

Hamburger/Ground Beef

Bacon

Vegetables & Fruit

Product

Farm/Company

City, State

Carrots

Potatoes

Apples

Oranges

Bananas

Cereal/Flour/Cookies/Bread/Sauce

Product

Farm/Company

City, State

Cereal

Spaghetti Sauce

Bread

4-points: Product is made within 100 miles of the present location

3-points: Product is made in the state

2-points: Product is made in the Midwest States (or states for your regional area)

1-point: Product is found

Unit 4: Farm Planning

In this unit, students begin to plan the plants that they will be planting in their plots. Lessons include tracking

temperatures in the greenhouse and how to determine germination rates.

Designing Your Garden

How Are These Crops Planted?

Creating a Planting Schedule

What is a Seed?

How to Start Seeds

Temperature Readings in Greenhouse

Tracking Germination

Lesson Plan: Designing Your Garden

Unit: Farm Planning

Objectives:

Students will understand what needs to and can be considered when designing a garden including

size, climate, neighborhood, light, soil, drainage, traffic, and existing features.

Modified Curriculum Objectives:

To understand gardens involve visioning and planning

Materials:

Measuring tools (ruler, tape, sticks, etc.)

Butcher block paper or other large group brainstorming space

Children‘s Picture books (optional): Apple Farmer Annie or Zinnia’s Garden, by Monica Wellington

Time: 2-3 class periods (approximately 3 hours total)

Vocabulary: scale, companion planting

Background Information on Garden Design:

KidsGardening: http://www.kidsgardening.com/

This site is run by the National Gardening Association. It‘s vast site covers everything from

gardening schools nationwide to specific theme ideas to designing a school garden to fundraising. A

good overall reference tool.

School Garden Wizard: http://www.schoolgardenwizard.org/

This site is maintained by the Chicago Botanic Gardens and will help and inspire you as you put

together your school garden. From ideas to technical details, this is one site you should devote some

time to before embarking on school garden design.

Teacher/Student Instruction:

6. Show students a range of photographs depicting various school and home gardens. Ask them to

compare them on a range of criteria from size, shape, and climate, to crop selection, location and

other features. Record these in a notebook, or common space.

7. Ask students to brainstorm a range of possible venues for a garden at their school (or home,

community, etc.) If there really aren‘t any true options, you may wish to skip this step.

8. Either in groups or individually, have students draw base maps of these possibilities. These base

maps should include actual planting space, as well as adjacent areas that would be considered part of

the garden. Students may wish to include buildings and features not part of the garden to

contextualize where their garden is situated.

9. With the list the whole group generates, break students up into small groups and have them discuss

how the options differ. Guide students into a discussion of variables that farmers need to consider in

making site selection decisions: time, location, volume, political goals, ecological goals, etc. (Be sure

students have an adequate understanding of the definition of each of these options.) For groups

needing more concrete direction, have them brainstorm a list of advantages and disadvantages for

each base map.

10. Have students decide upon their garden space.

11. Once a decision has been made, students will begin creating a scaled map of their garden space. Have

students measure the actual size of the site and then use grid or graph paper to create a scaled version

of their garden. For younger students you can give them a scale (ie. 1 block = 1 foot or 10 feet) while

older students can figure out an appropriate scale.

12. Students will want to add sunlight information to their garden map. Have them observe the light at

various times of the day noting that full sun is more than 6 hours a day. Does the space have full sun?

part sun? or shady conditions? How does that change throughout the day? The seasons? Note these

conditions on the base map.

13. The next step for them can be deciding what will go where in their garden. Students can browse

through seed catalogs can get them started thinking about size and space requirements for different

plants. You can also have them think about companion plants. Consider having each student or small

group submit a "dream garden" design. Students might draw their visions or cut out images of garden

plants from seed catalogs and paste them on paper. The class can then choose the best–and most

practical–elements of each to incorporate into a final design.

14. In addition to which plants they‘d like to have in their garden, they‘ll also want to discuss form. Will

the garden have beds separated by plant families? Will their garden be theme based (ie. a pizza

garden and a dye color garden?) What shape(s) will they be? Will they be simple mounds or

permanent raised beds made from wood or recycled plastic wood? Other ideas to consider would be

extra wide paths to improve accessibility, hideaways (ie. sunflower ‗houses‘, a compost area, weather

stations, signs, worm bin, etc.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

What do farmers have to consider when designing their garden or field? (Knowledge)

What are the variables that go into deciding which option is the most appropriate? (Comprehension)

Which option does the student see as best fitting their schoolyard or home? (Application)

How would different options affect their school or neighborhood community? (Synthesis)

Extensions:

1. Have students do some research to document various garden themes. Students can take digital photographs

and include journal comments for each. The details of the garden designs can be compiled digitally or in a

paper scrapbook and used by other students in their visioning exercise.

2. To increase the student‘s knowledge of climatology and geography, students can specifically research

gardens found in different countries whose climates differ from their own. What plants can be grown there

that aren‘t viable in our region?

Resources:

1. KidsGardening: http://www.kidsgardening.com/

2. School Garden Wizard: http://www.schoolgardenwizard.org/

3. Lovejoy, Sharon. (1999) Roots, Shoots Buckets and Boots and (2001) Sunflower Houses : Inspiration

from the Garden - A Book for Children and Their Grown-Ups

Lesson Plan: How Are These Crops Planted?

Unit: Farm Planning

Objectives:

Students will understand why some crops are direct seeded and why some are transplanted

Students will learn which crops fall into each category

Modified Curriculum Objectives:

Materials: posterboard, old seed catalogs, scissors, glue

Time: 1 hour

Vocabulary: transplant, direct seed, root crop, growing season, cold-hardy

Background Information:

It is important to know which crops can be direct seeded and which are better grown from transplants. If you

are planning on starting seeds in your classroom or greenhouse this lesson is especially helpful for creating

your garden plan for the season.

Planting transplants in the garden means you are planting a seedling (plant) instead of a seed. Some seeds

are started indoors in a greenhouse and allowed to grow to a certain size before they are put out into the

garden. Plants that are started inside usually have seeds that are easier to start indoors than outdoors. In a

greenhouse, you can more easily provide the perfect conditions for hard-to-germinate or very small seeds,

including the ideal temperature, moisture, and fertility. This method is commonly used to get a head start

growing some vegetables that have a long growing season or to get a early start on vegetables you want to

harvest sooner than you would be able to if you just planted a seed in the ground. In areas with short

growing seasons like WI, starting seedlings indoors gives many plants a head start before the weather warms

up. The best vegetables for starting inside are plants that tolerate root disturbance and benefit from a jump

on the season: basil, broccoli, Brussels sprouts, cabbage, cauliflower, celery, eggplant, leeks, lettuce, onions,

parsley, peppers, tomatoes, and tomatillos.

Direct seeding means sowing the seeds of a plant directly into the soil by hand or machine. Some types of

vegetables do not like being transplanted and much prefer direct seeding. Direct seeding can also be cheaper

(if you usually buy your transplants instead of growing your own) and less work (if you grow your own

transplants). Direct seeded vegetables include many of the root crops, such as carrots, beets, turnips, and

parsnips. They're cold-hardy vegetables, (meaning they grow well in the garden when it is cold outside in the

spring and fall) so they can be direct seeded early in the spring. Crops like corn, beans, and peas do not like

to be transplanted and grow better when direct-seeded.

Teacher Instruction:

Give students a few hints to help them along: many warm season crops like to be grown as transplants many

root crops like to be grown as seed, and most large seeded vegetables like to be direct seeded. If you have

seed packets as well as pictures of the vegetables it would be great to let the students look at the seeds to help

them figure it out.

Direct Seeded Crops: beets, radish, spinach, peas, carrots, swiss chard, kohlrabi, salad mix, potatoes,

cilantro, dill, green beans, corn, edamame, summer squash

Transplanted Crops: onions, leeks, broccoli, celery, lettuce, kale, cauliflower, eggplant, peppers, brussels

sprouts, cabbage, tomatoes, basil, tomatillos

Either/Both: lettuce, cucumber, winter squash, melons

Student Instruction:

1. Hang up posterboard with three categories on it: Direct Seed, Transplant, Either

2. Have students choose a vegetable and then present which category they think it should go into and

why.

3. Have students research their vegetable in a seed catalog or on the Internet and then put it up in the

correct category.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. Why is it important to know which vegetables are direct seeded and which are transplanted?

2. How does knowing how seeds are planted help you plan out your garden?

Lesson Plan: Creating a Planting Schedule

Unit: Farm Planning

Objectives:

Students will understand why having a Planting Schedule is important.

Students will learn the times of year when crops are planted.

Students will understand how to create a plan for the garden.

Materials: list of vegetables that will be planted in the garden, desk calendar or other large calendar, old

seed catalogs, map of WI with last frost dates

Time: 1 hour

Vocabulary: frost, cool season crop, warm season crop

Background Information:

Creating a Planting Schedule is a great wintertime activity and a one of the first steps for preparing for the

next season. It will also begin to give the students a more clear timeline of what needs to happen in the

greenhouse and garden in the spring.

Most crops are known as either cool or hot season crops. Cool season crops do not do well in the heat and

are planted in the early spring and then again in late summer for a fall harvest. Examples are radishes,

spinach, salad mix and lettuce, broccoli, cabbage. Some cool season crops taste much better after a frost.

The plants use sugar as antifreeze in cold weather so a frost will bring up the sugar content and the flavor.

Examples are spinach, Brussels sprouts, kale.

Warm season crops do not grow well in the cold. In Wisconsin they are planted between the end of May and

early August – after danger of spring frost and in enough time of crop to mature before the first fall frost.

Examples are beans, basil, tomatoes, peppers, eggplant, winter and summer squash, cucumbers.

Teacher Instruction:

The first step in creating a planting schedule is to identify the average last frost date. Some crops thrive in

cool weather, while others only grow well when it‘s warmer. So how do you know when to plant what? The

key factor that should guide your decisions is your average last spring frost date. Most cool season crops,

like cabbage, broccoli, lettuce and many others, can tolerate a light frost and will grow best when sown a

couple weeks before your last spring frost. Some, like peas and spinach, are so cold-hardy they can even be

planted ―as soon as the ground can be worked,‖ as many seed packets say. But warm season crops like

squash, cucumber, and basil will be killed by frost if your seeds come up too soon. And for warm season

transplants such as tomatoes, peppers and eggplants — if you don‘t wait until danger of frost has passed

before you set them out, a late frost will kill them. A frost is defined as a light freeze of temperatures

ranging from 29 to 32 degrees. The first average frost date in fall is the first time it gets down below 32

degrees.

UW Extension has a chart that lists the Median and Early Last Frost Dates:

http://wihort.uwex.edu/links/FrostDates.htm for the whole state. There is also another map that lists the

typical last frost dates: http://www.wisconline.com/almanac/gardening/springfrost.html It is interesting to

note that where you live in the state dictates when you may get a last frost. Remember, this climate data is

collected over many years, it is still possible to get a frost after that date and it is important for gardeners to

monitor the weather in the spring.

The next step after determining the last frost date is to begin to figure out when you will need to plant certain

crops. Use seed catalogs or seed packets to determine the harvest date. This is usually stated in the listing

for each vegetable in the seed catalog under days to harvest. Students should find their vegetable in the seed

catalog, note how many days it will take to harvest, and count backwards to the date it can be planted in the

garden. Note, when you are transplanting crops Safe to Set Out date is the first day you can plant the

seedlings into the garden, they need to be started earlier in the greenhouse.

Student Instruction:

1. Determine last frost date for Madison and fill it in on the Planting Schedule.

2. Each student will get to pick a vegetable and research when it should be planted.

a. Step 1: Write your average last frost date in the blank space at the top of the chart.

b. Step 2: Look in seed catalog to determine Estimated Days Until Harvest and fill in the chart

next to the vegetable.

c. Step 3: Get a calendar and add or subtract the number of weeks in the Safe to Set Out Time

column from the average last frost date. This is the Plant in Field Date when you can safely

plant the crop in the garden.

d. Step 4: Determine whether the crop is direct seeded or transplanted (See How Are These

Crops Planted? Lesson).

i. If the crop is transplanted find the greenhouse starting date by taking the date from

column 5 (Plant in Field Date) and subtracting the number of days shown for that crop

in column 3 (Est. Date of Harvest) and record that date in column 2 (Greenhouse Start

Date).

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. What would you do if you already planted warm weather crops in your garden and you hear there

was a frost predicted?

2. Why do you think different areas of the state have different last frost dates?

Creating Your Seed-Starting Plan

YOUR GARDEN PLAN

Average Last Frost in Madison is__5/13_____________

CROP

GREEN-

HOUSE

START

DATE

EST.

DAYS

UNTIL

HARVEST

SAFE TO SET

OUT TIME

(RELATIVE TO

AV. LAST

FROST DATE)

PLANT IN

FIELD

DATE

PLANTS

SEEDS?

Basil

1 week after

Beans

1 week after

Beets

2 weeks before

Broccoli

2 weeks before

Brussels

Sprouts

Cabbage

4 weeks before

Carrots

2 weeks before

Cauliflower

2 weeks before

Chard

2 weeks before

Collards

4 weeks before

Corn

0 to 2 weeks after

Cucumber

1 to 2 weeks after

Eggplant

2 to 3 weeks after

Garlic

Kale

4 weeks before

Kohlrabi

4 weeks before

Leeks

Lettuce

3 to 4 weeks

before

Melons

2 weeks after

Okra

2 to 4 weeks after

Onions

4 weeks before

Parsley

2 to 3 weeks

before

Peas

6 to 8 weeks

before

Peppers

2 weeks after

Potatoes

Pumpkins

2 weeks after

Radish

Spinach

3 to 6 weeks

before

Squash,

Summer

2 weeks after

Tomatoes

1 to 2 weeks after

Tomatillos

Adapted from organicgardening.com

Lesson Plan: What is a Seed?

Unit: Farm Planning

Objectives:

Students will understand how a seed functions.

Students will understand what a seed needs to germinate.

Modified Curriculum Objectives:

Materials: seed packets, plates, knives, diagram of a seed, beans soaked in water overnight

Time: 1 hour

Vocabulary: germinate, cotyledons, embryo, seed leaves, seed coat,

Background Information:

Teacher Instruction:

A seed is a small embryonic plant enclosed in a covering called the seed coat. A typical seed includes three

basic parts: (1) an embryo, (2) a supply of nutrients for the embryo, and (3) a seed coat. Depending on what

type of plant it is the embryo has either one or more cotyledons or seed leaves.

Seed germination is a process by which a seed embryo develops into a seedling. Three fundamental

conditions must exist before germination can occur. (1) The embryo must be alive, called seed viability. (2)

Any dormancy requirements that prevent germination must be overcome. (3) The proper environmental

conditions must exist for germination. The first step in a seed's awakening is absorbing water. This activates

enzymes that make the stored food available to the embryo. As water is taken in, often doubling the original

seed volume, the coat splits, making oxygen in the soil available to the tiny plant. The energy that drives the

seedling's cells to quickly divide and grow comes from the food stored in the cotyledons and endosperm. The

tip of the root, which emerges first from the seed, anchors the plant and enables it to absorb water and

nutrients. Next, the young shoot begins to grow, relying in the early stages on food supplies from the

cotyledons and endosperm. When the seedling's first real leaves come through the soil, the plant finally shifts

to making its own food through photosynthesis. The greater the stored food supply (i.e., large seeds), the

deeper a seed can be planted and survive until the plant begins producing its own food.

Although relative warmth is required for germination and growth, the ideal range of temperatures varies with

different seeds. Not surprisingly, seeds of many plants native to warmer climates (e.g., tomatoes and

peppers) require warmer temperatures to germinate than those native to cooler climates (e.g., lettuce).

Although germinating seeds are not dependent on sunlight to produce energy, in some cases light can trigger

or prevent germination.

Adapted from kidsgardening.com

Student Instruction:

1. Why would gardeners choose to start their own seeds in a greenhouse or under lights? Puts them in

touch with whole process, excuse to start gardening early, like having plants in house, saves money,

can buy certain varieties that are hard to find elsewhere.

2. Pass out different seed packets to students. Let them pour them out on a plate or into a small

container and examine the different shapes, sizes and textures. (Be careful not to handle them too

much as the moisture from hands can damage the seeds. Consider giving the students plastic knives

to move the seeds around. Keep varieties separated.)

3. Ask for observations about the features of different vegetable seeds.

4. Are seeds alive? They are considered dormant, but when conditions are right they start to grow.

What conditions do they need? Water, warm temperatures, soil, and some seeds need light.

5. Explain process of germination. Germination is the process in which a plant emerges from a seed

and begins growth. The tough outer layer, or seed coat, protects the seed and the young plant, or

embryo, inside. The embryo consists of a preliminary root, shoot, and one or two seed leaves called

cotyledons, which store food for the embryo. Some seeds also have endosperm tissue that contains

food reserves to nourish the young plant until it can make its own food using light energy.

6. Pass out beans seeds that have been soaked in water overnight so that they are easy to open. Have the

students open the seeds carefully so that they can see the inside. Use the below illustration of a seed

to discuss what they see inside and how the parts function during germination.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. How do seeds get from a plant into a seed packet – what is the process?

2. Where does the seed of a plant come from?

3. How do plants produce seeds?

4. Why do plants produce seeds?

Extensions:

Germination Rates

Most seed packets list the germination rate. This indicates the percentage of seeds in the packet that are

likely to germinate when planted according to directions. Even a packet of the freshest seeds will have a

germination rate of less than 100%. Seeds may experience damage from the environment (too dry, too wet);

some may not be mature; others may possess genetic defects that hamper growth. Measuring the germination

rates and then translating that into charts or graphs can make an excellent math lesson.

Point out how most seeds for a type of vegetable look very similar even though they will produce different

varieties. For example, the seeds for a red onion and yellow onion look the same from the outside. But, the

DNA inside the seed differs in order to produce the specific variety. Compare seeds for different varieties of

the same vegetable to see if the students can observe differences.

Readings/Worksheets/Quizzes/Other Materials:

The below illustration is from: http://www.teachersdomain.org/resource/tdc02.sci.life.stru.insideseed/

Diagram of the internal structure of a dicot seed and embryo. (a) seed coat, (b) endosperm, (c) cotyledon, (d)

hypocotyl. Illustration from Wikipedia.org

Lesson Plan: How to Start Seeds

Unit: Farm Planning

Objectives:

Students will learn how to germinate seeds indoors in preparation for transplanting into a spring

garden.

Students will learn how to care for seedlings indoors.

Students will learn how to transplant seedlings.

Modified Curriculum Objectives:

Students will learn how to germinate seeds indoors in preparation for transplanting into a spring

garden.

Students will learn how to care for seedlings indoors.

Students will learn how to transplant seedlings.

Materials Needed: Climate Zone Map for your area, frost dates for your area, seed packets for vegetables

and flowers, seed trays (48‘s and 72‘s are most popular) or other containers, trays with holes, dome hoods for

trays (optional), hanging lights or access to a greenhouse, timer (if using hanging lights), watering can or

water source with watering wand, potting soil* for germinating seeds, garbage bins for keeping soil in and a

few larger containers to use for scooping soil, concrete mixing tub (unused), a flat stick approximately the

width of a seed tray or slightly larger, old newspaper to cover work surfaces for easy cleanup, plates or other

containers to hold seeds while seeding up trays, plant tags, (These can easily be made by cutting apart some

old plastic blinds or yogurt containers!), sharpie marker.

*Note: our local greenhouse is able to provide two good sources of pre-mixed soil in 50 lbs. Bags – the finer

soil is used to germinate very small seed (ex. Lettuce) and the other for larger seeds (ex. Tomato, eggplant).

Although not 100% organic, it’s a convenient way to get soil for seed germination in smaller spaces. If

desired, hook up with a local farmer that makes their own soil mix, ask for their recipe, and make your own.

Time: This hands-on activity is best done over two class periods and will be repeated many times if

preparing plant starts for an outdoor garden. Ongoing, daily care is required while plants mature and

arrangements must be made to ensure plants are cared for on non-school days.

Vocabulary:

Climate Zone Maps A map that shows what planting zone you are located in to help determine which crops

will grown in your area given the weather conditions (often found in seed catalogs).

Frost Date Two dates that mark the start and end of frost potential outdoors – in spring, the date

that plants can safely be placed outdoors and in fall, when frost can start.

Direct seeding Plants that should be started by placing seed directly in the ground once soil can be

worked and/or danger of frost has passed. Plants usually need to be thinned after a crop

is direct seeded.

Planting depth How deep into the soil a seed should be planted to germinate.

Germination When a seed sprouts into a new plant; also a rate tracked by grower to determine what

percentage of seeds one can expect to grow.

Transplanting Moving plant seedlings either into larger containers to accommodate more growth or

moving them outdoors for growth in the garden.

Hardening Off The process of gradually exposing seedlings started indoors to outdoor conditions in

preparation for transplanting into the garden.

Days to Maturity The number of days it takes from the time of planting the seed to when the plant is

ready for harvest.

Background Information:

Depending on your climate zone, research when spring seeds should be planted indoors and plan your seed-

starting activities accordingly. Consider planting some crops in succession, so that not all plants are ready for

harvest at the same time, but instead mature over a period of time in stages.

Teacher Instruction:

The instructor should decide what seeds are to be planted and start class by familiarizing students with the

information on the back of each seed packet. Discuss your local growing conditions, showing students a

local climate zone map and share your area‘s frost dates with class to help them get a better understanding of

the local growing season and its duration. Introduce terms like direct seeding, planting depth, germination

rates, and days to maturity as students look at seed packets.

Getting Trays Filled with Soil

Divide students up into work groups so that two people are working together on each seed tray. Have

students lay newspaper out on tables and then take a 48 or 72 cell tray, placing each into a tray with holes at

the bottom – this will provide additional strength to each tray once they are filled with soil. Students can

either place their tray in a concrete mixing tub or on a newspaper-lined table, then scoop soil out of garbage

bins into tray to fill up cells. The mixing tubs are nice because they allow for extra soil to easily be returned

to the bins. Use a flat stick to level off the soil in all the cells and then move finished trays to an area set up

for watering.

Have students prepare enough trays to cover the seeds you are trying to start. If seeds are larger, use the

bigger soil mix, for tiny seeds use the finer variety. Most seeds will be sown in at 2 seeds per cell. If you are

using older seeds from a year or two ago, increase the number to 4 seeds per cell since germination will be

much lower. Most seed packets will list how many seeds are inside – students can help do the math to

determine how many trays will be needed.

Depending on how much time you have and how many seeds you want to start at one time, decide if you will

start seeding up trays next or wait until the next time. If starting now, have students use a watering wand set

on mist or another light setting to start wetting the trays of soil. If not starting now, set aside filled trays and

start the next class session by watering them.

Seeding up Trays

Again place old newspaper on tables and have student work across from each other, two students per tray.

Ask students to check their seed packets for planting depth, then make a hole in each cell for seeds to go into.

Students should our their seeds out of the seed packet and onto a plate, then try to minimize touching the

seeds as much as possible as they begin placing them into holes. There are a lot of strategies out there on

how to best do that, so tell students to experiment a little to see what works well for them. Using plant tags

with pointed tips instead of fingers to move seeds is helpful, but requires a steady hand and may not be

possible for all students.

Once seeds have been deposited in holes, have students take trays back to soil stations and lightly fill holes

with the finer type of soil. Trays are then place in the watering area again and seeds watered in gently and

thoroughly.

Caring for Seedlings

Most seeds need to be covered with a light amount of soil and kept moist during germination. Once

seedlings are formed, watering continues to be a delicate, but critical operation to ensure new plants do not

wilt in the heat or get damaged by heavy water pressure. Cold weather crops like lettuce and brassicas will

do best if trays are placed in cooler parts of the greenhouse or classroom, but others like tomatoes will thrive

in higher temperatures and sun, so placing things in the best suited location is important.

As seedlings grow and mature, transplanting them to larger cells or containers prior to moving outdoors may

be necessary. If using 72s for seed trays, expect to do some transplanting. If using 48s, it may not be

necessary. As plants grow, fill in empty cells where seeds failed to germinate by dividing up pairs from

other cells and moving them. If one part of a pair of seedlings is distinctly smaller and weaker, thin it to

allow for more room for the stronger partner to grow. Watch for plants to get too leggy – a sign that they are

reaching for the light and some adjustment to placement or lighting might be necessary. Also look for

yellowing on leaves or other signs of distress, looking up problems in seed starting books, online or by

contacting your local greenhouse for advice.

Once you are close to the time to transplant seedlings into the garden, begin to harden off plants by exposing

them to outdoor conditions for short periods of time. It is best to not place trays into full sun initially and to

keep them somewhat protected from direct wind if possible. Gradually making the conditions more

challenging over a period of one to two weeks is helpful to acclimate plants to their new environment and

ensure their success in the garden.

Accommodations:

This is a great hands-on activity for all students. Mixed-ability partners are recommended and size of seeds

worked with should be matched appropriately to each student‘s fine motor skill level. Plant tags can be used

to keep students on track with seeding up cells in rows and not skipping holes accidentally.

Lesson Plan: Temperature Readings in Greenhouse

Unit: Farm Planning

Objectives:

Students will learn about the different temperature zones in a greenhouse by collecting data as the

growing season progresses.

Students will become familiar with what temperature ranges different plants need in a greenhouse.

Students will use the knowledge gained to make informed decisions about placing seedling trays in

appropriate locations to maximize growth.

Modified Curriculum Expectations:

Students will learn to read a thermometer.

Students will describe how the weather outside effects how hot it is in the greenhouse.

Students will understand that different plants need different temperatures to grow in a greenhouse.

Materials Needed: Thermometers, Temperature Tracking Worksheets, Clipboards, Pencils/Pens, Internet

Access, List of Plants to be Started in the Greenhouse

Time: 3 hours

Key Vocabulary: thermometer, temperature, germination

Background Information:

This activity can be done regularly throughout the year to provide a long-term view of the temperature

variations in the greenhouse. Data collected can be tracked on spreadsheets and displayed in a graph format

to enhance classroom discussions on how temperature affects plants and the growing decisions a farmer

makes.

Teacher Instruction:

The number of thermometers you use will vary depending on the size of your greenhouse. Begin by

assigning each thermometer a number and then place them in various locations around the greenhouse.

Make a note of where each one is placed on the Temperature Tracking Worksheet and run some copies of

each for students to use during the activity.

At the start of class, partner students up, making sure students who are learning to read temperature are

working with peers who already know how to do so. Give each team a clipboard with an assigned

thermometer listed on their Temperature Tracking Worksheet. Have teams pick someone to record data

and head into the greenhouse.

In the greenhouse, have each team locate their thermometer and record the temperature and the kind of

weather outdoors today. Have each team share with the group what they found and ask the class for

explanations for the results found.

Student Instruction:

Discussion Questions:

1. Are some locations getting light more directly during this part of the day?

2. What about parts of the greenhouse that are more shady?

3. How does the fact that heat rises impact the readings each team is getting?

4. Would results be different if the weather outside changed tomorrow?

5. How does the time of year impact how warm it is in the greenhouse?

Repeat the process of collecting temperature readings regularly during class and periodically revisit the

discussion questions raised to see how student‘s awareness changes as more data becomes available.

During another class period, divide students into two larger groups. Assign half the students to work in

smaller groups to take the temperature information from each thermometer and convert them into graph

formats. At the same time, the other half of the class uses computer internet search engines to do some

research. Provide students with a list of plants that the class plans to grow in the greenhouse. Divide up the

list and have students find out what assigned plants on the list are considered cold season crops and which

ones enjoy the heat of the summer.

During the next class period, have the two groups share their results. Start by asking each team that graphed

thermometers to present their results to the group. At the end of the presentations, ask the class to make some

general statements about which locations are the hottest and coolest spots in the greenhouse and write the

conclusion on the board. Next, ask the students who classified plants into cold- and heat-loving categories to

share their results with the group. Invite each student to make suggestions about which location in the

greenhouse would be best suited for each plant they researched. Write names of plants next to each

thermometer number on sheets of paper and use the information to guide placement of newly seeded trays at

the start of the growing season.

Greenhouse Temperature Readings

Thermometer #

Location:

Date:

Temperature in Fahrenheit:

Today the weather outside was (circle):

Recorded by:

Date:

Temperature in Fahrenheit:

Today the weather outside was (circle):

Recorded by:

Date:

Temperature in Fahrenheit:

Today the weather outside was (circle):

Recorded by:

Date:

Temperature in Fahrenheit:

Today the weather outside was (circle):

Recorded by:

Lesson Plan: Tracking Germination

Unit: Farm Planning

Objectives:

Students will learn about the requirements for seeds to germinate

Students will use the scientific method to analyze the germination results

Students will compare seedling progress

Students will track the progress of various seeds

Students will graph the data collected

Materials: Petri dishes, seeds, water, Germination Tracker worksheet, soil packs, thermometer, pencil, spray

bottle, paper towels

Time: 45 min/day

Vocabulary: germination, angiosperm, gymnosperm, quiescence, metabolism, imbibe, aerobic respiration,

dormancy, germination rate, scientific method

Background Information:

As a gardener/farmer germination is very important. The number of seeds you plant is based on the

germination rate of the seeds. Germination rate can vary depending on the seeds, the age of the seeds, the

environment the seeds were stored in, and external factors during and after planting.

Seeds require certain amounts of water, oxygen, and particular temperatures to germinate. Seeds are

dry during storage and require large amounts of water before growth can occur. When a seed imbibes

(absorbs) water it enlarges and breaks the hard seed shell. As the seedling grows it needs energy. The energy

comes from aerobic respiration, a process which oxygen is essential. The amount of oxygen that is available

is based on planting depth and water amount. If the seed is planted too deep or the soil is over-watered there

will be a lack of oxygen available for the aerobic respiration to occur. Temperature for germination varies

depending on the seed. Every seed has a range of adequate to optimal temperatures for germination

depending on the type and origin. Some seeds germinate well at room temperature while others prefer

warmer or colder.

Teacher Instruction:

Have a class discussion on the variables of seeds germinating and the background knowledge above.

Use the scientific method to analyze the activity. On the board the teacher will write the steps of the

scientific method:

Ask a question

Do background research

Construct a hypothesis

Test the hypothesis

Analyze the data and draw a conclusion

Communicate the results

Ask the class, what type of question could be developed from our knowledge of seeds? (focus the

class on water, oxygen, and temperature)

Ask each student to write a hypothesis of the question

Ask the class how the hypothesis could be tested.

o Based on the above answers the student instruction may be modified

Student Instruction:

1. Compare two types of seed in two different temperatures

a. Students are given 4 Petri dishes and two types of seeds. The students label each dish Seed1-

Warm, Seed1-Cold, Seed2-Warm, and Seed2-Cold then put about 10 seeds in each dish.

b. Students place a halved paper towel on the dish, wet it with a spray bottle until saturated then

lay out 10 seeds. Fold the paper towel over the seeds and spray the top until saturated (the

dishes can be put inside a plastic bag to keep it more moist.

c. The students should have at least two areas to place the seeds that have different temperatures

and a thermometer to check.

d. Students check on the seeds each day, record the temperature, and moisten the towel with the

spray bottle if it seems dry.

e. The students can use the germination tracker to record when seeds start to germinate to

determine the germination rate.

2. Temperature

a. Students are given 4 Petri dishes and two types of seeds (try to use two types of seeds that

have different preferences for temperature: broccoli and tomatoes, etc.)

b. The students label each dish seed 1-warm, seed 1-cold, seed 2-warm, seed 2-cold

c. Fold a paper towel in half, place half on the dish. Wet the towel with a spray bottle then place

10 seeds in the dish and make note which seed is #1/#2 on the Scientific Method sheet. Fold

the paper towel over the seeds and wet it with the spray bottle.

d. Repeat ‗c‘ with the other 3 Petri dishes.

e. The students should place one Petri dish of each seed variety in a warm area (66-85) and one

in a cold area (50-65), students should have thermometers available in that area.

f. Students use the Germination Tracker to record when seeds start to germinate. The different

Petri dishes should be labeled in the plant column: S1-W, S1-C, S2-W, S2-C.

3. Soil Compaction and water amount

a. Fill two small pots with soil

 Pot A will be filled lightly with soil. Pour the soil into the pot until it fills to the top.

Pack lightly to create a level planting surface.

 Pot B will be filled with soil then packed down and more soil is added and packed

down. (the soil used for Pot B should be close to two times the amount of Pot A)

o Poke 10 holes in each pot all about the same level down (1/2 inch)

o Plant one seed (same type in both pots) in each hole then cover with soil and water.

o Start the Scientific Method sheet for activity #2 completing #1-4.

o Water the plants on a regular basis 1-3 times a day.

o Use the Germination Tracker worksheet to record your observations of the seeds. Label the

seeds as Pot A or Pot B in the plant column.

o After a majority of the seeds have sprouted have the students analyze the results and finish the

Scientific Method sheet #5-6.

3. Planting Depth

1. Students work in pairs with a soil 6-pack and 12 seeds.

2. Each row of 2, is labeled 1 inch, ½ inch, and ¼ inch

3. The students pack the soil then use a ruler to determine the depth of each hole based on the

label for that row. Two seeds are placed in each hole, covered lightly with soil, and then

watered.

4. In partners the students will start the Scientific Method sheet completing #1-4 for activity #3.

5. Daily observations are made to determine the differences that exist in planting depth.

6. Use the Germination Tracker worksheet to record the observations of the seeds. Label the

seeds as 1 inch, ½ inch, or ¼ inch in the plant column.

7. After a majority of the seeds have sprouted have the students analyze the results and finish the

Scientific Method sheet #5-6.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. What type of external factors can we control as the farmer/gardener?

2. What can we do to help the factors that we cannot control?

3. Do we need to work through the above activities each time before we plant?

Extensions:

As an extension exercise students can graph the class data and determine average, optimal, and poor external

conditions for the above activities.

Accommodations:

Accommodations could include help with fine motor skills using a device or having someone else put the

seeds in the holes.

Scientific Method Worksheet Name:

_________________

1. Question:

2. Background Information:

3. Hypothesis:

4. How the hypothesis is tested:

5. Data found:

6. Was the hypothesis correct? Yes_____ No_____

Explain if needed:

Germination Tracker

Key

Sun

Shade

Wet

Dry

Plant

Date

planted

Daily External Factors

Date

sprouted

Notes

Unit 5: Planting and Harvesting

In this unit, students explore cultural celebrations surrounding planting and harvesting. In

addition, lessons cover the hands-on aspects of growing plants in the field including preparing

the soil, transplanting, mulching, weeding, watering, and fertilizing. Students also learn about

completing the cycle of vegetable waste into soil by studying the composting process.

Spring Cultural Celebrations

Fall Harvest Cultural Celebrations

Spring Gardening Topics

Direct Seeding and Transplanting

Harvesting Techniques

Water Needs of Crops

Nutrient Cycle: What Plants Need

Compost MacroInvertebrates

Compost, Recycling and Trash

Lesson Plan: Spring Cultural Celebrations

Unit: Planting and Harvesting

Objectives:

Students will understand why seasons in temperate regions begin and end when they do

Students will understand why spring is the beginning of planting season in the Northern

hemisphere

Students will understand how various cultures celebrate the onset of Spring

Students will understand why seasons occur

Modified Curriculum Objectives:

To understand why spring is a good time to start plant

Materials:

1. National Geographic Cosmic Map:

http://www.nationalgeographic.com/xpeditions/activities/07/popup/cosmic.html

2. Paper/crayons/markers for Our Changing Seasons handout.

3. Internet sites discussing Rites of Spring or Equinox Traditions

a. http://www.timeanddate.com/calendar/march-equinox-traditions.html

b. http://paganwiccan.about.com/od/ostarathespringequinox/p/SpringEqWorld.htm

c. http://en.wikipedia.org/wiki/Equinox#Vernal_equinox_commemorations

Time: 75 minutes

Vocabulary: equinox, solstice

Background Information on the Spring Equinox

(Can also be called the March Equinox which is accurate for both the Northern and Southern

Hemispheres.)

National Geographic Expeditions

http://www.nationalgeographic.com/xpeditions/activities/07/season.html

―Because the direction of the Earth's tilt changes in relation to the sun, the northern and southern

halves of our planet get differing amounts of sunlight over the course of the year. When the

Northern Hemisphere of the Earth is leaning toward the sun, it receives direct rays of sunlight

and is warmer, while the Southern Hemisphere receives more indirect rays.

When the northern part of the Earth is leaning away from the sun, the situation is reversed—the

Northern Hemisphere gets cooler, more indirect sunlight while the southern half receives direct

rays. Because of this, the seasons in the Northern and Southern Hemispheres are reversed, about

six months apart from each other.

The changing position of the Earth's tilt is the reason for the differences in temperature and

length of daylight that distinguish the seasons. (This is contrary to the common misconception

that the distance from the sun is the reason for Earth’s seasons.) When the Northern Hemisphere

is leaning toward the sun, the warmth of direct rays causes spring and then summer in that part of

the globe. When the Northern Hemisphere is leaning away from the sun, the cooling effects of

more indirect sunlight cause autumn and winter.

Because the astronomical position of the Earth causes the seasons, the start of spring, summer,

autumn, and winter are marked by special days that correspond to different points in the Earth's

orbit:

The summer solstice is the first day of summer and the longest day of the year, occurring in the

Northern Hemisphere when the North Pole is leaning more directly toward the sun than it does

on any other day. During the period marked by the summer solstice, the Northern Hemisphere is

warmed by more direct sunlight and days are long and hot.

The winter solstice, by contrast, is the first day of winter and the shortest day of the year. As you

might have guessed, the winter solstice in the Northern Hemisphere occurs when the North Pole

is leaning away from the sun. When the North Pole is pointing away from the sun, the Northern

Hemisphere receives only indirect sunlight; that is why winter is so much colder than summer.

Brrrr!

Equinoxes, on the other hand, occur during transition periods when the North Pole is pointing

neither directly toward nor directly away from the sun; these days are marked by equal periods of

light and darkness. The autumnal equinox is the first day of autumn and occurs when the North

Pole begins to lean away from the sun; the vernal equinox is the first day of spring and occurs

when the North Pole begins to lean toward the sun again.‖

Teacher/Student Instruction:

Ask students:

What are our four seasons? What is different about each? (Students can identify

activities that are part of each season. They may wish to draw these activities or list

them.)

Why do our seasons happen? Using the background information provided, explain to

students how it‘s both the Earth‘s rotation and its tilt that creates the variations in

temperature and daylight throughout the year.

Do a simple simulation with students to show the Earth‘s rotation and tilt. Have one

student stand still, acting as the Sun. Have another student point to an object across

100

the room, acting as the Earth. Have the Earth student rotate counterclockwise around

the Sun, showing how sometimes she is titled (via her finger) toward the sun, and

other times away from it. Have students speculate at four different positions, which

would be the coldest times, and which would be the warmest.

Using a sunrise/sunset table for your own city (available here:

http://aa.usno.navy.mil/data/docs/RS_OneYear.php) Have students calculate the

changing numbers of daylight for the 21

of each month (or more frequently,

depending on the level of your students.) Ask them to draw conclusions about their

data. What do they notice about the month‘s data? Help them understand that the time

period between the vernal equinox and the autumnal equinox offers growers the

warmest temperatures and the longest periods of daylight.

Arbor Day is celebrate in the United States at various times throughout Spring. Its

goal of planting trees underscores the importance of plants and its variable celebration

date is reflective of the various dates Spring arrives. As a class via a data projector,

identify the different dates Arbor Day is celebrated using the interactive map.

(http://www.arborday.org/) Discuss other celebrations that happen in our country

during this time.

Using web-based sources, or picture books (The Spring Equinox: Celebrating the

Greening of the Earth by Ellen Jackson is a good choice) share with your students

ways other cultures celebrate Spring.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

What are our four seasons? (Knowledge)

What is different about each season? (Comprehension)

What happens between the earth and the sun to create our seasons? (Application)

Why do growers in the Northern Hemisphere begin their planting in Spring? (Synthesis)

Extensions:

1. Have students change locations to gather daylight hours. Have them choose a location in

the Southern Hemisphere or one near the North Pole. Ask them to speculate how the

change will affect their daylight hours and their seasons.

2. Have students research additional cultural celebrations of Springtime.

3. There is a much more detailed analysis of the Earth-Moon-Sun connection at:

http://ncisla.wceruw.org/muse/earth-moon-sun/index.html

101

Our Changing Seasons

What are the characteristics that make up each season? What kinds of things do you do in the

different seasons? What is the weather like in these seasons? Using pictures or words, create a

picture of each season and all that it brings.

102

Lesson Plan: Fall Harvest Cultural Celebrations

Unit: Planting and Harvesting

Objectives:

Students will understand why seasons in temperate regions begin and end when they do

Students will understand why fall is the end of planting season in the Northern

hemisphere

Students will understand how various cultures celebrate the onset of Fall and Harvest

time

Modified Curriculum Objectives:

To understand why fall is the time we harvest

Materials:

1. National Geographic Cosmic Map:

http://www.nationalgeographic.com/xpeditions/activities/07/popup/cosmic.html

2. Paper/crayons/markers for Our Changing Seasons handout.

3. Picture Books: (i.e. Autumn Equinox: Celebrating the Harvest, by Ellen Jackson)

4. Internet sites discussing Harvest Festivals

The Family Culture. A description of various harvest celebrations around the

world.

http://www.familyculture.com/holidays/harvestcelebrations.htm

Pongal. The Harvest Festival of South India.

http://www.pongalfestival.org/

Harvest Celebrations in the United Kingdom

http://www.teachernet.gov.uk/teachingandlearning/library/harvestfestivals/

Time: 75 minutes

Background Information on the Fall Equinox

National Geographic Expeditions

http://www.nationalgeographic.com/xpeditions/activities/07/season.html

―Because the direction of the Earth's tilt changes in relation to the sun, the northern and southern

halves of our planet get differing amounts of sunlight over the course of the year. When the

Northern Hemisphere of the Earth is leaning toward the sun, it receives direct rays of sunlight

and is warmer, while the Southern Hemisphere receives more indirect rays.

When the northern part of the Earth is leaning away from the sun, the situation is reversed—the

Northern Hemisphere gets cooler, more indirect sunlight while the southern half receives direct

103

rays. Because of this, the seasons in the Northern and Southern Hemispheres are reversed, about

six months apart from each other.

The changing position of the Earth's tilt is the reason for the differences in temperature and

length of daylight that distinguish the seasons. When the Northern Hemisphere is leaning toward

the sun, the warmth of direct rays causes spring and then summer in that part of the globe. When

the Northern Hemisphere is leaning away from the sun, the cooling effects of more indirect

sunlight cause autumn and winter.

Because the astronomical position of the Earth causes the seasons, the start of spring, summer,

autumn, and winter is marked by special days that correspond to different points in the Earth's

orbit:

The summer solstice is the first day of summer and the longest day of the year, occurring in the

Northern Hemisphere when the North Pole is leaning more directly toward the sun than it does

on any other day. During the period marked by the summer solstice, the Northern Hemisphere is

warmed by more direct sunlight and days are long and hot.

The winter solstice, by contrast, is the first day of winter and the shortest day of the year. As you

might have guessed, the winter solstice in the Northern Hemisphere occurs when the North Pole

is leaning away from the sun. When the North Pole is pointing away from the sun, the Northern

Hemisphere receives only indirect sunlight; that is why winter is so much colder than summer.

Brrrr!

Equinoxes, on the other hand, occur during transition periods when the North Pole is pointing

neither directly toward nor directly away from the sun; these days are marked by equal periods of

light and darkness. The autumnal equinox is the first day of autumn and occurs when the North

Pole begins to lean away from the sun; the vernal equinox is the first day of spring and occurs

when the North Pole begins to lean toward the sun again. ―

Teacher/Student Instruction:

Ask students:

1. What are our four seasons? What is different about each? (Students can identify activities

that are part of each season. They may wish to draw these activities or list them.)

2. Why do our seasons happen? Using the background information provided, explain to

students how it is both the Earth‘s rotation and its tilt that creates the variations in

temperature and daylight throughout the year.

3. Do a simple simulation with students to show the Earth‘s rotation and tilt. Have one

student stand still, acting as the Sun. Have another student point to an object across the

room, acting as the Earth. Have the Earth student rotate counterclockwise around the Sun,

showing how sometimes she is titled (via her finger) toward the sun, and other times

104

away from it. Have students speculate at four different positions, which would be the

coldest times, and which would be the warmest.

4. Using a sunrise/sunset table for your own city (available here:

http://aa.usno.navy.mil/data/docs/RS_OneYear.php) Have students calculate the

changing numbers of daylight for the 21

of each month (or more frequently, depending

on the level of your students.) Ask them to draw conclusions about their data. What do

they notice about the month‘s data? Help them understand that the time period between

the vernal equinox and the autumnal equinox offers growers the warmest temperatures

and the longest periods of daylight.

5. Using web-based sources, or picture books share with your students ways other cultures

celebrate Autumn in general and the fall harvest in particular. Use the resources in the

Materials section above to allow children access to other cultures‘ celebrations.

6. Consider a wide range of lesson ideas throughout the season such as these listed here

from the Farming Friends (http://farmingfriends.com/harvest-festival-lesson-ideas/) web

site:

Discuss the meaning of harvest festival with the children and then the children

explain what harvest festival means in their own words.

Children complete a story board of the meaning of harvest.

Research how harvest is celebrated in different countries.

Visit a farm during potato harvest.

Get a farmer to talk to the class or school about crops that are harvested.

Children research different crops that are harvested and draw pictures and write

about the different crops.

Look at food products made from harvested produce.

Draw fruit, vegetables and loaves of bread in crayon or pastel to show in

assembly.

Learn about when arable crops are planted and harvested and draw storyboard

explaining the planting and harvesting calendar.

Draw up a timeline of the farming year.

Sequence pictures of farming activities to learn about how crops are grown and

harvested.

Learn about area and perimeter in math using field measurements.

Learn about weight and mass through the study of farm produce.

Write poems about harvest.

Draw self portraits by drawing fruit and vegetables to create the features of the

face – look at artists work portraying vegetable faces.

Create fruit and vegetable faces using real fruit and vegetable.

Write a recipe using harvested ingredients.

Bake bread and make sandwiches.

Visit a mill and watch the corn being milled and made into flour.

Find out about the nutritional value of bread.

Make corn dollies.

105

Learn about local seasonal food products.

Pick a food product or meal and work out where all the ingredients have come

from and how many air miles used to bring the food to the children.

Act out farming activities.

Draw one thing the children could harvest this week from their own garden, park,

allotment or roadside.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

What are our four seasons? (Knowledge)

What is different about each season? (Comprehension)

What happens between the earth and the sun to create our seasons? (Application)

Why do growers in the Northern Hemisphere harvest their crops in the Fall? (Synthesis)

Extensions:

4. Have students change locations to gather daylight hours. Have them choose a location in

the Southern Hemisphere or one near the North Pole. Ask them to speculate how the

change will affect their daylight hours and their seasons.

5. Have students research additional cultural celebrations of Autumn.

Accommodations:

Have students work in mixed ability groupings to support each other with literacy

activities and other parts of lessons that can be a challenge for students with disabilities. Select

text appropriate for each group‘s literacy skill levels and support text with visuals where

possible.

106

Our Changing Seasons

What are the characteristics that make up each season? What kinds of things do you do in the

different seasons? What is the weather like in these seasons? Using pictures or words, create a

picture of each season and all that it brings.

107

Lesson Plan: Spring Gardening Topics

Unit: Planting and Harvesting

Objectives:

Students will understand and participate in spring gardening tasks and preparations.

Materials: Depends on activity.

Time: 15 minutes – 1 hour

Vocabulary: organic matter, reemay, row cover, mulch, rototill, compost, amendments

Background Information:

Spring Bed Preparation

Spring is a very exciting time in the garden and on the farm. If you have an already established

garden it is time to get the students outside to experience the hands on tasks of growing food.

The first step in the spring is to prepare your soil for planting. You want your soil to be well

aerated, fluffy, and able to drain well. It is a balancing act because you want a nice smooth bed

for planting seeds and seedlings, but you don‘t want to work the soil so much that you cause

compaction, crusting or encourage the weed seeds to germinate. Prepare your bed according to

what you are planting. Seedlings need less fine soil because you are planting sizable plants into

the bed (onions would be an exception to this). Direct seeding is easier with a more fine soil.

In the fall it is best practice to covered the beds in hay mulch or cover crop to protect the soil

over the long winter. If you planted a cover crop that dies over the winter you can incorporate

that back into the soil. If you mulched the beds, you can leave the mulch on the beds and plant

seedlings right into them by creating a spaces in the hay at the proper spacing intervals. If you

have very compacted or clay soils, or are planting seeds or delicate seedlings, consider removing

the mulch and loosening up the top three inches of the bed to prepare it for planting. It is not

necessary to rototill your beds each season. In fact, excessive tillage can be very detrimental to

the soil. When the soil is worked too often or too finely, organic matter can be lost. Organic

matter is that part of the soil that was once alive. As living tissue decomposes it releases

nutrients, improves soil structure, and increases the biological activity in the soil.

Mulching

Mulching all beds thickly with hay mulch in the spring and fall helps foster healthy soil. Hay

mulch is much better than straw because it builds more soil nutrients. The benefits of mulching

are that it suppresses weeds – (you don‘t have to weed as much and your garden looks much

nicer), prevents soil erosion, improves water retention (conserves water by allowing you to water

less), prevents soil erosion, helps control soil diseases by preventing the soil from splashing onto

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plants during rain storms and spreading disease (this is vitally important when planting

tomatoes), and adds organic matter to the soil. Note: Make sure the hay mulch you purchase

does not have weed seeds in it or you will be introducing more weeds into your garden.

Compost and Amendments

Add compost to your garden each year in the spring and/or fall. Use compost from your home

composting system, free compost from your city or town, free manure from area farms or bagged

compost from a local garden center. (Add only well composted animal manure to garden beds in

the fall to allow time for the manure to compost more fully before it comes in contact with food.)

When transplanting seedlings place a handful of compost in each hole with the plant. It is also

recommended to get a soil test done on your garden every few years. Soil samples can be sent to

your local university or extension office. The soil test will help you determine what nutrients, if

any, are lacking in your garden.

Reemay or Row Cover

Reemay is a reusable polyester fabric that floats over the plants in the row while allowing 75%

light transmission. The porous fabric allows light, air, and moisture to reach the plants. Reemay

is useful for protecting young seedlings from insects and bigger pests like rabbits and

groundhogs, traps heat, and retains soil moisture. Immediately after planting, watering and

mulching seedlings or seeds put reemay over the entire bed. If you are trying to protect your

crops from a pest such as flea beetles or cucumber beetles you must bury the entire length of

reemay so that it doesn‘t have any openings. Take a hoe or shovel and dig up the soil in the aisle

to bury the perimeter of the reemay. If you are using the reemay to protect from larger pests or

animals, use rocks, t-posts or other heavy objects to weigh down the reemay. You don‘t have to

worry about creating a seal. Do not pull the reemay taut over the bed, leave it loose across the

top so that the plants have room to grow into it.

Some tests have shown temperatures under the reemay are 3-7°F warmer than surrounding

uncovered areas. Use reemay to cover hot weather crops like eggplant and peppers in the spring

to give them a temperature boost. Once the crops are flowering you must remove the reemay so

that the plants are able to be pollinated. Reemay lasts 1-4 growing seasons depending on its

accumulated exposure to the sun.

Proper Watering

Water is necessary for all stages of vegetable growth from seed germination through flowering,

fruit maturation and seed development. It is essential for crops to reach their full production

potential. Watering or irrigation is often abused by the gardeners through overwatering,

underwatering or watering at the wrong time.

Vegetables generally require 1 inch of water per week for normal growth. When rainfall does not

supply this amount, supplemental water is necessary. Soil moisture will vary with temperature,

wind conditions and soil type. Consider installing a simple rain gauge in the garden to track the

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rainfall each week. If it rains an inch or more then you don‘t need to water the garden.

Mulching is an important factor in watering – it cuts down on the weeds that compete with the

plants for water and also retains moisture in the soil. If you are in doubt about whether to water

the garden, stick your hand into the soil. If it feels moist then there is no need to water.

It is best to water vegetable crops in the morning. Plants need moisture most during the day

while they are photosynthesizing. It is important that plants go into the night with their leaves

dry because moisture on leaves promotes fungal disease. If evening is the only possible time to

water, avoid splashing water on the foliage by directing the flow onto the soil. It is also best to

water only once a week, thoroughly soaking the soil. Water vegetables deeply by soaking soil to

a depth of 5 to 6 inches. The ideal watering system delivers the water to the soil without getting

the foliage wet. Emitter-type systems, soaker hoses and hand-held watering wands work well.

Hold the wand directly up to the bottom of the plant to ensure that the water is flowing deeply to

the roots only. Avoid frequent, light sprinklings. These result in shallow root growth that makes

crops more susceptible to drought stress. Frequent evening sprinklings increase the potential for

foliar diseases.

The stages of crop development where water is critically important in terms of moisture

requirements are seed germination and transplant establishment. Different vegetables require

water at specific times during their development for best quality. Root crops need a constant

supply of water during root development. Fruit crops, like tomatoes and peppers, should not be

allowed to wilt between flowering and fruit production. Adequate water during the tasseling

stage results in best ear development in corn.

Adapted from the Troy Community Farm Intern Training Manual, author Claire Strader,

Madison FarmWorks (troygardens.org), and http://www.hcs.ohio-state.edu/mg/manual/veg3.htm

Teacher Instruction:

These are lessons designed for the spring planting season as mini topics to cover as the students

work through the different tasks of preparing the garden and planting.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. What are the benefits of mulch?

2. What are the steps of preparing a garden bed for planting?

110

Lesson Plan: Direct Seeding and Transplanting

Unit: Planting and Harvesting

Objectives:

Students will learn how to correctly plant seeds and seedlings.

Students will learn about planting spacing and why it is important.

Materials: seeds, seedlings, tools, compost, watering cans, measuring tape

Time: 1 hour

Vocabulary: seed, seedlings, trowel, compost, direct seed, transplant, transplant shock,

hardening off

Background Information:

Refer to the How Are These Crops Planted lesson for background information on direct seeding

vs. transplanting.

Teacher Instruction:

If the class grew the seedlings inside a greenhouse or classroom then the plants should be

hardened off before transplanting. A week or two before planting the seedlings in the garden put

them outside during the day for short periods of time at first and gradually lengthening the time

they spend outside. This accustoms them to the more rough conditions outside of the greenhouse

such as sun, wind, rain and temperature fluctuations. A day or two before transplanting, leave

the seedlings out overnight. Hardening off plants helps thicken their leaves which gives them a

better chance of surviving transplant shock. If you are buying plants from a nursery they most

likely have been hardened off already, but it is always wise to ask when purchasing the plants.

Seedlings should be strong and healthy to help them survive transplant shock. Moving the plants

from an indoor environment to the tougher conditions outside is traumatic. Disturbing the

plants‘ root systems during transplanting also contributes to shock and it takes them a few days

to repair their root systems and continue to grow. Give them plenty of water when planting them

in the garden, but don‘t over water in the following days. Plants may look droopy for a few days

as they adjust to their new environment.

Some crops prefer to be direct seeded and some are best transplanted. Review some of the

learning points in the How Are These Crops Planted lesson with the students.

111

Discuss the attached Crop Spacing Guide with students. Explain how crops prefer different

spacing due to their growth habits. Tomatoes get big and bushy so they need to be given room to

grow. Basil grows more compactly so can be planted closer together.

Demonstrate how to take a seedling out of its container. Remove the plant from the container

very carefully. Try to keep as much of the soil and roots as intact as possible. Turn the container

upside down and support the plant with your hand so it doesn‘t fall onto the ground. Gently tap

the bottom and sides of the container. Do not pull on the stem of the plant.

Student Instruction:

Steps for transplanting seedlings:

1. Pick a vegetable to transplant and consult the attached Crop Spacing chart to note how

close to plant the seedlings and how many rows to put into the garden bed.

2. Run a measuring tape down the length of the bed and secure the end with a stake or rock.

Use a trowel to make holes at the appropriate intervals. Make a hole twice the size of the

root ball. E.g. Tomatoes are planted at 18 inch spacing so a hole needs to be dug at every

18 inches on the measuring tape. This is a good math exercise. Consider having another

student following along to check on the lead student’s math calculations. Another

variation is to have a long stick with a hash marks every 18 inches that can be moved

along the bed instead of using a measuring tape.

3. Another student will follow the first student with a bucket of compost. He will put a

scoop of compost into the hole.

4. The next student will follow with the seedlings. She will remove a seedling from its

container, break apart the roots and place it in the whole. Then she will cover up the

roots of the seedling by spreading the soil around the plant. Note: Do not plant seedlings

too deep. All seedlings need to be planted at the same depth that they were growing in

the container. The exception to this is tomatoes which can be planted up to their first set

of leaves.

5. Another student will follow the planter with a hose or watering can to water in each

seedling.

6. A final group of students will mulch the plants using hay, leaves or straw.

Steps for direct seeding:

1. Pick a vegetable for direct seeding and consult the seed packet for appropriate spacing.

Decide how many rows you will plant in the garden bed.

112

2. Use a long stick or the handle of a tool to make trenches of the appropriate depth for

planting the seeds.

3. Demonstrate the correct seed spacing to students and then allow 1-2 students on each side

of the bed to begin seeding.

4. Other students can follow along after the seeders and cover up the seeds and water the

rows with a watering can or hose. Note: Sometimes it is useful to leave the entire row

uncovered until after they are done seeding it so they can go back and survey the row to

check on their own seed spacing.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. Why do we transplant some crops and direct seed others?

2. What is the purpose of adding compost to each planting hole?

3. Why do we mulch the plants after planting?

4. Why does the spacing differ for various vegetables?

5. How long do you think it will take for the seeds to germinate? How do we find that out?

6. What do the seedlings need in order to begin growing in the garden bed?

7. How much food do you think each of these seedlings and seeds will produce?

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Vegetable Spacing Guide (Developed by Troy Community Farm and Madison FarmWorks)

Based on a 3.5 ft. wide bed system. Plant crops as close together as possible so they make a

canopy to shade the ground and prevent weed germination and growth, but careful not to plant

crops so thickly that they do not have enough nutrients in the soil to grow.

Vegetables

Spacing

Vegetables

Spacing

Vegetables

Spacing

Beans

2 rows

Eggplant

3 rows/bed

Peppers

3 rows/bed

2.5' b/w rows

18" b/w plts

Beets

3 rows/bed

Fennel

3 rows/bed

Potatoes

2 rows

Broccoli

2 rows/bed

12" b/w plts

Kale

2 rows/bed

Fingerling

6" b/w plants

Brussels

2 rows/bed

12" b/w plts

Radish

4 rows/bed

Sprouts

18" b/w plts

Kohlrabi

4 rows/bed

Rutabega

3 rows/bed

Cabbage

2 rows/bed

12" b/w plts

Salad Mix

6 rows/bed

18" b/w plts

Leeks

3 rows/bed

Spinach

4 rows/bed

Carrots

3 rows/bed

4" b/w plants

Squash,

1 row/bed

Cauliflower

2 rows/bed

Lettuce

4 rows/bed

Gourds

12" b/w plts

18" b/w plts

12" b/w plts

Squash,

1 row/bed

Celeriac

3 rows/bed

Melon

2 rows/bed

Summer

12" b/w plts

18" b/w plts

Squash,

1 row/bed

Celery

3 rows/bed

Onions

5 rows/bed

Winter

18" b/w plts

12" b/w plts

6" b/w plants

Tomatoes

2 rows/bed

Chard

3 rows/bed

Pac Choi

4 rows/bed

18" b/w plts

Collards

2 rows/bed

12" b/w plts

Tomatillos

2 rows/bed

12" b/w plts

Peas,

2 rows

18" b/w plts

Corn

2 rows

Shell & Snow

3' b/w rows

2.5' b/w rows

Peas, Snap

Double rows

Cucumber

2 rows/bed

3' b/w rows

12" b/w plts

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Lesson Plan: Harvesting Techniques

Unit: Planting and Harvesting

Objectives:

Students will understand how to harvest different crops correctly.

Students will learn how to process crops after harvesting.

Materials: Farm field with vegetables to harvest

Time: varies, ongoing activity

Vocabulary: harvest, hydro-cooling, bunching, rehydrate

Background Information:

The part we‘ve all been waiting for. All the planting, weeding, trellising, mulching, insect

control and everything else we‘ve been doing has all been leading up to this task. As the season

progresses, other tasks take up less and less of the time on the farm, until fall when we spend the

majority of our time pulling in our bounty. Many vegetable farms harvest over 40 different

crops through the season. Describing the process for each of these crops here would be tedious.

So we will concentrate on some harvesting basics.

Timing

As with so many tasks on the farm, proper timing for harvest can make all the difference in

efficiency and quality of the job. Timing is important in terms of pulling in the crop at right time

in its own life cycle (maturity), but also in terms of the right time of the harvest day. A leafy

crop that is mature and still perfectly tender and delicious can be ruined if it is harvested under

the wrong conditions.

Early Morning

In the hours just after sunrise crops are as cool and crisp as they will ever be in the field.

The cooler night temperatures and dew combine to hydrate and refresh all crops. These

cool, damp conditions are perfect for harvesting all leafy crops such as lettuce, salad mix,

kale, chard, spinach and cilantro. Peas, broccoli, cabbage, carrots, and beets will also

benefit from being harvested before the sun has a chance to warm and dry the foliage, but

these crops can also be safely harvested a little later in the day.

Mid Morning

By this time crops are usually dry and beginning to get warm in the sun, but they are

generally still fairly crisp. This time is perfect for green beans, summer squash and

cucumbers in particular. These crops are especially susceptible to disease, and they are

harvested several times over a period of weeks. When they are harvested with wet

foliage, disease can spread rapidly and negatively affect the long-term health of the crop.

But if they are harvested later in the day, the fruit can get limp. It is also good to harvest

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eggplant and peppers during the mid-morning, though they are not as susceptible to

disease or to wilt, and can tolerate being harvested most any time of the day.

Afternoon

Unless it is a particularly overcast or rainy day, the fields should be quite warm and dry

by afternoon. Now is the time to harvest tomatoes as well as other crops that should be

quite dry when they come from the fields such as onions, dry beans, and pop corn. Dry

conditions are important for tomatoes because they (like beans and summer squash) are

harvested over a longer season and can be devastated by disease spread in wet conditions.

Also, the fruits are easier to clean and prepare for market when they come from the field

dry. Dry product ready for curing is the real key with onions, dry beans, and popcorn.

These crops are harvested at the end of the plant‘s life cycle when disease is no longer an

issue.

Most of the other crops can be harvested at any time of day. Leeks, scallions, potatoes, winter

squash, edamame, and others are not greatly affected by the timing of their harvest.

Technique

We can group crops into general categories, and discuss the basic harvesting techniques used for

each.

Field Bunching

Kale, chard, cilantro, and parsley are the crops we most commonly bunch in the field.

All of these crops are easy to size in the field and tend to come out pretty clean. The

bunches only need to be dunked in water for a quick wash and cool once they are

harvested. A knife and rubber bands are needed for field bunching. Since collecting a

specific number of bunches is also part of the job, it‘s a good idea to count out the correct

number of rubber bands before you begin. You can often store the rubber bands on the

handle of your knife for easy access as you work.

The general procedure here is to break or cut the stems from the main plant, make an

attractive bunch of the appropriate size, band the bunch, and trim the ends evenly. Stack

bunches into crates or buckets. While working, you should keep your bunches in the

shade, if possible. You can often tuck the crates or buckets up under leafy crops to keep

them out of the direct sun. Working quickly will also reduce sun exposure and

unnecessary wilting.

Bulk Harvest for Wash Shed Bunching

Some crops cannot be bunched in the field either because they cannot be adequately

cleaned once they are in bunches, or because they need to be inspected and/or sized

before bunching. These crops are harvested in bulk and brought back to the shed for

bunching. It can be difficult to estimate how much to harvest in order to achieve the

necessary number of bunches. The farmer can give you pointers, but practice is the best

teacher. Many of the crops in this category are root crops like radishes, beets, and

carrots. Scallions and leeks also fall into the category. You will simply pull some of

them out of the ground (radishes and beets), some will come out with a fork (carrots) and

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some will need to be trimmed in the field once they are pulled from the ground (scallions

and leeks).

Picking

Most everything else is harvested individually in the field and then cleaned and packed in

the wash shed. Different tools and containers are used for different crops. For instance,

all summer squash is harvested into shallow crates lined with towels to protect their

delicate skin. Zucchini must be harvested with a knife, but yellow squash and patty pans

can simply be twisted from the plants by hand. Peas, beans, peppers and others are

harvested into buckets for easy portability down the row. Bulkier crops like fennel,

lettuce, or cabbage are harvested into crates in order to accommodate their size.

Tomatoes are one crop that is harvested, sorted, and packed right in the field. Most

tomato fruits come off the vine rather clean, unless they are touching the ground or there

has been a lot of soil splash with recent rain. As each fruit is plucked, the picker removes

the calyx (stem) and grades the tomato as a first or second. The firsts are packed directly

into boxes for wholesale or market. The seconds are gathered into buckets for further

sorting and packing in the wash shed. Unacceptable fruits are tossed into empty beds

between tomato rows right away.

Once you have a good understanding of what is acceptable and what is not, you should always

remove unacceptable fruits and transport them to decompose in the compost pile. Bad or

blemished fruits that are left on the crop will continue to use the plant‘s energy without resulting

in a usable product. So spotty, over-mature, rotten, or otherwise blemished fruits are picked and

discarded with every harvest. This practice applies to all crops that are harvested more than

once: peas, beans, peppers, tomatillos, tomatoes, squash, cucumbers, and even kale or chard, as

examples.

Post-Harvest Handling

As crops are brought in from the field, they are cooled, cleaned, and packed in the wash shed.

The main technique here is called hydro-cooling, which simply means cooling with water. Crops

are dunked into cold water in order to quickly remove any field heat, and rehydrate their cells.

The water also washes away dirt. Greens, peas, beans, and many other crops are treated in this

way. Most crops will be packed wet right after hydro-cooling. But some, like beans and salad

mix, are left out to dry a bit before being packed away. Excess water can rust beans and rot salad

mix.

Carrots, beets, radishes, scallions and leeks are examples of crops that are not hydro-cooled

exactly, but rather spray washed before bunching. The bulk crop is laid out on the screens in

neat rows, sprayed, and bunched. Except for scallions, we bunch all these crops like with like.

So all the short, stubby carrots are bunched together, and all the long, skinny carrots go together.

Scallion sizes can be mixed in the bunch. Bunch sizes for each crop must be consistent within

each harvest, but can vary somewhat from week to week, depending on quality and quantity of

crop. After the harvest is bunched, all the bunches are sprayed one more time to remove any dirt

spread around in bunching.

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Packing vegetables can be tricky. The goal here is always to fit as much as possible into a crate

without crushing anything. In general only one type of vegetable should go into a crate. Most

crops are covered with a dripping wet towel once they are packed. The wet towel helps keep the

food hydrated while in the cooler, which has a tendency to dry as it cools. Beans and salad mix

are notable exceptions to this rule. These crops are packed in dry towels.

There are a few crops that are not cooled before sale. Tomatoes, potatoes, onions, garlic, and

winter squash are examples. These crops are stored in a dry shady place, after some wet or dry

cleaning, but are not refrigerated.

Recording and Flow

We keep a harvest recording sheet on a clipboard in the wash shed. As each crop comes into the

shed and is packed, we record how much we‘ve got. We always keep these records in the same

units that the crops are sold in. So, for instance, broccoli will be recorded in pounds, lettuce

heads by the piece, and carrots by the bunch. The record sheet indicates the appropriate unit for

each crop. At the end of the season, these records are transferred to our overall crop records and

we can calculate how much we harvested and earned from each planting.

Adapted from Troy Community Farm Training Manual: A Guide to Farm Practices and

Procedures, by Claire Strader.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. Why is it important to know how each vegetable is harvested and handled?

Extensions: Have each student choose a crop and walk the group through the proper harvesting,

washing and packing techniques.

See Wash Shed Record attached.

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Wash Shed Record Sheet

Week:

Beans (lbs)

Collards (bunch)

Onions (bunch or pint)

Radish (bunch)

Maxibel

Green

Yellow

Sweet Corn (piece)

Cipollini

Salad Mix (lbs)

Italian

Cucumber

(piece)

Pac Choi (bunch or piece)

Spinach (bunch or lbs)

Beans, Soy (lbs or bunch)

Slicer

Butterbeans

Pickle

Peas, Shoots (bunch)

Squash, Summer (piece or lbs)

Shiriofumi

Raven

Eggplant (piece)

Peas, Shell (lbs)

Seneca Supreme

Beets (bunch)

Orient

Express

Geen Arrow

Sunburst

American

Knight

Broccoli (lbs)

Special

Mr. Big

Tomatoes, Cherry (pint)

Eclipse

Brussels Sprouts (lbs or pints)

Fennel (piece)

Tomatoes, Paste (lbs)

Peas, Snap (lbs)

Cabbage (piece)

Kale (bunch)

Sugarsnap

Tomatoes, Slicer (lbs)

Sugar Ann

Carrots (bunch)

Kohlrabi (bunch)

Tomatillos (lbs)

Peas, Snow (lbs)

Cauliflower (piece)

Leeks (lbs or bunch)

Sumo

Herbs (bunch)

Basil

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Celeriac (piece)

Lettuce (piece)

Peppers, Hot (piece)

Cilantro

Dill

Chard (bunch)

Melon (piece or lbs)

Peppers, Sweet (piece)

Parsley

Bulk Harvest Record Sheet

Dry Beans (lbs)

Potatoes (lbs)

Vermont Cranberry

Carola

Jacob's Cattle

Dark Red Norland

Black Turtle

Rose Villette

All Blue

Garlic (piece)

Seed

Squash, Winter (piece or lbs)

Large

Pumpkins

Medium

Acorn

Small

Spaghetti

Delicata

Onions (lbs)

Carnival

Super Star

Butternut

Copra

Mars

Shallots

Red Ring

Saffron

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Lesson Plan: Water Needs of Crops

Unit: Planting and Harvesting

Objectives:

Students will understand how to properly water plants in the garden.

Students will understand why it is important to water plants at certain times using specific

techniques.

Materials: watering cans, hoses

Time: Ongoing throughout the season

Vocabulary: rain gauge, precipitation, evaporation

Teacher Instruction:

Some plants are composed of up to 95 percent water. Water is vital from the moment seeds are

sown through sprouting to the end of the growing season. Plants need water for cell division, cell

enlargement, and even for holding themselves up. If the cells don't have enough water in them,

the result is a wilted plant. Water is essential, along with light and carbon dioxide, for producing

the sugars that provide the plant with energy for growth. It also dissolves fertilizers and carries

nutrients to the different parts of the plant.

Ideally, water for plants comes from rain or other precipitation and from underground sources. In

reality, you'll often have to do extra watering by hand or through an irrigation system. How often

you should water depends on how often it rains, how long your soil retains moisture, and how

fast water evaporates in your climate. Soil type is another important factor. Clay soils hold water

very well -- sometimes too well. Sandy soils are like a sieve, letting the water run right through.

Both kinds of soil can be improved with the addition of organic matter. Organic matter gives

clay soils lightness and air; it gives sandy soils something to hold the water.

Other factors may also affect how often you need to water your garden:

More water evaporates when the temperature is high than when it's low. Plants can rot if

they get too much water in cool weather.

More water evaporates when the relative humidity is low.

Plants need more water when the days are bright.

Wind and air movement will increase the loss of water to the atmosphere.

Water needs vary with the type and maturity of the plant. Some vegetables are tolerant of

low soil moisture.

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Sometimes water is not what a wilting plant needs. When plants are growing fast, the

leaves sometimes get ahead of the roots' ability to provide them with water. If the day is

hot and the plants wilt in the afternoon, don't worry about them; they will regain their

balance overnight. But if plants are wilting early in the morning, water them immediately.

So much depends on climate and the ability of different soil types to hold moisture that it's

difficult to give specific directions for watering your garden. Generally, however, vegetable

plants need about an inch of water a week. The best time to water your garden is in the morning.

If you water at night when the day is cooling off, the water is likely to stay on the foliage,

increasing the danger of disease.

When watering crops always soak the soil thoroughly. To encourage deep rooting, it's better to

apply one heavy watering to the garden than several light waterings. Encourage students to hold

the watering can close to the surface of the soil not over the leaves. It is the roots of the plant

that need the water, not the leaves. Some vegetables such as tomatoes and squash are susceptible

to diseases that are encouraged by moisture.

Consider placing a rain gauge in the garden. They are an inexpensive way to monitor the amount

of rain the garden is getting each week. Pick a day for watering. For example, if Monday is

watering day, leave the rain gauge untouched from Monday to Monday. On that day, check the

gauge to see how much rain the garden received. If it received an inch or more, no need to

water. If it received less, have students water deeply.

If you are in doubt about whether to water or not, stick you hand into the soil, if it feels dry then

it is necessary to water the crops.

An important note: Newly planted seeds like to remain moist until germination. If you have beds

with seeds waiting to germinate, it is best to water them more frequently until the seeds

germinate. Once germination occurs, you can water them weekly with the rest of the garden.

Mulching in the garden is a great way to retain moisture in the garden beds. It also builds

organic matter. The presence of organic matter in the soil also helps retain moisture. See Spring

Topics Lesson for more information about mulching your garden.

Adapted from howstuffworks.com

Student Instruction:

Bring students out to the garden and demonstrate proper watering of crops. Have them practice

watering. Set up rain gauge and talk about how it works and why it is useful to have one in the

garden.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

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1. What would happen if we stopped watering the garden?

2. What do you think would happen if we gave the garden a deep watering every day?

3. Why do we water deeply less often instead of a little bit every day?

4. How does mulching the garden affect the water needs of plants?

Extensions:

Learn about your watershed. Teach the students where the water they use in the garden is

coming from. Discuss why it is important to use water efficiently in the garden.

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Lesson Plan: Nutrient Cycle: What Plants Need

Unit: Planting and Harvesting

Objectives:

Students will learn about three important nutrients plants need to grow.

Students will learn different ways that farmers add fertilizers to the soil

Materials: Nitrogen cycle handout, fertilizer labels, Manure Tea (manure/compost, coffee

filters, string, water, containers, and seedlings)

Time: 1 hour background discussion, 30 minutes to make tea, part of each day for 2 weeks to

record observations

Vocabulary: Nitrogen, Phosphorus, Potassium, rhizomes,

Background Information:

There are seventeen chemical elements that plants need to grow and reproduce. The nutrients

include: carbon (C), hydrogen (H), oxygen (O), nitrogen (N), phosphorus (P), potassium (K),

calcium (Ca), magnesium (Mg), sulfur (S), iron (Fe), manganese (Mn), zinc (Zn), copper (Cu),

boron (B), molybdenum (Mo), chlorine (Cl) and nickel (Ni). Of these 17, all except carbon,

hydrogen, and oxygen are derived from the soil. When the soil cannot supply the level of nutrient

required for adequate growth, supplemental fertilizer applications become necessary. Three of

these elements are highly important macronutrients for plants: nitrogen (N), phosphorus (P), and

potassium (K). When purchasing chemical fertilizers the three numbers that appear on label

represent these elements. There are also natural ways to add these elements to the soil to produce

healthy plants. This lesson will focus on the importance of and varying ways to add nitrogen,

phosphorus and potassium.

Soil testing can help determine which elements are needed for plants. With organic farming it is

a good idea to add compost or manure at the beginning of the growing season and only add more

if needed through the season. With chemical fertilizers it is important to know what the plants

need so as not to waste time and money adding excess fertilizers. Excess fertilizers do not help

plants grow bigger but run off fields and can cause environmental damage to rivers and streams.

Nitrogen

Nitrogen is the most abundant element in the Earth‘s atmosphere accounting for 78% of the air

we breathe. Plants need nitrogen to grow, nitrogen is found in the chlorophyll plants. This is

what gives plants there green color and allows plants to make food for them by converting the

sun‘s energy through photosynthesis. However, the nitrogen gas in the atmosphere is not

available for use in plants. Often when a plants leaves start to turn yellow it is due to a lack of

available nitrogen.

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Nitrogen gas (N

) must be converted into nitrate (NO

) or ammonium (NH

) ions before it can be

used by plants. This conversion process called nitrogen fixation can be accomplished in three

general ways including nitrogen fixing bacteria, manufactured at a chemical plant, and to a small

degree lightning.

Nitrogen fixing bacteria work in two main ways being attached to legumes or breaking down

plant or animal waste. Legumes such as beans and alfalfa grow specialized nodules on their roots

called rhizomes. Rhizobia, nitrogen fixing bacteria live in these nodules and convert atmospheric

nitrogen into nitrates that plants can use. Farmers can take advantage of this natural process by

rotating crops. On many farm this involves planting soybeans every two-four years on a field to

replenish nitrogen levels while planting corn the other years. Nitrogen fixing bacteria can also

convert nitrogen in plant waste or manure from horses or cattle into nitrogen that plants can use.

At large chemical manufacturing plants ammonia is produce by using nitrogen from the air and

hydrogen from natural gas. This process requires temperatures of over 400

C and great pressure.

This process requires a large amount of energy from fossil fuels and is quite expensive. Most of

the nitrogen fertilizer in the world is made in China. The United States no longer produces

nitrogen fertilizers. However, U.S. farmers import many tons of chemical nitrogen fertilizer from

Trinidad for use on wheat and corn crops.

Farmers have added nitrogen to the soil for hundreds of years. First by using animal manure,

plant wastes and fish scraps. Later farmers learned the value of rotating crops with legumes. The

first process for chemical production of nitrogen fertilizer was developed in 1884. It was not

until after World War II that the production and use of chemical fertilizers were used in great

numbers.

The nitrogen cycle is a process in which nitrogen from the atmosphere is converted into useable

nitrates or ammonia for plants. Animals eat plants or other animals to obtain nitrogen. Nitrogen

is then returned to the atmosphere by denitrifying bacteria.

Phosphorus

While all plants require phosphorous annual plants require large amounts of phosphorus when

they begin to grow in the spring. Trees, bushes and other perennials need smaller amounts of

phosphorus. Phosphorus in the soil is often found in chemical form that cannot be immediately

used by plants. The most common source for phosphorus in fertilizers is rock phosphate that is

strip mined and then pulverized. This fertilizer is then added directly to the root zone during

planting of seeds or seedlings.

Phosphorus stimulates early growth and root formation. Phosphorus is necessary for cell division

and improves the plant‘s ability to absorb water and other nutrients. It also aids in photosynthesis

and improves plant strength.

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Organic fertilizers including composted food waste contain phosphorus. Phosphorus is also

found in bone meal, ground up animal bones, as well as rock phosphate is considered organic.

Bat guano is a good source of phosphorus while other manures contain small amounts of

phosphorus. The addition of phosphorus in acidic soils is much faster than alkaline soils as the

acid converts the phosphorus to a form more easily used by plants.

Farmers added bone meal to their fields as a way to add phosphorus for many years. However, it

was not until 1808 that James Murray of Ireland discovered that soaking bones in acid help

release more useable phosphates in later discovered that rock phosphates could be used in the

same manner. The first phosphate manufacturing plant was built in New York in 1851 and the

United States produced most of the phosphate fertilizer in the world for the next 100 years.

Today, China produces more phosphate fertilizers though mines in North Carolina and Florida

still produce 30 percent of the world‘s phosphate fertilizers.

Potassium

Potassium is represented by the letter K on the periodic table this comes from the Latin

―Kalium.‖ Potassium is necessary for both plants and animals. While the soil as large amounts of

potassium much of this is not readily available for plant use. Plants that are high in carbohydrates

like potatoes require more potassium. Potassium has also been shown to increase the size of

fruits and enhances the green color of leaves.

Most potassium chloride is mined from underground mine shafts. Potassium salts are also

collected from inland salt lakes. This potassium is placed near the roots of plants to increase root

growth, build cellulose and aid in photosynthesis. Potassium regulates the opening and closing of

stomata or plant pores ample levels of potassium prevent excess water loss and wilting.

The initial use of potassium came from burning wood ashes and other organic matter during the

making of soaps. This residue ―pot ashes‖ or potash was placed on fields and was shown to

increase crop yields. While potassium chloride comes naturally from ancient seas some organic

farms prefer not to use this type of fertilizer. In addition, some plants cannot tolerate the chloride

potassium can be added as a sulfate or nitrate.

All plants need these three macronutrients and often the soil is lacking in the amount of nutrients

needed to grow healthy plants. By adding fertilizers it is possible to transform soil into

productive ground for growing foods.

Teacher Instruction:

1. Discuss with students the value of nutrients to the growth of plants.

2. Discuss from where different nutrients come.

3. Talk about the needs of plants and when to add fertilizers. As well as how to know when

a plant needs more fertilizer.

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4. Compare organic fertilizers to chemical fertilizers.

Student Instruction:

1. Make posters that illustrate one of the three nutrient cycles.

2. Compare different fertilizer labels.

3. Determine the nutrient needs of a specific crop and create a fertilizer label that would

meet those needs.

Make manure or compost tea.

1. Place two tablespoons of manure/compost into a coffee filter, staple the bag shut and

attach a string. The string can have a paper tag attached to the other end. This tag could

be decorated with a logo for the tea.

2. For each student have a different container with a different amount of water. Need 16

different containers (1 cup-1 gallon), in one cup increments.

3. Hang the bag in a container with water overnight this allows the tea to steep.

4. Make observations and compare the different concentration of teas that have been made.

5. These different strengths of tea can be added to plant seedlings.

6. The plants can then be compared to determine what concentration of tea promoted the

best plant growth. These observations should be taken over a period of several weeks.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. Compare using chemical fertilizers to natural fertilizers.

2. What are some sources of nitrogen, phosphorus, or potassium?

3. What happens when more fertilizers than plants need is added to the soil?

4. What can happen when fertilizers are added directly to the leaves of plants?

5. How can you determine the nutrient needs of a plant?

6. How to plants grow when they have ample fertilizer?

7. How do the nutrients get in compost?

8. Why is manure a valuable resource for farmers?

9. What happens when a farmer produces too much manure?

10. What costs are associated with fertilizers? Think economic, social, and environmental.

11. What do the three numbers on a fertilizer label stand for?

Extensions: Research the historical use of fertilizers. Design additional experiments that will

determine the optimal level of fertilizers for a specific crop. Visit farms to see different types of

fertilizer application.

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Resources:

http://www.vtaide.com/png/nitrogenCycle.htm Nitrogen Cycle Diagram.

http://www.tfi.org/factsandstats/fertilizer.cfm Fertilizer Institute information about chemical

fertilizers including videos.

http://www.extremelygreen.com/fertilizerguide.cfm List of organic fertilizers.

http://uwlab.soils.wisc.edu/ Information on soil testing

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Nitrogen Cycle

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Lesson Plan: Compost Macro Invertebrates

Unit: Planting and Harvesting

Objectives:

Students will learn about the organisms that help to decompose plant matter into rich

compost.

Students will be able to create a food web that exists within the compost pile.

Students will learn about population dynamics.

Students will learn what is necessary for a healthy and productive compost pile.

Materials: Compost, Gloves, dissection keys

Time: 60 minutes

Vocabulary: Compost, Macro invertebrate, Bacteria, Fungi, Aerate, Carbon, Nitrogen, Calcium.

Potassium, Phosphorous

Background Information:

In outdoor compost piles, a wide range of invertebrates take part in the decomposition of organic

matter. There are many other organisms; bacteria, fungus and a wide range of microscopic

organisms that play a role in the decomposition as well, but these are harder to find and identify.

Procedures to Find Macro Invertebrates

One method of collecting invertebrates is to take grab samples of compost from various locations

in the heap. Some organisms such as centipedes and sow bugs are more likely to be found near

the surface. Others will be found deeper in the pile. Spread each compost sample in a large tray

or piece of paper, preferably light in color for maximum contrast. Students can use wooden

tongue depressors, plastic spoons, or other instruments that will not hurt the organisms, to sort

through the compost. Flashlights and magnifying lenses can be used to enhance the observation.

The larger organisms, such as worms, centipedes, millipedes, sow bugs, earwigs, spiders, ants,

beetles, snails, slugs, mites, can be observed with the naked eye. To get a closer look, place

samples of the compost in Petri dishes or watch glasses and observe them under a dissecting

microscope.

An alternative method of separating small invertebrates in compost is by using a "Berlese

funnel". This method will provide a higher concentration of invertebrates to view. Place a funnel

in a ring stand. Attach a circle of 10 mm wire mesh below the funnel. Just below the funnel,

place a vial to collect the specimens. Position a light source (25 watt) 2.0 - 2.5 cm above the

funnel, or place the collecting apparatus in a sunny location. The light and heat drive the compost

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organisms downward through the funnel and into the collecting jar. Too strong of a light source,

will cause the organisms to dry up and die before making it through the funnel.

Place compost in the funnel and then partially fill the vial with water if you want to observe live

organisms. Observe the organisms about 2 to 4 days later. They will remain alive and float on

top of the water. You can place them in a Petri dish or watch glass and observe them under a

dissecting microscope or with a magnifying glass. You should find small arthropods, including

many different kinds of mites, a few different insect larvae, springtails, small millipedes, ants,

etc.

Teacher Instruction:

1. Read the background information that is included in the Compost/Recycling/Trash

Lesson Plan.

2. Watch video ―It‘s Gotten Rotten‖

3. Bring in a bucket of composted material. It is good to have this come from the bottom of

the pile or to consist of material that was composted last year. If you can visit the

compost pile, this activity works well at the composting site.

4. Have a location that is easy to clean up. Outside works well if weather cooperates.

Student Instruction:

1. What do you think is in compost? Create a list of what you think you might find.

2. Sift through the compost. Keep track of what you find in your pile.

3. How many different types of macro invertebrates can you find? How many of each type?

4. Determine how many of one type will be in a larger pile.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. What do the macro invertebrates do in the compost pile?

2. Create a food web including all the organisms you find.

3. What happens if these macro invertebrates are not present?

4. Do you have to add them to pile? Where do they come from?

5. What other organisms play a role in making compost?

Extensions: Visit composting sites; backyard, large garden, municipal. Start a red worm bin.

Build two bottle compost bins. Build outdoor compost bins. Experiment by putting different

items in the compost pile measuring the time it takes to decompose. Test the compost for nutrient

levels.

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Resources:

http://cwmi.css.cornell.edu/compostingintheclassroom.pdf Composting in the Classroom.

Several weeks‘ worth of lessons for High School students.

http://ecommons.library.cornell.edu/handle/1813/11656 It‘s Gotten Rotten 20 minute video and

Teacher‘s Guide.

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Lesson Plan: Compost, Recycling, & Trash

Unit: Planting and Harvesting

Objectives:

Students will learn how to appropriately dispose of waste from the kitchen

Students will be able to recognize what items can be recycled or composted.

Students will understand the value of composting and how it relates to food production.

Students will learn the costs associated with waste management and how to reduce those

costs.

Materials: Items for relay or collage, Handouts

Time: 45 minutes- multiple days depending on extensions.

Vocabulary: Compost, Decomposition, Vermicomposting, Bacteria, Aeration, Macro

invertebrates, Microorganisms, Retention, Landfill, Incineration, Leachate, Humus, Food Waste

Digester

Background Information:

This lesson completes the cycle of food waste to compost for growing plants, Students will learn

what waste items can be placed in compost and which items can be recycled or need to go to the

landfill. These classifications depend on the facilities available in your area.

The art of composting has been part of our global culture since ancient times. The basic

principles are quite simple, and adhering to them will result in an efficient and successful

outcome. Studies have shown that home composting can divert an average of 700 pounds of

material per household per year from the waste stream. Municipal composting carries a greater

environmental cost, but not nearly as high as if leaf and yard waste are disposed of by

conventional means. Composting is an excellent way to avoid both wasting useful natural

resources and creating environmental problems, while at the same time producing a high quality

and inexpensive soil amendment.

Composting is the transformation of organic material (plant matter) through decomposition into a

soil-like material called compost. Invertebrates (insects and earthworms), and microorganisms

(bacteria and fungi) help in transforming the material into compost. Composting is a natural form

of recycling, breaking down organic material into soil in natural habitats.

An ancient practice, composting is mentioned in the Bible several times and can be traced to

Marcus Cato, a farmer and scientist who lived in Rome 2,000 years ago. Cato viewed compost as

the fundamental soil enhancer, essential for maintaining fertile and productive agricultural land.

He stated that all food and animal wastes should be composted before being added to the soil. By

the 19th century in America, most farmers and agricultural writers knew about composting.

Today there are several different reasons why composting remains a valuable practice. Yard and

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food wastes make up approximately 30% of the waste stream in the United States. Composting

most of this waste would reduce the amount of municipal solid waste requiring disposal by

almost one fourth. Compost added to gardens improves soil structure, texture, aeration, and

water retention. When mixed with compost, clay soils are lightened, and sandy soils retain water

better. Mixing compost with soil also contributes to erosion control, soil fertility, proper pH

balance, and healthy root development in plants.

The standard means of disposal for most yard and food waste include landfilling and

incineration. These practices are not as environmentally or economically sound as composting.

Plant waste which is placed in the landfill breaks down very slowly due to the lack of oxygen. As

it decomposes, it produces methane gas and acidic leachate, which are both environmental

problems.

Landfilling organic wastes also takes up landfill space needed for other wastes. Incinerating

moist organic waste is inefficient and results in poor combustion, which disrupts the energy

generation of the facility and increases the pollutants that need to be removed by the pollution-

control devices. Composting these wastes is a more effective and usually less expensive means

of managing organic wastes. It can be done successfully on either a large or small scale.

Decomposition

Decomposition occurs naturally anywhere plants grow. When a plant dies, its remains are

attacked by microorganisms and invertebrates in the soil, and it is decomposed turning into

humus. This is how nutrients are recycled in an ecosystem. Natural decomposition can be

encouraged by creating ideal conditions. The microorganisms and invertebrates fundamental to

the composting process require oxygen and water to successfully decompose the material. The

end products of the process are soil-enriching compost, carbon dioxide, water, and heat.

Composting is a dynamic process which will occur quickly or slowly, depending on the process

used and the skill with which it is executed. A neglected pile of organic waste will inevitably

decompose, but slowly. This has been referred to as "passive composting," because little

maintenance is performed. Fast or "active" composting can be completed in two to six weeks.

This method requires three key activities; 1) "aeration," adding oxygen by turning the compost

pile, 2) proper moisture, and 3) the proper carbon to nitrogen (C: N) ratio. Attention to these

elements will raise the temperature to around 130-140 degrees Fahrenheit, and ensure rapid

decomposition.

The success with which the organic substances are composted depends on the organic material

and the decomposer organisms involved. Some organic materials are broken down more easily

than others. Different decomposers thrive on different materials as well as at different

temperature ranges. Some microbes require oxygen, and others do not; those that require oxygen

are preferable for composting.

A more diverse microbial community makes for a more efficient composting process. If the

environment in the compost pile becomes inhospitable to a particular type of decomposer, it will

die, become dormant, or move to a different part of the compost pile. The transforming

conditions of the compost pile create a continually evolving ecosystem inside the pile.

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Factors Affecting the Composting Process

All organic material will eventually decompose. The speed at which it decomposes depends on

these factors:

1. Carbon to nitrogen ratio of the material in the pile

2. Amount of surface area of organic material added to the compost

3. Aeration, amount of oxygen in the pile

4. Moisture, amount of water in the pile

5. Temperatures reached in the compost pile

6. Outside temperatures

Carbon-to-Nitrogen Ratios

Carbon and nitrogen are the two fundamental elements in composting, and the ratio (C: N) is

significant. The bacteria and fungi in compost digest or "oxidize" carbon as an energy source and

ingest nitrogen for protein synthesis. Carbon can be considered the "food" and nitrogen the

digestive enzymes for these organisms.

The bulk of the organic matter should be carbon with just enough nitrogen to aid the

decomposition process. The ratio should be roughly 30 parts carbon to 1 part nitrogen (30:1) by

weight. Adding 3-4 pounds of nitrogen material for every 100 pounds of carbon should be

satisfactory for efficient and rapid composting. The composting process slows if there is not

enough nitrogen, and too much nitrogen may cause the generation of ammonia gas which can

create unpleasant odors. Leaves are a good source of carbon; fresh grass, manures and blood

meal are sources of nitrogen.

Surface Area

Decomposition by microorganisms in the compost pile takes place when the particle surfaces are

in contact with air. Increasing the surface area of the material to be composted can be done by

chopping, shredding, mowing, or breaking up the material. The increased surface area means that

the microorganisms are able to digest more material, multiply more quickly, and generate more

heat. It is not necessary to increase the surface area when composting, but doing so speeds up the

process. Insects and earthworms also break down materials into smaller particles that bacteria

and fungi can digest.

Aeration

The decomposition occurring in the compost pile takes up all the available oxygen. Aeration is

the replacement of oxygen to the center of the compost pile where it is lacking. Efficient

decomposition can only occur if sufficient oxygen is present. This is called aerobic

decomposition. It can happen naturally by wind, or when air warmed by the compost process

rises through the pile and causes fresh air to be drawn in from the surroundings. Composting

systems or structures should incorporate adequate ventilation.

Turning the compost pile is an effective means of adding oxygen and brings newly added

material into contact with microbes. It can be done with a pitchfork or a shovel, or by turning

compost in a specifically designed aeration compost bin. If the compost pile is not aerated, it

may produce an odor indicating anaerobic decomposition.

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Moisture

Microorganisms can only use organic molecules if they are dissolved in water, so the compost

pile should have a moisture content of 40-60 percent. If the moisture content falls below 40

percent the microbial activity will slow down or become dormant. If the moisture content

exceeds 60 percent, aeration is hindered, nutrients are leached out, decomposition slows, and the

odor from anaerobic decomposition is emitted. The "squeeze test" is a good way to determine the

moisture content of the composting materials. Squeezing a handful of material should have the

moisture content of a well wrung sponge. A pile that is too wet can be turned or can be corrected

by adding dry materials. If the pile is too dry add water.

Temperature

Microorganisms generate heat as they decompose organic material. A compost pile with

temperatures between 90

and 140

F (32

-60

C) is composting efficiently. Temperatures higher

than 140

F (60

C) inhibit the activity of many of the most important and active organisms in the

pile. Given the high temperatures required for rapid composting, the process will inevitably slow

during the winter months in cold climates. Compost piles often steam in cold weather. Some

microorganisms like cool temperatures and will continue the decomposition process, though at a

slower pace.

Backyard vs. Large-Scale Composting

Backyard composting can be done using a variety of different systems, enclosures, or containers.

Composting systems or bins can be constructed at home or purchased commercially. Depending

on where you live, you may have a problem with rodents if vegetative food wastes are combined

with yard wastes. If so, an enclosed space or bin is advisable. The methods employed will vary

somewhat depending on the system you choose, but the principles and purpose remain the same.

This is true for large-scale composting projects as well.

Some municipalities collect yard waste at the curbside similar to the way recyclables are

collected. It is taken to a central location and formed into windrows, triangular-shaped rows from

5 to 8 feet high and as long as necessary. Turning for aeration is done about once a month using

a front-end loader or other type of heavy equipment made specifically for that purpose. The

temperature and moisture are checked twice a week. The finished compost may be sold, given

away, or used by the municipality in public works projects. Backyard composting eliminates the

environmental and economic costs of the heavy equipment used to bring yard waste to a

composting site and aerate the compost.

Food Wastes: Vermicomposting and Food Digesters

Vermicomposting or worm composting is the easiest way to recycle food wastes and is ideal for

people who do not have an outdoor compost pile. Composting with worms avoids the needless

disposal of vegetative food wastes and allows one to enjoy the benefits of high quality compost.

It is done with "red worms" (Eisenia foetida) who are happiest at temperatures between 50

and

F and can be kept indoors at home, school, or the office. As with outdoor composting, it is

best to avoid putting bones, meats, fish, or oily fats in the worm box as they emit odors and may

attract mice and rats. When cared for properly, worms process food quickly and transform food

wastes into nutrient-rich "castings." Worm castings are an excellent fertilizer additive for gardens

or potted plants.

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The red worms are placed in a box or bin which can be built or purchased, along with "bedding"

of shredded cardboard and/or paper moistened to about 75% water content. The container should

be wide enough so that food scraps can be buried in a different location each time. The

dimensions of the container and the amount of worms required initially will depend on how

much organic food waste will need to be composted each week.

The worms will gradually reproduce or die according to the amount of food they receive. A

sudden addition of a large amount of food waste may attract fruit flies, so increases should be

made gradually. In a healthy box, worms can build large populations and consume four to six

pounds of food scraps per week. About four to six months after the box has been started, the

worms will have converted all of the bedding and most of the food waste into "castings" which

will need to be harvested so the process can begin again.

Food waste digesters are an option for people who want to reduce the amount of food waste they

produce but do not have a compost pile. These units resemble commercially produced compost

bins, but differ in purpose. They are designed to accept food wastes otherwise inappropriate for

composting such as meats, fish, fats, or oily food scraps. In general they are built to prevent

odors from being released and prevent rodents from entering the unit. Food waste digesters are

fundamentally different from worm boxes and compost piles, because the digesters do not

ultimately produce a soil enhancing product. Their purpose is to cut down on the volume of food

waste generated. Food waste digesters are not a "magic hole in the ground" however, and the

decomposed food residue must periodically be emptied into the trash.

Recycling

Items that can be remade into other items can be recycled. Most communities have facilities that

collect metal, glass, plastic and paper for recycling. In general these products are separated into

like items crushed and shredded and then put back into the factory to make new bottles, cans, or

boxes. Depending on the item some recyclables are valuable and save energy and money. With

other items there is less need for the recycled content or it is more difficult to remake the product

and so the money savings are less.

Metals including, aluminum, steel, tin, copper and brass are all recyclable. Metals are the most

valuable recyclable payments range from 5 cents a pound for steel to $1000 an ounce for gold.

Metals are relatively easy to shred and melt down and reform to make new metal items. It is also

labor intensive and environmental damaging to take metal ore from the environment. Metal is a

finite resource so it makes since to reuse the metal already in existence. In the future people will

mine old landfills for metal.

Glass is also easy to remake into new glass items. However it is fairly heavy for its value and is

often better to reuse glass bottles than to recycle bottles into new. Recycling glass also can have

a problem if there are impurities in the glass that is being recycled. There are also issues

regarding different colors of glass, when making new bottles. Glass is a silicate requiring a lot of

heat and pressure to form.

Plastic lasts for a long time and is lightweight reducing the cost of shipping. Plastics often cannot

be reused at the same level. An old plastic bottle cannot be turned into a new plastic bottle, some

material and quality is lost. However most plastic bottles made now have a majority of recycled

content. Plastics are labeled with numbers 1-7 that tell how to recycle them. It is easier to recycle

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lower numbers because there is more uniformity in the production of 1 and 2 plastic. Other

bottles will be down cycled into plastic lumber or toys. Plastics are made from petroleum

products and no one knows how long it will take to decompose because plastics have not been

around long enough.

Paper is also fairly easy to recycle. You can do it yourself with a blender and a screen. With

mixed paper recycling most paper is also down cycled into newsprint, cardboard, or paper bags.

New paper is made from trees or other plant sources.

Tires, batteries, vegetable oil, clothing, concrete can all be recycled if facilities exist. Sometimes

the transportation of recyclables is more expensive that finding new products. However, the cost

of landfill space will also continue to get more expensive as space becomes more valuable.

Other Waste

There are some wastes that cannot be composted or recycled. These items are sent to a landfill or

incinerator. Landfills are lined pits in which waste is put and then covered with soil. Waste

slowly decomposes in the anaerobic, no oxygen, environment. Landfills produce methane gas

which can be dangerous but also a valuable resource if captured and used. When a landfill runs

out of space the land is not safe for buildings or large trees. Often old landfills have been used as

parks.

Incinerators burn the waste. Some incinerators use the energy from this burning to create

electricity. However this burning releases carbon monoxide and other chemicals into the

atmosphere.

Money Costs

Home composting can be accomplished for a small initial outlay of money. And the end result

can be used in your home to reduce the cost of purchasing soil/fertilizer for your garden. Larger

city wide composting can be more expensive due to more need of space and transportation of

waste to the site. This waste would also have to be transported to a landfill.

Metal recycling can be money maker for a business. For cities often the recycling of metals pays

for the transportation and sorting of other recyclables.

Waste pickup is often charged by pound or the amount of times a pickup is required. Any time

you can reduce the amount of waste that needs to go to the landfill you can reduce your personal

or business costs associated with waste management.

Teacher Instruction:

1. Students should have an understanding of where waste from the kitchen goes. This can

vary depending on location and waste collection available.

2. This activity can be done in a variety of ways individually or as a group.

a. Students can create a list of items and place in the three categories.

b. Student can place pictures of waste items into the three categories. This could be

turned into a collage that could be used to show others where items can be placed.

c. Students can be in a relay to take actually items out of a pile and place in correct

container. For this you may want the students to wear gloves or use pictures of the

items.

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3. Discuss with students if items are in the correct place. Some items may be considered

recyclable or compostable in some facilities while trash in other areas.

Student Instruction:

1. Define the terms Recycling, Compost, non-compostable/recyclable waste.

2. Take items from bag place in proper receptacle.

3. Discuss whether items are in the correct receptacle.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. What waste items in a kitchen are recyclable? Compostable? Garbage?

2. What are the benefits to recycling? Composting?

3. What are the downsides to recycling? Composting?

4. If you do not have a location on site to compost what can you do?

5. If you work at a kitchen that does not separate their waste do you make suggestions to the

management to separate the waste?

6. You notice a fellow employee putting recycling in the trash can or vice versa. What do

you say?

7. What can you do at your home to separate waste?

8. What are the costs to a society/environment/individual to not separating waste?

9. Why are there some food products that not recommended for composting?

10. Describe the process the waste food goes through when placed in the compost.

11. What is the value of waste vegetable oil?

Extensions: Go to different compost sites compare small (home composting), medium,

(business, farm) and large (municipality) composting facilities. Take a tour of a recycling plant.

Create a worm composting bin. Create a compost bin at home. Make signs that educate people

on where different items can be placed. Visit a vegetable oil recycling center and see a vehicle

that runs on vegetable oil. Make your own recycled paper, maintain a compost bin. Make

observations and take measurements of compost: temperature, moisture content, amount and

type of macro invertebrates.

Resources:

http://www.kidsrecycle.org/index.php Website that includes information and lesson plans on

recycling and composting within schools.

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http://www.ciwmb.ca.gov/Publications/Schools/56001007.pdf The worm guide--to

vermicomposting.

http://www.dnr.state.wi.us/org/caer/ce/eek/earth/recycle/index.htm Wisconsin Department of

Natural Resources‘ site for recycling activities.

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Aluminum Recycling Facts

A used aluminum can is recycled and back on the grocery shelf as a new can, in as little as 60 days. That's closed loop recycling

at its finest!

Used aluminum beverage cans are the most recycled item in the U.S., but other types of aluminum, such as siding, gutters, car

components, storm window frames, and lawn furniture can also be recycled.

Recycling one aluminum can saves enough energy to run a TV for three hours -- or the equivalent of a half a gallon of gasoline.

More aluminum goes into beverage cans than any other product.

Because so many of them are recycled, aluminum cans account for less than 1% of the total U.S. waste stream, according to EPA

estimates.

An aluminum can that is thrown away will still be a can 500 years from now!

There is no limit to the amount of times aluminum can be recycled.

We use over 80,000,000,000 aluminum soda cans every year.

At one time, aluminum was more valuable than gold!

A 60-watt light bulb can be run for over a day on the amount of energy saved by recycling 1 pound of steel. In one year in the

United States, the recycling of steel saves enough energy to heat and light 18,000,000 homes!

Paper Recycling Facts

To produce each week's Sunday newspapers, 500,000 trees must be cut down.

Recycling a single run of the Sunday New York Times would save 75,000 trees.

If all our newspaper was recycled, we could save about 250,000,000 trees each year!

If every American recycled just one-tenth of their newspapers, we would save about 25,000,000 trees a year.

If you had a 15-year-old tree and made it into paper grocery bags, you'd get about 700 of them. A supermarket could use all of

them in under an hour! This means in one year, one supermarket goes through 60,500,000 paper bags! Imagine how many

supermarkets there are in the U.S.!!!

The average American uses seven trees a year in paper, wood, and other products made from trees. This amounts to about

2,000,000,000 trees per year!

The amount of wood and paper we throw away each year is enough to heat 50,000,000 homes for 20 years.

Approximately 1 billion trees worth of paper are thrown away every year in the U.S.

Americans use 85,000,000 tons of paper a year; about 680 pounds per person.

The average household throws away 13,000 separate pieces of paper each year. Most is packaging and junk mail.

In 1993, U.S. paper recovery saved more than 90,000,000 cubic yards of landfill space.

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Each ton (2000 pounds) of recycled paper can save 17 trees, 380 gallons of oil, three cubic yards of landfill space, 4000 kilowatts

of energy, and 7000 gallons of water. This represents a 64% energy savings, a 58% water savings, and 60 pounds less of air

pollution!

The 17 trees saved (above) can absorb a total of 250 pounds of carbon dioxide from the air each year. Burning that same ton of

paper would create 1500 pounds of carbon dioxide.

The construction costs of a paper mill designed to use waste paper is 50 to 80% less than the cost of a mill using new pulp.

Plastic Recycling Facts

Americans use 2,500,000 plastic bottles every hour! Most of them are thrown away!

Plastic bags and other plastic garbage thrown into the ocean kill as many as 1,000,000 sea creatures every year!

Recycling plastic saves twice as much energy as burning it in an incinerator.

Americans throw away 25,000,000,000 Styrofoam coffee cups every year.

Glass Recycling Facts

Every month, we throw out enough glass bottles and jars to fill up a giant skyscraper. All of these jars are recyclable!

The energy saved from recycling one glass bottle can run a 100-watt light bulb for four hours. It also causes 20% less air pollution

and 50% less water pollution than when a new bottle is made from raw materials.

A modern glass bottle would take 4000 years or more to decompose -- and even longer if it's in the landfill.

Mining and transporting raw materials for glass produces about 385 pounds of waste for every ton of glass that is made. If

recycled glass is substituted for half of the raw materials, the waste is cut by more than 80%.

Solid Waste and Landfills

About one-third of an average dump is made up of packaging material!

Every year, each American throws out about 1,200 pounds of organic garbage that can be composted.

The U.S. is the #1 trash-producing country in the world at 1,609 pounds per person per year. This means that 5% of the world's

people generate 40% of the world's waste.

The highest point in Hamilton County, Ohio (near Cincinnati) is "Mount Rumpke." It is actually a mountain of trash at the

Rumpke sanitary landfill towering 1045 ft. above sea level.

The US population discards each year 16,000,000,000 diapers, 1,600,000,000 pens, 2,000,000,000 razor blades, 220,000,000 car

tires, and enough aluminum to rebuild the US commercial air fleet four times over.

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Out of every $10 spent buying things; $1 (10%) goes for packaging that is thrown away. Packaging represents about 65% of

household trash.

On average, it costs $30 per ton to recycle trash, $50 to send it to the landfill, and $65 to $75 to incinerate it.

Miscellaneous Recycling Facts

An estimated 80,000,000 Hershey's Kisses are wrapped each day, using enough aluminum foil to cover over 50 acres of space --

that's almost 40 football fields. All that foil is recyclable, but not many people realize it.

Rainforests are being cut down at the rate of 100 acres per minute!

A single quart of motor oil, if disposed of improperly, can contaminate up to 2,000,000 gallons of fresh water.

Motor oil never wears out, it just gets dirty. Oil can be recycled, re-refined and used again, reducing our reliance on imported oil.

On average, each one of us produces 4.4 pounds of solid waste each day. This adds up to almost a ton of trash per person, per

year.

A typical family consumes 182 gallons of soda, 29 gallons of juice, 104 gallons of milk, and 26 gallons of bottled water a year.

That's a lot of containers -- make sure they're recycled!

These recycling facts have been compiled from various sources including the National Recycling Coalition, the Environmental

Protection Agency, and Earth911.org.

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Elements of Good Compost

Good compost does not smell bad. Change one of the five components to eliminate odor.

Oxygen- Aerate the pile by turning.

Carbon: Nitrogen Ratio—Add browns (Carbon: leaves, straw) to the greens (Nitrogen: food

waste, green plants, manure)

Water-Compost should be moist not wet or dry. Add water or more dry material as needed

Surface Area-Items added to the compost should be chopped up in smaller pieces.

Temperature- 90

-140

What to add to compost:

Leaves, grass clippings, vines, rotten fruits and vegetables, coffee grounds, tea bags, fruit peels,

egg shells, pasta, bread, weeds.

These items will decompose quickly and add valuable nutrients to the compost.

What not to add:

Meat, cheese, oils, dairy, salt, sweets, diseased plants, weed seeds, plastic, metal.

These items can attract rodents, create bad odors, do not decompose or add unwanted elements to

the compost pile.

Debatable items: Depending on size of compost bin, heat, location and desired end result.

Paper, cardboard, shellfish shells, nut shells, cooked food.

In general small amount of these items are fine to add to the compost. However large amounts

are slower to decompose, create odors, and attract vermin.

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Compost Name: ______________

Circle items that can go into a compost bin.

Draw a line through items not to go in compost bin.

Put a question mark (?) next to items you are unsure of.

Banana Peel

Carrot peels

Moldy Bread

Peanut Shells

Coffee Grounds

Chicken Bones

Grass Clippings

Oyster Shell

Chocolate Bar

Plastic Wrap

Dead Houseplant

Spaghetti

Apple Core

Moldy Cheese

Dandelions

Tea Bags

Pop Tart

Pizza

Jack-o-lanterns

Potato Plants

Spoon

Pepper Seeds

Cardboard

Cake

Egg Shells

Onion Peels

Sausage

Strawberry Leaves

Newspaper

Rotten Blueberries

Tree Branch

Watermelon Rind

List three things that good compost needs.

List three reasons to compost.

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Unit 6: Saving Food

In this section, students learn about a variety of ways to preserve the harvest. This allows for

students to be able to enjoy the food they grew in the winter months.

Food Preservation

Growing Garlic

146

Lesson Plan: Food Preservation

Unit: Preservation of Food

Objectives:

Students will learn why there is a need to preserve food.

Students will learn how to preserve foods including canning freezing, dehydrating, and

salting.

Students will learn the historical and modern methods to preserve food.

Materials: Two types of vegetables that are available fresh, frozen and canned. Equipment and

ingredients necessary for different preservation activities.

Time: 45 minutes discussing different preservation options. 30 minutes-2 hours for different

preservation techniques.

Vocabulary: Preservation, Canning, Freezing, Dehydrating, salting, pickling, brine

Background Information:

Food is often best both in taste and nutritional content when eaten fresh. However, there are

times when it is not possible to keep food before it spoils. Depending on the food it may only last

for 3 days to a month.

There are several different ways to the slow down the decomposition process so that foods will

last longer. This is important as a way to have local foods in the winter when fresh foods are not

available. By preserving your own foods you can grow more food than you can eat during the

season and have your own food available later. Food preservation can reduce the costs of food

while ensuring you know from where the food came.

Food that you are planning to preserve should be processed as soon as possible after picking to

allow it to keep longer. Some foods will only keep for several months while other preservation

methods will allow you to store food for longer. It is good to make a plan for how much of each

food you will need during the non growing season so that your stores will last through the winter.

However, you do not want to put away too much food because you do not want to be eating

canned or frozen food when fresh food is available.

Several methods of food preservation include canning, dehydrating, freezing, and salting. Each

method works well for different foods and different applications. Canning works well with most

foods but requires a complete seal. Dehydrating food takes the water out of food preventing a

suitable habitat for bacteria. Freezing works well for many fruits, vegetables, and meats

however, you have to have a freezer big enough and the electricity to run the freezer. Salting

adds a lot of sodium to the food and works primarily with meat.

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Canning involves placing food into special glass jars and then putting on sealing lids in boiling

water. For most foods a pressure cooker is used to raise the temperature above 240

F to kill all of

the bacteria. For some foods including acidic fruits and tomatoes, a water bath of 212

F can be

used for canning. Ball or Mason Jars with sealing rings are most commonly used in home

canning. The jars and rings can be reused. However, a new sealing lid much be purchased each

time. Care must be taken during canning as improper canning can allow the growth of

Clostridium botulinum, the bacterium that causes botulism.

Dehydration is the process of removing the liquid from foods. This prevents bacteria from

growing that need a moist environment. Dehydration can be accomplished with a special

dehydrator, a solar oven or an oven on low setting. Fruits can be dried to make snacks including

fruit leather. Vegetables can be dried for adding to soups especially useful when camping and

you want to save on the space and weight that food with water contains. Meats can also be dried

to make jerky. Dehydration is one of the oldest food preservation methods.

Freezing places the food below 32

F which enables food to be kept for long periods of time in an

environment inhospitable to bacteria. Some fruits and meats can be frozen directly with little

preparation though care should be taken to ensure that you do not freeze in larger quantities than

you want to prepare and eat. Food should not be thawed and refrozen. Most vegetables are

blanched before freezing.

Using salt to cure meats or vegetables is another method to preserve food. Adding a

concentration of 20 percent slat prevents bacteria from being able to grow. Salting is commonly

used to cure meats and fish. Pickling of vegetables including cucumbers, beets, ginger, or

cabbage can be done with salt and/or vinegar.

Teacher Instruction:

1. Discuss with students the reasons for having different ways to preserve the harvest.

2. Compare foods that have been preserved different ways. See worksheet.

3. There are several options for recipes included in this lesson plan. There are also many

more options available in the books and websites listed in the resource section.

Student Instruction:

1. Compare the four different methods of preserving the harvest. Canning, freezing,

drying and pickling, list the benefits and detractors of each.

2. Compare foods that have been preserved different ways.

3. Prepare food for canning. Options include applesauce, fruit jams/preserves, tomatoes,

salsa, marinara sauce, etc.

4. Prepare food for freezing. Options include corn, beans, berries, broccoli, pesto, meats,

etc

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5. Prepare food for drying. Options include apples, tomatoes, fruit leather, beef jerky,

etc.

6. Prepare food for pickling. Options include cucumbers, beets, cabbage.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. What are some reasons to preserve food?

2. What is lost when food is preserved?

3. Determine how many cans of tomatoes you would use over the winter.

4. Compare the different methods of food preservation.

5. Compare food that is fresh, frozen and canned.

6. What methods of food preservation have been used the longest which ones are newer?

7. Create a list of all the foods that can be preserved.

Extensions: Visit a commercial freezing or canning operation. Try different ways to preserve

different foods.

Resources:

The Big Book of Preserving the Harvest: 150 Recipes for Freezing, Canning, Drying and

Pickling Fruits and Vegetables by Carol W. Costenbader (2002)

Preserving Summer's Bounty: A Quick and Easy Guide to Freezing, Canning, and Preserving,

and Drying What You Grow by Rodale Food Center and Susan McClure (1998)

http://www.canning-food-recipes.com/canning.htm Canning directions and recipes

http://www.canningpantry.com/dehydration-of-food.html Dehydration recipes and tips

http://www.extension.umn.edu/distribution/nutrition/DJ0555.html Guide to freezing fruits and

vegetables.

http://www.gardenguides.com/416-freezing-vegetables.html Directions on how to freeze a

variety of vegetables

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Fresh, Frozen or Canned Name: ___________________

For each vegetable write down observations of look, feel, smell and taste of fresh, frozen, and

canned.

Vegetable _________________________

Look

Feel

Smell

Taste

Fresh

Frozen

Canned

Vegetable _________________________

Look

Feel

Smell

Taste

Fresh

Frozen

Canned

150

Directions for Freezing Four Types of Vegetables

Peppers (Sweet)

1. Choose crisp, well developed peppers of deep green color.

2. Wash, cut out stem and remove seeds.

3. Halve, slice or dice.

4. Blanch halved peppers-3 minutes, sliced or diced- 2 minutes.

5. Chill in ice water.

6. You can freeze chopped peppers without blanching them.

Potatoes

1. Any good quality potato, for French fries, a russet type preferred.

2. Wash, peel, and remove deep eyes, bruises and green surface coloring.

3. Cut in ¼- to ½-inch cubes. For French fries, peel and cut in thin strips. For hash browns,

grate and freeze in desired shapes.

4. Blanch 5 minutes.

5. Freeze.

Pumpkin

1. Select any good pie pumpkin of good color.

2. Cut or break into fairly uniform pieces.

3. Remove seeds.

4. Bake at 350° F, or steam until tender.

5. Cool, scoop pulp from rind, and mash.

6. Freeze in useable amounts.

Spinach and other Greens

1. Select young, tender leaves.

2. Sort and remove tough stems.

3. Wash.

4. Blanch most leafy greens 2 minutes. Blanch collards and stem portions of Swiss chard 3

to 4 minutes. Blanch very tender spinach 1½ minutes.

5. Chill in ice water.

151

Raspberry Jam

Ingredients

4 cups mashed raspberries

4 cups sugar

Optional apples (The apples can be cut into small pieces this allows for a limited number

raspberries to make more jam.)

Directions

Use a very large pot. When the jam reaches a full rolling boil it will double in volume.

Heat mashed berries until they reach a full rolling boil.

Boil 2 minutes.

Add sugar. Stir well.

Bring to a boil, stirring constantly, boil for 2 minutes.

Remove from heat.

Pour in sterilized jars and seal. Jars can be sealed with lids or paraffin.

Canning Tomatoes-Crushed

Ideal for use in soups, stews and casseroles.

Approximate Yields:

22 pounds whole tomatoes for canner load of 7 quarts.

14 pounds whole tomatoes for canner load of 9 pints.

Prepare

To remove skins, wash tomatoes and dip in boiling water for 30 to 60

seconds or until the skins begin to split. Then dip in cold water, slip

off skins, core and remove any blemished or discolored parts. Cut

into quarters.

Heat about 1 pound of the quarters quickly in a large pot. As they are added, crush cut

pieces using a large wooden spoon. Stir to prevent burning. Bring to a boil and gradually

add the remaining quarters while stirring continually. These will soften with stirring and

heating and will not need to be crushed. Continue until all tomatoes are added. Then boil

gently 5 minutes.

Packing Jars

152

Fill jars immediately with hot tomatoes, leaving ½-inch head space. Remove air bubbles.

Wipe rim and screw threads and adjust lids and screw bands.

Processing Methods

Boiling Water Bath Canner

Pints 35 minutes

Quarts 45 minutes

Pressure Canner

Dial Gauge Type @ 11 pounds pressure or Weighted Gauge Type @ 10 pounds pressure.

Pints 15 minutes

Quarts 15 minutes

After processing, remove jars immediately, place on a rack to cool.

After jars have cooled, test for a seal and the screw bands may be removed if desired. Be

sure to label canned jars with content and processing date. Store jars in a cool dark, dry

place.

Leathers from Fresh Fruit

Select ripe or slightly overripe fruit. Pick one kind or mix and match a variety of fruits.

Wash fresh fruit in cool water. If necessary remove peel, seeds, and stem.

Cut fruit into chunks. Puree fruit until smooth.

Use 2 cups of fruit for each, 13" x 15" fruit leather.

Add 2 teaspoons of lemon juice for each 2 cups of light colored fruit to prevent

darkening.

Preparing the Trays

To dry in the oven use a 13" x 15" cookie pan with edges. Line pan with plastic wrap

being careful to smooth out wrinkles. Do not use waxed paper or aluminum foil.

To dry in a dehydrator, specially designed plastic sheets can be purchased or plastic trays

can be lined with plastic wrap.

Pouring the Leather

Fruit leathers can be poured into a single large sheet (13 ―x 15 ") or into several smaller

sizes. Spread puree evenly about 1/8-inch thick, onto drying tray. Avoid pouring puree

too close to the edge of the cookie sheet. The larger fruit leathers take longer to dry.

153

Approximate drying times are 6 to 8 hours in a dehydrator, up to 18 hours in an oven and

1 to 2 days in the sun.

Drying the Leather

Turn oven on to l40

F, on many ovens this is below the temperature range, turn oven on

as low as possible. Leather dries from the outside edge toward the center. Test for

dryness by touching center of leather; no indentation should be evident. While warm,

peel from plastic and roll, allow cooling, and then rewrapping in plastic.

Fruit Leather will keep up to 1 month at room temperature. For storage up to 1 year,

place tightly wrapped rolls in the freezer.

Optional:

To sweeten, use ¼ to ½ cup honey for each 2 cups of fruit.

Applesauce can be dried alone or added to any fresh fruit puree as an extender. It

decreases tartness and makes the leather smoother and more pliable.

Experiment by adding 1/8 teaspoon of flavorings or spices to each 2 cups of fruit.

154

FERMENTED DILL PICKLES

Old-fashioned style pickles.

Use the following quantities for each gallon capacity of your container.

4 lbs of 4-inch pickling cucumbers

2 tbsp dill seed or 4 to 5 heads fresh or dry dill weed

1/2 cup salt

1/4 cup vinegar (5%)

8 cups water

2 cloves garlic (optional)

2 dried red peppers (optional)

2 tsp whole mixed pickling spices (optional)

Procedure:

Wash cucumbers. Cut 1/16-inch slice off blossom end and discard. Leave 1/4-inch

of stem attached.

Place half of dill and spices on bottom of a clean, container. Add cucumbers,

remaining dill, and spices.

Dissolve salt in vinegar and water and pour over cucumbers. Add cover and wait.

Store between 70°F and 75°F for about 3 to 4 weeks while fermenting.

Temperatures of 55- 65°F are acceptable, but the fermentation will take 5 to 6

weeks. Avoid temperatures above 80°F, or pickles will become too soft during

fermentation. Check the container several times a week and promptly remove

surface scum or mold.

Caution: If the pickles become soft, slimy, or develop a disagreeable odor, discard

them. Fully fermented pickles may be stored in the original container for about 4 to

6 months, provided they are refrigerated and surface scum and molds are removed

regularly.

Canning fully fermented pickles is a better way to store them. To can them, pour

the brine into a pan, heat slowly to a boil, and simmer 5 minutes. Filter brine

through paper coffee filters to reduce cloudiness. Fill jar with pickles and hot brine,

leaving 1/2-inch headspace. Adjust lids and process pint jars for 10 minutes and

quart jars for 15 minutes in a boiling water bath.

Source: Adapted from USDA

155

Lesson Plan: Growing Garlic

Unit: Preservation of Food

Objectives:

Students will:

Learn how to prepare garlic for planting

Learn how to plant garlic by two methods

Learn how to prepare planted garlic for winter

Modified Curriculum Expectations:

Students will

Learn how to prepare garlic for planting

Learn how to plant garlic by two methods

Learn how to prepare planted garlic for winter

Materials Needed:

Heads of garlic: Various types

Garlic bulbils: Produced on the garlic scape if the scape is left on for the season

Straw mulch: One bale will cover about 100 plants depending on your planting

Measuring tape or ruler

Compost

Prepared beds: tilled and leveled beds of soil

Planting tool: Sticks/objects that are 1 in inch diameter and 6 inches long

Time: at least two 45-min periods

Key Vocabulary:

Bulbils: A small bulb or bulblike structure in the place of a flower; a bulblet

Background Information:

Garlic is a member of the onion family (Allium). There are three main parts to the garlic plant:

scape, leaves, and bulb. The garlic scape is the immature flower stem which grows from the

middle of the plant and produces the garlic bulbils (miniature cloves). The bulb is the garlic head

156

made up of individual cloves. The origin of garlic is not known but is thought to be from Asia.

Garlic is cultivated worldwide with the most production in China.

Garlic is extremely easy to plant, grow, and harvest. There are a few key steps in growing garlic

that will help produce an optimal crop. Garlic planting should take place in the fall so that the

garlic cloves can experience a cold treatment during the winter. The bulbs must experience a

cold treatment of at least 2 months to induce bulbing of the plants.

If you plant garlic in the spring it is recommended to give the garlic a short cold treatment prior

to planting. One to two days before planting garlic cloves should be separated keeping the skin

on each clove. Garlic cloves are planted with the pointed side up, the base of the clove should be

about 4 inches deep and the tip of the clove about 1 inch below the surface. Shortly after

planting, the garlic should be covered with a layer of mulch to help maintain temperatures during

the winter. Mulch can be removed in the spring or left on to help with weeds and soil moisture.

Garlic may also be planted from bulbils; however, it may take 2-3 years to have average size

bulbs. Bulbils are planted similarly as cloves. The part of the bulbil that connects to the center of

the bulbil should be planted as the bottom. Bulbils can be planted 2-4 inches apart and covered

with about ½ inch of dirt. Bulbil planting also requires a layer of mulch to help with fluctuating

temperatures. It is a good idea to remove the mulch in the spring. Bulbils must be watered on a

daily basis as they grow.

Teacher Instruction:

The first period of this lesson should be used to separate the garlic cloves, identify the top and

the bottom of the cloves. While students work together to separate the cloves from the head, a

class discussion of the background information can occur. Ask students which family they think

garlic belongs to, why should garlic be planted in the fall, is it an economical crop to plant, what

are some of the advantages and disadvantages of planting garlic from the bulbils compared to

cloves, and why does the garlic need to be mulched?

Student Instruction:

Students should separate into two groups. One group will be responsible for planting garlic from

cloves and the other group will plant garlic from bulbils.

Garlic Clove Group

Students move to the prepared beds. Using a measuring tape the students should figure out how

many rows of garlic they can plant in each bed and how many garlic cloves in each row. The

rows should be staggered and about 6 inches apart. Students should lay-out the measuring tape

and mark every 6 inches by pouring about ¼ cup of compost at each spot. A planting tool such as

a stick or marker (1 inch diameter and 6 inches long) should poke holes every 6 inches to a depth

of about 5 inches. After the holes are made a student can place one clove in each hole (the

157

pointed side sticking up). The bottom of the clove should be down about 5 inches from the

surface and the top of the clove about 1 inch from the surface. Another student can come behind

and push the soil over the hole. The final step in garlic planting is covering the beds with mulch.

The mulch should be about 2-4 inches thick.

Garlic Bulbils Group

Students move to the prepared beds. Using a measuring tape the students should figure out how

many rows of garlic they can plant in each bed and how many garlic bulbils in each row. The

rows should be staggered and about 3-4 inches apart. Students should lay-out the measuring tape

and mark every 3-4 inches by pouring about ¼ cup of compost at each spot. A planting tool such

as a stick or marker (1 inch diameter and 2 inches long) should poke holes every 3-4 inches to a

depth of about 1 ½ inches. After the holes are made a student can place one bulbil in each hole

(the pointed side sticking up). The bottom of the bulbil should be down about 1 1/2 inches from

the surface and the top of the clove about a ½ inch from the surface. Another student can come

behind and push the soil over the hole. The final step in garlic planting is covering the beds with

mulch. The mulch should be about 2-4 inches thick.

After planting, the class should have a closing discussion about the possible differences that will

exist for the two planting groups, ask each group to share their numbers of garlic used and garlic

anticipated and compare. Discuss the advantages/disadvantages of planting garlic in the fall.

Accommodations:

This is a great hands-on activity for all students. Mixed-ability partners are recommended and

size of garlic worked with should be matched appropriately to each student‘s fine motor skill

level. Students with limited fine motor skills can be part of dropping the clove in the hole,

covering the holes, or mulching the bed.

158

Unit 7: Veggie of the Month

The vegetable of the month section includes samples of an interactive examination of a specific

vegetable. Also included is a template for students to conduct their own research.

Veggie of the Month: Beet

Veggie of the Month: Carrot

Veggie of the Month: Potato

Veggie of the Month: Rhubarb

Veggie of the Month: Pepper

Veggie of the Month: Winter Squash

Veggie of the Month: Template

159

Vegetable of the Month

VEGETABLE NAME: Beet

OTHER NAMES: Beetroot, garden beet

SCIENTIFIC NAME: Beta vulgaris

BIOLOGY: The beet is in the Amaranth family. The tap root of the vegetable is

consumed as well as the stem and leaf. Beets are spherical or cylindrical based on

the variety. The leaves are heart-shaped. Most well-known beets are bright

red/purple and sweet.

POLLINATION: Beets are wind-pollinated.

SOWING: Select a sunny location (will tolerate light shade) and plant in late

spring when soil is warm and danger of frost is past. Cultivate and enrich with

vegetable food and organic matter. Firm soil over seed. Plants should be thinned when they are about 6 inches tall to

at least 1 inch diameter to allow for adequate growing space. Beet thinning are great cleaned and added in salads!

Planting

Depth

Seeds/Ft

Seed Spacing in a 2-3

inch band

Thinning

Sun/Shade

Days to

Germination

Days To

Maturity

1/4-1/2 in.

15/1ft

Less than an inch apart

Thin to allow

at least 1 in. Diameter

per plant

Full Sun

5-14

40-60

HARVESTING: Harvesting can be done when the beet or leaf has reached the desired size. Use a digging fork to

loosen the soil near the plant then pull the beets out by the base of stems. To store, cut leaves and stems off the beet

root then store the beets in a plastic bag in the refrigerator's vegetable drawer. For long term storage it is optimum to

store beets without the greens at 32 degrees fahrenheit and 95 percent humidity.

EDIBLE PARTS: Root, Stem, Leaf

COOKING: To prepare wash the root and leaves then cut the beet greens just above the root. You can eat the greens

and roots raw or cooked depending on the maturity of the plant. Young beet greens are best eaten raw in a salad or

on a sandwich. If beet greens are large and tough they can be sauteed with olive oil, steamed, or used as a substitute

for spinach in recipes. The beet root can be grated and used in a raw salad with carrots or apples with a simple olive

oil/vinegar dressing. Beets can be cubed and steamed or baked with a drizzle of olive oil.

HISTORICAL FACTS: The beet originated in the Middle East and eastern Mediterranean. Originally the leaves of

the beet were the edible part while the root was used for medicinal reasons. Betalain pigments are extracted from the

root and used in red coloring for processed food products.

160

Nutritional value per 100 g (3.5 oz)

Energy

43 kJ (10 kcal)

Carbohydrates

9.56 g

Sugars

6.76 g

Dietary fiber

2.8 g

Fat

0.17 g

Protein

1.61 g

Water

87.58g

Vitamin A equiv.

2 μg (0%)

- beta-carotene

20 μg (0%)

- lutein and zeaxanthin

0 μg

Thiamine (Vit. B1)

0.031 mg (2%)

Riboflavin (Vit. B2)

0.040 mg (3%)

Niacin (Vit. B3)

0.334 mg (2%)

Pantothenic acid (B5)

0.155 mg (3%)

Vitamin B6

0.067 mg (5%)

Folate (Vit. B9)

109 μg (27%)

Vitamin C

4.9 mg (8%)

Calcium

16 mg (2%)

Iron

0.80 mg (6%)

Magnesium

23 mg (6%)

Phosphorus

40 mg (6%)

Potassium

325 mg (7%)

161

Vegetable of the Month

VEGETABLE NAME: Carrot

SCIENTIFIC NAME: Daucus carota

BIOLOGY: The carrot is the tap root, or main root, of the plant. It can grow in

many shapes and sizes depending on the variety and the conditions under which

it is grown. Carrots are most commonly orange in color; however, they can also be red, purple, white and yellow.

They have a crisp, juicy texture and sweet flavor.

POLLINATION: Bees pollinate carrot flowers for seed production.

SOWING: Plant seeds in the late spring for summer carrots and again in mid-summer for sweet fall carrots. Since

they are a root crop, they require soil that is light and that drains well. Carrots grow the best in full sun, and they

can tolerate frost and light freezes.

Planting

Depth

Seeds Per

Group (Hill)

Seed Spacing

Thin To Plants Per

Group (Hill)

Sun/Shade

Days to

Germination

Days To

Maturity

¼ in.

18 – 20 seeds

per foot

3-4 seeds per

inch

2-3

Sun

10+ days

60-80

HARVESTING: Carrots are usually harvested between 60 and 80 days after they are planted, however, they can be

harvested at any stage in their development. Smaller carrots are more sweet and juicy, but they cannot be stored for

as long of a period of time as more mature carrots can be stored.

EDIBLE PARTS: Root, stems and leaves.

COOKING: Carrots may be eaten cooked or raw. They are a popular snack by themselves or shredded, sliced and

diced in your favorite salad, soup, stew and stir-fry. Carrot cakes, cookies and muffins are other delicious treats that

bring out their sweetness using various spices such as cinnamon and nutmeg. Glaze carrots in brown sugar, honey

or maple syrup for a sweet side dish. Carrots are rich in Vitamin A, and beta-carotene as well as fiber, calcium, and

potassium. Most of the nutrients are found close to the carrot‘s skin surface, so it is better if they are left unpeeled.

HISTORICAL FACTS: Carrots were first cultivated in middle Asia, the area that is now Afghanistan, in the 10

century. The first varieties were purple and yellow in color. Carrots were first used for medicinal purposes and for

the aromatic leaves and seeds. It was not until the 17

century that the Dutch cultivated the first orange variety in

honor of the House of Orange, a powerful political party that fought for Dutch independence.

162

Nutrition Facts

Serving Size 1 cup chopped

Amount Per Serving

Calories 52

Calories from Fat 3g

% Daily Value

Total Fat .3g 0%

Saturated Fat 0.0g

Polyunsaturated Fat 0.1g

Monounsaturated Fat 0.0g

Cholesterol 0mg 0%

Sodium 88mg 4%

Total Carbohydrates12.3g 4 %

Sugars 6.1g

Dietary Fiber 3.6g 14%

Protein 1.2g

Vitamin A 428%

•

Vitamin C 13%

Calcium 4%

•

Iron 2%

163

Vegetable of the Month

VEGETABLE NAME: Potato

SCIENTIFIC NAME: Solanum tuberosum

BIOLOGY: The potato is a part of the plant that grows underground called a tuber.

There are over 5,000 varieties of potatoes worldwide that differ in color, shape and size.

The most common potato in the United States is the Russet potato, which is brown on the outside and white on the

inside. Potatoes can be purple, red, yellow and cream as well.

POLLINATION: Potato flowers are cross-pollinated by insects, such as honeybees and bumblebees. Potato

flowers produce small green berries and contain up to 300 seeds per berry. These seeds are called ―true seeds‖ and

can be used to plant the next potato crop. Potatoes can also be propagated vegetatively, which means that you can

cut the tuber into pieces and plant them individually to produce another plant.

SOWING: Potato seeds or pieces of tuber should be planted four inches deep and 8-12 inches apart. The spacing is

necessary because tubers need a significant amount of space to grow underground.

Planting

Depth

Seeds Per Group

(Hill)

Seed

Spacing

Thin To Plants Per

Group (Hill)

Sun/Shade

Days to

Germination

Days To

Maturity

4 in.

8-12 in.

Full Sun

80-90

HARVESTING: Potatoes are ready to be harvested when the stems and leaves die and have turned brown, about

80-90 days after they are planted. The best way to store a potato is to leave it in the ground until just before it is

eaten, but to dig them out of the ground, it is best to use a pitchfork or a trowel to loosen the soil surrounding the

potatoes. Dig at least 8 inches around the plant so that you do not destroy the potatoes.

EDIBLE PARTS: Tuber. The fruit and stem contain poisonous compounds that should not be eaten.

COOKING: A person in the United States eats an average of 75 pounds of potatoes annually. Potatoes are rarely

eaten raw, and they are eaten cooked in countless forms. Most of the nutrients are found in or near the skin, so it is

unnecessary to peel them before cooking. They can be boiled, fried, roasted, and grilled into favorite dishes such as

French fries, hash browns, mashed potatoes, potato chips, and potato salad. Potatoes are used in many different

cuisines around the world such as Indian curry dishes, Spanish tortilla, Jewish latkes, Norwegian lefse, and Italian

gnocchi.

HISTORICAL FACTS: The potato is the leading vegetable gown worldwide, with varieties that have been

adapted to survive in a large range of elevations and weather conditions. Potatoes are native to the Andean region of

South America, and have been cultivated there since 3000 B.C. Spanish explorers brought the potato back to

Europe in the 16

century, and it later spread to Asia. The potato has historically been an essential crop in many

cultures around the world, especially in areas such as Europe where they rely on storage crops for food in the winter.

164

Nutrition Facts

Serving Size 1 large potato baked, with skin

Amount Per Serving

Calories 278

Calories from Fat 3

% Daily Value

Total Fat 0g 1%

Saturated Fat 0g 1%

Polyunsaturated Fat 0g

Monounsaturated Fat 0g

Cholesterol 0mg 0%

Sodium 30mg 1%

Total Carbohydrates 63g 21%

Sugars 4g

Dietary Fiber 7g 26%

Protein 7g

Vitamin A 1%

•

Vitamin C 48%

Calcium 4%

•

Iron 18%

165

Vegetable of the Month

VEGETABLE NAME: Rhubarb

SCIENTIFIC NAME: Rheum rhabarbarum

BIOLOGY: Rhubarb is a perennial plant that grows from thick, fleshy rhizomes. It has large, toxic

leaves that are connected to a tart and tasty petiole (or leaf stem). The leaves contain oxalic acid, which

can be corrosive to tissue, so it is important to remove them before cooking with the stalk.

POLLINATION: Rhubarb is typically reproduced through vegetative propagation; however it can be

grown from seed. Rhubarb flowers are pollinated by insects.

SOWING:

Planting

Depth

Seeds Per

Group (Hill)

Seed

Spacing

Thin To Plants Per

Group (Hill)

Sun/Shade

Days to

Germination

Days To

Maturity

2 in.

36 in.

Sun

2 years

HARVESTING: Rhubarb is one of the first vegetables to be harvested in the spring in May and early

June. Harvesting should not occur until after the second year it was planted so that the plant can build up

a strong root system. Cut up to 2/3 of the largest leaves of the plant right at the soil. Leaves should be

removed before cooking.

EDIBLE PARTS: The leaf petiole.

COOKING: The most important part about cooking with rhubarb is to remember to remove the toxic

leaves. Uncooked rhubarb has a very tart taste that many people find unpleasant. However, when

rhubarb is boiled with sugar, it tastes delicious in pies, tarts, breads, and salad dressings. It is often

complimented by strawberries, which add an additional sweetness. Rhubarb is a good source of

magnesium, Vitamin C, Vitamin K, and Dietary Fiber.

HISTORICAL FACTS: Rhubarb is native to Asia, in particular, the Konsu province of China. It was

originally cultivated for its laxative and astringent properties, which made it very popular and expensive

in medieval Europe. It was not until late 18

century that it was grown as a food plant to be used as a

filling for tarts and pies.

166

Nutrition Facts

Serving Size 1 cup diced

Amount Per Serving

Calories 26

Calories from Fat

% Daily Value

Total Fat 0%

Saturated Fat 0%

Polyunsaturated Fat 0g

Monounsaturated Fat 0g

Cholesterol 0%

Sodium 5mg 0%

Total Carbohydrates 4g 1%

Dietary Fiber 2g

Sugars 1g

Protein 1g

Vitamin A 2%

•

Vitamin C 16%

Calcium 10%

•

Iron 1%

167

Vegetable of the Month: Pepper

VEGETABLE NAME: Pepper

SCIENTIFIC NAME: Capsicum sp.

BIOLOGY: The pepper is the fruit of the plant. It can vary in color, shape, and size depending on the

variety. In addition, peppers can vary in spiciness depending on how much of the compound ―capsaicin‖

is present. In the United States, the most popular variety of pepper is the bell pepper, which does not

produce any capsaicin making it sweet. On the other hand, the habanero pepper is one of the spiciest

pepper varieties because it produces the most capsaicin. The flesh of the pepper is crisp and juicy.

POLLINATION: Insects pollinate pepper flowers for seed and fruit production. There is also a high rate

of self-pollination because each flower has male and female parts.

SOWING: Seeds should be planted indoors 7-10 weeks before they will be transplanted outdoors.

Peppers are very sensitive to temperature and light, so it is important that they are planted when night

temperatures do not dip below 64⁰F and that there is partial shade in the hottest months of summer.

Planting

Depth

Seeds Per

Group (Hill)

Seed

Spacing

Thin To Plants Per

Group (Hill)

Sun/Shade

Days to

Germination

Days To

Maturity

¼ in.

3-4

18 in.

Full sun

7-10 days

75-90 days

HARVESTING: Peppers can be harvested at any stage in their growth, but they are most flavorful when

they are mature. Each variety of pepper varies in size and color, so refer to the information found on the

back of the seed packet. For example, green bell peppers are red bell peppers that are harvested before

they have completely ripened. Hot peppers are initially green in color, but quickly turn to colors such as

red, orange, yellow or purple.

EDIBLE PARTS: The fruit.

COOKING: Peppers are used cooked, dried, roasted, and raw in a variety of different dishes from around

the world. After removing the seeds and pith, it can be stuffed with Spanish rice and roasted, or sliced to

eat raw dipped in hummus, blended in salsa or tossed into a salad. Hot peppers are also used in curry

168

dishes, salads, salsas and as a seasoning to give your meal a kick! Peppers are very rich in Vitamin C,

Vitamin A, Vitamin K, and Dietary Fiber.

HISTORICAL FACTS: Peppers are native to Central and northern South America. A variety that

contains capsaicin was one of the first plants to be domesticated in Central America and was used as a

spice as well as medicinally for digestive health and increased blood circulation. Peppers were brought to

Spain in 1493 and from there spread to other European, African and Asian countries. In Asia, particularly

in India and South East Asia, many new varieties have been developed and used as a staple ingredient in

cultural dishes. The pepper is now one of the most universally used vegetables in the world.

Nutrition Facts

Serving Size 1 cup chopped (149 g)

Amount Per Serving

Calories 30

Calories from Fat 0

% Daily Value

Total Fat 0g 0%

Saturated Fat 0%

Polyunsaturated Fat 0g

Monounsaturated Fat 0g

Cholesterol 0g 0%

Sodium 4mg 0%

Total Carbohydrates 7g 4%

Sugars 4g

Protein 1g

Vitamin A 11%

•

Vitamin C 200%

Calcium 1%

•

Iron 3%

169

Vegetable of the Month

VEGETABLE NAME: Butternut squash

OTHER NAMES: Butternut pumpkin

SCIENTIFIC NAME: Cucurbita moschata

BIOLOGY: The butternut squash is the fruit of the plant containing the plants

seeds. Both male and female flowers are found on the vine of the plant with

large leaves. Butternuts are a smooth long-necked bowling pin- or bell-shaped

squash encased with a pinkish-tan hard rind. Having a relatively small seed

cavity in its bulbous end, its tender flesh offers a superb creamy flavor.

POLLINATION: Both male and female native squash bees visit the flowers in the early morning hours.

SOWING: Select a sunny location (will tolerate light shade) and plant in late spring when soil is warm and danger

of frost is past. Cultivate and enrich with vegetable food and organic matter. Firm soil over seed.

Planting

Depth

Seeds Per

Group (Hill)

Seed Spacing

Thin To Plants

Per Group (Hill)

Sun/Shade

Days to

Germination

Days To

Maturity

1 inch

6-8

3 inches apart in hills

48-72 inches apart

2-3

Full Sun

10-14

95-110

HARVESTING: Harvesting: Allow fruit to remain on vine until mature. Pick before frost, leaving part of stem

attached. Store in a warm, dry place.

EDIBLE PARTS: Flowers, seeds, tendrils and fruit.

COOKING: To prepare, cut rinsed squash in half lengthwise; remove seeds. Bake; top with butter; sprinkle with

favorite seasonings. Experiment with different spices to enhance its naturally good flavor. Cardamom, anise seed,

thyme, mace, sage, cumin, ginger, turmeric, paprika, tarragon, allspice and savory complement its dependable sweet

goodness. Braise, sauté, steam or microwave. Sweeten with brown sugar; add a kiss of nutmeg, cinnamon or cloves

to enhance flavor. This squash is ideal for soups and stews. Ravioli and risotto love its flavor and texture

contributions. Make a squash soufflé. To store, keep whole squash at room temperature. Butternut squash is an

excellent keeper. Wrap cut pieces in plastic; refrigerate up to five days. It is a good source of fiber, vitamin C,

manganese, magnesium, and potassium. It is also an excellent source of vitamin A.

HISTORICAL FACTS: The exceptional butternut is the most widely grown winter squash. Versatile and diverse,

squash has no rival in the kitchen when it comes to its culinary flexibility. Butternut and related species of squash

originate from around Mexico

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Nutrition Facts Butternut Squash

Serving Size 1 cup, cubes (205.0 g)

Amount Per Serving

Calories 82

Calories from Fat 2

% Daily Value

Total Fat 0.2g 0%

Saturated Fat 0.0g 0%

Polyunsaturated Fat 0.1g

Monounsaturated Fat 0.0g

Cholesterol 0mg 0%

Sodium 8mg 0%

Total Carbohydrates 21.5g 7%

Sugars 4.0g

Protein 1.8g

Vitamin A 457%

•

Vitamin C 52%

Calcium 8%

•

Iron 7%

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Lesson Plan: Vegetable of the Month

Unit: Veggie of the Month

Objectives:

Students will learn about a specific fruit or vegetable.

Students will learn how about how to grow the plant, including planting season, row

spacing, germination time, pollination, and when to harvest.

Students will learn different ways to prepare the food for eating.

Students will learn some historical facts about the plants.

Materials: Vegetable of Month handout or worksheet. Vegetable of Month, planting/cooking

equipment as required.

Time: 15 minutes to one week depending on how many and which activities you chose to do

surrounding the vegetable of the month.

Vocabulary: vegetable, fruit, germination, pollination

Background Information:

There are a wide range of foods that can be grown and eaten in Wisconsin. The purpose of this

lesson is to give students an opportunity to discover as much as they can about a food. This is

also a way to have students connect the growing of food directly with eating. While this lesson is

called vegetable of the month it works easily with fruits as many ―vegetables‖ in the cooking

world are really fruits in science terminology.

The item that is picked for the month should have some connection with the seasonality of the

food. This can be when the food is planted, harvest, growing, or taken out of storage. You may

also choose a food that is not able to grow local to discuss the concept that some foods require

different climates.

The information gathered about each food should include information about how to grow the

plant, ways to eat and historical facts. Seed catalogs often contain information on when to plant,

needs for nutrients, water and sunlight, how much space the plant needs and when to harvest.

Looking through cookbooks for recipes that include the specific food is a useful way to find

information on how the food can be eaten. Remember some foods can be eaten raw and many

times there are additional less common uses of a plant. Think about what part of the plant can be

eaten and how that part needs to be prepared.

Students will make observations about the food and then have an opportunity to prepare and eat

the food. Depending on the food this may require cooking. How long you spend on the vegetable

of the month depends on your time and facilities constraints. Depending on the season you may

also be planting, transplanting, weeding or harvesting the vegetable of the month.

172

See the sample list of vegetable of the month ideas. Notice that some vegetables can be picked

over multiple months you can also choose to do the same vegetable twice to show the vegetable

at different points of its life cycle.

Teacher Instruction:

5. You can prepare sheets with information about the vegetable of the month (This

curriculum contains 12 examples) or students can research and find the necessary

information (see worksheet). If you want this lesson could be changed to vegetable of the

week or day.

6. Students can work individually, or in groups. This lesson could also be where one group

has a vegetable one month and prepares the presentation to the rest of the class. With

each month a different group preparing the lesson.

7. Depending on the vegetable chosen and the amount of time available you can prepare the

food during class or beforehand.

8. It is good to have a sample of the food in class so that students can see, smell, feel, and

taste the item. If food was cooked beforehand bring in a raw sample as well.

9. The vegetable of the month could take as long as an entire week or as short as 15 minutes

depending on what food is chosen and how much time you spend with cooking or

researching during class.

10. Depending on the season you can plant, weed, or harvest the vegetable. If possible have

representations of the plant in different stages of its life for comparison.

Student Instruction:

Make observations about the vegetable.

Draw a picture, smell and feel the vegetable record your observations.

Taste the vegetable. This may require you to cook.

When in the correct season:

Plant the seeds as directed.

Transplant, weed, water, thin as needed

Harvest when ready

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. Have you ever eaten this food before?

2. How was it prepared?

3. Did you like how it tasted?

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4. What does the plant that this food comes from look like?

5. List other foods that are related to this food.

6. List foods that looks similar to the vegetable of the month.

7. List foods that taste similar to vegetable of the month.

8. Create a different recipe to use with this food.

9. Replace this food with a different food in a recipe.

10. Why was this food chosen a vegetable of the month?

11. List other times of year when this vegetable could be chosen.

12. Compare different types of the vegetable.

13. Describe how you would grow this food.

Extensions: Use additional recipes to prepare the vegetable in different ways, visit different

operations that grow the vegetable.

Accommodations:

Resources:

Seed catalogs, cookbooks

http://www.specialtyproduce.com/ List of over one thousand produce items with information on

nutrition and recipes.

http://caloriecount.about.com/ Lists nutritional values for variety of foods.

http://www.melissas.com/ Give descriptions, seasonality, recipes and nutritional information on

produce.

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

174

(pictures inside and out)

Vegetable of the Month

VEGETABLE NAME:

OTHER NAMES:

SCIENTIFIC NAME:

BIOLOGY:

POLLINATION:

SOWING:

Planting

Depth

Seeds Per

Group

(Hill)

Seed

Spacing

Thin To

Plants Per

Group (Hill)

Sun/Shade

Days to

Germination

Days To

Maturity

HARVESTING:

EDIBLE PARTS:

COOKING:

HISTORICAL FACTS:

Nutrition Facts

Serving Size

Amount Per Serving

Calories

Calories from Fat

% Daily Value

Total Fat %

Saturated Fat %

Polyunsaturated Fat g

Monounsaturated Fat g

Cholesterol %

Sodium %

Total Carbohydrates %

Sugars g

Protein g

Vitamin A %

•

Vitamin C %

Calcium %

•

Iron %

175

NAME: SQUASH DELICATA

DESCRIPTION: A long oblong-shaped squash with a cream colored, green striped thick outer skin and a

golden fine-textured inner flesh. Its size may range from 5 to 10 inches in length with an average weight

of 1 to 2 pounds.

OTHER NAMES: It is also known as potato squash, a sweet potato squash, a Bohemian squash, winter

keeper or peanut squash because of its shape.

BIOLOGY: Winter squash belong to the Genus Curcubita. While in cooking the squash is considered a

vegetable botanically it is a fruit being a receptacle of the plants seeds. Winter squashes annual vines.

They have large leaves, and separate male and female flowers grow on the same plant.

POLLINATION: Squashes need to be pollinated by insects. Historically this was the North American

squash bee Peponapis pruinosa, but this bee has declined, probably due to pesticide sensitivity, and

most commercial plantings are pollinated by European honey bees today. If there are no bees it may be

necessary to pollinate by hand.

SOWING: Sow seeds directly in garden in late spring after weather has warmed and all danger of frost

has passed. Seeds can also be started in individual peat pots indoors or in the greenhouse 2 to 3 weeks

before setting out. Cover seeds with 1/2 to 3/4 inch fine soil well firmed down.

SPACING: Plant 6 to 8 seeds per hill spaced 3 to 4 feet apart. Space rows 3 feet apart. Delicata's

medium length semi-bush vines do not take over the whole garden. Grow in a sunny location with rich,

somewhat moist, well drained soil.

THINNING & TRANSPLANTING: Thin or transplant to 3 healthiest plants per hill. Leave 18 to 24 inches

between plants in rows.

GERMINATI0N: One to two weeks depending upon weather and soil warmth. Keep soil moderately moist

during germination. Approximately 100 days to maturity.

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HARVESTING: Harvest and enjoy earliest fruit, save later maturing fruit for winter storage. Harvest when

leaves have begun to die back. Leave winter squashes on the vine until the skin is so hard it cannot be

dented with your thumbnail. Break or cut it off the vine, gather before frost leaving part of stem attached.

Delicata is very productive and stores well throughout the winter and into spring. Store in a cool dry place

can be kept for 7-8 months. Cure squashes in a dark, humid place for 10 days at 80 to 85 degrees

Fahrenheit; then store them at 50 to 60 degrees Fahrenheit in a moderately dry, dark place.

EDIBLE PARTS: In addition to the squash fruit, flowers can also be eaten. Seeds can be eaten, ground

into flower or pressed to make oil. Tendrils, leaves and stems may also be eaten. Available year round,

delicata squash are best during August to October.

COOKING: This squash can be baked or steamed and served as a side dish seasoned with butter and

herbs, providing a sweet nutty flavor with a creamy smooth texture. When preparing in an oven, cut the

squash in half by cutting down the length of the oblong shape. Place the squash with the skin side down

in a dish with 1/2 inch of water. Cover the dish and bake for 1/2 to 3/4 hour at 375 degrees. In a

microwave, cook for approximately 20 minutes in a dish with a loose cover of plastic wrap. Enjoy its fine

grained, light orange flesh steamed or baked.

Though all varieties of squash are good nutrition choices, winter varieties tend to be more nutrient-dense.

They generally contain much more beta-carotene and more of several B vitamins than summer squash.

Winter squash's beta-carotene content even rivals that of mangoes and cantaloupe which helps to fight

against cancer, heart disease, and cataracts. Beta-carotene may also play a role in reducing lung

inflammation and emphysema. Winter squash also contain beneficial amounts of vitamin C, potassium,

and fiber.

HISTORICAL FACTS: Archaeological evidence suggests that squash may have been first cultivated in

Mesoamerica some 8,000 to 10,000 years ago. Squash was one of the three sisters’ plants used by

Native Americans. The Three Sisters were the three main indigenous plants used for agriculture: maize

(corn), beans, and squash. These were usually planted together, with the cornstalk providing support for

the climbing beans, and shade for the squash. The squash vines provided ground cover to limit weeds

and the beans provided nitrogen for the soil.

Nutrition Facts: Delicata Squash

Serving Size 3/4 cup (85.0 g)

Amount Per Serving

Calories 30

% Daily Value

Total Carbohydrates 7.0g 2%

Dietary Fiber 1.0g 4%

Sugars 3.0g

Protein 1.0g

Vitamin A 70%

•

Vitamin C 15%

Calcium 2%

•

Iron 2 %

177

Name of Vegetable: ______________________ Name: __________________

Draw a picture of the vegetable inside and out.

What does it feel like inside/out?

What does it smell like?

What does it taste like?

178

Seed to Table

Part Two: In the Kitchen

Objectives:

Students will learn safe food handling skills and appropriate use of culinary equipment.

Students will understand the connection between the agriculture and food preparation.

Students will learn the skills necessary to work in a food service environment.

Students will understand concepts of local and seasonal cooking.

Students will learn how to preserve food for storage.

Students will learn technical skills enabling them opportunities for skilled employment

and access to higher education.

Students will learn about social issues surrounding food.

Students will experiment with different ingredients to make new foods.

Students will learn the science behind different food options and reactions that take place

when cooking.

Students will learn the math skills necessary to prepare food and operate a food business.

Modified Curriculum Objectives:

This curriculum can be modified to fit the needs of learners of all ages and ability levels.

Time: One semester.

Background Information:

The purpose of the culinary arts curriculum within the Seed to Table program is to prepare

students to find skilled employment within the culinary trade. In addition this program serves as

a starting point to pursue further training and education at an institution of higher education.

While every student may not pursue a career in culinary arts the background provided in this

curriculum will be useful for cooking and eating in the home as well.

Students will learn proper sanitation techniques including hand washing and equipment cleaning.

Students will also learn the safe method for using kitchen equipment including cook tops, ovens,

dishwashers, knives, food processors, etc.

Students will become knowledgeable about all aspects of food service. This includes but is not

limited to menu planning, purchasing, food preparation, customer service, money management,

and sanitation. Students will learn how to use the tools required to accomplish each of these

tasks.

179

In addition, students within the culinary arts program will understand the interconnectedness

between agricultural food production and food preparation. This includes the value of finding

local sources of fresh food and preparing foods that are ready seasonally. Students will also be

able to see the circle complete with the recycling of food scraps into the compost pile to be

reused as fertilized soil for plant production.

Students will also have the opportunity to learn proper food preservation techniques and to be

able to produce products for market.

The concepts covered in this curriculum contain aspects of English, science, math and social

studies. The lessons contain reading, writing, and discussions. Chemistry of cooking and the

biology of different foods we eat are also explored through observation and experimentation.

Using real world applications students will practice fractions, percentages, multiplication,

division and estimation. Students will also explore social issues surrounding food including food

security issues and different cultures food choices.

180

Unit 1: Introduction to ―In the Kitchen‖

In this section students explore different issues surrounding food. Lessons examine different

ways to find food and how food is produced. Students also are exposed to different cultures and

different traditions surrounding food.

Food Rules—Ideas to promote healthy eating.

Where to Find Food? —Explore different ways that people can procure food.

Omnivore's Dilemma—Taking a closer look at Michael Pollan's book on exploring how

food is produced.

Food Security—Students learn about issues surrounding food insecurity and ways to

increase food security locally and nationally.

Fair Trade—Students learn about how food can be produced in ways that promote fair

social and economic trade.

Cultural Cooking—Students examine different cultural food traditions.

Food Entertainment—Learn a variety of ways to create community using food.

Food Allergies—Learn about common food allergies and how to prevent cross

contamination.

Vegetarianism—Explore reasons for vegetarian diet and ways to make a nutritious

vegetarian meal.

Restaurant Review—Learn the value of restaurant reviews and how to write your own

review.

181

Seed To Table

Lesson Plan: Food Rules

Unit: Introduction to ―In the Kitchen‖

Objectives:

Students will learn concepts behind healthy eating using a series of food based adages.

Students will learn simple changes they can make to improve eating habits.

Students will come up with their own food rules.

Modified Curriculum Objectives:

Materials: Copy of ―Food Rules: an eater‘s manual‖ by Michael Pollan, Handouts

Time: 5 minute warm up activity, 1 hour discussion of a variety of rules and developing

additional rules.

Vocabulary: Processed Foods, Organic Foods, Natural Foods, Nutrients.

Background Information:

Many people have questions about how to have a healthy diet and get appropriate nutrition. Food

author Michael Pollan developed 64 rules based on the answers to three simple questions. What

should I eat? Food. What kind of food should I eat? Mostly Plants. How should I eat? Not too

much.

Pollan‘s book Food Rules is an easily readable and fun way to have people start thinking about

healthy eating. These rules are not required to be adapted in full and should probably be referred

to as guidelines to follow. These rules were created after scientific research and requesting

opinions from the general public. These include some sage advice from past civilizations. While

others contradict things some parents have taught their children. Pollan narrowed down over

10,000 ideas to 64 simple rules some with explanatory paragraphs others that he considers self

explanatory.

The purpose of this lesson is to have students think about what they eat. The rules in this book

can spark discussion and disagreements. This is about creating a healthy discourse, thinking

about what food is, and what healthy eating looks like. The book does suggest ways to change

182

eating habits and students can have this information to make informed choices if they want to

reevaluate how they eat.

Teacher Instruction:

1. Familiarize yourself with the ―Food Rules.‖

2. You do not need to agree with all of these rules and you may have rules of your own.

3. Make sure students understand that these are guidelines developed by one person and

while using scientific background and consulting with others the rules are not laws that

everyone has to follow.

4. You could introduce one rule during a class to generate discussion.

5. An entire class period could be based on the discussion of several of the rules.

6. Students could then develop their own rules.

7. Student developed rules can then be explained with explanatory paragraphs.

Student Instruction:

1. There are three basic food rules.

a. Eat Food. Not to be confused with edible food like substances which are found in

many grocery stores and vending machines.

b. Eat Mainly Plants. This does not mean never eat meat. It does mean that in tradition

US cooking meat is the centerpiece of a meal and this does not necessarily led to a

healthy diet.

c. Eat in Moderation. Too much of anything is probably unhealthy.

2. Create your own food rule that falls under one of these general headings. Write an

explanatory paragraph that details your thoughts for why you created this rule.

3. Share your rules with the class and discuss if these rules should be included in a new

book.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. What types of products does Pollan call edible food like substances?

2. What types of foods are found on the edges of the typical grocery store?

3. Why does Pollan have a dislike of processed food?

4. Create a menu using natural food.

5. Create a menu using processed food.

6. What nutrients are found in eating plants?

7. Why does Pollan recommend eating a naturally colorful plate of food?

8. Is eating healthy more expensive? Why? Why Not?

9. Why is planting a garden a part of healthy eating?

10. What is the value of cooking your own food?

183

11. Why does rule 64 encourage people to break the rules once in a while?

Extensions:

Create a map of a grocery store labeling where to find natural food and where to find processed

food. Develop a book on food rules talking with friends, parents, relatives and others. Send the

rule‘s students create to [email protected] Read Pollan‘s other books ―In Defense of

Food‖ and ―Omnivore‘s Dilemma‖

Accommodations:

Resources:

Food Rules: An Eater‘s Manual, Michael Pollan 2009 Penguin Books

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

184

Food Rules Name: ________________

Eat Food. Eat Mainly Plants. Not too Much.

Create your own food rule that falls under one of these general headings. Write an explanatory

paragraph that details your thoughts for why you created this rule.

185

Food Rules Name: __________________

Circle the foods that are natural foods.

Chicken

Yam

French Fries

Capri sun

Twinkie

Fritos

Froot Loops

Pepsi

Ragu

Salmon

Apple

Grapefruit

Pop Tart

Mushroom

Snickers

Butter

Tomato

Margarine

Broccoli

Corn Bread

Olive

Potato

Cabbage

Fruit Roll-ups

Eliminate an item in the following menus to make the meal healthier.

1. Tossed Salad, Ranch Dressing, 4 Ounces Chicken, Fettuccine, Peas

2. Steamed Carrots, 16 Ounce Steak, Baked Potato

3. Peanut Butter and Jelly Sandwich, Celery Stick, Cheetoes, Apple

4. Blueberry Pancakes, Applesauce, Bacon, Orange Juice

5. Quarter Pounder, French Fries, Tossed Salad, Milk

6. Corn on the cob, Grilled Tuna, Green Beans, Soda

List three strategies you can use to eat less processed foods.

186

"Food Rules": A Completely Different Way to Fix the Health Care Crisis

Michael Pollan

The idea for this book came from a doctor--a couple of them, as a matter of fact. They had read my last

book, "In Defense of Food", which ended with a handful of tips for eating well: simple ways to navigate

the treacherous landscape of modern food and the often-confusing science of nutrition. "What I would

love is a pamphlet I could hand to my patients with some rules for eating wisely," they would say. "I don't

have time for the big nutrition lecture and, anyway, they really don't need to know what an antioxidant is

in order to eat wisely." Another doctor, a transplant cardiologist, wrote to say "you can't imagine what I

see on the insides of people these days wrecked by eating food products instead of food." So rather than

leaving his heart patients with yet another prescription or lecture on cholesterol, he gives them a simple

recipe for roasting a chicken, and getting three wholesome meals out of it -- a very different way of

thinking about health.

Make no mistake: our health care crisis is in large part a crisis of the American diet -- roughly three

quarters of the two-trillion plus we spend on health care in this country goes to treat chronic diseases,

most of which can be prevented by a change in lifestyle, especially diet. And a healthy diet is a whole lot

simpler than the food industry and many nutritional scientists -- what I call the Nutritional Industrial

Complex -- would have us believe. After spending several years trying to answer the supposedly

incredibly complicated question of how we should eat in order to be maximally healthy, I discovered the

answer was shockingly simple: eat real food, not too much of it, and more plants than meat. Or, put

another way; get off the modern western diet, with its abundance of processed food, refined grains and

sugars, and its sore lack of vegetables, whole grains and fruit.

So I decided to take the doctors up on the challenge. I set out to collect and formulate some

straightforward, memorable, everyday rules for eating, a set of personal policies that would, taken

together or even separately, nudge people onto a healthier and happier path. I solicited rules from doctors,

scientist, chefs, and readers, and then wrote a bunch myself, trying to boil down into everyday language

what we really know about healthy eating. And while most of the rules are backed by science, they are

not framed in the vocabulary of science but rather culture -- a source of wisdom about eating that turns

out to have as much, if not more, to teach us than nutritional science does.

"Food Rules" is a most unconventional diet book. You can read it in an hour and it just might change your

eating life. I hope you'll take away something you can put to good use, and maybe get a chuckle or two

along the way. And do let me know if you have any food rules I should know about. I'm still collecting

them, at pollanfoo[email protected].

187

Seed To Table

Lesson Plan: Where to Find Food?

Unit: Introduction to ―In the Kitchen‖

Objectives:

Students will learn where they can grow or purchase food.

Students will compare the different options for purchasing food including price, taste,

quality, availability and environmental or social concerns.

Modified Curriculum Objectives:

Materials: Access to internet to research food options, ability to visit different stores, or printed

materials on different buying options.

Time: 45 minutes overview -2-3 class periods to research different options

Vocabulary: Community Supported Agriculture (CSA), Farmer‘s Market, Co-Operative,

Community Garden, Food Distributor, Food Pantry

Background Information:

The food that we eat comes from a variety of sources. While the origins of all food comes from

the soil grown in a range of locations from backyard gardens to large industrial farms. When

procuring food for your home or restaurant kitchen there are many options available.

The garden:

This type of garden can range from small to large. The initial costs are relatively small but there

is a labor input that a gardener has to be willing to make. Gardeners in apartments could have a

small inside herb garden or containers of tomatoes, peppers or other plants growing on window

ledges or small decks or patios. Gardeners who have land can grow any food that will grow in

their climate region and with enough sunlight. Depending on space and personal preferences

gardeners can plant vegetables of all types, as well as fruit bushes/trees. In some locations home

owners can also raise their own chicken for eggs/meat.

In many communities there are places available for gardeners to rent land. These community

gardens often provide some shared tools, water, compost, mulch, and flat land that is fairly

sunny. Established community gardens often have soil that is high in nutrients as previous

gardeners have added compost to the soil to improve its viability. Depending on the rules of the

individual garden you may or may not be able to plant perennials, build structures, and/or use

chemical pesticides/fertilizers. Community gardens typically charge a minimal fee for the space

and require gardeners to spend some time providing labor to the community garden.

188

Local Farms:

There are several different ways to purchase food from local farms. Some grocery stores and

restaurants will have agreements to purchase food directly from the farm. Often these businesses

will advertise where the local food comes from because this is a premium product and some

people are willing to pay more for local foods. Many communities have farmer‘s markets where

local farmers can set up stalls in one location and people can buy directly from the farmer who

grew the food. Different farmer‘s markets have different requirements on how far from the

market the food can be grown and for processed foods how many of the ingredients can be non-

local. Every market is different so if local is concerns to you read the rules of the farmer‘s

market and ask the farmer directly if you have questions. Roadside or farm stands are another

way to purchase local foods. However sometimes roadside stand purchase food from a distributer

and the food is then not local. One hint is if there are bananas at the stand then it is not all local

produce. There are restaurants that focus on using local ingredients that only create a menu after

their food purchaser has gone to the farmer‘s market.

Community Supported Agriculture or CSA‘s is another way to purchase local foods. In this

model a buyer gives money to the farmer before planting season to purchase a share of the

farmer‘s produce. This allows the farmer to have money to purchase seeds and other supplies

before there is anything to sell. The customer then receives a box of produce usually weekly

during the growing season. What comes in the box depends on what is in season and how well

that crop is doing at that farm that year. The farmers usually try to provide lots of produce and

good variety to keep their customers coming back. Often in CSA boxes there are items that are

new to the individual consumer.

Industrial farms and Processed Foods:

Most farms in the US are industrial farms that use large acreage of land to typically grow one

type of food. The food is then sold to food processors. While some of these large farms are

organic most are conventional farms using chemical fertilizers and pesticides to increase yield.

Most of the corn and soybeans grown in the US is shipped to feedlots to feed cattle, pigs or

chicken or converted into high fructose corn syrup for making processed foods in factories.

To buy these foods you can go to any grocery or convenience store. Businesses receive this food

from nationwide food distributors. It is also possible for a group of people to create a buying club

that can buy directly from a food distributor. Food distributors allow for business to order how

many of a wide range of products these items can be delivered daily or monthly depending on

the needs of the organization. Most restaurants and food service companies receive food from

one or two distributors.

Stores:

189

There are several different types of stores that sell food. Some are large regional or national

chains that focus on carrying food. Others are a mix of items for one stop shopping where you

can buy food, clothing and household items all in one place. Smaller convenience stores often

connected to gas stations often sell a limit number of food items. Small local grocery stores often

call Mom and Pop Grocery stores used to be the main food source for communities but while

some are still in existence many have closed down due to completion from larger stores. There

are also specialty grocery stores that often sell food for a specific style of cuisine i.e. Asian food

stores, Mexican, Indian, etc. There are also co-operative grocery stores, these stores are owned

by customer who pay a joining fee and run by rules set by a board elected by the members of the

co-op.

Any type of store can carry local and or organic food. However these choices are often based on

consumer demand. Currently many larger grocery stores have begun to carry organic foods and

some have developed relationships with local food producers. There are also several nationwide

changes that focus on providing organic and naturally food. Grocery Co-ops are typically started

with the focus of providing healthy and local food choices to their customers.

Food Pantries:

Food Pantries or Food Banks supply food for free or reduced prices to individuals in need or

organizations that provide food to people in need of food assistance. There are many area food

pantries and meal sites that can provide food if you need it or have volunteer opportunities if you

want to help out. The food is often donated by grocery stores, farmers, or individuals as a way to

provide food for the hungry and to stop food that would have been thrown out to be eaten.

Teacher Instruction:

1. In this lesson students will explore and compare the different places to purchase food

either for home or a restaurant.

2. Have students create a list of places where you can buy food. Place these in different

categories and fill in with additional options as necessary.

3. Students can work individually or in groups to create a presentation to illustrate the

positives and negatives of different types of food providers.

4. To do this research you may need to use online resources or visits to the actual location.

Student Instruction:

1. Research one type of place that you can purchase food.

(Garden, Farmer‘s Market, Co-op Grocery, Large Grocery, Convenience Store, CSA,

Food Distributor, Food Pantry)

2. Prepare a poster to present to the class the benefits and concerns with each type of food

provider.

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Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. List locations where you can buy local foods.

2. What are the benefits to a farmer to have customers join a CSA?

3. What are the benefits to a customer to participating in a CSA?

4. What issues could arise from buying food through a CSA?

5. What are the benefits of a Farmer‘s Market?

6. What are the benefits to buying food a superstore?

7. What are the benefits to belonging to a grocery co-op?

8. Compare costs of different food items at different types of stores.

9. Which types of food providers have limited availability?

10. When do these periods of limited availability occur?

11. As a restaurant owner your customers ask for local food. How can you provide this

option and what changes have to be made to your menu to reflect this change?

Extensions:

Take a trip to different types of grocery stores, visit local farmers markets, visit with a CSA

farmer, create a co-op plan, or volunteer at a food pantry.

Accommodations:

Resources:

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

191

Where did you get that Food? Name: ___________________

Name of place where the food came from?

Did you meet the person who produced your food? If so ask them question about the food they

sell.

What types of locally grown foods are available? List 5 options if available.

What types of organic foods are available? List 5 options if available.

What types of processed foods are available? List 5 options if available.

192

What are the prices for the food? (Pick 10 items write down price and quantity)

How far did the food have to travel to arrive to where you purchased it? (Some foods travel

different distances write down how many different states/countries you see represented by the

food) How close is this food to your house?

What costs to the environment are there to the way the food was grown, transported or sold?

Think about what went into growing the food, transporting the food, and electricity and space

use at the store.

How does the food taste? Try several different foods.

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Seed To Table

Lesson Plan: Omnivore‘s Dilemma

Unit: Introduction to ―In the Kitchen‖

Objectives:

Students will learn about how food is grown in the United States.

Students will compare different sources of food.

Students will be able to make an informed decision about their food choices.

Modified Curriculum Objectives:

Materials: Omnivore‘s Dilemma by Michael Pollan (Regular or Young Reader‘s Edition)

Time: Enough time for your students to read the book. Spend at least 4 days discussing the four

different sections of the book and then a day talking about your conclusions. The regular version

has 464 pages the young reader‘s edition is slimmed down to 298.

Vocabulary: Industrial Farming, Industrial Organic, Local Sustainable, Hunter/Gatherer

Background Information:

Michael Pollan sets out to prove a point about food and in Omnivore‘s Dilemma he uses four

different meals to illustrate his ideas. In general, the book focuses on how Americans have

become disconnected from the food we eat.

The book is divided into four main chapters each focusing on a meal made from food coming

from different farming practices. These include the industrial meal, the industrial organic meal,

the local sustainable meal and the do-it-yourself meal. Pollan conducts research on how each of

these meals goes from seed to table and writes the facts for the reader to devour.

The industrial meal is how most people in the US eat. These meals can be found at the fast food

restaurant or made from the wide range of processed foods that are available in the modern

grocery store. The industrial meal is food based from corn. This corn is used in a wide range of

products to make soda, candy, breads, and frozen dinners. In addition, the majority of beef, pork

and chicken are fed a steady diet of corn before they go to the slaughter house. These farms use

lots of petroleum products and chemical fertilizers and pesticides. Much of the land throughout

the Midwest is used to grow food for this industrial system. The corn and soybeans that are

planted in large fields throughout Wisconsin go to feed the cows and pigs that are being raised

on factory farms.

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The industrial farms feed a nation and with subsidies from the government provide cheap food to

the public. This type of farming creates disconnect between the consumer and the producer. Not

even the farmers in this system grow their own food. The food may be inexpensive but also is

fattening and has negative environmental costs associated with it.

The industrial organic meal is meeting the needs of consumers who want to move away from the

chemicals that are used in the traditional industrial farming methods. This method of growing

plants and animals eliminates several of the negative environmental aspects of farming.

However, in addition to being more expensive this food is typically grown in monocultures in

one area of the country. This still requires a heavy use of petroleum to ship the food across the

country.

The local sustainable meal is also built on organic farming practices. However, in this model

farmers grow a wide variety of fruits and vegetables. In addition, they may have a small number

of animals to produce milk, eggs, or meat. Consumers can by food directly from the farm, or

meet the farmer at a market. Some farms also sell to grocery stores but in general all of the food

is being sold and consumed within 150 miles from where it was produced.

The Do-it-yourself meal is a meal prepared from foods that were grown, collected or hunted by

the person eating the food. This is the most local way to consume food. This could be as simple

as growing tomatoes in containers on your deck to having a larger garden. In addition, wild

plants, nuts, and fungi could be collected. Hunting and fishing are also included as ways to

collect food for a do-it yourself meal. This meal may require the most work but could be done

relatively inexpensively and the consumer knows from where all the food came.

After reading this book you may not change how you eat. However, you will have a better

understanding of how your food reaches your plate. This may induce lifestyle changes or cause

you to think about growing healthy food.

Teacher Instruction:

1. After students have read each section have a discussion with the class.

2. Create a chart that compares the four types of meals including economic, social,

environmental costs. Include examples of each meal and where these meals are produced.

3. Plan and prepare local sustainable and do-it-yourself meals.

Student Instruction:

1. Read Omnivore‘s Dilemma.

2. Compare the four meals in the book.

3. Develop a question that is raised in the book to do more research.

195

4. Create a list of all types of food that have corn as a main ingredient. Go to the grocery

store and look at ingredient labels to see what food products have a corn based ingredient.

5. Prepare your own local sustainable meal.

6. Prepare you own do-it-yourself meal.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

(These page numbers are from the Young Reader‘s Edition)

Part 1: The Industrial Meal (pp7-107)

1. Why is this called food from corn?

2. What is a genetically modified organism (GMO)?

3. What are the benefits and concerns with GMO‘s?

4. What types of chemicals are placed on industrial food crops?

5. How has the size of farms changed in the last 100 years?

6. How has the number of farms changed in the last 100 years?

7. How has the diversity of plants and animals that are grown on a farm change in the last

100 years?

8. What is a government subsidy?

9. How do subsidies help or hurt farmers?

10. How does corn become meat?

11. What are the benefits and issues with animals eating a consistent diet of corn?

12. Should corn be used to produce ethanol for fuel?

13. What types of products are made from corn?

14. When processed food is purchased how is the money divided between the people that

made the food?

15. How does the industrial meal contribute to obesity?

16. Is food produced in the industrial farms really food or something else?

17. Why does the fast food industry lend itself well to the industrial food model?

Part 2: The Industrial Organic Meal (pp108-139)

1. How is organic grown differently from conventional food?

2. Why do large companies own both conventional and organic food producers?

3. What are the benefits to economies of scale?

4. What environmental costs are associated with industrial organic farming?

5. How are the rules for organic foods devised?

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6. What does an organic sticker mean?

7. What are the concerns with organic foods being shipped around the country/globe?

Part 3: The Local Sustainable Meal (pp141-202)

1. Why is the local sustainable meal called food from grass?

2. Why did the farmer refuse to send his chicken from Virginia to California?

3. What are the differences between Industrial and Organic farming?

4. What are the cows and chickens fed on the local farms?

5. Why do consumers buy food from local farms?

6. What does seasonal eating have to do with local eating?

7. Why is this type of farming called going back in time?

8. Why does Pollan feel the need to kill his own chicken?

Part 4: The Do-it-Yourself Meal (pp204-283)

1. What types of foods can be gathered in the woods around your home?

2. What types of foods can be grown near where you live?

3. What types of foods can be hunted near your home?

4. What equipment/permission do you need to collect food for a do-it yourself meal?

5. How much time is needed to prepare a do-it-yourself meal?

6. Why does Pollan feel he has to kill his meat himself?

7. What foods cannot be collected in a do-it-yourself manner?

Overview

1. What type of meal do you usually eat?

2. Could these different methods of finding food be combined?

3. Which type of meal do you think would taste bests?

4. How does the information in this book change how you think about food?

Extensions: Do additional research about how food is produced around the world. Determine

how to grow, gather, or hunt your own food.

Accommodations:

Resources:

197

http://www.teachervision.fen.com/tv/printables/penguin/omnivores_dilemma_tg.pdf A 32 page

teacher‘s guide with introduction and questions for each of the 20 chapters in Omnivore‘s

Dilemma.

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

198

Seed To Table

Lesson Plan: Food Security

Unit: Introduction to ―In the Kitchen‖

Objectives:

Students will learn about food security, poverty, hunger, food insecurity and their

differences

Students will learn about food banks, food pantries, and meal programs.

Students will learn ways that they can assist people in need of food.

Students will learn how they can access food assistance programs if needed.

Modified Curriculum Objectives:

Materials: List of topics to research

Time: 45 minutes overview of food security, 1 week to research a topic, 1 week+ to plan dinner,

4 hours to prepare dinner.

Vocabulary: Food Security, Food Insecurity, Food Bank, Food Pantries, Food Stamps, Hunger,

Famine

Background Information:

While many students talk about being hungry or starving for their next meal there are many

people around the world and in the United States who are food insecure. This term refers to

people who do not know from where their next meal is coming. While hunger is a type of food

insecurity, the main difference between hunger and food insecurity is that hunger deals with the

physical need of food and the pain associated with a lack of food while food insecurity is

concerned more with the thought of being without food and from where your next meal is

coming. Hunger is generally a more permanent situation and sustained hunger can lead to

starvation or death from lack of food. Food insecurity can be a temporary situation precipitated

by unpredicted events including loss of employment or needing to pay for housing or a medical

emergency. While food security is a worldwide problem there are many organizations and

individuals working to deal with this issue.

In 2008, there were close to 50 million people living in the US who were considered to be food

insecure. This includes people who are involuntarily cutting back on the food they eat, skipping

meals, and not knowing if they will have enough money to purchase food at the end of the week.

This type of food insecurity is not as severe as famine that is seen in parts of the developing

world. However, it can lead to malnutrition over time. Famine is caused when there is a complete

lack of food in a location. In the United States in addition to people dealing with food security

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issues there are people who are battling hunger when they cannot get access to the food they

need to provide needed sustenance.

There are several government and non-profit organizations that are working to improve food

security for people in the United States. Low income people can receive food stamps which is a

government program where food can be purchased using a Quest card like a debit card to

purchase food at a grocery store. There are a variety of program names for government food

programs including: FoodShare, Quest, EBT, food stamps, and SNAP. The government also

provides funding for the 20 million school children who are facing food insecurity through the

free and reduced lunch program.

Many non-profit organizations collect food from businesses, farmers, and individuals to

distribute to people in need. A food bank is one type of distribution center for food. Food banks

often collect large donations from grocery stores or manufacturers of food that will not be sold.

They also rescue and purchase food that would have going straight to landfills, over 2 billion

pounds of food each year. The food banks then distribute this food to organizations that will

help fight food insecurity. Food Pantries provide access to donated food to needy individuals.

There are often limits on the number of times one can go to a food pantry and how much food an

individual can take. Though rules about this are starting to be less rigid in many areas and/or

service areas are expanding to meet the demand. Meal food sites or soup kitchens prepare cooked

meals for people who are in need of a healthy meal.

In the Madison area, nearly 1 in 8 residents are dealing with food insecurity. Nearly 50,000 of

these individuals are children under the age of 18. To help these local residents find food

requires the time effort and resources of many organizations and individuals. The Second

Harvest Food Bank collects donations from stores and other businesses to distribute to food

pantries and meal sites throughout the county. One such location is the Goodman Community

Center located on eastside of Madison.

The Fritz Food Pantry at Goodman allows for residents in need of food to visit the pantry once

per week. The pantry is open 3 days a week for two hours at a time. After an individual registers

to receive food at the pantry they are allowed to ―shop‖ the pantry shelves, picking the items that

their families will enjoy to eat that week. Donations of food and money can be made at anytime

by any individual. The food on the shelves are supplied by donations from local families, local

farmers and gardeners, collaborations with organizations like Troy Community Groundworks

and MACSAC, and food purchased from our area‘s food bank, Second Harvest Food Bank of

Southern Wisconsin.

In addition, to the food pantry Goodman provides a community meal for seniors each weekday.

This healthy, well balanced meal is prepared by high school students in a work and learn

program. Senior community members in need of a cooked meal and companionship can come

for a free lunch and activities, Monday through Friday.

200

Food pantries and meal sites run with very few paid staff yet have room for many volunteers

throughout the year. Volunteers can perform many functions including picking up donated food,

organizing shelves and assisting clients with their food selection. While many food pantries

receive a rush of donations and volunteer help between Thanksgiving and Christmas, people are

dealing with food security issues year round. Anyone can contact a local food bank or food

pantry to volunteer time or to make a donation of food or money.

For 2010, in the Madison area over 20 gardens have been planted and are being tended by local

volunteers to provide fresh produce to local food pantries. In addition, many farmers donate

surplus produce from their vegetable farms. Hunters also donate meat that has been processed to

food pantries. Many stores and food manufactures donate excess products to help battle food

insecurity. In addition, individuals may clear out their own pantries or buy food especially for a

food drive run by scouts, religious, or business groups. There are also local challenges for

donating surplus food and gardening programming including – Grow Good Challenge and Plant-

A-Row for the Hungry. Every one of these donations, large and small helps to increase the food

security of individuals within your community.

It is important to learn what resources are available in your community. Both in case you are

ever in need of help attaining food and so that you can help others obtain food security. When

there are fewer people in your community dealing with hunger it increases the health and

prosperity of the entire community.

Teacher Instruction:

1. Discuss with students the issues surrounding food security in the world, nation and

community.

2. Assist students with selecting and researching a topic surrounding food security.

Student Instruction:

1. Research and prepare a presentation (poster, paper, or PowerPoint) about an issue

surrounding food security.

2. Research and prepare a meal for your class or the community that demonstrates the need

to fight hunger. See Oxfam Hungry4Change Banquet information.

3. Volunteer at a local food bank, food pantry or meal site.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. What parts of the world have people who are facing food insecurity?

2. Why do more people donate to food pantries in November and December?

3. What types of food are needed in food pantries?

4. What health problems arise when people are dealing with food insecurity?

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5. Describe several government programs that help people find food.

6. Where would you go to find food if you had limited resources?

7. List ways that you can help to fight food insecurity?

Extensions:

Grow food for a food pantry, organize a food drive, and cook at a community meal site. Visit a

variety of different locations working to provide food security.

Accommodations:

Resources:

http://www.cacscw.org/food/dcfpn.htm Dane County Food Pantry Network

http://www.secondharvestmadison.org/abouthunger.html Second Harvest Food Bank in

Madison, WI.

http://www.secondharvestmadison.org/partneragencies.html Food Pantries in Southwestern WI.

http://www.oxfam.ca/what-you-can-do/fundraise-for-oxfam/hungry-for-change/hungry4change-

hunger-banquet Oxfam website explaining a Hungry 4 Change Dinner.

http://www.ers.usda.gov/Briefing/FoodSecurity/measurement.htm USDA information on

measuring food security in the United States.

http://www.goodmancenter.org/programs/food-meals Goodman Community Center food

programs.

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

202

Seed To Table

Lesson Plan: Fair Trade

Unit: Introduction to ―In the Kitchen‖

Objectives:

Students will learn about fair trade products.

Students will learn about how what they purchase can affect the world.

Students will discuss the pros and cons of the fair trade movement.

Modified Curriculum Objectives:

Materials: TransFair Curriculum, (Banana Bonanza, or Coffee Connections) Banana Split Film

Time: 50 minutes to 10 class periods

Vocabulary: Fair Trade, sustainability, developing countries, import, export, developed

countries, middlemen, producers, and environment.

Background Information:

Fair Trade is an organized social movement and market-based approach that aims to help

producers in developing countries and promote sustainability. The movement advocates the

payment of a higher price to producers as well as social and environmental standards. It focuses

in particular on exports from developing countries to developed countries, most notably

handicrafts, coffee, cocoa, sugar, tea, bananas, honey, cotton, wine, fresh fruit, chocolate and

flowers.

Although no universally accepted definition of Fair Trade exists, Fair Trade labeling

organizations often use this definition. ―Fair Trade is a trading partnership, based on dialogue,

transparency and respect, which seek greater equity in international trade. It contributes to

sustainable development by offering better trading conditions to, and securing the rights of,

marginalized producers and workers – especially in the South.‖

Fair Trade Organizations, backed by consumers, are engaged actively in supporting producers,

awareness raising and in campaigning for changes in the rules and practice of conventional

international trade. Fair Trade's strategic intent is to work with marginalized producers and

workers in order to help them move towards economic self-sufficiency and stability. It also aims

to allow them to become greater stakeholders in their own organizations, as well as play a wider

role in international trade.

203

There are some questions regarding whether fair trade is effective. In some instances fair trade

farmers have been able to rise out of poverty and to find better access to health care and housing.

Yet in other areas the additional money paid to fair trade workers is low, leading to some critics

to claim that fair trade is a marketing ploy as opposed to real change in the economic system.

The ideas behind fair trade food are to directly support the farmers who produce the food and to

encourage safe growing practices for the health of the workers and the environment. With the

elimination of ―middlemen‖ or companies that buy and combine large amounts of produce for

distribution to stores allows for more money to go directly to the producers. This is similar to

farmer‘s markets or craft fairs in the United States that allow producers to sell directly to their

customers. There is currently a push to include a local version of the fair trade label.

In 2008, Fair Trade certified sales amounted to approximately US $4.08 billion worldwide.

While this represents a tiny fraction of world trade in physical merchandise some fair trade

products account for 20-50% of all sales in their product categories. In June 2008, Fair Trade

Labeling Organizations International estimated that over 7.5 million producers and their families

were benefiting from fair trade. However, only 3.3 percent of coffee sold in the United States in

2006 was certified fair trade.

Teacher Instruction:

Listed below are two curriculums produced by TransFair USA. Both are well written a provide

lots of background information. It would be possible to spend weeks discussing fair trade issues.

Yet you could choose to only do one lesson in one class period.

TransFair USA Focus on Fair Trade Curriculum by Elisa Around November 2007

3-6 Unit: Banana Bonanza Following the Journey of the Banana from Farm to Supermarket.

This curriculum is for at least a week worth of classes.

Lesson 3, Part 2. Provides a good lesson for whom gets how much of the cost of a banana in the

grocery store.

Lesson 5. Provides good information about what fair trade is and follows a producer’s story.

TransFair USA Focus on Fair Trade Curriculum by Elisa Around November 2007

7-12 Unit: Coffee Connections Tracking the Path of Coffee from Farm to Supermarket with an

Eye on Economics and Justice.

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This curriculum contains 8 lessons focusing on coffee trade. Several are similar to the lessons in

the Banana unit.

Student Instruction:

1. Follow the instructions provided in the TransFair curriculums.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. What is fair trade?

2. Why do fair trade items often cost more than non-fair trade items?

3. List items that can be produced other fair trade label.

4. How is fair trade production better for the environment?

5. Should there be a fair trade program that deals with local goods? How would they work?

6. Should there be fair trade programs? Explain.

7. What can an individual do to increase fair trade?

8. Create a list of requirements for developing a fair trade program.

Extensions: Follow other products, research fair trade products, visit a fair trade producer.

Accommodations:

Resources:

http://www.fairtradefederation.org/

http://www.transfairusa.org/

http://www.shebafilms.com/films/banana_split.html Banana Split film about the production of

bananas.

205

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

206

A fair price

The Fair Trade Certified label guarantees that farmers and workers received a fair price for their

product. The Fair Trade price means that farmers can feed their families and that their children

can go to school instead of working in the fields.

Quality products

By receiving a fair price, Fair Trade producers can avoid cost-cutting practices that sacrifice

quality. The Fair Trade producers' traditional artisanal farming methods result in exceptional

products.

Care for the environment

Most Fair Trade Certified coffee, tea and chocolate in the US is certified organic and shade

grown. This means that the products you buy maintain biodiversity, provide shelter for migratory

birds and help reduce global warming.

Community impact

Empowered by the economic stability provided by Fair Trade, members of the COSURCA

coffee cooperative in Colombia successfully prevented the cultivation of more than 1,600 acres

of coca and poppy, used for the production of illicit drugs. In Papua New Guinea, the AGOGA

cooperative, is investing in a medical team to meet the healthcare needs of its isolated rural

community. In the highlands of Guatemala, indigenous Tzutuhil Mayans in the La Voz

cooperative are sending local kids to college for the first time. Near Lake Titicaca, in Peru, the

CECOVASA cooperative is assisting members from Quechua and Aymara indigenous groups in

raising coffee quality and transitioning to certified organic production.

207

Seed To Table

Lesson Plan: Cultural Cooking

Unit: Introduction to ―In the Kitchen‖

Objectives:

Students will learn about different cultures and their food traditions.

Students will create and taste foods from different regions of the country and the world.

Students will share their own cultural traditions surrounding food

Modified Curriculum Objectives:

Materials: Ingredients and equipment for meals

Time: 1 hour for overview, 3 days to write ―Food Rituals of the Nacirema‖ or prepare research

presentation. Time varies on cooking different meals.

Vocabulary:

Background Information:

Every culture has different traditions surrounding food. In some cases these are based on

geographically differences. People near oceans often have more fish and seafood included in

their diets, while people in northern climates use more red meats. Other times religions play a

role in what types of foods people eat including restrictions on eating pork or mixing dairy with

meat. Sometimes there are economic factors that influence different cultural foods; this could

include using meat sparingly or preparing larger quantities of rice or pasta.

In addition to different styles of food different cultures have different ways of serving and eating

food. In some cultures food is served on communal plates in the center of the table other cultures

have a different plate for each course. Other times food is eaten seated on the floor, reclining on

couches, seated at tables, or eaten in a car. In some cultures food is eaten with silverware, other

cultures use chopsticks or their hands.

All around the world people share food as a way to celebrate important events and to build

community. Even holidays that are focused on fasting typically have a feast before or after the

fasting period to mark the fasting period. Food can also serve as a way to welcome people into a

community even if there is no common language.

By exploring foods of different cultures you can learn a lot about the area and people from where

those foods come.

208

Teacher Instruction:

1. Discuss with students the different cultural traditions surrounding food.

Student Instruction:

1. Create a list of your family‘s traditions surrounding food. This includes recipes that your

family uses as well as how your family prepares and serves food.

2. Prepare a dish that represents your culture. Discuss why this dish is important to your

culture.

3. Research a different culture‘s food traditions. Prepare a presentation.

4. Create a new culture. Determine where this group lives. Using this information develop

cultural traditions for this group; include what types of food they eat, how they eat their

food, and important event surround food.

5. Read ―Body Rituals of the Nacirema‖ https://www.msu.edu/~jdowell/miner.html (Then

write a document on ―Food Rituals of the Nacirema‖

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. What influences a culture‘s food choices?

2. Create a list of restaurants in your community that represent different cultures?

3. Why is food an important part of religions?

4. What is fusion cooking? Can you create a fusion between two cultures?

Extensions:

Eat a variety of different restaurants representing different cultures. Cook a variety of foods

from different cultures. This could be either by preparing a meal specific to one culture or having

festival of foods representing different cultures

Accommodations:

Resources:

The following are a sampling of the thousands of cookbooks that are available containing recipes

and information about a variety of cultures.

Sundays at Moosewood Restaurant: Ethnic and Regional Recipes from the Cooks at the

Legendary Restaurant by Moosewood Collective

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Exotic Ethiopian Cooking: Society, Culture, Hospitality, and Traditions by Daniel J. Mesfin

Quick & Easy Japanese Cookbook by Katsuyo Kobayashi

From Mom with Love: A Complete Guide to Indian Cooking and Entertaining by Pushpa

Bhargava

Chinese Cuisine (Wei-Chuan's Cookbook) by Huang Su-Huei

Everyday Italian: 125 Simple and Delicious Recipes by Giada De Laurentiis

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

210

Seed To Table

Lesson Plan: Food Entertainment

Unit: Introduction to ―In the Kitchen‖

Objectives:

Students will learn about a variety of ways to host a dinner party.

Students will be able to compare the costs of time and money for different types of

events.

Students will plan all aspects of an event.

Modified Curriculum Objectives:

Materials:

Time: 45 minutes

Vocabulary: Entrée, hors d'oeuvres, progressive, potluck, catered, formal dining, Full course

meal

Background Information:

Having food as the basis of a party or gathering of people can be positive way to bring people

together. There are multiple ways to host a party and depending on cost and time considerations

you can decide which is best for you.

Full Course—When planning for a multi course meal there are several considerations. First is the

time involved in both meal and setting preparation often a multicourse chef will not be able to sit

and enjoy all the meal unless preparations and planning is done in advance. Secondly the

expense of a multi course meal is greater due in large part to the need for more ingredients.

However, a multi course meal can be very enjoyable and showcase a variety of foods and the

talents necessary to prepare them. In addition a multi course meal could be limited to two

courses or include many more. Some examples of courses include: salad, soup, pasta, fish, meat,

and dessert.

In formal dining a full course dinner typically consists of five or more courses, in its extreme

form, twenty-one courses. In these more formalized dining events, the courses are carefully

planned to complement each other gastronomically. The courses are smaller and spread out over

a long evening, up five hours, and follow certain prescribed conventions of menu planning.

Entrée—A meal of a main entrée with appropriate sides is fairly common consisting of a protein

(meat, fish, poultry, and beans), carbohydrate (potatoes, pasta, rice, bread) and vegetable (corn,

tomatoes, broccoli, and salad).

211

Appetizers—Also known as hors d‘oeuvres, starters, or finger foods are typically served before a

larger meal or as a snack. These can be extravagant or basic. This type of gathering is often

planned during a non-traditional meal time during the afternoon or late evening.

Dessert—Also should be planned outside of traditional meal times. Examples include a birthday

cake, ice cream social or a cookie plate.

Any of these choices could be prepared and planned in any of the following methods.

Home Prepared—This type of meal preparation is often the most time consuming. In addition, to

needing to purchase the ingredients, prepare all the food, you will need to clean the house.

Catered—Often more expensive. Does not have to be full course meal prepared by a chef but

could be ordering out for pizza or take out.

Pot Luck—Each individual prepares or purchases a food item to share with the group. This

method shares the cost and time associated with preparation amongst all participants. A potluck

could be planned where individuals sign up for or are assigned to bring specific items or can be

left up to the creative choices of each person. Potlucks could be only a dessert, appetizers or a

full meal.

Progressive—Similar to a potluck where multiple people prepare food. However instead of each

person bring the food to one location the partygoers move from one location to another as they

share food. This often is done for a multi-course meal where each house is responsible for a

specific course. This can take much longer as participants have to travel between locations.

Depending on the meal as the event host you may want to decide on decorations, place settings,

dress code, and invitations as well. Each of these decisions can change the atmosphere of the

gathering and can be as important as your food choices.

Teacher Instruction:

1. Have students share what their experiences are with different food based gatherings.

2. Familiarize students with different types of parties.

3. Instruct students to develop a plan for their party.

Student Instruction:

1. Plan a party.

2. Decide what type of gathering you are going to have and what general type of food will

be at the party.

3. Prepare a specific menu.

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4. Create a list of ingredients.

5. Determine how long it will take you to prepare the food.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. What are the reasons to include food at a party?

2. How can the host of control costs associated with a party?

3. In addition to food what else do you need to consider when having a party?

4. Compare and contrast potlucks and progressives.

Extensions:

Plan a party and make it happen.

Accommodations:

Resources:

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

213

Party Types Name: _________________

Label each of the following party examples, use one option from each list.

List A: Full Course, Entrée, Hors d‘oeuvres, Dessert

List B: Home Prepared, Catered, Pot Luck, Progressive

1. A group of friends decides to order pizza, salad, and breadsticks.

2. You are watching the Super Bowl at your house you put out a bowl of chips. Friends

bring pretzels, chicken wings, carrot sticks, hummus, salsa, and guacamole.

3. In December a group of neighbors meet at a house for cookies, they then move to each

other‘s house sharing holiday cookies at each house.

4. At your graduation you contact a restaurant to bring salads, pasta, meat, vegetables and a

cake to a park.

5. Your friend has a new fondue pot that she fills with melted chocolate she invites people

over to bring their favorite fruit or cookie to dip in the melted chocolate.

6. You invite a few people over to your house to have a dinner you cook you favorite

lasagna recipe.

7. Before your reservations at a fancy restaurant, you meet two friends at a different

restaurant for appetizers, after dinner you go to a movie. After the show is over you stop

by an ice cream parlor for dessert.

8. Create an example of a Full Course/Potluck Meal.

9. Create an example of Home Prepared/Dessert Party.

10. Create an example of Progressive/Hors d‘oeuvres Party.

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Seed To Table

Lesson Plan: Food Allergies

Unit: Introduction to ―In the Kitchen‖

Objectives:

Students will learn about common food allergies.

Students will learn the importance of knowing all the ingredients in a meal so to properly

inform people who may have allergies.

Students will learn basic first aid to care for a person having an allergic reaction.

Modified Curriculum Objectives:

Materials: What Happened? Situations sheet, Common allergies sheet

Time: 50 minutes

Vocabulary: Anaphylaxis or anaphylactic shock, Shell Fish, Tree nuts, epinephrine soy, gluten,

allergy, allergens

Background Information:

Allergies to specific foods or food types can cause sickness or death. It is important for food

service employees to have a good understanding of food allergies so they can help their

customers have a safe and enjoyable dining experience. There are many types of food allergens

and they are more prevalent now than before. Allergies to food are more common in children

under the age of 5. While many children will outgrow certain allergies other allergies may not

take effect until adulthood.

Anaphylaxis or anaphylactic shock is a severe, potentially life-threatening allergic reaction. It

can occur quickly after exposure to something you are allergic to including foods.

The flood of chemicals released by the immune system during anaphylaxis can cause a person to

go into shock; blood pressure drops suddenly and the airway narrows, blocking normal

breathing. Signs and symptoms of anaphylaxis include a rapid, weak pulse, skin rash, and nausea

and vomiting. Common triggers of anaphylaxis include certain foods, peanuts, tree nuts, eggs,

milk, shellfish, etc.

Anaphylaxis requires an immediate trip to the emergency room and an injection of epinephrine.

Call 911 if someone is experiencing anaphylactic shock. If anaphylaxis is not treated right away,

it can lead to unconsciousness or death. Some people with allergies will carry and ―epipen‖ or

other epinephrine injector with them. This shot can often be given by the person having an

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allergic reaction into their own thigh. A person in severe anaphylaxis may ask or need help

administering the epinephrine injection. Epinephrine injectors are prescription medicine and

should not be given to people for whom they are not prescribed. Anyone who has received an

epinephrine shot should go to the hospital to be evaluated. Someone having an allergic reaction

may have trouble breathing this block airway is due selling of throat or tongue so abdominal

thrusts, back blows or rescue breathing will not help a person in this situation.

An anaphylactic reaction is most likely to occur in susceptible people who have eaten something

they are allergic to. Even if you have only had a mild allergic reaction in the past, you may be at

risk of anaphylaxis. Anaphylaxis symptoms usually occur within minutes of exposure to an

allergen. In rare cases, anaphylaxis occurs more than half an hour after exposure. Anaphylaxis

symptoms include:

Skin reactions including hives, itchy, flushed, or pale skin

Constriction of the airway or a swollen tongue, which can cause wheezing and trouble

breathing

A weak and rapid pulse

Nausea, vomiting, or diarrhea

Dizziness or fainting

A food allergy is caused by the body‘s reaction to a protein found in the food. All foods have

some traces of protein so it is possible for any food to cause an allergic reaction. Food allergies

often develop in childhood and can dissipate with age but can occur at anytime.

Having an allergy to egg, milk, soy, wheat, peanut and tree nuts represents 90% of all food

allergies in children. Fish and shellfish are two other commonly seen food allergies, usually more

common in adults. Each of these individual foods is discussed, including the prevalence, and

severity of the food allergy.

1. Milk

Allergy to cow‘s milk is common in children, affecting about 2.5 percent of all infants. These

children tend to also react to other milks, such as goat and sheep milk. The allergy is usually

directed against one or both major milk proteins, casein and whey. The sugar in milk, lactose,

does not cause allergy, but can cause food intolerance. Many adults will develop lactose

intolerance which is not as severe of an allergic reaction but can be bothersome and a person

may want to eliminate or reduce milk from their diet.

While 85% of children will outgrow milk allergy by age 5, being allergic to milk is a risk factor

for developing other food allergies. Some cow's milk allergic children will also be allergic to

beef.

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2. Egg

Allergy to egg is the most common food allergy in children, affecting about 2.5 percent of young

children. Children may be allergic to the white, yolk, or both. Many will outgrow the egg allergy

by age 5; however these children are at increased risk of developing nasal allergies and asthma.

3. Soy

Soy is a legume, and related to peanut, although cross-reactivity rarely exists between the two.

Allergy to soy affects approximately 0.3 percent of children, is usually outgrown at a young age,

and rarely causes life-threatening reactions. Because soy is a common food allergy, and can

occur in children also allergic to milk, infant formulas using hydrolyzed proteins are preferred in

infants allergic to cow‘s milk.

4. Wheat

Children and adults can experience a variety of immunologic reactions to wheat protein, only

some of which are allergic. Wheat allergy is commonly outgrown at an early age, and it is rare

for children with wheat allergy to be clinically allergic to other cereal grains (such as rice, oat

and barley), although skin testing to these other grains may be positive.

5. Peanut

Allergy to peanut occurs in approximately 0.6 percent of all people, and tends to cause a severe

form of food allergy. Peanut allergy can be associated with life-threatening allergic reactions,

particularly in children with asthma. Only about 20 percent of children outgrow peanut allergy,

making it the most common food allergy seen in adults.

Accidental exposure to peanut containing foods is a common problem, so it is important for

peanut allergic children to follow a strict peanut-free diet, wear a medical alert bracelet and

always have inject able epinephrine available. In some cases, an allergic reaction to peanuts can

happen without the person actually ingesting the peanut. This has led to the institution of peanut

and nut free classrooms, as well as labels on processed foods that say that a food item was

produced in a factory where peanuts and /or tree nuts are used.

6. Tree Nut

Tree nut allergy occurs in approximately 0.5 percent of all people, tends to be severe and is less

likely to be outgrown. Tree nuts include cashews, almonds, walnuts, and pecans. There is a high

likelihood that if a child is allergic to one type of tree nut, he or she will be allergic to another

type of tree nut. While tree nuts and peanuts are unrelated foods, cross-contamination is a

concern, so some experts recommend a complete ―nut free‖ diet in children with either peanut or

tree nut allergy.

7. Seafood

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Allergy to seafood includes both fish and shellfish. While fish and shellfish are not related foods,

these foods are usually found in the same place (restaurants). Reactions to seafood can be severe

and potentially life-threatening. Allergy to either of these foods is less likely to be outgrown, and

therefore is commonly seen in adults.

Since patients with allergy to one shellfish are at a high risk of being allergic to other shellfish,

complete avoidance of this category of foods is advised. Shellfish include shrimp, lobsters, crabs,

mollusks, oysters and clams. The same is true for allergy to fish; however, exceptions exist for

both.

As a food service worker it is important to recognize that some of your customers may have

allergies to these or other foods. If a customer states that they are allergic to a specific food it is

important to prepare food free of that ingredient or inform the patron that the food cannot be

prepared without the ingredient.

If as a chef you change the ingredients in a recipe you need to be sure your servers know about

the change so they can accurately inform the customers.

Teacher Instruction:

1. Students need to understand that food allergies are real and can have real consequences.

2. Students need to learn common food allergies, way to prevent contact with allergens,

responsibilities of food service professional in terms of allergies.

Student Instruction:

1. Ask if anyone has a food allergy or knows someone who does.

2. Discuss how common certain allergies are and ways to avoid having people come into

contact with allergens.

3. Discuss the role of food service professionals in addressing food allergies.

4. Re-enforce: If someone is having an allergic reaction call 911.

5. Discuss different food allergy situations and ways to prevent them.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. What should you do if you see someone having an allergic reaction?

2. Why do some people have stronger allergies than others?

3. What can happen if a cutting board is used to cut almonds and then strawberries?

Extensions:

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Talk with a doctor or dietician about food allergies, Prepare a meal that is gluten free.

Accommodations:

Resources:

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written by: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

219

Common Food Allergies

1. Milk (Including Goat‘s or Sheep Milk, Cheese, Yogurt, Sour Cream, Ice Cream, Butter)

2. Eggs (Yolk and/or White)

3. Soy (soybeans, tofu, tempeh, edamame, miso, soy flour, soy sauce)

4. Wheat (Wheat flour for leavened, flat and steamed breads, biscuits, cookies, cakes,

breakfast cereal, pasta, noodles, couscous, and seitan) People will also say Gluten Free.

There are other types of flour available to make into gluten free breads, pastas, and baked

goods.

5. Peanuts (Including peanut butter and foods cooked in peanut oil)

6. Tree Nuts (cashews, walnuts, almonds, pecans, nut butters, nut flours).

7. Fish(including bony fish – salmon, trout, halibut, cod, etc and fish oils)

8. Shellfish(mollusks (including oysters, mussels, clams, and squid) and crustaceans

(including crab, lobster, and shrimp))

There are other less common allergies to fruits including apples, pears, pineapples, stone fruits

(peaches, plums nectarines), vegetables including avocados, peppers, tomatoes and/or

mushrooms. Other people have allergic reaction to different types of meat including pork, beef,

or poultry.

If a person says they are allergic to a food you need to believe them. If you are not sure what is

in a specific dish or if the food is prepared in the same pan as other foods without washing in

between customers need to know.

Do not assume a person is just saying there are allergic to avoid a food they do not like and slip

the allergen into a dish. This ―joke‖ could cause death.

Chefs need to be aware that customers may have food allergies and alert servers to changes in

ingredients. Chefs also need to wash hands, clean work areas and wash pans to avoid cross

contamination between foods.

Servers need to know exactly what items are in foods and to communicate to the kitchen if a

customer has a concern.

Restaurant owners need to train their staffs to be aware of possible food allergies and to include

common allergy notification on menus.

Customers need to understand their specific allergies and be able to clearly advocate their needs.

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Food Allergy Situations

What Happened?

1. George is allergic to Macadam Nuts so he ordered the strawberry cheesecake avoiding the

chocolate cake with Macadam Nuts. However, he broke out in hives after he ate his dessert.

What happened?

The chef prepared the macadam nut dessert first and before washing his hands prepared the

strawberries for the cheesecake.

2. Samantha has a severe allergic reaction to peanuts and made sure that no peanuts would be

included in the stir fry. After she ate the meal her neck started to itch. What happened?

The chef ran out of vegetable oil so used peanut oil to fry the vegetables.

3. Joyce told the server she is allergic to soy. The server said there was no soy in the soup. After

eating the soup she started to have trouble breathing. What happened?

The server did not realize that tempeh was a soy based food.

4. Roger went to some friends‘ house for dinner he said he was allergic to green peppers. After

eating his taco his lips started to tingle. What happened?

His friend thought Roger just didn‘t like green peppers so to ―prove‖ he wasn‘t allergic his friend

cut up some peppers to put in the meal.

5. Jen was allergic to pork so ordered the pancakes without the side of bacon. It made her sick to

her stomach. What happened?

The pancakes were cooked on the same griddle as the bacon and sausage.

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Seed To Table

Lesson Plan: Vegetarianism

Unit: Introduction to ―In the Kitchen‖

Objectives:

Students will learn about different eating choices people can make.

Students will learn about how to prepare a nutritious vegetarian meal.

Students will learn about different types of vegetarian diets.

Modified Curriculum Objectives:

Materials: Vegetarian Cookbooks, Restaurant menus, Materials and Ingredients necessary for

preparing vegetarian food options.

Time: 45 minutes for overview, 45-60 minutes for individual recipes.

Vocabulary: Lacto-ovo vegetarianism, Lacto vegetarianism, Ovo vegetarianism, Veganism,

Fruitarians, Pescetarianism, Flexitarianism

Background Information:

This lesson provides students with an overview of different types of vegetarian diets. This serves

two main purposes to encourage persons on or considering vegetarian diets to make sure they are

maintaining a healthy diet and to prepare culinary workers to be prepared to cook healthy

vegetarian options for their customers.

Simply put vegetarianism is the practice of not eating meat. There are many reasons for

individuals to eat a vegetarian diet. In addition there are different levels of vegetarianism from

fruitarians to flexitarians. While individuals have the right to choose what diet they want to

follow people should be aware of the nutritional benefits and concerns with different diets.

Some people choose to not eat meat to follow the teaching of specific religions including

Hinduism and Buddhism. Other people choose to not eat meat for ethical reasons such as not

wanting to hurt other animals. Certain people choose vegetarianism for environmental reasons. It

takes more land, fertilizers and fuel to produce meat. This is often referred to eating low on the

food chain. Other vegetarians are eliminating meat intake for health reasons including heart

disease, diabetes or obesity. Economics can also play a role in determining a person‘s diet, meat

is often more expensive to purchase.

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While most vegetarians eat some animal products including eggs, cheese, and honey, there are

people who choose not to eat one or the other or neither. Vegans eschew the eating of all animal

products and typically include not using animal products in their clothing as well.

If one chooses to eat one of the many types of vegetarian diets he/she should consider how to

obtain all the necessary nutrients needed for a healthy diet. Meat provides protein in many diets.

Non-meats that are high in protein include beans (Lentils, black, garbanzos, kidney, pinto, mung

etc.), peanut butter, or soy bean products (tempeh, tofu, seitan, textured vegetable protein (TVP),

etc.).

It is often difficult for a strict vegetarian to eat at a restaurant. This can be due to less menu

options, no protein in the menu options or even if the vegetarian meal is cooked on the same grill

as the meat options. While there are some strictly vegetarian restaurants most restaurants so try

to include at least one vegetarian option for their customers. This is also a consideration for food

service at schools, prisons or company cafeterias. Any time there is a large group of people there

will be at least some vegetarians and a chef/catering business may be asked to provide a meal for

them.

As a restaurant owner, chef or sever it is important to know what ingredients are in each meal as

some vegetarians are concerned about different items in the food. These can include butter,

honey, white sugar, lard, gelatin, fish sauce, chicken or beef broth. If someone asks what is in the

food it is important to be honest and knowledgeable if as a server you do not know find out from

the chef. Mistruths will come back to hurt the restaurant.

Teacher Instruction:

1. Introduce the concept of vegetarian diets. Depending on your class some students may be

vegetarians themselves or know a lot about vegetarianism, other students may have never

hear of vegetarianism or have misconceptions about the diet.

2. Discuss different ways to replace protein in recipes to make them appropriate for

different diets.

3. Have students plan vegetarian menus.

4. Have materials available for students to prepare and taste a variety of vegetarian options.

Student Instruction:

1. Plan a vegetarian menu. Be sure to include a source of protein.

2. Examine vegetarian recipes. Look for ingredient substitutions.

3. Compare recipes for vegetarians, vegans and non-vegetarians.

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4. Examine vegetarian menu items from local restaurants. How many options are available?

Do these options contain a protein source?

5. Cook and taste vegetarian foods.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. What ingredient substitutions are common in vegetarian cooking?

2. Create a list of protein sources available for vegetarians.

3. What items surprised you that some vegetarians will not eat?

4. What value is it to a restaurant to provide vegetarian options?

5. How can you easily change some foods to easily be vegan friendly?

Extensions: Eat at a Vegetarian restaurant. Prepare vegetarian/vegan options.

Accommodations:

Resources:

How to Cook Everything Vegetarian: Simple Meatless Recipes for Great Food by Mark Bittman

and Alan Witschonke

Moosewood Restaurant Cooks at Home: Fast and Easy Recipes for Any Day by Moosewood

Collective

The New Becoming Vegetarian: The Essential Guide to a Healthy Vegetarian Diet by Vesanto

Melina and Brenda Davis

Quick-Fix Vegetarian: Healthy Home-Cooked Meals in 30 Minutes or Less by Robin Robertson

Vegetarian Cooking for Everyone by Deborah Madison

http://www.vegmadison.com/restaurants.html List of vegetarian restaurants and option in

Madison area.

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

224

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other

225

Diet name

Meat

Poultry

Fish

Eggs

Dairy products

Honey

Lacto-ovo vegetarianism

Yes

Lacto vegetarianism

Yes

Ovo vegetarianism

Yes

Veganism

Fruitarianism

Pescetarianism

Yes

Flexitarianism

Yes

226

Vegetarianism Name: _________________

List protein sources for vegans.

Find a vegetarian replacement ingredient for each of the following.

Beef

Chicken

Eggs

Butter

Meat based stock

Honey

Gelatin

Crab

Milk

Yogurt

Sour Cream

Mayonnaise

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Seed To Table

Lesson Plan: Restaurant Review

Unit: Introduction to ―In the Kitchen‖

Objectives:

Students will learn the value of restaurant reviews to customers and restaurateurs.

Students will learn how to critically read a review.

Students will write a thorough review.

Modified Curriculum Objectives:

Materials: Copies of restaurant reviews from different reviewers

Time: 45 minutes reviewing others restaurant review. 45 minutes writing own review.

Vocabulary: décor, esthetics, critique,

Background Information:

Writing restaurant reviews can be a fun and challenging way to express your love of quality

cuisine. To write a restaurant review, you must have a keen eye for detail, sound knowledge of

food and an understanding of restaurant esthetics.

1. Choose the restaurant you want to review. Make reservations if needed. Do not say that

you will be reviewing the restaurant. You may want to visit the restaurant more than once

at different times. You can also bring other people to be able to try more food options.

2. Dine at the restaurant. Make mental notes on the menu and wine list, cleanliness, décor,

atmosphere, other patrons, staff including kitchen staff and host, location, parking,

restrooms, cuisine, presentation and creativity. Do not take notes during the meal

3. Compose the review as soon as possible after dining. Use detail when describing the food

and atmosphere of the restaurant.

4. Describe the exterior and interior of the restaurant in your introduction. Next, discuss the

staff and typical patrons who might enjoy this restaurant. Then describe the food, taste,

plating and presentation. Conclude with your recommendation.

5. Query your local newspaper or other publication to sell you review. Or publish it on your

own restaurant review blog.

Writing a restaurant review is relatively easy as long as you know the right points to hit for

all of your readers. Include the basic "service, food, price" elements, but there is so much

more to at least touch upon when writing a restaurant review. This lesson will help you write

228

a more in-depth restaurant review that will help you understand what goes into critiquing a

restaurant. Answer the questions in detail, using full and complete sentences. Be as

descriptive as possible. Your review should include both the positive and negative aspects of

your dining experience. Reviews can be part advertisement for the restaurant, a warning to

consumers, or suggestions for improvement to the owner.

1. Give the details of the restaurant you are reviewing.

Where is it located? Is it hard to find? Do you have to make reservations in advance? How

long is the wait on a weeknight? On a weekend? What hours is the restaurant open? Do they

accept credit cards/checks? Is there a dress code?

You do not have to answer all of these questions. But it serves as a guide. You could develop

some other questions that you might want to answer here.

2. Describe the atmosphere.

Is it kid-friendly or for adults only? Is it dark or bright? Is it fancy or low key? What is the

decor like, the color of the walls? Is it loud or quiet? The atmosphere of a restaurant can be

important to your readers. People prefer different types of restaurants for different occasions

and a review should include this information. This is does not need to be in a positive or

negative sense but just informing your readers. A lot of your readers care about whether or

not it is kid-friendly. People want to know if they can feel comfortable bringing their children

to a restaurant or to find a place for a quiet evening without kids.

3. Describe the menu.

Do not list everything on the menu. However, you want to mention the different courses that

they have. Do they serve appetizers? Do they serve desserts? What is the selection like? Are

there any specialties? Is there a kids or a seniors menu? Are they vegetarian friendly? Is there

an "early bird special" or a special "complete dinner" menu? What is included with the meal?

4. What did you order?

This paragraph can be included with the previous one, or you can separate it for a more

thorough and organized review. This is to show the experience that you had with your own

food. What did you order? Was it served at the appropriate temperature? Be sure to be

descriptive here. How did the food taste? What was the quality of the food? It can be helpful

if you go with multiple people to try a variety of foods or return multiple times.

5. Describe the service.

From beginning to end, describe the service that you encountered during your visit. If you

called, you should mention the details of the phone call. Were the servers and hosts polite

and helpful? Did they go out of their way to ensure a good visit? Were they friendly? Was

the service efficient? If there is a specific server that was excellent, feel free to mention

his/her name. However when mentioning someone negatively you should not use his/her

name. Did you have to wait a long time for anything? If you think that things should have

been done that were not done, mention them. What would you have done to make things

better? If you had a complaint how was it resolved?

6. Price

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How much did you spend on your bill? What is the average price per person? Include prices

for appetizers, entrees, desserts. What does the price include?

7. Overall / Conclusion

How were your overall experiences with the restaurant you visited? Would you ever go

back? Why or why not? Whom would you recommend this restaurant to?

Teacher Instruction:

1. Read through several reviews of different types of restaurants.

2. Discuss what goes into making a thorough review.

3. Talk about the value to restaurant owners to having good reviews and how the staff at

restaurants can influence reviewers.

Student Instruction:

1. Critique the reviews of restaurants. Not if you agree or disagree but if you feel the

reviewer has given enough information for you to make an informed decision of if you

want to go to that restaurant or not.

2. Write a review of the last meal you had at a restaurant.

3. Go to a restaurant that you have never been to with the idea of writing a review.

4. Write that review.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. What is valuable information can you learn from a restaurant review?

2. Why should a reviewer not say they are reviewing the restaurant?

3. Why should you not take notes during your review?

4. What are the benefits of visiting the restaurant multiple times?

5. If you have a bad experience at a restaurant should you publish your review?

6. Explain why a restaurant owner would want or not want people to review his restaurant?

7. What can a restaurant owner do if they get a bad review?

8. How do people decide if they will try a new restaurant?

Extensions:

Write more restaurant reviews. Publish your reviews on-line/newspaper. Create a book of

reviews that are done in the class. Compare reviews for the same restaurant from different

reviewers.

Accommodations:

230

Resources:

Restaurant reviews from print or online sources.

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

231

Name of Restaurant: _____________________ Name of Reviewer: _____________________

1. Give the details of the restaurant you are reviewing.

Where is it located?

Is it hard to find?

Do you have to make reservations in advance?

How long is the wait on a weeknight/weekend?

What hours is the restaurant open?

Do they accept credit cards/checks?

Is there a dress code?

2. Describe the atmosphere.

Is it kid-friendly or for adults only?

Is it dark or bright?

Is it fancy or low key?

What is the decor like, the color of the walls?

Is it loud or quiet?

3. Describe the menu.

Do they serve appetizers?

Do they serve desserts?

What is the selection like?

Are there any specialties?

Is there a kids or a seniors menu?

Are they vegetarian friendly?

Is there an "early bird special" or a special "complete dinner" menu?

What is included with the meal?

4. What did you order?

Was it served at the appropriate temperature?

How did the food taste?

What was the quality of the food?

5. Describe the service.

Were the servers and hosts polite and helpful?

Did they go out of their way to ensure a good visit?

Were they friendly?

Was the service efficient?

Did you have to wait a long time for anything?

What would you have done to make things better?

If you had a complaint how was it resolved?

6. Price

How much did you spend on your bill?

What is the average price per person?

Include prices for appetizers, entrees, desserts.

What does the price include?

7. Overall Conclusion

How was your overall experience?

Would you ever go back?

Whom would you recommend this restaurant to?

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Unit 2: The Ins and Outs of Preparing Meals

In this section students will learn how to prepare a balanced healthy meal. Students will learn

how to read a recipe and use a knife safely. In addition students will learn about the different

parts of meal from soups and salads through desserts. To end this unit, students will have the

opportunity to showcase their skills with a cooking competition.

Balanced Meal (protein, carbohydrate, & vegetable)—Learn how to create a healthy and

nutritious meal.

Recipe (Read, Adapt, Create)—Practice using and changing recipes.

Recipe Conversion—Convert recipes for different yields.

Reading Ingredient Labels—Learn what is in the food we eat.

Safe Knife Handling Skills—Learn how to use a knife safely.

Salads—Learn how to make a variety of different salads.

Soups—How to prepare different types of soup.

Entree--How to make a variety of entrees.

Sides—How to make a variety of side dishes and make a balanced meal.

Rice—Learn all about rice.

Pasta—Learn all about pasta.

Desserts—How to prepare different types of desserts.

Iron Works Chef: Cooking Competition

233

Seed To Table

Lesson Plan: Balance Meal: Protein, Carbohydrate, and Vegetable

Unit: The Ins and Outs of Preparing Meals

Objectives:

Students will learn the difference between proteins, carbohydrates, and vegetables.

Students will learn how to plan a balanced meal including each of these on the menu.

Modified Curriculum Objectives:

Materials: Access to My Pyramid website

Time: 1-2 hours to determine a balance diet

Vocabulary: Protein, Carbohydrate, Vegetable

Background Information:

A healthy and nutritious meal consists of a protein, carbohydrates, and a vegetable. Knowing

what foods fall into each category is an important piece of being able to plan a menu that is well-

balanced.

Protein is generally thought of as the meat group. While many people get a large portion of their

protein from meat there are also several vegetable sources of protein. Beef, pork, chicken and

fish are all valuable sources of protein. Animal products including eggs, milk, and cheese are

high in protein. In addition, many nuts, dried beans, and peanuts have high levels of protein.

Also there are several types of meat alternatives such as tofu, tempeh, and seitan that are

excellent sources of protein.

Carbohydrates come from a variety of grains. People can eat these grains either whole or

refined. Bread, rice, pasta and potatoes are all excellent sources for carbohydrates. Whole grains

are better for your health and should constitute at least half of the grains eaten in a day. Whole

grains include brown rice, whole wheat, and rye while refined grains include white rice and

white flour. Many breads, cereals, and pastas are made from grains that are whole, refined, or a

mixture.

Vegetables include a wide variety of plant parts. Most vegetables are the fruit of the plant

including tomatoes, peppers, eggplants, summer and winter squashes, cucumbers, peas and

beans. In addition vegetables include the leaves of lettuce, spinach, and kale, the flowers of

broccoli and cauliflower, the stems of celery and asparagus and the roots of carrots, beets, and

turnips. Fruits can be included into the vegetable category but are typically sweeter and should

be consumed less than vegetables

234

When planning a meal it is important to include sources for each of the three main components

of a balanced meal. Depending on a person‘s age, sex, size and activity level depends on how

many calories a person needs and how much of each type of food. In general, a person needs

more vegetables and fruits, a good supply of carbohydrates, and a smaller portion of protein.

When planning a meal you also want to consider how foods look and taste together. It is wise to

have different colors of food on the plate to avoid the meal from looking bland. There are also

different foods that complement each other better. A plate with a variety of colors, appropriate

amounts of vegetables, carbohydrates, and protein will both taste better and be healthier for you.

Teacher Instruction:

1. Discuss the importance of including carbohydrates, vegetables and protein in a balanced

diet.

2. Have students peruse the My Pyramid website.

Student Instruction:

1. Using My Pyramid website determine how much carbohydrates, vegetables and protein

should be included in your diet.

2. Create a list of sources of protein, carbohydrates, and vegetables.

3. Plan a week‘s worth of menus for breakfast, lunch, and dinner.

4. Label the carbohydrate, vegetable, and protein in each meal.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. How can people who do not want to eat animal product get protein?

2. Compare whole grains to processed grains.

3. What is the importance of eating different colored fruits and vegetables?

4. What products contain whole grains?

5. What are ways to include protein in your diet?

6. What foods complement grilled chicken?

7. What foods go well with green beans?

Extensions:

Cook and eat the balanced menu you have prepared.

Accommodations:

Resources:

http://www.mypyramid.gov/ Food Pyramid information website

235

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

236

Carbohydrates

Vegetables

Dark green vegetables

bok choy

broccoli

collard greens

dark green leafy lettuce

kale

mesclun

mustard greens

romaine lettuce

spinach

turnip greens

watercress

Orange vegetables

acorn squash

butternut squash

carrots

Hubbard squash

pumpkin

sweet potatoes

Dry beans and peas

Starchy vegetables

corn

green peas

lima beans (green)

potatoes

Other vegetables

artichokes

asparagus

bean sprouts

beets

Brussels sprouts

cabbage

cauliflower

celery

cucumbers

eggplant

green beans

green or red peppers

iceberg (head) lettuce

mushrooms

okra

Whole grains:

brown rice

buckwheat

bulgur (cracked wheat)

oatmeal

popcorn

Ready-to-eat breakfast cereals:

whole wheat cereal flakes

muesli

whole grain barley

whole grain cornmeal

whole rye

whole wheat bread

whole wheat crackers

whole wheat pasta

whole wheat sandwich buns and rolls

whole wheat tortillas

wild rice

Less common whole grains:

amaranth

millet

quinoa

sorghum

triticale

Refined grains:

cornbread

corn tortillas

couscous

crackers

flour tortillas

grits

noodles

Pasta

spaghetti

macaroni

pitas

pretzels

Ready-to-eat breakfast cereals

corn flakes

white bread

white sandwich buns and rolls

white rice.

237

black beans

black-eyed peas

garbanzo beans (chickpeas)

kidney beans

lentils

lima beans (mature)

navy beans

pinto beans

soy beans

split peas

tofu (bean curd made from soybeans)

white beans

onions

parsnips

tomatoes

tomato juice

vegetable juice

turnips

wax beans

zucchini

Protein

Meats*

Lean cuts of:

beef

ham

lamb

pork

veal

Game meats:

bison

rabbit

venison

Lean ground meats:

beef

pork

lamb

Organ meats:

liver

giblets

Poultry*

chicken

duck

goose

turkey

ground chicken and turkey

Eggs*

chicken eggs

duck eggs

Fish*

Finfish such as:

catfish

cod

flounder

haddock

halibut

Dry beans and peas:

black beans

black-eyed peas

chickpeas (garbanzo beans)

falafel

kidney beans

lentils

lima beans (mature)

navy beans

pinto beans

soy beans

split peas

tofu (bean curd made from soy beans)

white beans

garden burgers

veggie burgers

tempeh

textured vegetable protein (TVP)

Nuts & seeds*

almonds

cashews

hazelnuts (filberts)

mixed nuts

peanuts

peanut butter

pecans

pistachios

pumpkin seeds

sesame seeds

sunflower seeds

walnuts

Shellfish such as:

clams

crab

crayfish

lobster

238

herring

mackerel

pollock

salmon

sea bass

snapper

swordfish

trout

tuna

mussels

octopus

oysters

scallops

squid (calamari)

shrimp

239

Seed To Table

Lesson Plan: Recipes (Following, Adapting, & Creating)

Unit: The Ins and Outs of Preparing Meals

Objectives:

Students will learn the value of having a recipe.

Students will learn how to follow a recipe.

Students will learn how to adapt recipes to better fit their needs and wants.

Students will develop their own recipes.

Modified Curriculum Objectives:

Materials: Recipes, ingredients, copies of worksheets

Time: Follow a recipe part 1--15 minutes, Follow a recipe part 2—30-60 minutes (depending on

recipe), Adapt a recipe part 1—20 minutes, Adapt a recipe part 2—1-4 hours(depending on how

many changes are made), Adapt a recipe part 3—Ongoing, Create a recipe Part 1—30 minutes,

Create a recipe Part 2—60 minutes

Vocabulary: Recipe, yield, ingredients

Background Information:

Recipes are the basic outlines that cooks use to make a meal just as a builder follows a blueprint

to build a house. Cookbooks are filled with recipes that the authors have developed to make a

variety of different foods. Two cookbooks may both have recipes for lasagna but more than

likely each will have different ingredients, and directions for preparing the dish.

Most recipes have a name, yield, time, list of ingredients and detailed list of instructions. The

name can be descriptive or creative but at least lets you tell someone what you are cooking. The

yield is sometimes listed for persons or servings you may want to adapt depending if you are

feeding people with larger or smaller appetites. You may also need to convert the amount of

ingredients to prepare a dish for a larger or smaller number of servings than the recipe was

originally intended. The time to prepare can include both preparation and cooking time. The list

of ingredients contains the amount of ingredient and often how the item should be cut (slice,

minced, chopped) or purchased (fresh, frozen, canned). Some recipes will include substitution

items and optional items. The ingredient list is often written in order of how it should be added to

the dish, However, this does not mean you can just drop all the ingredients into a bowl and

expect the dish to turn out well.

240

The detailed directions can be in a step by step list or written in paragraph form. These directions

include when to do certain steps what equipment should be used

The value of having recipes is so that the food turns out the same every time. This is important as

you want returning customers to know what to expect. You should practice and adapt new

recipes before serving them to a paying customer. Having a defined recipe with specific yields

also allows you to determine serving size and cost in producing a specific meal.

Teacher Instruction:

1. Students should understand about the basics of following, adapting and creating recipes.

2. This lesson is divided into several different parts that can be done independently of each

other.

3. Follow a Recipe Part 1—Handout the following recipe worksheet. Have students work

independently and silently. If students follow step one of ―Read all directions before

completing any of the following tasks.‖ They will only follow step 14 ―You do not need

to complete any of the above tasks. Turn this sheet of paper over and sit quietly waiting

for the rest of the students to complete the exercise.‖ Some/Most students will probably

complete some or all of the tasks before turning their papers over. This is the purpose of

the activity to reinforce the concept of reading through the entire recipe before starting.

(Answers: (9. All would work to replace an egg.) (10. C.) (11. Multiply by 2) (12. All

answers are correct) (13. C. 150 minutes))

4. Follow a Recipe Part 2--This can be done with any recipe and is a necessary skill for

students to master before they can continue with the cooking portions of the program.

Have students begin with a simpler recipe with fewer ingredients and minimal steps. You

can also have students follow a ―recipe‖ for another activity than cooking. I.e. follow

instructions for putting together a Lego kit, follow the rules to play a game or other

activity that requires students to follow directions.

5. Adapt a Recipe Part 1—The recipes given for cookies are the same except each recipe

is missing one ingredient. This allows students to see what happens when one ingredient

is left out of the recipe. Students can bake the cookies and some may be edible. The

attached chocolate chip cookie recipes have been adapted to yield 1 dozen cookies each

with one ingredient missing.

6. Adapt a Recipe Part 2—Start with a recipe that students know well. Have them prepare

the recipe according to the directions at least once. Then have students change one

ingredient at a time. Amount of ingredients could be reduce or increased. Sugar could be

replaced by honey, molasses, or syrup. Eggs can also be replaced to produce a vegan

recipe. Flour can be change from wheat to white or other types of flour could be uses in

whole or in part.

7. Adapt a recipe Part 3—For any recipe at any time during the course students should be

encourage to make helpful notes in the margins of a recipe, that remind them to do a step

or makes a something clearer.

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8. Create a recipe Part 1—Start by having each student create a recipe for a simple task.

For example: ―Making a Sandwich.‖ Then read through student example demonstrating

place where the recipe is not clear. Have students rewrite and adapt recipes until the

recipes are free of confusion.

9. Create a recipe Part 2—Have students create their own recipe for a dish that is more

involved this could be something they have made before or something that they have

eaten and they are trying to recreate. Allow students to prepare their own recipes adapting

as necessary. Have students trade recipes to see if another student can follow the recipe.

Student Instruction:

1. Follow a recipe part 1

a. Complete the worksheet independently. Please work silently and do not share you

answers. We will discuss as a class when everyone is finished.

2. Follow a recipe part 2

a. Read through the entire recipe.

b. Determine what ingredients and equipment you need to complete the recipe.

c. Lay out all ingredients and equipment to insure that you have all of the necessary

items.

d. Following the directions in the recipe create the dish.

3. Adapt a recipe Part 1

a. Follow the recipe as given

b. Compare your results with those of other students in you class

c. Discuss why each recipe was different

4. Adapt a recipe Part 2

a. Only change one ingredient at a time. This allows you to pinpoint what works

well and what does not.

b. The changes you make can be reductions or increases in the amount of an

ingredient, the addition or elimination of an ingredient, substituting one ingredient

for another, or changing the cooking temperature or time.

c. Be sure to record the changes you make so that you can remember both the

changes you enjoyed and those that did not turn out as well.

5. Adapt a recipe Part 3

a. When you use any recipe make notes on the recipe to make steps clearer or to

make changes that you enjoy.

6. Create a recipe Part 1

a. Write a recipe so that someone who has never made or seen a sandwich can make

a sandwich.

b. Make the ingredient list and instructions as detailed as possible.

c. If your recipe is not complete make the necessary adaptations.

7. Create a recipe Part 2

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a. Create a recipe for something you enjoy to cook or try to recreate a recipe for

something that you like to eat.

b. Prepare the recipe, make changes as needed.

c. When you are cooking someone else‘s recipe, make notes about directions that

are unclear or changes that you would make to the recipe.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. Why is it important to follow a recipe?

2. What happens when you change one part of a recipe?

3. Why can it be difficult to write a recipe for a simple task?

4. What can happen if you do not read all the way through a recipe before you begin

cooking?

5. How can you change a recipe to make it better?

6. In a restaurant who does the chef need to tell if he/she changes a recipe?

7. What benefit in food service/restaurants is following a recipe?

Extensions: Create a cookbook of recipes that are written or used in the program.

Accommodations:

Resources:

http://www.foodsubs.com/Sweeten.html Cook‘s Thesaurus page on different sweeteners

http://www.foodsubs.com/Eggs.html Cook‘s Thesaurus page on eggs

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written By: Keith Pollock

243

Readings/Worksheets/Quizzes/Other Materials:

244

Follow a Recipe

1. Read all directions before completing any of the following tasks.

2. Write your name on the top of the paper.

3. Put the date under your name

4. What did you have for breakfast this morning?

5. What types of food do you like to cook?

6. When you follow a recipe do you read the entire recipe before you begin to add any

ingredients?

7. Is it okay to substitute margarine to replace butter in a recipe?

8. What is an appropriate substitute for eggs?

A. 2 tbsp cornstarch = 1 egg

B. 2 tbsp potato starch = 1 egg

C. 1 tbsp soy milk powder + 1 tbsp cornstarch + 2 tbsp water = 1 egg

D. 1 banana = 1 egg

9. When should you preheat the oven?

A. Before you finish reading the entire recipe.

B. After you have mixed all the ingredients.

C. After you have finished reading the recipe and making sure you have the necessary

ingredients.

D. After you have cooked the meal. In order for the oven to cool before you serve the

food.

10. If a recipe makes enough food for 10 servings and you need 20 servings. What should

you multiple all the ingredients by?

11. What is the boiling point of water?

A. 212 Fahrenheit B. 100 Celsius C. 373 Kelvin D. In depends on the

elevation

12. How many minutes does a recipe require if the stated time is 2 ½ hours

A. 100 minutes B. 60 minutes C. 150 minutes D. 250 minutes

13. You do not need to complete any of the above tasks. Turn this sheet of paper over and sit

quietly waiting for the rest of the students to complete the exercise.

245

Sugar Substitutes in Baking

Powdered milk (Substitute up to 1/4 of the granulated sugar in the recipe with

powdered milk.) OR

Maple syrup (Substitute 3/4 cup maple syrup plus 1/4 teaspoon baking soda for

each cup of granulated sugar, and reduce another liquid in the recipe by 3

tablespoons.) OR

maple sugar OR

Barley malt syrup (Substitute 3/4 cup barley malt syrup for each cup of granulated

syrup called for in recipe, then reduce another liquid in the recipe by 1/4 cup.) OR

Powdered sugar (Substitute 1 3/4 cup packed powdered sugar for each cup of

granulated sugar called for in recipe. This substitution tends to make cookies less

crispy.) OR

Corn syrup (Don't replace more than half of sugar in any recipe with corn syrup.

Substitute 1 1/2 cups corn syrup for each cup granulated sugar, since corn syrup

isn't as sweet as sugar, and then reduce a liquid in the recipe by 1/4 cup. Will

affect appearance and flavor slightly.) OR

Rice syrup (Substitute 1 3/4 cup rice syrup for each cup of granulated syrup called

for in recipe, and then reduce another liquid in the recipe by 1/4 cup.) OR

molasses (Substitute 1 1/3 cup molasses plus 1 teaspoon baking soda for one cup

of granulated sugar, then reduce another liquid in the recipe by 1/3 cup and reduce

the oven temperature by 25 degrees. This substitution will impart a strong

molasses flavor to the product. Replace no more than half of the sugar in the

recipe with molasses.)

For Replacing Eggs

For scrambling and making omelets

Silken tofu (This works best with crumbled firm or extra firm tofu. It helps to add lots of

seasonings like onions, mushrooms, nutritional yeast or cheese, and herbs. One egg = 1/4

cup tofu.)

OR egg substitute (Substitute 1/4 cup egg substitute for each egg.)

OR egg whites (A good combination is two egg whites for every egg yolk.)

For baking

1 egg = 2 tablespoons liquid + 2 tablespoons flour + ½ tablespoon shortening + ½

teaspoon baking powder

OR egg substitute (Substitute 1/4 cup egg substitute for each egg. Using egg substitute in

place of eggs tends to make baked goods rubbery, because egg substitute has no fat. To

improve the product's texture, add one teaspoon of canola oil for each egg replaced. Egg

substitute can't be whipped and is much more expensive than regular eggs.

246

OR egg whites (Substitute 2 egg whites for each whole egg. This substitution may make

baked goods less tender. To compensate, try adding 1 teaspoon of oil per egg called for in

recipe.)

OR flax meal Use two tablespoons flax meal plus 1/8 teaspoon baking powder plus 3

tablespoons water for each egg called for in recipe.

OR egg yolks (Higher in fat, but increasing the egg yolks in a baked good often makes it

moister and more flavorful.)

OR gelatin (To replace each egg: Dissolve 1 tablespoon unflavored gelatin in 1

tablespoon cold water, then add 2 tablespoons boiling water. Beat vigorously until

frothy.)

OR cornstarch (Substitute 1 tablespoon cornstarch plus 3 tablespoons water for each egg

called for in recipe.

OR mayonnaise (Substitute 3 tablespoons mayonnaise for each egg called for in recipe.)

OR bananas (Substitute 1/2 of a mashed ripe banana plus 1/4 teaspoon baking powder for

each egg.)

OR silken tofu (Substitute 1/4 cup tofu for each egg.)

OR fruit-based fat substitutes (Substitute 2 tablespoons fat substitute for each egg in

recipe.)

247

Chocolate Chip Cookies

Cook Time: 10 minutes

Ingredients:

1/4 cup butter

1/4 cup brown sugar

1/4 cup granulated sugar

1 egg

1/4 teaspoon vanilla

1/2 cup plus 2 tablespoons sifted all-purpose flour

1/4 teaspoon salt

1/4 teaspoon soda

1/4 cup semisweet chocolate chips

Preparation:

Preheat oven to 375°.

Cream butter; add sugars and beat until light and fluffy. Beat in egg and vanilla. Sift together flour, salt,

and soda; add to creamed mixture. Stir until well blended. Stir in chocolate chips. Drop the batter from a

teaspoon, well apart, on a greased cookie sheet. Bake for about 10 minutes.

Recipe makes about 1 dozen chocolate chip cookies.

Chocolate Chip Cookies

Cook Time: 10 minutes

Ingredients:

1/4 cup brown sugar

1/4 cup granulated sugar

1 egg

1/4 teaspoon vanilla

1/2 cup plus 2 tablespoons sifted all-purpose flour

1/4 teaspoon salt

1/4 teaspoon soda

1/4 cup semisweet chocolate chips

Preparation:

Preheat oven to 375°.

Add sugars and beat until light and fluffy. Beat in egg and vanilla. Sift together flour, salt, and soda; add

to creamed mixture. Stir until well blended. Stir in chocolate chips. Drop the batter from a teaspoon, well

apart, on a greased cookie sheet. Bake for about 10 minutes.

Recipe makes about 1 dozen chocolate chip cookies.

248

Chocolate Chip Cookies

Cook Time: 10 minutes

Ingredients:

1/4 cup butter

1/4 cup brown sugar

1/4 cup granulated sugar

1/4 teaspoon vanilla

1/2 cup plus 2 tablespoons sifted all-purpose flour

1/4 teaspoon salt

1/4 teaspoon soda

1/4 cup semisweet chocolate chips

Preparation:

Preheat oven to 375°.

Cream butter; add sugars and beat until light and fluffy. Add vanilla. Sift together flour, salt, and soda;

add to creamed mixture. Stir until well blended. Stir in chocolate chips. Drop the batter from a teaspoon,

well apart, on a greased cookie sheet. Bake for about 10 minutes.

Recipe makes about 1 dozen chocolate chip cookies.

Chocolate Chip Cookies

Cook Time: 10 minutes

Ingredients:

1/4 cup butter

1/4 cup brown sugar

1/4 cup granulated sugar

1 egg

1/4 teaspoon vanilla

1/4 teaspoon salt

1/4 teaspoon soda

1/4 cup semisweet chocolate chips

Preparation:

Preheat oven to 375°.

Cream butter; add sugars and beat until light and fluffy. Beat in egg and vanilla. Add salt, and soda to

creamed mixture. Stir until well blended. Stir in chocolate chips. Drop the batter from a teaspoon, well

apart, on a greased cookie sheet. Bake for about 10 minutes.

Recipe makes about 1 dozen chocolate chip cookies.

249

Chocolate Chip Cookies

Cook Time: 10 minutes

Ingredients:

1/4 cup butter

1/4 cup brown sugar

1/4 cup granulated sugar

1 egg

1/4 teaspoon vanilla

1/2 cup plus 2 tablespoons sifted all-purpose flour

1/4 teaspoon salt

1/4 cup semisweet chocolate chips

Preparation:

Preheat oven to 375°.

Cream butter; add sugars and beat until light and fluffy. Beat in egg and vanilla. Sift together flour, and

salt; add to creamed mixture. Stir until well blended. Stir in chocolate chips. Drop the batter from a

teaspoon, well apart, on a greased cookie sheet. Bake for about 10 minutes.

Recipe makes about 1 dozen chocolate chip cookies.

Cook Time: 10 minutes

Ingredients:

1/4 cup butter

1/4 cup brown sugar

1/4 cup granulated sugar

1 egg

1/4 teaspoon vanilla

1/2 cup plus 2 tablespoons sifted all-purpose flour

1/4 teaspoon salt

1/4 teaspoon soda

Preparation:

Preheat oven to 375°.

Cream butter; add sugars and beat until light and fluffy. Beat in egg and vanilla. Sift together flour, salt,

and soda; add to creamed mixture. Stir until well blended. Drop the batter from a teaspoon, well apart, on

a greased cookie sheet. Bake for about 10 minutes.

Recipe makes about 1 dozen cookies.

250

Chocolate Chip Cookies

Cook Time: 10 minutes

Ingredients:

1/4 cup butter

1 egg

1/4 teaspoon vanilla

1/2 cup plus 2 tablespoons sifted all-purpose flour

1/4 teaspoon salt

1/4 teaspoon soda

1/4 cup semisweet chocolate chips

Preparation:

Preheat oven to 375°.

Cream butter. Beat in egg and vanilla. Sift together flour, salt, and soda; add to creamed mixture. Stir

until well blended. Stir in chocolate chips. Drop the batter from a teaspoon, well apart, on a greased

cookie sheet. Bake for about 10 minutes.

Recipe makes about 1 dozen chocolate chip cookies.

251

Make your own recipe

Title:

Yield: Time:

Ingredients

Directions

252

253

Seed To Table

Lesson Plan: Recipe Conversions: Increasing and Decreasing

Unit: The Ins and Outs of Preparing Meals

Objectives:

Students will learn how to adjust a recipe to meet the requirements for how many people

they are serving.

Students will learn the common measurements and how to convert.

Modified Curriculum Objectives:

Materials: Recipes, Measuring cups and spoons.

Time: 60 minutes to convert several basic recipes

Vocabulary: Tablespoon (Tbsp, T), teaspoon (tsp, t), Gallon (gal), Quart (qt), Pint (pt), Cup (c),

fluid ounce (fl oz)

Background Information:

Often recipes include information about how many people the meal is for, or the number of

servings. When you cook the meal, you need to adjust the recipe to accommodate the number of

people being served, which requires an understanding of basic mathematics.

One way to adjust a recipe is to calculate a conversion multiple. For example, if the recipe is for

4 servings, and we need to serve 8, then the conversion multiple can be determined by taking the

number of servings needed (8) and dividing by the number of serving in the recipe (4), the

answer is 2. Then multiply all the ingredients in the recipe by the conversion multiple, in this

case 2.

Conversion Multiple =

Number of servings needed

--------------------------------------

Number of servings in the recipe

This also works if you only need 2 servings from the recipe that makes 4 servings. When the

conversion multiple is determined it is ½. Multiplying by ½ is equivalent to dividing by 2. In

addition, to multiplication and division of whole numbers students will need to be able to convert

between different units of measurement (teaspoon to tablespoon).

It is also important for students to learn common abbreviations for measurements. Adding ½ cup

of salt to a cookie recipe is a disaster when you only want ½ teaspoon. Sometimes when adapting

a recipe it is difficult to use an exact measurement, if needed amounts can be rounded to nearest

254

standard measurement or estimation can be used. For example if you determine a recipe needs

7/8 cup of water you could add 1 cup of water or use the cup measure to estimate an amount that

is a little less than a cup. This can also be useful when using eggs and you need half of an egg.

Sticks of butter have measurement lines on them.

Teacher Instruction:

1. Start with all students working with one recipe so the class can determine the conversion

multiple and then multiply each ingredient.

2. Using one recipe students can figure out the amount of ingredients needed for a variety of

different yield sizes.

3. Using a variety of recipes (including recipes of student choice) students can then

determine the conversion multiple and ingredients needed for each recipe.

4. Depending on students base line knowledge students may have to spend more time

practicing multiplication, division, and/or adding fractions.

5. Then students can prepare the recipe for the desired yield.

6. If you want you can allow a student to make a mistake with the math and let them taste

the results.

Student Instruction:

1. First determine the conversion multiple.

2. Check that the conversion multiple is correct.

3. Then multiply all the ingredients in the recipe.

4. Make recipe using the correct amount for the desired recipe.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. What is the benefit of adjusting the ingredients in a recipe to meet the desired number of

servings?

2. You want to halve a recipe that requires 3 eggs. How do you add 1 ½ eggs?

3. Why is it important to multiply all the ingredients in a recipe?

4. When a recipe call for a dash of pepper and you want to multiply that by 2. How much

pepper do you add?

5. What is the difference between a fluid ounce and an ounce?

6. What would you need to do if the recipe uses weights or metric units?

7. What types of recipes would you not want to multiply?

255

8. When does a recipe get to big?

Extensions: Use a variety of different recipes including recipes student bring from home.

Continue to use the skills gained in this lesson when students are presented with recipes later in

the course.

Accommodations:

Additional instruction and practice on multiplying fractions and/or division.

Resources:

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

256

Measurement Conversions

1 tablespoon (tbsp) =

3 teaspoons (tsp)

/16 cup =

1 tablespoon

/8 cup =

2 tablespoons

/6 cup =

2 tablespoons + 2 teaspoons

/4 cup =

4 tablespoons

/3 cup =

5 tablespoons + 1 teaspoon

/8 cup =

6 tablespoons

/2 cup =

8 tablespoons

/3 cup =

10 tablespoons + 2 teaspoons

/4 cup =

12 tablespoons

1 cup =

48 teaspoons

1 cup =

16 tablespoons

8 fluid ounces (fl oz) =

1 cup

1 pint (pt) =

2 cups

1 quart (qt) =

2 pints

4 cups =

1 quart

1 gallon (gal) =

4 quarts

16 ounces (oz) =

1 pound (lb)

257

Recipe Conversion Name: ___________________

For the following recipe determine the conversion multiple. Recipe makes 2 dozen cookies.

Conversion Multiple =

Number of servings needed

--------------------------------------

Number of servings in the recipe

You want to make 4 dozen cookies.

Ingredients

Conversion Multiple

New Amount

1 cup flour

1/2 tsp. baking soda

1/2 tsp. salt

1/2 cup butter

1/3 cup brown sugar

1/3 cup sugar

1 egg

1/2 tsp. vanilla

1 cup chocolate chips

1 dozen cookies

Ingredients

Conversion Multiple

New Amount

1 cup flour

1/2 tsp. baking soda

1/2 tsp. salt

1/2 cup butter

1/3 cup brown sugar

1/3 cup sugar

1 egg

1/2 tsp. vanilla

1 cup chocolate chips

72 cookies

Ingredients

Conversion Multiple

New Amount

1 cup flour

1/2 tsp. baking soda

1/2 tsp. salt

1/2 cup butter

1/3 cup brown sugar

1/3 cup sugar

1 egg

1/2 tsp. vanilla

1 cup chocolate chips

258

3 dozen cookies

Ingredients

Conversion Multiple

New Amount

1 cup flour

1/2 tsp. baking soda

1/2 tsp. salt

1/2 cup butter

1/3 cup brown sugar

1/3 cup sugar

1 egg

1/2 tsp. vanilla

1 cup chocolate chips

48 cookies

Ingredients

Conversion Multiple

New Amount

1 cup flour

1/2 tsp. baking soda

1/2 tsp. salt

1/2 cup butter

1/3 cup brown sugar

1/3 cup sugar

1 egg

1/2 tsp. vanilla

1 cup chocolate chips

12 dozen cookies

Ingredients

Conversion Multiple

New Amount

1 cup flour

1/2 tsp. baking soda

1/2 tsp. salt

1/2 cup butter

1/3 cup brown sugar

1/3 cup sugar

1 egg

1/2 tsp. vanilla

1 cup chocolate chips

259

Recipe Conversion Name: __KEY____

For the following recipe determine the conversion multiple. Recipe makes 2 dozen cookies.

Conversion Multiple =

Number of servings needed

--------------------------------------

Number of servings in the recipe

You want to make 4 dozen cookies. 4/2=2

Ingredients

Conversion Multiple

New Amount

1 cup flour

2 cups

1/2 tsp. baking soda

1 tsp

1/2 tsp. salt

1 tsp

1/2 cup butter

1 cup

1/3 cup brown sugar

2/3 cup

1/3 cup sugar

2/3 cup

1 egg

2 eggs

1/2 tsp. vanilla

1 tsp

1 cup chocolate chips

2 cup

1 dozen cookies 1/2= ½

Ingredients

Conversion Multiple

New Amount

1 cup flour

½ cup

1/2 tsp. baking soda

¼ tsp

1/2 tsp. salt

¼ tsp

1/2 cup butter

¼ cup

1/3 cup brown sugar

1/6 cup or 2Tbsp and 2 tsp

1/3 cup sugar

1/6 cup or 2Tbsp and 2 tsp

1 egg

½ or 1 egg

1/2 tsp. vanilla

¼ tsp

1 cup chocolate chips

½ cup

72 cookies 72/24= 3 or 6/2 =3

Ingredients

Conversion Multiple

New Amount

1 cup flour

3 cups

1/2 tsp. baking soda

1 ½ tsp

1/2 tsp. salt

1 ½ tsp

1/2 cup butter

1 ½ cups

1/3 cup brown sugar

1 cup

1/3 cup sugar

1 cup

1 egg

3 eggs

260

1/2 tsp. vanilla

1 ½ tsp

1 cup chocolate chips

3 cups

3 dozen cookies 3/2 = 1 ½ or 1.5

Ingredients

Conversion Multiple

New Amount

1 cup flour

1 ½

1 ½ Cups

1/2 tsp. baking soda

1 ½ (1/2 x 3/2 = ¾)

¾ tsp

1/2 tsp. salt

1 ½

¾ tsp

1/2 cup butter

1 ½

¾ tsp

1/3 cup brown sugar

1 ½ (1/3 x3/2 = 3/6 =1/2)

½ cup

1/3 cup sugar

1 ½

½ cup

1 egg

1 ½

1.5 eggs or 1 large or 2 small

eggs

1/2 tsp. vanilla

1 ½

¾ tsp

1 cup chocolate chips

1 ½

1 ½ Cups

48 cookies 48/24=2 or 4/2 =2

Ingredients

Conversion Multiple

New Amount

1 cup flour

2 cups

1/2 tsp. baking soda

1 tsp

1/2 tsp. salt

1 tsp

1/2 cup butter

1 cup

1/3 cup brown sugar

2/3 cup

1/3 cup sugar

2/3 cup

1 egg

2 eggs

1/2 tsp. vanilla

1 tsp

1 cup chocolate chips

2 cups

12 dozen cookies 12/2 =6

Ingredients

Conversion Multiple

New Amount

1 cup flour

6 cups

1/2 tsp. baking soda

3 tsp or 1 Tbsp

1/2 tsp. salt

3 tsp or 1 Tbsp

1/2 cup butter

3 cups

1/3 cup brown sugar

2 cups

1/3 cup sugar

2 cups

1 egg

6 eggs

1/2 tsp. vanilla

3 tsp or 1 Tbsp

1 cup chocolate chips

6 cups

261

Seed To Table

Lesson Plan: Reading Ingredient Lists

Unit: The Ins and Outs of Preparing Meals

Objectives:

Students will learn how to determine what is in a processed food.

Students will be able to make more informed and healthier choices of what they eat.

Students will learn what types of chemical are added to foods.

Students will learn why these chemical are added to foods.

Modified Curriculum Objectives:

Materials: Ingredient lists from a variety of foods

Time: 1 hour

Vocabulary: Preservatives. Sweeteners, Ingredients, Allergens, Trans-fat.

Background Information:

How can you find out what is in the processed food you buy? You have to read the ingredient list

which can seem like a jumble of words and numbers that at first glance mean little. By learning

to read ingredient labels you can spot foods that contain potential allergens or other items that

may be harmful to your health.

The Food and Drug Administration (FDA) requires that manufacturers list all of the ingredients

in food and beverage products on the package label. On the product label, the ingredients are

listed in order of weight. The ingredient present in the greatest amount is listed first, followed by

the rest of the ingredients in descending order. Often the first three ingredients are the main

ingredients but if you are concerned about additives used as color enhancers, flavor enhancers or

preservatives you will want to keep reading.

The following are a few guidelines to keep in mind when looking at ingredients. If you see the

words ―partially hydrogenated oil,‖ the product contains trans fats, an unhealthy fat that should

be avoided. A package can be labeled as containing No Trans Fat as long as it has less than 0.5

grams of trans fat.

There are many different types of sweeteners that can be found on labels this include both natural

and chemical sweeteners. Words like sucrose, glucose, fructose, corn syrup, and high fructose

corn syrup indicate types of sweeteners. Natural sweeteners include honey, maple syrup, date

262

syrup, molasses, and stevia. Artificial sweeteners include; saccharin, aspartame, sucralose,

neotame, and acesulfame potassium.

Whole grains are cereal grains that contain bran and germ as well as the endosperm. In contrast

to refined grains, retain only the endosperm. Whole grains can generally be sprouted while

processed grains generally will not sprout. Whole grains include oats, wheat, rye, maize, and

brown rice. Products such as whole wheat bread, rye bread and whole wheat pastas are made

from whole grains. Processed or refined grains include white rice, white flour and non whole

wheat pastas.

―Monosodium glutamate‖ or MSG is a flavor enhancer that some people find makes them ill or

leaves a metallic taste in their mouths.

Being familiar with ingredient lists is especially important for individuals with food allergies.

The FDA now requires manufacturers to list, in simple terms, on the product label whether the

product contains one or more of the top eight food allergens: milk, eggs, peanuts, tree nuts, fish,

shellfish, soy, and wheat. These foods account for 90 percent of all documented food allergies,

and this requirement makes it easier for consumers with food allergies to be aware of the

products that contain them. However, for individuals with other allergies, it is crucial that they

look at ingredient lists.

In some foods chemical dyes have been added to change the color of the food. These dyes are

listed by the color and a number. For example, Yellow 5, Yellow 6, Red 40, Red 3, Blue 1, Blue

2, Green 3, and Orange B. There are no known health risks with these additives but they do not

add any nutritional value and can be avoided.

Sodium Nitrite and Sodium Nitrate are two types of food preservatives often found in processed

meats. While these chemicals prevent spoilage and prolong shelf life there are concerns about

health effects of these chemicals. There have been food additives for preservation for a long time

including sugar, salt, vinegar and alcohol. Citric or ascorbic acid from citrus fruits is often added

to other fruits to slow the aging process.

Although examining the ingredient list is important for individuals with food allergies and

intolerances or other chronic health conditions, it can also be beneficial for the average

consumer. Being aware of the ingredients in products may change the way you choose your

foods.

Teacher Instruction:

1. Discuss reasons for why there are food labels including allergens; desire to avoid certain

chemicals, health or religious reasons, and personal preference.

2. Provide or have students bring in food labels from several types of processed foods.

3. Compare the ingredient list from a variety of foods.

263

4. Discuss how reading the label could affect the food choices a person makes.

Student Instruction:

1. Read the ingredient label of a processed food.

2. Place the ingredient in groups; whole foods, Trans-fats, sweeteners, preservatives, dyes,

and/or potential allergens.

3. Circle the items that are artificial chemicals.

4. If you do not know what an ingredient look it up in reference guide or on-line.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. What is the purpose of food dyes?

2. What concerns surround using chemical dyes?

3. What natural products can also be used as dyes?

4. What is the purpose of chemical preservatives in foods?

5. What concerns do some people have with using chemical preservatives?

6. What health issues surround Trans-fats?

7. Why are there so many different types of sweeteners?

8. Compare and contrast the difference between natural and artificial sweeteners.

9. Why are the most common allergens required to be listed on the front of food products.

10. Why does water have to be listed as an ingredient?

11. What is the difference between whole grains and refined grains?

Extensions: Examine the chemical formulas for different chemical additives. Compare the

nutritional values for refined/whole grains. Create a taste test to compare whole/refine grains and

/or different types of sweeteners.

Accommodations:

Resources:

http://www.monkeysee.com/play/11508-food-labels-ingredients-list Videos of how to read food

packaging including ingredient lists and nutritional information

http://www.fda.gov/Food/GuidanceComplianceRegulatoryInformation/GuidanceDocuments/Foo

dLabelingNutrition/FoodLabelingGuide/ucm064880.htm FDA information on required

information on food labels.

http://www.cspinet.org/reports/chemcuisine.htm List of common chemical additives to foods.

264

http://www.neelikon.com/ Company website for largest producer of food dyes.

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

265

Reading Ingredient Lists

Natural Whole Foods: Meats(Beef, Chicken, Lamb, Fish), Fruits(Apples, Oranges, Peaches,

Pears, Pineapple, Grapes,) Vegetables(Broccoli, Carrots, Tomatoes, Peppers), and Whole

Grains(Wheat, Oats, Barley, Maize, Brown rice, Rye)

Food preservatives: Chemical: calcium propionate, sodium nitrate, sodium nitrite, sulfites (sulfur

dioxide, sodium bisulfite, potassium hydrogen sulfite,) and disodium EDTA. Antioxidants

include Butylated hydroxyanisole (BHA) and Butylated hydroxytoulene (BHT). Natural: salt,

sugar, vinegar, alcohol, citric and ascorbic acids.

Types of Sweeteners: anything ending with the term ‗ose‘- such as sucrose, maltose, lactose,

dextrose, fructose, glucose, honey, corn syrup, golden syrup, the term ‗saccharides‘ - such as

disaccharides or monosaccharide, molasses, sugar - raw/brown, malt/malt extract, xylitol,

sorbitol, mannitol, saccharin, aspartame, sucralose, neotame, and acesulfame potassium and

stevia.

Trans-fat: partially hydrogenated oil

Potential Allergens: milk, eggs, peanuts, tree nuts, fish, shellfish, soy, and wheat

Chemical Colors: Yellow 5, Yellow 6, Red 40, Red 3, Blue 1, Blue 2, Green 3, and Orange B.

Directions: On the following sheet place the ingredients from two products into the correct

categories. If the ingredient is not listed above you may need to research what that ingredient is.

Circle the items that are manmade chemicals.

266

Name of first product: _______________________________

Place the ingredients in the different categories

Whole Foods

Preservatives

Sweeteners

Trans-Fat

Allergens

Dyes

Other

Name of second product: _______________________________

Place the ingredients in the different categories

Whole Foods

Preservatives

Sweeteners

Trans-Fat

Allergens

Dyes

Other

267

Seed To Table

Lesson Plan: Knife Handling

Unit: The Ins and Outs of Preparing Meals

Objectives:

Students will learn how to handle a knife safely.

Students will learn how set up a cutting station.

Students will learn what knives to use for which tasks.

Students will learn how to sharpen a knife.

Students will learn a variety of knife cuts.

Students will learn how to properly clean a knife.

Modified Curriculum Objectives:

Materials: Knives, cutting boards, towels, variety of vegetables, steel,

Time: 30 minutes plus

Vocabulary: chef‘s knife, paring knife, serrated knife, cleaver, steel, angle, hone, dice, mince,

Batonnet, Julienne, brunoise

Background Information:

Learning how to safely use a knife is an important part of food preparation. Cutting fresh meats,

fruits and vegetables is necessary to trim off waste and to cut food into appropriate sized pieces.

When using a knife you want to have a clean and spacious work environment to avoid cutting

yourself.

First a sharp knife in addition to being easy to use is safer, as a dull knife is more likely to slip

and requires more force to get a cut. Never hold food in your hand while cutting and do not try to

catch a knife if it is falling, step away from the knife. When setting up a cutting station place a

wet towel down with a cutting board on top to reduce slippage. You want your work station to be

at a proper height so you are not leaning over, overreaching or in an otherwise awkward position.

This is very important if you will be cutting for several hours. If you are passing a knife to

someone else place the knife down and allow them to pick up the knife by the handle. Store

knives in safe location and do not leave knives in soapy water.

There are several types of knives yet the most important and useful knife is the Chef‘s or French

knife. This is a large heavy flat bladed all purpose knife used in chopping, slicing and mincing. A

paring knife is a smaller knife useful for peeling and trimming fruits and vegetables. A serrated

bread knife is a long knife with a serrated edge used for cutting breads and cakes. There are other

268

specialty knives and each has value but may or may not be needed in your professional or

personal kitchen.

When cutting face the blade away from your body and curl you fingers back away from the edge

of the blade. This type of hand position is called the claw and helps to prevent cuts. Types of

knife cuts include square cuts: coarse chop, dice, brunoise and mince. Long cuts include:

Batonnet, Julienne and slice. In addition there is an irregular diagonal cut. The purpose of

different types of cuts is to have uniformity in the end product both for presentation and for

evenness in cooking.

Good quality knives are made of stainless steel which will not rust and hold a sharp edge for a

long time. Knives should be sharpened regularly to keep them safe and useful, a sharpening

stone keeps knives‘ blades thin and sharp and a steel can be used to maintain the knife‘s edge in

between sharpening. You can sharpen knives yourself or have them professional sharpened.

Often the price of the knife reflects the quality of the knife. You should find a knife that has a

nice weight with a sturdy handle that fits the needs of your cooking.

Depending on what you are doing with your knife depends on how you want your knife

sharpened. For really fine cuts in making sushi or sashimi you want the knife to have an edge on

one side at a 10 degree angle. For cutting meat off or through bones you want a knife with wider

angle closer to 45 degrees. For most vegetable cuts the angle should be between 20-30 degrees.

The smaller the angle the quicker the blade will lose its edge and need to be honed. Cutting meat

especially off the bone will quicken the rate of knife dullness.

Knives are probably the most frequently used tool in the kitchen. They are also the leading cause

of injury in food service. Safety and proper usage are important to learn and to consistently

refresh before using a knife.

Teacher Instruction:

1. Cover safety concerns first.

2. Talk about the value of having a sharp knife and demonstrate how to sharpen a knife.

3. Have students set up their cutting stations with damp cloth folded under cutting board.

Make sure stations are on sturdy tables or counters that are at an appropriate height for

the students.

4. Demonstrate safe cutting practice before students are given knives. Include passing

knives, what to do if a knife drops and how to hold your hands when cutting.

5. Demonstrate how to cut a specific vegetable or fruit.

6. Allow students to practice cutting this vegetable before moving on to something else.

Always demonstrate before you hand out a new vegetable. Observe students cutting

technique and correct as needed.

7. Remind students that it will take lots of time and practice to perfect their cutting ability.

269

8. After the introductory day of knife skills, remind students of knife safety before they are

going to cut something new.

9. Discuss different ways to cut foods and reasons behind those cuts.

Student Instruction:

1. Set up a safe cutting board station.

2. Watch how to cut a specific food item.

3. Ask questions before you start.

4. Knives are sharp, be careful.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. Why is a dull knife more dangerous than a sharp knife?

2. Why do you want a wider angle on you knife when cutting through bones?

3. Demonstrate how to sharpen a knife with a steel.

4. Compare a Chef‘s knife to a paring knife.

5. List several reasons for why a chef wants uniformly cut pieces.

6. List safety considerations for using a knife.

7. Demonstrate how to cut a variety of vegetables.

8. Show how to safely position your fingers when using a knife.

9. Why does a bread knife have a serrated edge?

Extensions: Use a variety of different knives for a variety of purposes. Visit a professional knife

sharpener. Practice cutting different vegetables/fruits.

Accommodations:

Resources:

http://www.recipetips.com/kitchen-tips/t--1075/types-of-kitchen-knives.asp

http://www.knife-depot.com/knife-information-59.html

http://knife-guide.com/kitchen_cutlery.html

The Professional Chef, American Culinary Association knife cut pages

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

270

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

271

Seed To Table

Lesson Plan: Salads

Unit: The Ins and Outs of Preparing Meals

Objectives:

Students will learn how to prepare a variety of salads.

Students will learn which salads best complement each meal.

Modified Curriculum Objectives:

Materials: Necessary ingredients for salads students will prepare

Time: 30 minutes to discuss about different types of salad 30-60 minutes to prepare different

salads.

Vocabulary: Green Salad, Fruit Salad, Bound Salad, Dressing

Background Information:

Salads have been part of the human diet for more than 2000 years. The origin of the world salad

comes from the Latin ―salata‖ for the salty dressing that was often applied to leafy greens. There

are many different types of salads, which can be served as appetizers, side dishes, main courses

or desserts. Salads have gained popularity in recent years in the United States as part of a rise in

health consciousness.

A typical green salad contains can contain a variety of lettuces, spinach or other greens. This is a

new development in the variety of salads which were typically only iceberg lettuce. Green salads

are often served as a precursor to the meal. Many restaurants and grocery store have salad bars

which allow the customer to build their own salad. Vegetables including tomatoes, cucumbers,

peppers, and carrots are often added to green salads. In addition, fruits, nuts, eggs, cheese and

meats may be added to the green base. Green salads are often served with a salad dressing that

could include oil & vinegar, ranch, thousand island, French or bleu cheese.

Side salads are often bound salads that are made by adding mayonnaise or oil to hold together

the vegetables, noodles or meat. Cole slaw made of carrots and cabbage or potato salads are

common side salads served at many restaurants and family gatherings. Pasta salads can be made

with a variety of different pastas and include different vegetables and meats. Tuna, chicken, or

egg salads can be served as a side salad or served on bread as a sandwich.

When the salad is served as the main meal it often include chicken or fish on a bed of greens.

Caesar, Greek, and Cobb salads are all examples of salads as the entrée. Taco salads are also

served as the main course in Mexican cooking.

272

Fruit and Jell-o salads may be served as a side or sometimes as a dessert.

When making a salad as part of a meal it is important to use fresh and clean ingredients. Green

salads are not cooked and the ingredients may contain pathogens. When serving bound salads it

is important to keep the salad cold to prevent the growth of food borne pathogens. In addition,

many people enjoy different types of salad dressing which can be prepared or purchased.

Whether the salad is a starter, side, or main course it can be an added boost of color to the meal

and a good source of essential nutrients and vitamins. In some situations customers have come to

expect a salad as part of the meal and it is easy to accommodate them.

Teacher Instruction:

1. Discuss different types of salads and when these salads could be prepared.

2. Discuss the importance of protecting against food borne pathogens when dealing with

salads.

Student Instruction:

1. Make a green salad.

2. Make a salad dressing.

3. Make a bound salad.

4. Make a salad entrée.

5. Make a dessert salad.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. What makes a salad a bound salad?

2. Are salads are part of nutritious and balanced diet?

3. What parts of salads can be fattening?

4. What purpose does a serving a salad before the meal serve?

5. What is the difference between a side salad and a salad that is an entrée?

6. What are the differences in health benefits between using mayonnaise or oil when

making salads?

7. Create a list of different types of salad. Place the salads in different categories.

Extensions: Prepare multiple salads, have a salad cook-off contest, taste test different store

bought and homemade salad dressings.

Accommodations:

Resources:

273

http://saladdressingrecipes.net/

http://www.cooksrecipes.com/category/salad.html

http://allrecipes.com/Recipes/Salad/

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

274

Caesar Salad (http://whatscookingamerica.net/Salad/CaesarSalad.htm)

1/2 to 3/4 cup croutons (see directions below)

1 coddled egg (see directions below)*

1 to 2 teaspoons finely chopped garlic

1 anchovy fillet, mashed**

Pinch of coarse salt

2 tablespoons (1/2 lemon) freshly squeezed lemon juice***

3 drops Worcestershire sauce

6 tablespoons extra-virgin olive oil

4 tablespoons (1/4 cup) freshly grated Parmesan cheese (Parmigiano Reggiano)

1 head Romaine lettuce, hearts and tender leaves only

Coarsely ground black pepper

* Coddled egg may be substituted with 1/2 cup mayonnaise. If doing this substitution, reduce

some of the olive oil.

** Use only good-quality Spanish or Portuguese anchovies in your dressing. Anchovy paste may

be substituted (approximately two inches squeezed from the tube will provide the equivalent

taste of one anchovy fillet). More anchovy fillets may be added according to your personal taste.

*** Fresh lemon juice is essential. Some chefs squeeze the lemon through cheesecloth to ensure

that only the juice ends up in the salad. If you are careful to keep the lemon seeds out of the

salad, a simple squeeze will do.

How to make croutons: Preheat oven to 375 degrees

Trim the crust from day-old peasant-style bread

(Italian or French bread) and dice into 3/4-inch

cubes. Toss with enough olive oil to coat, but not

drench. Sprinkle lightly with salt and spread out on a

rimmed baking sheet. Bake approximately 10 to 15

minutes or until just golden brown. Halfway through

the baking time, give the pan a shake to make sure the croutons toast evenly. Remove from oven

and completely cool croutons. Store in an airtight

container.

How to coddle eggs: Coddling causes the yolk to

become slightly thickened and warm. Bring a very

275

fresh egg to room temperature by immersing it in warm water (otherwise it might crack when

coddled). Place the egg in a small bowl or mug and pour boiling water around the egg until it is

covered. Let stand for exactly 1 minute. Immediately run cold water into the bowl until the egg

can be easily handled; set aside.

How to make Caesar Salad dressing: In a bowl, whisk together the garlic, anchovy, and salt

until blended. Whisk in the lemon juice and Worcestershire sauce. Whisk in the coddled egg

until the mixture is thick, approximately 1 minute (this enable the lemon juice to "cook" the

eggs). Slowly drizzle in the olive oil with one hand while vigorously whisking the mixture with

the other. When the dressing is well combined, whisk in 2 tablespoons of the Parmesan cheese.

How to assemble Caesar Salad: Separate the

Romaine leaves and discard the coarse outer leaves.

Wash, drain, and pat with paper towels or spin dry

the remaining leaves. Note: Lettuce should be

prepared ahead of time and refrigerated until ready to

use. Tear into bite-size pieces and set aside.

In a large wooden salad bowl, add 1/3 of the dressing

and toss with the croutons until well coated. Add the

Romaine lettuce pieces and the remaining dressing;

toss until coated.

How to serve Caesar Salad: Divide the salad

between chilled plates and sprinkle each salad with

the remaining 2 tablespoons Parmesan cheese and

coarsely ground pepper.

276

Serve immediately with chilled forks.

Makes 2 to 4 servings (depending on serving sizes)

277

No-Mayo Potato Salad (http://allrecipes.com/Recipe/Slimmed-Down-Potato-Salad/Detail.aspx)

45 Minutes -- Serves 8

Ingredients

3 pounds red new potatoes

1 (12 ounce) package silken tofu

3 tablespoons fresh lemon juice

1 tablespoon prepared yellow mustard

1 clove garlic, minced

1 teaspoon salt

2 tablespoons olive oil

1 cup chopped celery

1 red bell pepper, seeded and cubed

3 eggs, hard-boiled, shelled, and chopped

1/2 cup chopped green onions

1/2 cup chopped dill pickles

salt and ground black pepper to taste

2 tablespoons whole milk

Directions

1. Place the potatoes in a Dutch oven and fill with enough water to cover. Bring to a boil;

reduce heat to medium-low. Cover and simmer until potatoes are tender, and a fork can

be easily inserted and removed, about 20 minutes. Drain and cool slightly. Peel, cut into

cubes, and place in a large bowl.

2. To make the dressing, combine the tofu, lemon juice, mustard, garlic, and 1 teaspoon of

salt in the bowl of a food processor. Blend until smooth. With the processor running, add

the olive oil in a thin, steady stream, blending just until mixture thickens. Set aside.

3. Combine the celery, red bell pepper, eggs, green onions, and pickles in the bowl with the

potatoes. Pour the dressing over the potato mixture, and toss lightly to evenly coat all

ingredients. Season to taste with salt and pepper. Cover and chill at least 4 hours.

4. Just before serving, toss the salad with milk, 1 tablespoon at a time, to reach the desired

consistency.

278

Candlestick Salad

Yield: 1 Serving

Ingredients

1 Pineapple slice

1 Lettuce leaf

½ Banana

1 Cherry

Directions

Place pineapple slice on lettuce leaf. In the hollow center of the pineapple, place 1/2 banana so

that it stands upright. Use a toothpick to place a cherry on top of the banana.

Be sure to tell guests about the toothpick.

Lime Cilantro Dressing (http://saladdressingrecipes.net/)

Ingredients:

1/2 cup Olive

1/3 cup Lime Juice

3 tablespoons chopped Fresh Cilantro

1 1/2 teaspoons Ground Cumin

1 teaspoon Salt

1/8 teaspoon Pepper

3 cloves Garlic, finely chopped

Preparation:

Shake all ingredients in tightly covered container. Shake before serving.

279

Seed To Table

Lesson Plan: Soups

Unit: The Ins and Outs of Preparing Meals

Objectives:

Students will learn how to prepare soups as part of meal or the main entrée.

Students will learn how to prepare stocks.

Students will learn about different types of soups

Modified Curriculum Objectives:

Materials: Ingredients and equipment for different soups. Lists of soups and recipes. Stone soup

story.

Time: 1 period to discuss soups. Additional time necessary to prepare different soups.

Vocabulary: Stock, Soup, Soup Bones, Mirepoix, Blanching, Browning, Sweating, Fumet, Roux

Background Information:

Soups have been around for thousands of years ever since the invention of a waterproof cooking

container in about 9000 BC. While the first soup pot was an animal skin bag most soups today

are made using a large metal stockpot. The word soup comes from the Latin meaning to soak up

with bread. Soups are any combination of meats or vegetables in a liquid base.

Stocks are the building blocks of many soups and sauces. A stock is a flavorful liquid made by

gently simmering bones and/or vegetables water to extract their aroma, color and nutrients.

Stocks can be time consuming to make some taking up to 24 hours to prepare yet making your

own stock can be a cost effective way to gain flavor from vegetable trimmings and bones. There

are also stock bases and prepackaged bouillon cubes available for purchase if there is not enough

time to prepare a stock.

To prepare a vegetable stock there are two main methods. One involves using the peelings and

ends cut off of vegetables used in other cooking. This is not a compost pile and rotten and other

spoiled vegetables should not go into the stock. After the stock has cooked these vegetable

trimming can be composted. Another method is to use specific chopped vegetables one example

is mirepoix. Mirepoix is a mixture of coarsely chopped onions, carrots, and celery. Vegetables

from this stock could be used in the making of the soup or in other recipes.

To prepare stock using bones the bones should be cooked first and the majority of the meat can

be removed. Stock can be made from poultry including chicken and turkey or red meat including

beef, pork or game bones. Using fish bones or shells from shellfish a special stock called fumet.

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Bones can be prepared for making stock by blanching, sweating or browning. Blanching bones

requires you to boil the bones and then discard the water and any debris that comes off the bones.

This makes for a clear stock. Sweating is the process most often used with making fumet. The

bones are cooked in a small amount of fat over low heat until the bones soften then water is

added to make the stock. Browning or roasting bones for one hour allows for a robust flavor and

a darker color brown stock.

Water is often the liquid added to the bones or vegetables to make the stock. Once the water is

brought to a boil the flavor from the ingredients is brought out. Bags of spices and herbs can be

added to stocks to add flavor. After the stock is done cooking the stock is strained and the bones,

herbs and vegetables are removed. The stock should be cooled quickly. After the stock has been

stored in the refrigerator a layer of fat will form on top of the stock. This fat should be removed

before the stock is used for making soups.

There are two main types of soup clear soups and thick soups. Clear soups are soups made with

stocks or broth with additional ingredients added, chicken noodle soup is an example. Thick

soups are cream or puree soups that are made with a thickener of fat and flour or roux. Cream of

mushroom and clam chowder are examples of thick soups where the ingredients have been

pureed. Often milk or cream is added to make these soups.

Stocks are often made from bones or vegetable peelings that would otherwise be discarded.

Stocks allow people to get the flavor out of these foods relatively inexpensively. In some

instances butches will give away excess bones but with increased demand many butchers sell

meat bones though often at a very reduce rate. ―Stone Soup‖ is a tale about making soup form

nothing but a stone. As the story is read students will discover how the soup becomes more

flavorful as additional items are added. The story could have been called ―bone soup‖ and see the

amazing soups that can be created from a bone.

While all types of soup can be made from scratch in the kitchen, many Americans have become

accustomed to the convenience of prepared soups. Soups that come in a can are often condensed

soups that need to have water or milk added. Some soups are dried for camping or an

inexpensive meal like ramen noodles. Now many manufactures make soups that come in single

serving bowls that are ready to heat in the microwave and eat without adding anything. Often

these processed soups contain more sodium than is recommended. There is currently a

government push to lower the level of salt in prepared foods to increase healthy choices.

Soups can be served as a starter to a meal or as the main course. Soups are often thought of as a

comfort food and are served on many cold and rainy days. A stew is a type soup that general

contains less liquid. Chicken noodle soup is often given to people who are not feeling well

because it does not require much chewing and soothes a sore throat.

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Teacher Instruction:

1. Talk about the value of soups in cooking. How to make stocks and the difference between

processed soups and soups made from scratch.

2. Have students make different types of stocks.

3. Have students use those stocks to prepare a variety of soups.

4. Use the folklore tale of ―Stone Soup‖ to start a conversation about making soup from

ingredients that would often be discarded, bones, shellfish shells, and vegetable peelings.

Student Instruction:

1. Create a list of different types of soups.

2. Find a recipe for one of the soup listed on the regional list of soups.

3. Make a stock using bones or vegetables.

4. Make a clear soup.

5. Make a cream soup.

6. Make stone soup.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. What are some health benefits associated with soups?

2. What is the value of putting bones in stock?

3. What can be done with vegetables after they have been used to make stock?

4. Why do different regions of the country and parts of the worlds have different types of

soups?

5. What is the purpose of a soup kitchen?

6. What happens in the Stone Soup story?

7. Why are soups general less expensive than other foods?

Extensions: Making additional soups or stocks.

Accommodations:

Resources:

There are many different versions of the folk tale Stone Soup (Stone Soup by Marcia Brown,

Stone Soup by Ann McGovern, Stone Soup by Heather Forest, and Stone Soup by Jon Muth)

A Guide for Using Stone Soup in the Classroom by Susan Onion—Lessons surrounding the

stone soup story.

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Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

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Traditional regional soups

Ajiaco - A chicken soup from Colombia

Avgolemono - A Greek chicken soup with lemon and egg

Bajajou - A soup of Slovakian origin. Ingredients include boiled cow intestines, chicken

egg, onion and rice.

Bird's nest soup is a delicacy in Chinese cuisine.

Bisque - A thick, creamy, highly-seasoned soup, classically of pureed crustaceans, of French

origin.

Borscht - A beet-vegetable soup originally from Ukraine and Russia.

Bouillabaisse - A fish soup from Marseille (Southern France. Also made in other

Mediterranean regions. In Catalonia it is called Bullebesa.

Bourou-Bourou - A vegetable & pasta soup from the island of Corfu, Greece

Caldo verde - A Portuguese minced cabbage soup

Callaloo - A thick, creamy soup made with okra and, often, crab meat from Trinidad and

Tobago

Canh chua (sour soup) - A Vietnamese dish made with rice, fish, various vegetables, and in

some cases pineapple.

Canja de Galinha- A Portuguese soup of chicken, rice and lemon.

Cazuela - A Chilean soup which is a mid-thick flavored stock obtained from cooking several

kinds of meats and vegetables mixed together.

Clam chowder - two major types, New England clam chowder, made with potatoes and

cream, and Manhattan clam chowder, made with a tomato base.

Cock-a-leekie soup - Leek and potato soup made with chicken stock, from Scotland

Cullen Skink - A fish soup made with Smoked Haddock, potatoes, onions and cream from

Scotland

Egg drop soup, a savory Chinese soup made from adding already-beaten eggs into boiling

water or broth.

Etrog, a fruit soup made up from the citron used in Jewish Ritual at the feast of Succoth, is

eaten by Ashkenazi Jews at Tu Bishvat.

Faki soupa - A Greek lentil soup, with carrots, olive oil, herbs and possibly tomato sauce or

vinegar.

Fanesca - A traditional cod soup from Ecuador

Fasolada - Traditional Greek bean soup

French Onion Soup - A clear soup made with beef broth and sautéed onions.

Fufu and Egusi soup - A traditional soup from Nigeria made with vegetables, meat, fish, and

balls of ground melon seed

Gazpacho (from Spain and Portugal) is a savory soup based on tomato

Goulash- A Hungarian soup of beef, paprika and onion.

Gumbo - A traditional Creole soup from the Southern United States thickened with okra

pods.

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Halászlé or Fisherman's Soup, a very hot and spicy Hungarian river fish soup with a lot of

hot paprika

Íslensk Kjötsúpa - Traditional Icelandic meat soup made with lamb and vegetables.

Kharcho - A Georgian soup of lamb, rice, vegetables and a highly spiced bouillon.

Lagman - A traditional Uzbek soup of pasta, vegetables, ground lamb and numerous spices.

Lan Sikik - A Thai soup made with noodle, dried fish and tomato extract.

Leek soup - A simple soup made from Leeks popular in Wales during Saint David's Day

Lentil soup - A soup popular in the Middle East and Mediterranean.

London Particular - a thick soup of pureed peas and ham from England: purportedly named

after the thick fogs of 19th century London.

Maryland Crab Soup - A soup made of vegetables, blue crab, and Old Bay Seasoning in a

tomato base. From Maryland, United States.

Menudo - A traditional Mexican soup with tripe and hominy.

Michigan Bean soup has been a staple for over a hundred years in the U.S. Senate dining

room.

Minestrone - An Italian vegetable soup

Miso soup - A Japanese soup made from fish broth and fermented soy

Mulligatawny - An Anglo-Indian curried soup

Nässelsoppa - A Swedish soup made of stinging nettles, traditionally eaten with hardboiled

egg halves. In Sweden it's considered a spring delicacy. Internationally known as nettle

soup.

Noodle soup - A very diverse collection

Patsás - A Greek tripe soup

Philadelphia Pepper Pot Soup - A Philadelphia specialty traditionally made with tripe.

Phở- A Vietnamese beef/chicken soup with scallion, welsh onion, chirred ginger, wild

coriander (Eryngium foetidum), basil, cinnamon, star anise, cloves and black cardamom.

Psarosoupa - A Greek fish soup. There are various versions of it and could be made with a

variety of fish types.

Revithia - A Greek chickpea soup

Sancocho - A Latin American chicken soup with vegetables.

Shchav, a sorrel soup in Polish, Russian and Yiddish cuisines

She-crab soup - from Charleston, South Carolina, a creamy soup made with blue crab meat

and crab roe.

Sinigang - from the Philippines. A clear sour soup made from tamarind paste and meat, fish,

or vegetables. People may opt to use meat like beef or pork, and various kinds of fish for

this soup.

Snert - A thick pea soup, eaten in the Netherlands as a winter dish, traditionally served with

sliced sausage. Also known as erwtensoep.

Solyanka - A cabbage soup from Russia

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Soto (food) - a traditional Indonesian soup made with traditional spices such as turmeric,

galangal, etc. Usually contains either beef or chicken.

Split peas soup - A thick & tasty soup made in The Caribbean from "Split peas" also called

chickpeas or garbanzo. It usually includes "ground provision" vegetable staples and some

type of meat

Tarator - A Bulgarian cold soup made from yogurt and cucumbers

Tomato soup - Traditional soup made of tomatoes

Tarhana soup, from Turkish

Vichyssoise - A French-style soup invented by a French chef at the Ritz Hotel in NYC.

French cold purée soup with potatoes, leeks, and cream.

Yukgaejang - A Korean spicy beef soup, which also includes vegetables

Żurek - A Polish sour rye soup with sausages often served in a bowl made of bread.

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How to Make Chicken Stock

Leftover Chicken Bones (http://simplyrecipes.com/recipes/how_to_make_chicken_stock/)

1. Put the leftover bones and skin from a chicken carcass into a large stock pot and cover

with cold water. Add vegetables like celery, onions, carrots, parsley.

2. Add salt and pepper, about 1/2 tsp of salt, 1/4 tsp of pepper.

3. Bring to a boil and immediately reduce heat to simmer.

4. Simmer uncovered at least 4 hours, occasionally skimming off the foam that comes to the

surface.

5. Remove the bones and strain the stock.

6. If making stock for future use in soup you may want to reduce the stock by simmering a

few hours longer to make it more concentrated and easier to store.

7. Cool stock quickly to prevent food borne pathogens.

Brown Beef Stock (http://www.reluctantgourmet.com/beef_stock.htm)

Ingredients

7 pounds beef, cut into 2 or 3-inch pieces

1 can best quality tomato paste

1 cup chopped celery

1 cup chopped carrot

2 cups chopped onion

1 cup red wine or water, for deglazing

Small handful peppercorn

4 bay leaves

3 sprigs thyme

Cold water

How to Make Beef Stock

Preheat oven to 425° F.

Spread bones in a roasting pan and roast for about 30 minutes, turning once. Remove from the

oven, and paint a thin layer of tomato paste over the bones. Put the vegetables on top of the

bones, and roast an additional 15-20 minutes, until the vegetables begin to caramelize.

Remove the bones and vegetables to a stock pot. Deglaze the roasting pan with wine or water,

and pour this into the stock pot. Add peppercorns, bay leaves and thyme. Cover the bones with

cold water.

Over medium heat, slowly bring the bones up to a very gentle simmer. Don‘t let the stock boil.

Adjust the temperature to maintain a gentle bubbling. Every thirty minutes or so, skim off any

foam that rises to the top of the pot. Let the stock simmer gently for at least four hours. If you

have the time, it can simmer for up to 12 hours. Add a little more water and lower the heat if you

are getting too much evaporation.

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When the stock is done, remove the bones and discard. Strain through a very fine mesh strainer

or through a colander lined with three or four layers of cheesecloth. Chill quickly, then

refrigerate. Skim off the fat that has solidified on top, and discard.

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Chicken Noodle Soup (http://startcooking.com/blog/343/How-To-Make-Chicken-Noodle-

Soup)

2 teaspoons of butter

1 onion - chopped

1 carrot - sliced

1 stalk of celery - sliced

5 cups of chicken stock

1 cup of noodles

1 ½ cups of chicken - cooked and shredded

¼ teaspoon salt

¼ teaspoon black pepper

Melt the butter over med high heat.

Cook the onions, celery, and carrots, about 5 minutes.

Stir in stock and simmer, covered, until vegetables are tender – 10-15 minutes.

Add noodles and simmer uncovered until they are tender.

Add the shredded chicken and simmer until chicken is warm.

Add the parsley.

Season with salt and pepper to taste.

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The Cliff House Clam Chowder has been on the menu since 1872. From The Cliff House in

Ogunquit, Maine.

Serves six.

Ingredients:

1 slice hickory-smoked bacon, minced

1/2 teaspoon butter

1 cup onion, minced

1 medium garlic clove, minced

1 teaspoon The Cliff House Spice Blend (see below)

1 tablespoon all-purpose flour

1 can clams (6-1/2 ounces)

1 cup bottled clam juice

1-1/2 cups Half and Half

1/4 teaspoon white pepper

2 medium potatoes, boiled, peeled and diced

Preparation:

To Create ―The Cliff House‖ Spice Blend, blend 4 tsps oregano, 4 tsps dried parsley, 2 tsps

marjoram, 2 tsps dill, 4 tsps thyme, 4 tsps basil, 1 tsp sage, 4 tsps rosemary, 2 tsps tarragon, 1

tablespoon all-purpose flour, crushing in a mortar if possible. Store in a resealable plastic bag to

refrigerate.

In a heavy-bottomed, 4-pint soup kettle, sauté bacon, butter, onion, garlic and The Cliff House

spice blend over low heat. Do not allow to brown. Drain clams and set aside, reserving the juice.

Slowly stir the flour and clam juices in the sauté mixture. Bring to a boil; reduce heat. Add half

and half and simmer 20 minutes. Add white pepper, potatoes and clams. Heat to serving

temperature. Do not allow to boil, as this toughens the clams. Serve at once with crackers and

warm cornbread.

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Seed To Table

Lesson Plan: Entrées

Unit: The Ins and Outs of Preparing Meals

Objectives:

Students will learn how to prepare different entrées.

Students will learn how to add additional components to a meal to make a balanced meal.

Students will learn what makes a good entrée

Students will learn about full course and multi-course meals.

Modified Curriculum Objectives:

Materials: Full course meal handout, Ingredients and equipment necessary to prepare the chosen

entrée.

Time: 1-2 hours per entrée

Vocabulary: Entrée, main course, full course meal.

Background Information:

In America, the term entrée usually refers to the main dish being served. Often the entrée is made

of some type of meat including fish, chicken, beef, or pork. However, there are also pasta entrées

and rice entrées that may or may not contain meat. There are also a wide variety of vegetarian

entrées that provide protein from non-meat sources.

The entrée is usually the first part of the meal decided and then appropriate sides, soups, salads

and desserts are paired with the entrée. Yet in some instances a larger salad or soup may serve as

the entrée. Entrées are often served after the salad or soup and before the dessert. Breads,

vegetables, or a carbohydrate side is often served with entrée.

In a full course meal and in most European restaurants the term entrée is used to refer to a dish

served before the main course or roast. In these situations the entrée is smaller than the main

course but still serves as a source of protein. This different definition of entrée could create

confusion if dining at a restaurant the serves both main courses and entrées. In this instance an

entrée on the menu would usually be a smaller portion of a main course offering.

In a full course meal different courses are served throughout the evening. Depending on the

event the meal could include from 3 to 21 courses. Often each course is brought out separately

and is cleared before the next course arrives. Each course is relatively small and the dinner is

expected to last 4-5 hours. This type of dining experience often includes an elaborate place

291

setting with multiple types of silverware and dishes each with a different specific purpose. In

general, you use the silverware farthest from the plate first and work your way in as the meal

progresses.

With a full course meal the entrée is a lighter course served as precursor to the main course. The

word entrée comes from French for ―entry.‖ The entrée is usually fish or fowl and served before

the main course which typically consists of red meat.

Teacher Instruction:

1. Discuss what an entrée is.

2. Discuss what a full course meal is.

3. In the 21 courses course 11, Quail, would be the entrée while course 13, Beef, would be

the main course.

4. Have ingredients and equipment available to make a range of entrées.

Student Instruction:

1. Using the ―A Full Course Meal with Twenty-one Courses‖ as a guide, determine what

each of the courses is. Then create a menu for your own full course meal with 12-21

courses.

2. Create a list of entrées.

3. Prepare an entrée and pair it with appropriate sides to make a healthy and nutritious meal.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. Why do you think the term entrée is used to describe the main dish in America?

2. What benefits or issues arise from serving or eating a full course meal?

3. Why is the entrée usually meat?

4. What goes in to making a healthy meal?

Extensions: Eat or prepare a full course meal, Cook additional entrées.

Accommodations:

Resources:

Websites and cookbooks have thousands of entrée recipes to try.

http://busycooks.about.com/library/recipes/blentrees.htm Busy cook entree recipes

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http://www.finestchef.com/Entrees.htm Gourmet Entree Recipes by Chef George Krumov

How to Cook Everything by Mark Bittman

Joy of Cooking by Irma S. Rombauer, Marion Rombauer Becker, and Ethan Becker

The Fannie Farmer Cookbook by Marion Cunningham

Frugal Gourmet by Jeffrey David Smith

Moosewood Restaurant Cooks at Home: Fast and Easy Recipes for Any Day by Moosewood

Collective

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

293

A Full Course Meal with Twenty-one Courses Name: ______________________

1. Palate cleanser, or amuse

2. Second amuse

3. Caviar

4. Cold appetizer

5. Thick soup

6. Thin soup

7. Shellfish

8. Antipasto

9. Pasta

10. Intermezzo (Sorbet)

11. Quail

12. Wild mushrooms

13. Beef

14. Green salad

15. Puffed pastry filled with herbed mousse

16. Cheese

17. Pudding

18. Ice cream

19. Nuts

20. Petit four

21. Coffee

Describe each of the courses listed above.

Which course would be the entrée?

Which course would be the main course?

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Seed To Table

Lesson Plan: Side Dishes

Unit: The Ins and Outs of Preparing Meals

Objectives:

Students will learn how to prepare different side dishes.

Students will learn how to add additional components to a meal to make a balanced meal.

Students will learn what makes a side dish.

Modified Curriculum Objectives:

Materials: Ingredients and equipment necessary to prepare the chosen side dish.

Time: 30 minutes per side dish

Vocabulary: Side Dish, Balanced Meal, Carbohydrate, Vegetable, Fruit

Background Information:

Side dishes are typically served with an entrée to create a more balanced and healthy meal. Often a meal

includes two sides. One is a vegetable that could be a small side salad or steamed vegetables. The other

is a starch which includes, rice, pasta, couscous, breads and potatoes. Side dishes will sometimes be

picked by the chef other times customers are allowed to choose which sides they want with their meals.

Sometimes restaurants will serve side dishes a la carte. This allows customers to add their own sides to

their entrée or to only order the side dish.

If a salad does not come before the meal which is often include in the price of the meal. A salad could be

chosen as a side dish this is often served on a small plate during the meal. Other vegetables that are

commonly served as side dishes include corn, carrots, beans, peas, broccoli, cauliflower, and asparagus.

These vegetables are often steamed and may be combined with other vegetables, sugar, cheese or

spices.

Potatoes are the most popular side dish served in American restaurants. Often potatoes are served as

French fries to accompany the meal. However, since fries are often high in fat, people are starting to

make other choices. This includes eliminating the use of trans fats in cooking fries, opting for different

styles of potatoes or replacing the common fry with a fruit, vegetable or other starch. Potatoes also are

served baked, twice baked, mashed, potato salad, hash browns, and oven fried.

Other starch choices are often served as different restaurants. Pasta is a common side dish with Italian

cooking. Rice is common with Chinese, Japanese and other Asian cuisines. Typical, Tex-Mex side dishes

include Spanish rice and refried beans. Couscous and baba ganoush are often served with

Mediterranean dishes. Every culture has a different style of food but all contain the same principle of

including vegetables and starches as accompaniments to the main protein based entrée.

Teacher Instruction:

5. Discuss what side dishes are.

6. Discuss how side dishes help to make a balanced meal.

7. Have ingredients and equipment available to make a range of side dishes.

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Student Instruction:

4. Create a list of side dishes

5. Organize the lists of side dishes into different categories.

6. Prepare side dishes and make an entrée to make a healthy and nutritious meal.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

5. Why do side dishes often not contain meat?

6. What health issues arise from eating French fries?

7. What is a healthier replacement for French fries?

8. Create a list for side dishes common for breakfast. Lunch.

9. What goes in to making a healthy meal?

Extensions: Prepare more side dishes. Create a menu with different side dish choices. Create an a la

carte menu.

Accommodations:

Resources:

Websites and cookbooks have thousands of side dish recipes to try.

http://allrecipes.com/Recipes/side-dish/Main.aspx

http://www.foodnetwork.com/topics/side-dish/index.html

How to Cook Everything by Mark Bittman

Joy of Cooking by Irma S. Rombauer, Marion Rombauer Becker, and Ethan Becker

The Fannie Farmer Cookbook by Marion Cunningham

Frugal Gourmet by Jeffrey David Smith

Moosewood Restaurant Cooks at Home: Fast and Easy Recipes for Any Day by Moosewood Collective

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

296

Side Dishes Name: ____________________

Create a list of sides that fit into each of the categories below.

Vegetable

Salad

Fruit

What sides would go well with…..?

Hamburger

Lasagna

Salmon

Squash Curry

Pork Chop

Tandoori Chicken

Enchiladas

Potato

Rice

Pasta

Other Starch

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Seed To Table

Lesson Plan: Rice

Unit: The Ins and Outs of Preparing Meals

Objectives:

Students will learn the history of cooking with rice.

Students will learn how to cook a variety of rice dishes.

Modified Curriculum Objectives:

Materials: Variety of different rice and ingredients and utensils to cook different rice dishes.

Time: 30-60 minutes to discuss rice and try different varieties, longer time necessary to prepare

different rice dishes.

Vocabulary: Whole grain, refined grain, brown rice, white rice, sushi rice

Background Information:

Rice is the most important food grain for most of the human population. Rice production is

second only to corn and much of the world‘s corn goes to animal feed or industrial uses. Rice is

extremely popular throughout Southeast Asia with much rice being grown in China, India,

Bangladesh, Indonesia and Thailand among other countries. Rice requires lots of workers and

water so production is often limited to countries with low labor costs and high annual rainfall.

Rice is the grain of a monocot, Oryza sativa. It is often grown as an annual but in warmer

climates has been cultivated as a perennial lasting for more than 30 years. Rice plants are wind

pollinated with each plant producing 100s of seeds. The seeds are then picked, dried, and hulled.

Different types of rice are then processed in a variety of ways before being cooked for

consumption.

Rice originally grew in Southeast Asia and parts of Africa. The cultivation of rice has been in

existence for more than 10,000 years. In most parts of the world rice is grown in flooded rice

paddys. Flooding reduces the number of weeds and pests that can affect the rice. However this

type of farming requires lots of water and contributes greatly to the amount of methane produced

during rice farming. Rice can be grown in non-flooded fields but this method is more labor

intensive. Rice is often planted with the companion plant Azolla (mosquito fern), which shades

out weeds and provides nitrogen fixation.

After the rice grain is picked the seeds are dried and either rubbed or blown on to remove the

chaff. At this point the rice is brown rice which is a whole grain with additional nutrients. The

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rice could be further milled to remove the bran which yields white rice which is a refined grain.

There are different processes to infuse the white rice with nutrients that were lost in the milling

process. Rice is high in carbohydrates and is also a good source of protein. However, rice is not a

complete protein because it does not contain all essential amino acids.

Rice can be used in a variety of different foods. It can be milled into flour to use as a gluten free

alternative. The flour can then be used to make bread or crackers. Puffed rice is used a cereals or

to make rice cakes. Rice is also used to make some noodles, beer, and wine (sake). Rice can also

be used in making a variety of desserts.

Wild rice grows in Wisconsin, Minnesota and Canada. Wild rice is not technically rice but a

different species of grain, Zizania sp. Wild rice is a native grain that grows in lakes in the north

central United States and in southern Canada. The rice grains are collected by knocking the tops

of the rice into a canoe or flat bottom boat. The grains are dried and the husks are removed by

blowing air over the rice with a fan. Most wild rice is grown commercial but ―wild‖ wild rice is

still harvested by individuals. The name Menominee comes from the Ojibwa term for wild rice

which is a sacred plant in many Native American traditions. Wild rice is typically more

expensive than white or brown rice.

Rice is typically boiled or steamed. Rice absorbs much water during the cooking process. Often

rice is cooked using a 2:1 ratio of water to rice. This method does not require draining or stirring.

Rice and water are added to pot. With the lid on the pot, water is brought to a boil, and then the

burner is turned down to simmer until the rice absorbs all of the water. Another method of

cooking rice calls for more water than needed to be added and then rice is drained. Rice can then

be fried with oil or butter if desired.

Instant rice is rice that has already been partially cooked and then dried. This speeds up the

cooking process to less than 10 minutes. Other people especially in Asia and Latin America and

people who cook lots of rice use an electric rice cooker. This device frees up room on the stove

and ensures a more accurate cooking process.

Teacher Instruction:

1. Discuss with students what types of rice they have had and what types of additions they

like with their rice.

2. Have students identify different types of rice with picture or examples of a variety of rice.

3. Have students prepare different types of rice dishes.

Student Instruction:

1. Compare different types of rice, brown, white, instant, wild, sushi, etc.

2. Cook and eat.

3. Make different types of dishes using rice; curry, stir fry, sushi.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

299

1. What foods could be used as a substitute for rice?

2. What needs to be added to rice to make a complete meal?

3. Why is rice considered a staple food?

4. Compare brown rice to white rice.

5. Identify a variety of different types of rice.

Extensions: Make different types of rice dishes. Use rice as a side dish or part of the main

course. Have a rice party make a lot of different types of rice then have people bring their

favorite rice toppings. Harvest wild rice.

Accommodations:

Resources:

www.foodreference.com/html/art-rice-varieties.html --Information about different varieties of

rice

http://www.foodsubs.com/Rice.html --List of different types of rice

http://allrecipes.com/Recipes/Side-Dish/Rice/Main.aspx Rice recipes

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

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Rice Grain Diagram

Rice with chaff the outer hull is removed after the seeds are picked this can be done by letting

the rice dry and then allowing the wind or high powered fan blow the lighter chaff away

Brown rice still has the bran attached. Brown rice is higher in protein and other nutrients

White rice with bran residue can be made by parboiling brown rice or adding the bran residue

lost in the milling process to white rice. This rice is usually yellow to red and does not stick to

the pan as easily as white rice.

White rice is only the internal endosperm of the grain with all of the bran and bran residue

removed. White rice can be stored longer than brown rice. Some types of white rice are polished

with additional additives to change the level of nutrients.

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Seed To Table

Lesson Plan: Pasta

Unit: The Ins and Outs of Preparing Meals

Objectives:

Students will learn the history of pasta.

Students will learn how to cook a variety of pasta dishes.

Students will make their own pasta.

Modified Curriculum Objectives:

Materials: Pasta machine, Ingredients for fresh pasta. Other ingredients for different types of

pastas as desired

Time: 1 hour

Vocabulary: Pasta, semolina, wheat durum, couscous, al dente

Background Information:

Pasta is a staple in many diets around the world. Pasta is relatively inexpensive and easy to

prepare. There are over 100 different types of pasta used to describe what the pasta is made of

and the designed shape of the pasta.

Pasta can be dried to store for long periods of time and cooks quickly. The originally pasta was

just an unleavened bread. The modern day ingredients of pasta are also similar to breads made of

wheat.

Most modern pastas originated in Italy and many carry Italian names. These pastas are made

with durum wheat or semolina flour. These pastas have a yellowish tinge and are designed to be

cooked al dente to a point where the pasta is completely cooked but still firm. In the US many

types of pastas are made with refined flours or whole wheat flours which are harder to cook to al

dente. In China, there are noodles that are made of rice which are similar but not actually pasta.

The first record of pasta is couscous from Northern Africa. Couscous is small unleavened wheat

balls that are cooked similarly to other pastas.

Often pastas are served with some type of sauce or stuffing. These can be as simple as butter,

tomato or a cheese sauce or much more elaborate sauces with more ingredients. Pasta is a main

source for carbohydrates and can be used as a side dish or a part of the main entree. Ravioli,

shells, manicotti, and lasagna are example of pastas that can be filled with meat, cheese, or

vegetables to provide a main course.

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Dried pasta can be stored for up to two years; cooked pasta can store in a refrigerator for several

days or be frozen. Fresh pasta or pasta made with eggs keeps for less time.

Pasta comes in a variety of shapes and thicknesses. The time required to cook pasta depends on

how thick the pasta is and how soft the cook wants the final product. Pastas typically have few

ingredients included semolina flour, eggs or water and salt. There are pastas that also have

flavorings including spinach, beet or tomato.

Teacher Instruction:

1. Discuss with students what types of pasta they have had and what types of sauce they

enjoy.

2. Have students identify different types of pasta with picture or examples of a variety of

pasta.

3. Have students prepare fresh pasta.

4. Have students prepare different types of dried pasta.

Student Instruction:

1. Follow the recipe for fresh pasta, run through pasta machine.

2. Cook and eat.

3. Make different types of sauces and pastas. Marinara, white sauce, lasagna, and ravioli.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. What foods could be used as a substitute for pasta?

2. What needs to be added to pasta to make a complete meal?

3. Why is pasta considered a staple food?

4. Compare fresh pasta to dried pasta.

5. Identify a variety of different pastas.

Extensions: Make different varieties of fresh pasta. Make different types of pasta dishes. Use

pasta as a side dish or part of the main course. Have a pasta party make a lot of noodles then

have your guests bring their favorite pasta toppings.

Accommodations:

Resources:

http://www.thenibble.com/REVIEWS/MAIN/pastas/glossary.asp Glossary of type pastas

http://www.foodsubs.com/PastaShapes.html --List of Pasta Shapes

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Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

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Making Fresh Pasta

Fresh pasta contains only three ingredients: flour, salt, and eggs.

Semolina, high-protein flour made from Durum wheat, makes better pasta than all-

purpose flour. It creates a stronger gluten structure, allowing for more pliable dough.

Salt provides flavor, and the eggs create richer dough, along with binding the dough

together.

Olive oil is sometimes added for flavor, or, if the pasta is to be dried, water is used

instead of eggs. Spices or vegetables can be added to the mix for variety.

Basic Ratio --¾ Cup Semolina Flour, 1 egg, 1 tsp salt per serving

Mixing

Kneading the dough creates the important gluten structure that holds the pasta together. Using a

stand mixer with a dough hook simplifies the process: just add the ingredients and mix.

Kneading by hand takes more effort.

Start with a large, clean work surface. Make a mound of the flour and salt with a well in

the middle.

Add the eggs to the well, and start stirring with a fork, slowly incorporating all the flour

until the dough comes together.

Knead the dough until it is soft and pliable. This might take several minutes.

Rolling

A pasta machine makes this process easier.

Use the machine for the final kneading. Run the dough through the widest setting on the

machine, fold into thirds, and roll again. Continue this process until the dough is shiny

and elastic.

Work the dough through the settings of the machine until the desired thickness is

reached.

Use different settings on machine to make desired shapes.

Four hands are better than two: enlisting some help with turning the handle of the pasta

machine will make this job much easier.

Keep the remainder of the dough wrapped in plastic to prevent it from drying out.

Rolling by hand works, too, and can be done with a rolling pin and a large work surface.

Just as with a pasta machine, roll the pasta dough flat, fold into thirds, and roll flat again,

until the dough is shiny and elastic.

Make sure the dough is in small enough batches to be workable. Slightly smaller than

your fist is a good size. Keep extra dough covered in plastic until you are ready to work

with it.

Roll to the final thickness, and form desired shape.

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Cooking—Boil water, add fresh pasta to boiling water and remove when done.

Fresh pasta cooks quickly--smaller shapes can take less than a minute, while ravioli

might take up to five minutes, or until the filling is heated through.

Though fresh pasta can be stored, it is best to use right away

It can be stored in the refrigerator for up to four days, or frozen for up to a month, but

remember, it is raw dough, so any moisture can easily damage it.

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Seed To Table

Lesson Plan: Desserts

Unit: The Ins and Outs of Preparing Meals

Objectives:

Students will learn how to make a variety of desserts.

Students will learn how to make substitutions in recipes.

Modified Curriculum Objectives:

Materials: Ingredients and equipment necessary to make dessert choices.

Time: 30 minutes or longer depending on recipe choice.

Vocabulary: Desserts

Background Information:

Desserts are typically served as the last course of the meal. These sweet treats are served after the

main course or as a snack. While plain fruits can be served as desserts often this portion of the

meal contains a large portion of sugar and should be consumed in moderation as part of a

balanced and healthy diet.

Dessert foods typically include; pies, cakes, cookies, ice cream, and fruits. All of these items can

be prepared from scratch. Many restaurants hire a baker to prepare all of the desserts. There are

other restaurants that focus solely on serving desserts.

While many desserts use chocolate or sugar grown in faraway places it is possible to include

local grown fruits and vegetables into this course. Apple, rhubarb, strawberries, and raspberries

can be added to pies cakes or muffins. Beets can be added to chocolate cake and zucchini makes

a wonderful quick bread.

Desserts are often used as part of a celebration. Birthday cakes are very popular and it is

common to bring cookies to afternoon or evening gatherings. People often give chocolates or

cookies at Christmas, Halloween, Valentine‘s Day and Easter. Pies made with pumpkin or apples

are also associated with Thanksgiving celebrations.

Teacher Instruction:

1. Discuss with students common dessert and the purpose behind deserts.

2. Talk about possible substitutions replacing eggs and/or sugar in recipes.

3. Decide what recipes you want students to prepare.

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Student Instruction:

1. Create a list of different desserts.

2. Follow a recipe to make a dessert.

3. Make a substitution in a recipe to make a dessert healthier.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. Why are desserts associated with holidays?

2. What is your favorite dessert? To eat? To make?

3. What are ways to make desserts healthier?

Extensions: Visit a chocolatier, ice cream factory, bakery, or restaurant specializing in desserts.

Accommodations:

Resources:

http://ohioline.osu.edu//hyg-fact/5000/5543.html Suggestions on how to adapt a recipe to be

healthier.

http://www.foodsubs.com/Sweeten.html List of substitutions for sugar.

http://www.foodsubs.com/Eggs.html List of substitutions for eggs.

http://www.foodsubs.com/Fatsoils.html List of substitutions for fats.

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

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First Saturday in May Pie

Ingredients

Pie Crust

½ cup chilled butter

1 ¼ cups of flour

¼ cup of chilled water

1 teaspoon lemon juice

Filling

1 stick butter (melted and cooled)

½ cup flour

1 cup sugar

1 egg

1 Tablespoon vanilla

1 cup chocolate chips

1 cup pecans (chopped)

Directions

Use pastry knife to cut butter into flour until it resembles coarse crumbs. Add liquids slowly form into a ball. Use

rolling pin to roll out pie crust adding flour so it does not stick.

Melt butter allow to cool so it does not cook eggs or melt chocolate. Combine flour and sugar. Stir in egg and

vanilla. Add chocolate and pecans. Pour into open pie crust.

Bake at 350

F for 30-40 minutes. Filling should be chewy not runny.

Chocolate Beet Cake

Ingredients:

2 cups flour

1 1/2 teaspoons baking soda

1/2 teaspoon salt

1 1/2 cups sugar

1/2 cup cocoa powder

3 large eggs, beaten

1 cup tablespoons vegetable oil

1 1/2 cups grated beets

2 teaspoons vanilla

powdered sugar, optional

Preparation:

Preheat oven to 350°.

Combine flour, soda, salt, sugar and cocoa in a bowl; set aside. In a mixing bowl, combine the eggs and oil. Beat in

vanilla and continue beating until well blended. Slowly beat in dry ingredients until well mixed; stir in beets. Pour

into a greased and floured 9x13-inch baking pan. Bake at 350° for 25 to 35 minutes, or until cake bounces back

when touched lightly with finger.

Cool in pan on a rack. Frost cooled cake or dust with powdered sugar.

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In the Cookies of Life, Chocolate Chips are your Friends

Ingredients

1 Cup White Flour

1 Cup Whole Wheat Flour

½ Cup Oats

1 tsp baking soda

½ tsp salt

1 stick butter

3 eggs

1 tsp vanilla

1 Cup Chocolate Chip

½ cup walnuts

Preparation

Preheat Oven to 350

In a large bowl mix flours, oats, soda and salt. Stir in soft butter, eggs, and vanilla. Add chocolate chips and nuts.

Spoon onto baking sheet. Bake for 12 minutes allow to cool on rack. Makes 32 cookies.

Baked Apples

Ingredients

1 Firm Apple

20 Raisins or Craisins

1 Tablespoon Brown Sugar

½ Teaspoon Cinnamon

1 teaspoon butter

Preparation

Core apple leaving the bottom part of the core intact. Put apple in bowl; add mixture of raisins, brown sugar,

cinnamon, and butter to the core. Cover with plastic wrap. Cook in microwave for 3 minutes. Or cook several apples

in the oven at 350

F for 40 minutes.

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Seed To Table

Lesson Plan: Iron Works Chef

Unit: The Ins and Outs of Preparing Meals

Objectives:

Students will learn how to use different ingredients in different ways.

Students will create their own variations on recipes.

Students will engage in friendly competition with their peers.

Students will experiment with new items.

Modified Curriculum Objectives:

Materials: Equipment and ingredients necessary to complete the competition, Copy of rules and

judging sheets

Time: 1-3 hours depending on competition

Vocabulary: Plating, Originality, Sous-chef

Background Information:

The idea for this lesson is based loosely on the show Iron Chef produced by the Food Network.

On the show contestants battle against other chefs to prepare a meal using a secret ingredient.

The meal is judged based on taste, plating, and originality. While the Iron Chef is based on a

Japanese show the American version pits a variety of celebrity chefs against one another to

create a new meal.

Each chef has the same equipment and ingredients available. They also have two sous-chefs or

assistants to help with the food preparation. At times chefs will pair up in a tag team match. The

main goals are to prepare a tasty original meal using a secret ingredient. The ingredient is then

used in all portions of the meal.

The chefs are given a certain amount of time to prepare the meal usually five courses that

incorporate one ―secret‖ ingredient. The chefs are given a list of five possible secret ingredients a

day before the show when they can request other ingredients for the each of the secret

ingredients. The secret ingredient is announced 15 minutes before the show to give each team a

chance to make their final preparations before cooking.

At the end of the time the food is judge by three judges on the categories of taste, plating, and

originality, with taste being worth the most possible points. Plating is how the food is presented

and if it looks appetizing to the eye. Originality is asking chefs to do something that is new and

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different with common ingredients. This is why on one show a chef created trout ice cream. Does

not sound good, but is definitely original.

The name Iron Works Chef comes from the Iron Works Café at the Goodman Community

Center in Madison, WI. The center is built in the renovated Kupfer Iron Works foundry. The café

employs teenagers in a work to learn style program.

Depending on your facility and time available you can run these competitions in a variety of

ways. First have teams of students work together you may want to assign a rotating head chef to

make final decisions or you can require the group to work by consensus. While the show does

not allow for recipes with less experienced chefs it may be good to have recipes or cookbooks to

follow exactly or that they can use as a guide when changing the recipe to include a theme or

specific ingredient.

Safety is a concern when adding a time constraint to cooking. Most restaurants have a time limit

on how quickly they need to prepare the meals. On the show there have been no major accidents

but plenty of knife slips that have led to cuts. Students will need to work quickly without taking

unnecessary risks.

The items prepared can be judged by other students in the class, by guest judges, or by the

general public. Before the contest be sure that the students know how they will be judged and

prepare a score card for each of the judges. You will have to decide if the judges will know

which cook prepared the meal or will it be blind judging.

The competition can be as an entire meal or a portion of the meal. One idea is to have students

prepare their own side dish for a meal. If there is to be potatoes with the meal students can be

given the same amount of potatoes and then they can choose how they want to prepare them;

mashed, roasted, fried, potato salad, etc. Then the judging can be based on how many people

choose which type or people who taste a style can fill out a scoring sheet to rate that dish.

Another idea would be to have the students participate in a bake off where each student prepares

48 cookies. Then judges could taste each of the different cookies and rank them according to

their preferences. This could be done as a fundraiser allowing the public to pay to be judges. The

judges would get to eat cookies and money raised could help fund the cooking program.

Depending on your facility, needs, and resources of your students, this type of competition could

be done at the students‘ homes with the results brought in.

The idea behind the competition is not to be cutthroat but to create a fun way to motivate

students and for them to take ownership of their cooking. Students should be encouraged to learn

from their triumphs and pitfalls.

Teacher Instruction:

1. Decide what type of competition you will have.

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2. Determine the rules, purchase the necessary ingredients, and create the judging sheets.

3. Decide if there will be a secret ingredient or other theme to the competition.

4. Before the contest starts refresh safety rules with the students and be sure each student

understands the requirements and how the competition will be judge.

5. Allow students to ask clarifying questions before you begin.

6. If this is a graded activity the grade should be based on participating, not winning the

activity. If you want you can create an award for winning that could be used as an

additional motivator.

Student Instruction:

1. Safely prepare a dish for a cooking competition following the rules that you are given.

2. Sit back and let the judging begin. Be proud of what you made and be willing to accept

constructive criticism to be able to prepare a better dish in the future.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. What would you do next time to improve the meal you made?

2. Did you feel that there was enough time to complete the activity?

3. List three things that were enjoyable about participating in the competition.

4. List three things that were frustrating about participating in the competition.

5. What is the role of a sous-chef in the kitchen?

6. Why is plating important in preparing a meal?

7. How difficult was it to include the secret ingredient into the meal?

8. Give suggestions for new secret ingredients or ways to improve the competition.

Extensions: Watch episodes of Iron Chef or Iron Chef America; try to recreate the foods

prepared on the show. Have students enter into other cooking contests: state/county fairs,

company bakeoffs, etc.

Accommodations:

Resources:

http://www.foodnetwork.com/iron-chef-america/index.html Iron Chef America website

http://www.tv.com/iron-chef-japan/show/16226/summary.html Iron Chef Japan website

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http://www.lifeintheusa.com/food/cookingcompetitions.htm Listings of a variety of cooking

competitions search the internet for more in your area or find information about entering a nation

contest.

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

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Iron Work Chef

General Guidelines

1. Be Safe. Be careful using knives and other sharp objects, be careful around stoves, ovens,

fryers and other hot items. Move quickly but do not run.

2. Think about what you plan is before you start. Take time to write down what you are

thinking so you can remember it later. Discuss your strategy with your teammates.

3. Be sure you understand the specific rules for this contest, including how the competition

will be judged.

4. Know how much time you have and plan to use this time wisely.

5. Divide the tasks between your teammates to make the most of each person‘s skills and

time.

6. Start with the tasks that will take the longest.

7. When an issue arises, stop think and be creative about solving problems in the kitchen.

8. Evaluate your successes and failures and determine how you would improve in the future.

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Iron Works Chef

Judging Sheet Name of Judge: _______________

Entry __________________________________

Taste: _________ ____________________________________

(On a scale of 1-10, ten being the best rate the taste add a descriptive word for how the dish tastes.)

Plating: _______ ___________________________________

(On a scale of 1-5, five being the best rate the appearance of the meal include a descriptive word.)

Originality:________ __________________________________

(On a scale of 1-5, five being the best rate the originality of the meal include a descriptive word.)

Total _________ (add up the numbers of each of the above categories)

Entry __________________________________

Taste: _________ ____________________________________

(On a scale of 1-10, ten being the best rate the taste add a descriptive word for how the dish tastes.)

Plating: _______ ___________________________________

(On a scale of 1-5, five being the best rate the appearance of the meal include a descriptive word.)

Originality: ________ __________________________________

(On a scale of 1-5, five being the best rate the originality of the meal include a descriptive word.)

Total _________ (add up the numbers of each of the above categories)

Entry __________________________________

Taste: _________ ____________________________________

(On a scale of 1-10, ten being the best rate the taste add a descriptive word for how the dish tastes.)

Plating: _______ ___________________________________

(On a scale of 1-5, five being the best rate the appearance of the meal include a descriptive word.)

Originality: ________ __________________________________

(On a scale of 1-5, five being the best rate the originality of the meal include a descriptive word.)

Total _________ (add up the numbers of each of the above categories)

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Unit 3: Learning to Work as a Culinary Arts Professional

In this section students will explore careers in the culinary arts. Students will practice vocational

skills that are useful in all employment areas and skills specific to the culinary profession.

Meet a Chef—Bring a food professional into the classroom.

Dress for Success--What to wear to work in the culinary field.

On Time—Ready to Work

Customer Service--Learn how to provide excellent customer service in the world

of culinary arts.

Working with the Boss--How to work well with your employer focusing on

employment in the culinary arts.

Tips--Learn the math needed to determine if a gratuity is appropriate.

Dishwashing—Learn how to wash and sanitize dishes in a commercial kitchen.

Catering--Learn how to professionally cater an event.

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Seed To Table

Lesson Plan: Meet a Chef

Unit: Learning to Work as a Culinary Arts Professional

Objectives:

Students will learn what is required to be employed in the culinary arts.

Students will be exposed to a variety of different food service opportunities.

Students will have reinforced a skill that they have learned by another instructor.

Modified Curriculum Objectives:

Materials: As needed depending on skill being demonstrated/practiced

Time: 1 hour (15-25 Minutes for presentation, 30 minutes plus for activity)

Vocabulary: Chef, Maître D‘, Sous-chef, wait staff, restaurateur

Background Information:

Students can learn about employment opportunities directly from people who are doing that type

of work. Asking people to come into your classroom can be exciting and educational but has

some pitfalls as well. Most people are busy and may not have the time to come to into a

classroom. Other people may not feel comfortable presenting with students.

As a teacher it is important to both prepare your students and the presenter for what to expect in

the classroom.

It is nice if possible to have the presenter to in addition to giving a brief overview of their job to

demonstrate and teach a skill that is important to their profession. If the lesson includes eating

food this can be a draw for student interest.

Invite a wide range of different professionals into the classroom so that students can learn from a

diverse set of viewpoints and have experience with a wide range of professions.

Teacher Instruction:

1. Communicate your expectations for the presentation with the presenter.

2. Ask the presenter if there is something they would like to share with the class. You may

need to give them some suggestions you could also ask them to participate in a hands-on

lesson that you have already planned.

3. Encourage the presenter to dress in their work uniform.

Student Instruction:

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1. Students should be reminder to be on their best behavior for outside presenters that are

volunteering their time.

2. Students should be encouraged to ask questions that relate to the person‘s profession.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. What about this job sounds interesting?

2. What about this job seems difficult?

3. What other professionals would you like to have invited to the class?

4. What type of profession would you want to job shadow?

Extensions: Go visit professionals in their place of work. Job shadow with various culinary

professionals.

Accommodations:

Resources:

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

319

Culinary Arts Professional –Questions to answer in your presentation.

What is your job?

How long have you worked in this profession?

What made you interested in getting into this type of work?

What types of education and experience are necessary to do your job?

What are the three great things about your job?

What is one thing that you wish you could change about your work?

Is there something you would like to do next?

What do you want high school students to be able to learn from you presentation?

The presentation will be improved if there is something you can demonstrate to the students.

There are some suggestions attached. Please talk with me to determine how best to accomplish

this presentation.

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List of ideas a Chef could present

How to preparing a dish (This can be difficult depending on time and facility constraints.)

How to cut a specific vegetable, or fruit

How to make pasta

How to butcher an animal

How to keep a kitchen clean

How to sharpen a knife

How to use a thermometer

How to develop a menu

How to create a recipe

How to purchase food

How to bake bread

How to frost a cake

How to multiply a recipe

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Culinary Professional Worksheet Name: _____________

Presenter‘s Name:

Presenter‘s Job:

What type of education is needed to do this job?

How much experience do you need to have this job?

What do you think would be the most interesting part of this job?

What part of this job would be most difficult for you to do?

Write down a question you would like the presenter to answer.

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Seed To Table

Lesson Plan: Dress for Success

Unit: Learning to Work as a Culinary Arts Professional

Objectives:

Students will learn how to dress appropriately for the work place.

Students will learn the reasoning behind work place dress codes.

Students will learn about the differences between different workplace dress codes.

Modified Curriculum Objectives:

Materials: Dress Code for specific businesses, Pictures from clothing

advertisements/magazines. Pictures of appropriately dress food service workers and other

employees.

Time: 15-45 minutes depending on activity choice

Vocabulary: Uniform, business formal, business casual, kitchen whites,

Background Information:

Every workplace has some standard of dress for their employees. In some uniforms are issued or

required to be purchased. Other businesses allow for more freedom within a general dress code

of business formal or business casual dress. Other businesses require different styles of dress

depending on if the employee is meeting the public or working in private. The two main reasons

for establishing a dress code are for safety and providing a positive impression.

Safety related dress codes can be put in place for the safety of the employee and/or the safety of

customers. Wearing closed toed, non-slip, shoes prevents falls, stubbed toes and other injuries.

Avoiding loose fitting or baggy clothing, hair and jewelry prevents tripping, fires, and having

items become caught in equipment. Wearing clean clothes helps to control the spread of bacteria

and reduces the likelihood of foreign objects entering the food. Trimming fingernails, not

wearing nail polish or jewelry eliminates places for bacteria to live on your hands. In food

service industry hair should be tied back and covered with appropriate head covering.

To make a positive impression with customers and co-workers it is important to dress

appropriately for the situation. As noted, what is appropriate varies depending on the workplace

and the role of the employee. In general, clothing should be neat and clean free from stains, holes

and frays. Clothing should cover the employee‘s body and undergarments should not be visible.

In addition, clothing should also be free of writing, pictures or symbols that may be offensive to

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others. Having a good appearance also requires considering smell, this includes bathing to

eliminate body odor and using appropriate amounts of deodorant, cologne or perfumes.

If there are questions regarding dress codes it is appropriate to ask a supervisor. However, if you

think an item may not be appropriate you should not wear it. You can also observe what other

employees wear and wear similar clothing. If a supervisor mentions something you are wearing

is inappropriate try to rectify the situation and do not wear that style of clothing again. You can

be terminated for not following an established dress code.

Teacher Instruction:

1. Discuss with students the reasons for different dress codes and the variability of dress

codes at different workplaces.

2. Read the example dress code and/or provide specific dress codes from another business.

Discuss the similarities and differences between dress codes and the reasons why

individual businesses have different policies.

3. Prepare a collection of pictures of people at different careers. Talk with students about for

what jobs that person would be appropriately dressed.

4. Have each student cut out clothing items to dress a person for a specific job. You can

assign jobs for the student‘s model or they can pick from a list of employment options.

Have students share their models and discuss if the clothing choices are appropriate.

5. When creating a collage the students can work in groups but need to know exactly what

type of job the collage will represent. If working in groups all students in the team should

agree with what pictures are included on the collage. After the collages are complete

discuss if the clothing choices are placed on the correct boards. You could also do this

activity without pictures and create a list of clothing items

6. With some items there will be debate about the appropriateness of certain items. This is a

good time to talk about the difference between different companies and that the company

has the right to require certain clothing.

Student Instruction:

1. Look at the collection of pictures. See if you can determine what job the person is ready

to do.

2. Create a model of a person who is dressed for work in a specific workplace and someone

who is not ready for work. You can create these models by cutting out pictures of the

different clothing items and gluing them into the shape of a person. Be sure to include all

items necessary.

3. Create two collages as an individual, small group or entire class. One that includes

clothing appropriate for a specific workplace (i.e. working in the kitchen) and one that

contains clothing that is inappropriate.

4. Complete worksheet.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

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1. What are some safety reasons for dress codes?

2. Why can cooks, servers, and dishwashers wear different clothing in the same restaurant?

3. What type of clothing would you expect someone to wear in a fast food restaurant?

4. What would you do if the person serving your food had on clothes that looked like they

had just changed the oil in their car?

5. How is the clothing of employees correlated with the price of the food?

6. Why do kitchen workers have to follow a dress code if the public never sees them?

7. List the benefits of wearing a uniform.

8. Can an employer require an employee to wear a certain color of pants?

9. Can the dress code specify a specific brand of shirt?

10. Do employers have the right to require you to buy uniforms or pay for cleaning?

11. Who decides what is offensive?

12. If you were running a restaurant, what would your dress code include? Explain the

reasons behind your choices.

Extensions: Have a fashion show of appropriate clothing. Have students write a dress code for a

place of employment.

Accommodations:

Resources:

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

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Name: _______________

Clothing in the Kitchen

(1)Circle the appropriate clothing (2) Draw a line through clothing that is inappropriate (3)

Leave unmarked items that you are unsure about or if you feel it depends on the situation.

Apron

Watch

Skirt

Muscle shirt

Tennis shoes

Belt

Hawaiian Shirt

Rings

High heels

Dangling Earrings

Medical Alert Bracelet

Untied shoes

Socks

Blue Jeans

Slippers

Plastic Gloves

Tank Top

Khakis

Plain t-shirt

Winter Coat

Concert T-shirt

Flip Flops

Company Logo Shirt

Sagging Pants

Polo shirt

Button down shirt

Shirt advertising

alcohol

Pajamas

Hat

Oil stained shirt

Pants with holes in

knees

Eyeglasses

Tie

Dress

Strapless dress

Shorts

List 3 reasons a dress code ensures the employees safety.

List 3 reasons a dress code ensures the safety of customers.

List 3 reasons why an employer enforces a dress code that are not related to safety.

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Example: Food & Nutrition Services School - Staff Dress Code

We are all professionals and we all want to be thought of and treated as such. How we appear to

our customers is how our customers perceive what we serve them. How we appear to the school

staff and the community is how they perceive our program.

Dress Standards

• The ―TEAM‖ look is what is expected. Each person in a kitchen must look like a member of our

Food & Nutrition Services Team.

• All team members are required to wear royal blue polo shirts while working. These polo shirts are

provided by the Food & Nutrition Services Department.

• The standard uniform (polo shirt, smock/apron & visor with hair net) will be worn during meal

service periods each day.

• The only exception will be during an individual school‘s casual or school "colors" day. Solid colored

T-shirts or Polo style shirts are acceptable on these special ―school days‖. T-shirts must be plain or

tie into the Food Service Program or school functions or School District Eleven logo (i.e., DARE,

Doherty Spartans, etc). No T-shirts with tobacco, alcohol or profanity. No form fitting or ―see

through‖ garments are to be worn.

• Pants, skirts, culottes, or shorts must be black, navy blue, khaki or white.

• Shorts and skirts must be hemmed and no shorter than 4‖ above mid-knee while standing.

• Undergarments should not be visible from underneath.

• No sweats or other athletic clothing, stirrup pants, spandex leggings or biking shorts.

• Denim pants or ―blue jeans‖ are not allowed and may not be worn except on school meal promotions

(i.e. barbecues).

• Hosiery, either white or black must be worn with proper shoes. Pantyhose/nylons are not required.

• Shoes must be closed toe, closed heel, slip resistant, black or white and kept clean.

• 1‖ heel maximum.

• Employees must be clean and properly protected against body odor.

• Male employees must be clean-shaven, or have neatly trimmed beards or mustaches.

• All clothing must be clean and unstained. White colors must be kept ―sparkling‖ white.

• Employees working in the Catering Department will follow dress guidelines designated by the

Catering Manager.

• Garry Berry Concessions employees will be issued shirts to be worn while working.

• Considering the individual financial impact these guidelines present, each member of the kitchen

must meet these guidelines within the first two (2) months of employment.

Hair Restraints

• In accordance with the El Paso County Health Regulations 3-301B and District 11 HACCP

guidelines, employees shall use an effective hair restraint (hair net) to cover hair to prevent the

contamination of food or food-contact surfaces.

• The hair net is required to be worn at all times while in the kitchen and serving areas.

• All employees are required to wear visors over the hair net during serving. These are supplied by

the Food & Nutrition Service Department, as part of the service uniform. Hair must be neatly

pulled back. If your hair is long enough to be restrained in a pony tail, then it should. For

longer hair in pony tails, it should be braided or positioned in a bun.

Jewelry

• Jewelry must be limited to a single pair of post earrings (no larger than a dime, cannot dangle in any

way) and wedding bands. Other jewelry, including watches, may not be worn during production and/or

serving times. Medical bracelets are allowable. If non-smooth wedding rings are worn they must be

covered with a glove.

Fingernails

• Fingernails must be kept short and clean. No artificial nails or nail polish is allowed.

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Seed To Table

Lesson Plan: On time—Ready to work

Unit: Learning to Work as a Culinary Arts Professional

Objectives:

Students will learn importance of being on time and prepared for work.

Students will understand what traits employers value in their employees.

Students will learn how to keep a job.

Modified Curriculum Objectives:

Materials:

Time: 15 minutes for discussion, 45 minutes for role plays.

Vocabulary:

Background Information:

Often high school students will find a job and within two weeks leave that job. Often reasons

given are; ―The boss didn‘t like me,‖ ―I didn‘t get enough hours,‖ My co-workers were jerks,‖ ―I

didn‘t like the work‖ or something similar. If you dig deeper into these responses you may find

that the student called in sick, was late for work, or didn‘t want to do the tasks assigned by the

employer.

This lesson will encourage students to think about these situations especially from the point of

view of the employer. Once students can understand what an employer finds valuable they can

then work to make changes in their work habits to be able to maintain a job.

Most employees who are let go within the first month are released because they are late or

unprepared for work. Employees who do not know how to do certain tasks can be trained by

employers but employees who are not present are viewed as a liability. Many employers in retail

and food service with hourly workers will not actually fire an employee but will reduce the

employee‘s hours to a minimum that will cause the employee to quit.

Showing up on time for every work shift is the number one thing employers look for in a new

employee. This is because they hired someone to do a specific task and if the employee does not

arrive they have to do that task themselves when they already have their own work to do.

Students will often come up with excuses (some legitimate others not) for why they were late or

did not arrive to work. This is often the hardest thing for students to understand is that even if

they have a legitimate excuse the employer looks at this in a negative light especially in the first

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month of employment. Also if the legitimate excuses are in combination with illegitimate

excuses it paints the employee in a negative light.

Secondly, if a student is on time for their shift but not prepared. (Has to go to the bathroom, put

away their personal items, find their uniform, call their mom, etc.) Then the employer will likely

view this employee as late. A good rule to think about is to be early is to be on time but to be on

time is late. In making plans for arriving to work especially the first day is to plan to be 15

minutes early to work. Once you have been working at a job for awhile and you know exactly

how long it takes to get to work you could adjust your arrival time. However, it is important to

remember that a traffic light, train or accident may slow you down on the way to work and it is

best to be prepared for these inevitabilities.

Calling in to work or switching shifts is often allowed in the hourly food service workplace.

Each place of employment has different policies regarding these issues and you should

familiarize yourself with specific policies. In general employers want to know ahead of time if

you will be late or not coming to work. However, just calling in does not alleviate the

responsibility of the worker. Employers keep track of how often employees call and will limit the

hours of employees who call more often. It is best to avoid having to call in the first month and if

the need arises after that to limit calls for being late to less than once a month. Also to call in

after the shift has begun does little to help the employer; an employee needs to call as soon as

they know there is a problem.

When switching shifts with another employee it is important that the switch is made

appropriately so that the employer knows who should be coming if neither employee shows up.

Employers also watch which employees shift and how often. Employees that accept others shifts,

one get more hours and are seen as more valuable employees to the company.

The reality is employers hire employees to work and if the employee is there they can work and

if they are not they cannot.

Teacher Instruction:

1. Start a discussion with students about jobs they have had in the past. Discover the high

and low points of their employment. Have students talk about why their employment

ended.

2. Have students put themselves in the employer‘s shoes, to work through workplace

situations.

Student Instruction:

1. Think about your last job. Why did you quit? What were the problems you had at work?

2. Imagine you are the boss. What do you want your employees to do?

3. Create a list of the most important things employees can do.

4. Discuss the work situations from the point of view of the employer.

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Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. Why do employers want their employees to come to work on time?

2. What do you think is more important, coming to work on time or knowing how to do all

the tasks assigned?

3. List all the legitimate reasons to be late to work.

4. How can you switch a shift if you know you cannot work when you are scheduled?

5. Why do employers cut employee hours instead of firing them?

6. What is the big deal with being 5 minutes late?

7. If I cut vegetables twice as fast as the other prep chef can I have a 20 minute break?

Extensions: Have the students develop situations from their work experience, talk about what

happens when the supervisor is late.

Accommodations:

Resources:

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

330

You’re the Boss.

In the following situations discuss what you would do if you were the employer. Discuss both

what your feelings are, what you would say to the employee and how you would try to change

this situation.

1. On the first day of work a new employee rushes in right on time. The next day the same

employee arrives 2 minutes late. On Friday that week the employee is consistently

arriving 5 minutes after work begins.

2. Your new line cook hasn‘t shown up to work. A half hour after the shift began he calls to

say, his car broke down and he won‘t be able to come to work today.

3. Your new cashier arrives at 8 AM for her first shift that starts at 8. Then she goes to hang

up her coat, at 5 after she goes to the bathroom, when she come back she makes a phone

call to make arrangements for her afternoon ride home. At 8:25 she has her register set

and ready for the day.

4. Bobby is listed on the schedule to work, when you call him he says he switched with

Carlos and he can‘t come in. When you call Carlos he says that Bobby never talked to

him but he can be there in 20 minutes if you need him.

5. Your new dishwasher has been working really well. On Saturday morning she calls in a

half hour before her shift to say she is sick. Then every Saturday for the rest of the month

she also calls in sick.

6. Victor has been working at your restaurant for over a year. He has never missed a shift.

He calls Thursday afternoon to say he is feeling sick and that he has called Julie and she

will be taking his shift that evening.

7. Alyssa arrives for work ten minutes before her shift begins and she always has on a clean

uniform. She comes into the kitchen and asks what she can do to help as soon as she

arrives.

8. Frankie makes the best cookies that you have ever had. She also takes breaks outside

every hour of her shift for 15 minutes. During this time you need her to clean her work

station but she refuses.

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On Time and Ready to Work.

When should you arrive to work if your shift starts at 4 PM?

What do you need to do before you are ready to work?

List three reasons that are acceptable to miss work

When should you call you employer if you are not going to be able to come to work for an

assigned shift?

List three things you can do to ensure you arrive to work on time.

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Seed To Table

Lesson Plan: Customer Service

Unit: Learning to Work as a Culinary Arts Professional

Objectives:

Students will learn how to greet and welcome customers.

Students will learn the importance of good customer service

Students will learn how to handle complaints.

Modified Curriculum Objectives:

Materials:

Time: 1-2 Hours depending on how many situations are acted out

Vocabulary:

Background Information:

Employees‘ ability to provide good customer service can make or break a business. Repeat

business and word of mouth advertising are the most efficient and easiest ways to maintain a

successful company. It is the employer‘s responsibility to train staff on how employees should

interact with customers. However, it is the employees that have direct day to day contact with the

public and they are the face of the business.

Good customer service starts with being prepared and ready to work. An employee should be

clean and dressed appropriately for the job. Then the workplace needs to clean and prepared for

customers to arrive. This includes completing all of the opening tasks to be ready for the day and

to make sure that the doors open on time. Opening tasks also include insuring that all the closing

tasks were done the night before. Having the business be inviting for customers is the first step in

providing good customer service.

Secondly, customers need to be greeted when they arrive. This greeting can vary but should be

directed to the customer as they arrive. Examples include: Good Morning. How may I help you?

One moment, then I can help you. I will be right with you. Hello, how are you doing today?

Even making eye contact and a smile can make a person feel welcome in the store. These simple

greetings let the customer know they are important to you and you are happy they are there.

However, if a customer feels ignored they will be less likely to return to your business. If you

cannot help a customer right away let them know when you will be with them. Think about what

tasks you are doing and if you could stop in the middle to help a customer. Be sure that what you

are doing would be perceived by the customer as part of your job. Customers do not like having

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to wait but dislike it even more if they feel the employee is doing personal tasks while they are

waiting. This is the main reason to limit or ban the use of cell phones in the workplace.

After the initial greeting, customers may need additional help. To provide good customer service

it is important to check in with customers at least one more time. By asking ―How are you

enjoying your food?‖ or ―Do you need anything else?‖ You are building a positive relationship

and allowing the customer an opportunity to raise any issues that would be easier to correct right

away.

It is also possible to go beyond good customer service and provide excellent service. There are

several ways you can achieve excellent customer service. If you recognize a repeat customer,

knowing what their typically drink order is or if they always have a muffin to go, will make the

customer feel appreciated. In addition, being able to recognize what a customer needs before

they ask is also going above and beyond the service required. Example include providing a high

chair, giving them extra napkins, refilling a water glass or bringing them a new piece of

silverware if their spoon falls on the ground.

Answering questions and dealing with complaints are two other important parts of customer

service. When a customer asks a question tell them an honest answer giving as much information

as possible. If you do not know the answer to a question you can let the customer know that but

always include that you will find that information. If you say you will find the information for

the customer, then you need to do that. One example that customers may ask what an ingredient

item is or ask what is in a specific dish. Before beginning your shift if you are prepared to answer

these common questions you will be able to provide better customer service.

If a customer has a complaint, try your best to remedy the issue. In general when dealing with a

complaint it is important for the employee to stay calm, apologize, and resolve the issue or find

someone who can. Sometimes customers will become irate and yell or swear at an employee.

This is an extremely unpleasant part of the job and it should not happen often. In order to diffuse

the situation, stay calm and acknowledge that you will help resolve the problem. By engaging an

irate customer on their level you would be escalating the situation and making it more difficult to

correct the original issue. When you apologize this is not necessarily admitting fault but that you

are sorry that they did not enjoy their meal or the type of music that is being played. People feel

better when they feel like they have been listened to and saying sorry is good way to show

recognition that someone has been hurt in some way. If there is an easy way to correct the

situation then do that immediately. If the problem is something you cannot fix find a staff person

who can correct the problem. When customers have their problems resolved they do not

remember their initial complaint but how the issue was resolved.

When a customer is leaving it is important to thank them for coming. If customers do not come

to a business then the company would close down and the employees would lose their jobs.

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Customers are the most important resource of a company and good customer service is the best

way to keep having customers come back.

Teacher Instruction:

1. Discuss the importance to a business of good customer service.

2. Model ways to provide good customer services.

Student Instruction:

1. Create a list of ways to provide good customer service.

2. Role play customer service in different situations.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. Is the customer always right?

2. What should you do if someone has a complaint?

3. Create a list of extra things you could do to improve a customer‘s experience.

4. Whom should you blame if a customer had a bad experience?

5. What is the correct response if someone asks you a question you do not know the answer

to?

6. What are several steps you can take to resolve a complaint?

7. Why is the appearance of the store important to customer service?

8. What do customers want when they come into a shop?

Extensions: Go to different businesses watch customer service in action. Have different

employers talk about why customer service is important.

Accommodations:

Resources:

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

335

Customer Service Situations

Role play or describe what you would do in the following situations.

1. A customer walks in the café while you are wiping down tables.

2. Jon who orders a large coffee and muffin every morning enters the café.

3. A customer with two young children orders lunch.

4. A customer asks if the coffee cake contains nuts.

5. A customer accidently knocks his coffee cup on the ground spilling half of a cup of

coffee.

6. A customer says that his sandwich is not cooked enough.

7. A customer asks what a Jerusalem Artichoke is.

8. A customer is irate that they have been waiting for their food for 30 minutes.

9. A customer leaves the café after eating their lunch.

10. Two customers have been sitting at a table in the café for an hour.

11. A customer says that you did not give him correct change.

12. A customer says that her total cost for her meal is more than the menu board said it

should be.

13. A customer orders a root beer, but there is no more in the cooler.

14. A customer orders orange juice, but there is none defrosted.

15. A customer asks where the bathroom is.

16. The bus tub is overflowing with dishes.

17. There are no cups next to the water pitcher.

18. A customer with muddy shoes leaves lots of dried dirt underneath a table.

19. A customer asks if the tomato bisque is any good.

20. A customer says that her sandwich is excellent.

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Seed To Table

Lesson Plan: Working with the Boss (Employee/Employer Interactions)

Unit: Learning to Work as a Culinary Arts Professional

Objectives:

Students will learn how to create and maintain a positive interaction with their employers.

Students will learn about ways to make positive impressions and avoid negative actions.

Modified Curriculum Objectives:

Materials: Copies of Employee skills and You are the Boss.

Time: 1 hour

Vocabulary: Ethical, Self-Starter, Critical Thinking

Background Information:

Employers want to have employees who come to work and do the tasks expected of them when

they are at work. For most employers the first and most valuable skill is that the employee is

reliable, shows up on time and consistently. Secondly, employers are looking for employees who

are pleasant, especially with customers but also with co-workers. Thirdly the employer wants the

employee to have the skills necessary to do the job that is required. Every employer is different

in terms of how much leeway they give employees. However, by recognizing what employer

want employees can strive to meet this goals and gain longevity and promotion in the work

force.

To be on time is the most important requirement for an employee. Employers need workers who

can be reliable to show up on time and ready to work. In most positions starting with an hourly

wage employers create a schedule to insure that the needs of the business are met. If there are

fewer than needed or no employees on the job then business is at a standstill and money is not

being made. While hourly workers are only paid for when they are at work an employee that is

late, does not come to work or leaves early is often dismissed from the position.

In the culinary field having employees who cook arrive late may mean that the meals they are

preparing are late. When the servers or cashiers are late the public cannot be served. If the

dishwasher is late this can cause backups that create more work for other people.

Creating a pleasant work environment starts with having employees who are respectful of each

other and the customers. While loving what you do makes it easier to enjoy your job it is easier

to enjoy your job if your are happy even if your only doing the work for a paycheck. If you have

direct interactions with customers it is important to be pleasant and respectful of them. It is true

337

that the best form of advertising for a business is through word of mouth. If customers have a

pleasant experience at your restaurant they will come back and tell their friends. In the same way

if a person has a negative experience this will cause the business to lose not only that customer

but possibly the friends of that customer as well.

To be pleasant with customers things you can do are: offer a greeting as the person enters the

restaurant, ask if they need any help, and be attentive to the needs of the customers. If you need

to do something else or help another customer communicate that to the first customer, that being

said in general you want to help the customers as they come in and not do something extra or

nonessential when working with a customer. Use complete sentences, use please, thank you,

your welcome, have a nice day, and come again. Do not use any swear words, words that replace

swear words or slang. If there was a mistake say sorry and work to make the situation better. Do

not complain about your job to customers or to another employee where customers can hear you.

When working with other people it is nice to build a positive rapport with your coworkers. This

can start with a simple good morning, hello, or how are you. Learn your coworker names and use

them when you have a question. Secondly, by helping coworkers with tasks you can build a

positive relationship. This can be as simple as picking up something they dropped, filling the

water glasses at their table or bringing them a tool they request. By building these relationships

employees are more likely to help you when you need assistance. Positive relationships with

your co-workers means your employer sees you working with others well and people do not have

negative complaints about you to bring to the boss.

In most situations there is more than one person who could be considered the employer. This can

sometimes be difficult to figure out who everyone is and what the relationships are. Most

businesses have an owner or small group of co-owners. Depending on the business you may have

a lot or no interaction with the owners. These are the people that you should listen to first. Their

decisions can override all other employees‘ decisions. This can be difficult if there are multiple

owners with conflicting directions. In these instances it is best to clarify that you heard the

direction and state what you believe the other owner said.

In addition to owner‘s many businesses have several managers and assistant managers. While

typically one of these people is you direct supervisor it is important to remember that each one of

them is above you in the business hierarchy and negative interactions could affect your continued

employment. Any positive interactions you have with other supervisors can provide

opportunities for promotion and positive comments being relayed to your direct supervisor.

Businesses also want employees who have the skills necessary to complete the tasks efficiently

and correctly. However, it is not necessary that you have all these skills when you start the job.

Employers recognize employees may need to learn a skill that they have not been exposed to yet.

In this area employers want employees who can learn new skills and become more efficient over

time.

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Employers are paying their employees to work and not to spend work time on personal business.

This means that an employer does not want an employee to spend time talking on the phone,

playing games, or having non business related conversations that conflict with the work that

needs to be done. This can mean to turn off a cell phone and not use it during the work shift. In

addition, making sure that you are continuing to complete the task you are doing and not letting

conversations get in the way of the work you are doing. This can be especially important when

working directly with customers. Customers do not want someone who is assisting them to be

taking personal calls or talking with other staff.

Find something to do when you are at work. Employers do not want to pay their staff to sit or

stand around waiting for something to do. If there is not a specific task that you need to do ask a

supervisor what you should do or start by finding a need and taking on that task. This could be

wiping down a counter or a table, restocking items, washing dishes, taking out the trash or

sweeping the floor. If every time an employer sees you, you are working then they want to keep

you as an employee. However, if the employer sees an employee leaning or sitting this puts a

negative impression in the employers mind.

Do not steal. This should be obvious, however most business loss is due to employee theft. When

there is a theft, employees will be the first suspects. If you are caught stealing or even just

suspected of stealing you may be fired. Stealing is not limited to taking money from the business

but also eating or taking items without permission or for personal use.

Do not assume if one employee does something then it is acceptable. There are several reasons

why you should not just do what other employees are doing. One your example employee may

be on the way to being fired. The owner or manager may take what seem to be personal calls and

that can be fine for them but not for their employees.

If you are asked to do a specific task you should do that task, unless these directions conflict with

other directions. If that is the case find clarification from your supervisor. Try not to get upset

with coworkers or supervisors. This can be difficult but sometimes what you say in anger cannot

be taken back.

If work conditions are unacceptable for you, in a calm way try to resolve any conflict. Check

with other co-workers or the employee handbook about how to resolve conflicts. If it is the

owner that you feel you cannot work for then you probably need to find new employment.

Teacher Instruction:

1. Discuss with students positive and negative interactions with employers.

2. Discuss ways to change the negative situations.

Student Instruction:

1. Create a list of what you think employers want from their employees.

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2. Write definitions or examples for the skills listed on the ―What Employers Want‖ sheet.

3. Pretend you are a supervisor determine what you would do in different situations.

4. Create a list of actions you can do to be a better employee.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. Why is being on time so important for businesses?

2. Why are interpersonal skills so important to employers?

3. What types of skills are easier to teach new employees?

4. What should you do if two managers ask you do different things?

5. When you are on the job whose instructions do you need to follow?

6. What is more important knowing how to make a latte or knowing how to make a person

feel welcome into a café?

7. What should you do if you see something happening that is illegal? Against company

policy?

8. Why is employee theft a big issue?

9. When is it ok to call your boyfriend at work?

10. Create a list of tasks that can be done on your job when there are no other tasks to be

completed.

Extensions: Meet with different employers to talk about what they value in employees.

Accommodations:

Resources:

http://www.arp.sprnet.org/curric/scans.htm a list of job skill from the US Department of Labor.

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

340

What Employers Want Name: ____________

This is a short list of skills and characteristics that employers have stated they want to see in an

employee. For each skill write a description of what the skill would look like in an employee.

Good Communication Skills

Self Starter

High Ethical Standards

Good People Skills

Can Follow Instructions

Critical Thinking Skills

Team Player

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You are the Boss!

What would you do in the following work situations?

1. The dishwasher has a large stack of dishes waiting to be washed. You notice he is

continually walking out to the service area to bring out two clean cups and then slowly

returning to put away more dishes.

2. A customer approaches the counter the cashier is talking on the phone to her mother

about an important personal issue. The cashier waits five minutes before hanging up the

phone and asking the customer if they need help.

3. While a customer is putting cream in her coffee the two employees behind the counter are

talking about how an employee was fired the previous week.

4. Whenever you see the cashier if he is not helping a customer; he is rolling silverware

wiping down tables, filling the salt and pepper shakers or carrying the tub of dirty dishes

back to the dishwasher.

5. The prep cook takes a bathroom break. When you walk down the hall you hear her

arguing with her boyfriend on the telephone.

6. Several cookies are not accounted for at the end of the shift. The cashier was seen talking

to a group of his friends earlier in the day.

7. The till is short by twenty dollars.

8. Every day the dishwasher arrives 3-5 minutes late for her shift.

9. Servers are supposed to wear black pants. One server always wears blue pants even when

he was reminded not to.

10. The prep cook finished chopping all the onions and carrots for the soup. He is now

watching a video on his cell phone.

11. The dishwasher has finished washing all the dishes and while waiting for more dishes she

sweeps the floor and takes out the trash and recycling.

12. The prep cook does not remember how to cut a pineapple he asks the head cook how he

wants it done. After being shown twice he completes the rest of the fruit.

13. The prep cook takes a bathroom break whenever it is time to chop onions.

14. The bakery chef asks the dishwasher to wash some pie tins. The dishwasher says he has

other dishes to wash and will get to them later.

15. The head cook is constantly yelling and swearing at the prep cooks to work faster and

more accurately.

16. A waiter comes back into the kitchen with a meal that a customer returns. He tells the

cook that he obviously does not know how to cook a chicken correctly.

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Seed To Table

Lesson Plan: Tips

Unit: Learning to Work as a Culinary Arts Professional

Objectives:

Students will learn the purpose of tips or gratuity.

Students will learn how to calculate tips.

Modified Curriculum Objectives:

Materials: Tip worksheet

Time: 1-2 hours

Vocabulary: Gratuity, tips, percent

Background Information:

In some professions tips or gratuity are how certain employees make their money. In the

Culinary Arts, wait staff, bartenders, and bussers often are paid less than minimum wage because

they are is an expectation that these positions will receive tips in addition to their regular wages.

In Wisconsin the standard minimum wage is $7.25. However, for tipped employees the base

wage is $2.38. The rest of the wage is supposed to be covered by tips.

The amount of tips is supposed to be reported as part of your taxable income. If over the course

of a pay period an employee‘s tips and base wage do not exceed the minimum wage, then the

employer is required to cover the difference. While many employees underreport their tips, this

is against the law and if employees consistently fall below the minimum with combined wages

they will probably be let go. Tips are reported to your employer who sometimes keeps the tip

before adding it to your wages in other cases the employee keeps the cash tips as soon as they are

received. If the tip is on a credit card the employer will add those tips to your paycheck.

Depending on your employer some set up receiving tips differently. In some restaurants, tips are

placed in a communal account and then shared between the entire tipped staff. In other locations

the tips are collected by the wait staff and then a percentage are shared with bartenders, bussers

and sometimes cooks. In general managers are paid above minimum salary and do not receive

tips.

In some countries tips are not expected and can be viewed as an insult. However in the United

States it is generally expected for customers to tip between 10-25 percent of the bill at full

service restaurants or bars. This amount can be dependent on the experience or personal

preference of the customer. It is often recommended that if you have a bad experience at a

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restaurant not to forgo the server‘s tip but to complain directly to a manager. This will allow the

restaurant to correct any mistakes that were made and for employers to know what their

employees are doing. To just not leave a tip or leave a very small tip may prove a point to a poor

server but more than likely the employee will just think that the customer forgot or is a poor

tipper as oppose to being a comment on the service received.

Some restaurants have a policy of adding a gratuity to the bill of large parties. This insures that

the gratuity is paid but can also mean that the customers do not tip over the required amount.

Other restaurants will place suggested tip amounts on the bottom of the bill.

In general, tipped employees have direct customer interactions and work with several customers

throughout a shift. These employees can also be required to do other work which is generally not

tipped; folding napkins, wiping tables, or mopping floors. As long as the non-tipped work is less

than 1/3 of the total hours for the employee then the employer can continue to pay the employee

the lower base wage.

Studies show that servers who touch customers on the shoulder, look customers in the eye and

provide candy with the bill receive larger tips. In general people tip higher if the server is

friendly, the food was good, and the overall experience was pleasant.

If you are a tipped employee it is important to understand how tips are calculated and to

understand what your paycheck will be at the end of the pay period. As a customer of restaurants

where tips are expected it is important both to be able to figure what a reasonable tip should be

as well as understanding that the employees are counting on tips to supplement their incomes.

Teacher Instruction:

1. Discuss with students the difference between tipped and non-tipped employees.

2. Have students figure out different percentages of tips and to think about questions related

to tipping.

3. A quick way to find 10 percent of the bill. Round to the nearest dollar. Remove the last

zero. This is 10 percent for 20 percent double. 15 percent is the midpoint between 10 and

20.

4. Another estimation method that some people use is to double the tax and round up. If the

tax of the bill is between 5.5 and 8 percent this will give you a tip of 11-16 percent.

5. Use a calculator on a cell phone to multiply the total bill before tax by .20 (for 20 percent

tip).

6. Use a sheet of paper to do the same calculation.

7. In general it is important to get close but does not have to be exact.

Student Instruction:

1. Determine what the proper tip amount should be.

2. Discuss different tipping situations.

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Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. Compare a minimum wage job to a tipped job with a lower base wage.

2. What would you do if a customer did not leave you a tip?

3. Is there any time when it is appropriate to not tip a server?

4. Why do employers not pay their wait staff the minimum wage?

5. List some ways that a server could increase the size of their tip.

6. Why do you not include the tax into the total of the bill before you figure the tip?

7. What happens when an employee does not report their tips?

8. Why do some countries not have a culture of tipping at restaurants?

Extensions:

Accommodations:

Resources:

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

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Tips Name: _________________

Estimate a 10, 15, and 20 percent tip on the following bills.

Bill

Ex. $23.44

$57.67

$112.13

$34.84

$83.56

$13.25

Tax 5.5%

$1.29

$3.17

$6.17

$1.92

$4.60

$0.73

10%

$2.34

15%

$3.51

20%

$4.68

Determine the tip for the following bills for different percentages. Then write the total amount.

Show your work. Formula: Bill x percentage=Tip + Bill = Total

Example: 18% of $55 55 $55.00

x.18 +$9.90

4.40 Total $64.90

+5.50

Tip 9.90

17% of $100

21% of $45

16% of $20

25% of $5

18% of $37

Estimate the percentage when someone leaves a $23 tip on a $100 bill. Formula: Tip/Bill=Percentage

$3 tip on $10 bill

$5 tip on $50 bill

$5 tip on $25 bill

$15 tip on $50 bill

$10 tip on $40 bill

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What is the better tip?

Circle which situation provides a better tip for the server. Be prepared to explain your answer.

1. A. $5 tip on a $22 bill

B. $10 tip on a $90 bill

2. A. Person orders a coffee sits for an hour leaves a $2 tip

B. Person order a coffee to go leave a $1 tip

3. A. Bill of $100 has included a %18 gratuity

B. Bill of $100 leaves a $25 gratuity

4. A. Person orders a $10 meal sits for 30 minutes leaves a $2 tip.

B. Person orders a $10 meal sits for 1 hour leaves a $3 tip.

5. A. Party leaves a large mess at the table and a $10 tip.

B. Party stacks their used plates neatly with an $8 tip.

6. A. $20 tip on an $80 bill

B. $40 tip on a $120 bill

7. A. Person is rude to the waiter leaves a $20 tip.

B. Person is pleasant to the waiter leaves a $15 tip.

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Seed To Table

Lesson Plan: Dishwashing

Unit: Learning to Work as a Culinary Arts Professional

Objectives:

Students will learn the basics of dishwashing in a commercial setting.

Students will learn the value of knowing how to run a dishwasher for employment

purposes.

Students will learn about sanitary issues surrounding the dishwashing.

Modified Curriculum Objectives:

Materials: Lots of dirty dishes, dishwashing station.

Time: Overview 15 minutes, Days of dishwashing fun.

Vocabulary: Manual Washing, Mechanical Washing, sanitizer

Background Information:

The dishwashing station is often the first place new hires finds themselves at in the kitchen.

While some may consider this a thankless job it holds some major responsibilities. It is estimated

that about 10 percent of food borne illnesses are caused because of inadequately cleaned and

sanitized utensils. In addition to food safety, a customer‘s experience is severely downgraded

when they encounter unclean dishes.

By learning how to clean and sanitize dishes correctly you can build a positive relationship with

cooks and servers. These other employees can help make your job easier and provide you with

opportunities to move up in the kitchen hierarchy. It is also valuable for other kitchen workers to

know how to run the dishwasher to help in times of need and to make things work smoother.

While it is most important that the dishes are cleaned and sanitized correctly, speed is also

important. As a dishwasher you should work as fast as possible while ensuring clean dishes and

not hurting yourself or the dishes. It is important that both the cooks and the servers are not

prevented from doing their jobs because of a lack of clean dishes. Also if someone asks for

something to be washed that he/she needs move this to the front of the line and wash as soon as

possible.

In addition to cleaning the dishes the dishwasher also puts the dishes way where they can be

found by others. Having the knowledge of what items are and where they go is an important part

of being an effective member of the kitchen crew. If you do not know what an item is or where it

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goes ask someone where it should go. It is also helpful to remember this information so that if

someone else comes looking for a specific item you will know where to direct them.

The information in this lesson is general and will be similar to most commercial settings. It is

important to be trained on the specific dishwashing policies of each different operation where

you work. Ask questions and get clarification so that you can do the best job possible.

In a commercial setting it is important both in terms of preventing illness and maintaining a clean

facility requires you to have a good dishwashing system and sanitizing station in place. Most

restaurants have both a 3 tub sink for manual washing of larger cooking utensils and a

mechanical washing station for other dishes. Both types of stations require a person to scrape

food particles off of dishes, proper sanitizer, and a place for dishes to air dry.

The three tub system has a wash station with warm water and detergent to scrub all food particles

off of the dishes. The second station is a rinse in clean water. In the third tub dishes are placed in

a sanitizing solution. This is often a bleach solution of 50-100 ppm but could also be quaternary

ammonia (200 ppm) or iodine (12.5-25 ppm). Check how your specific location sanitizes dishes

and what type of test strips are used to ensure proper sanitizing. Dishes in the commercial setting

need to air dry. Dishes that are dried with a towel are no longer sanitized.

When using a mechanical washing machine it is important to scrape and rinse all of the food off

of the utensils before they enter the machine. When dishes are racked they need to be place

properly so that the spray can reach the dishes. In general place like dishes together in specific

racks. Plates and bowls are placed upright on racks. Glasses are placed upside down in racks. If

the glasses are lighter plastic it may be necessary to put a rack on top of the first rack to prevent

the glasses from turning over.

Silverware should be run through the dishwasher twice after it has soaked in warm water. The

first time it should be placed in a flat rack and run through the machine. For the second run the

silverware should be place in an upright silverware rack and run through the machine again.

Special care should be paid to forks as the tines often hold food.

Larger and other items can be placed upside down on flat racks. Larger bus tubs or cutting

boards may go through the machine without a rack. The machine heats water to above 180

F and

may have a chemical sanitizer as part of the machine. These commercial machines should not be

referred to as dishwashers but as dish sanitizers. Again dishes should be left to air dry.

When dealing with dirty knives it is important to not place sharp knives in soapy water or under

other dishes. This is necessary to prevent possible cuts. Also knives with wooden handles should

not be left to soak in water or run through a mechanical washer as this can damage the wood.

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Learning appropriate dishwashing skills keeps the kitchen safe and clean. It also allows you to

learn about the inner workings of the kitchen. A good dishwasher can quickly move into other

culinary jobs by showing exemplary work skills.

Teacher Instruction:

1. Talk with students about the importance of safe dishwashing.

2. Discuss the benefits of starting in the kitchen as a dishwasher.

Student Instruction:

1. Demonstrate how to use a three tub manual wash station.

2. Demonstrate how to properly rack and run dishes through a mechanical wash station.

3. Show how to test for proper sanitizing chemical levels.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. List reasons a restaurant needs to have a good dishwasher.

2. What is the purpose of having a sanitizing solution?

3. What are the differences between washing dishes in a home setting and washing dishes in

a restaurant?

4. Why should you not use a towel to dry dishes?

5. What lives in a sponge or wet towel?

6. What should you do when you are washing something that you do not know what it is?

7. List precautions that should be taken with knives.

8. What is the importance of having the dish water at a high temperature?

9. What should you do if you are burned or cut on the job?

10. What types of foods or other materials need to be scrubbed harder to remove?

Extensions: Wash more dishes

Accommodations:

Resources:

Module 4: Utensil Washing Safe Food Crew Madison Department of Public Health

www.safefoodcrew.org

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

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Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials

351

Manual Washing Station

Using a 3 tub sink the first sink is for washing, then rinsing and finally

sanitizing.

1. Scrape all leftover food products off of dishes.

2. Wash in first sink with hot water and detergent. The water in this

sink should be at 110

F. The dishes should be completely clean

before they leave this sink.

3. Rinse dishes in clean water in the second sink.

4. The third sink in for sanitation. There should never be any dishes

left in the third sink. Use an appropriate sanitizer.

5. Allow the dishes to air dry.

Mechanical Washing Station

Using a commercial washing machine.

1. Scrape all leftover food products off of dishes.

2. Rack and sort properly.

3. Run racks through the machine to wash, rinse, and sanitize.

4. Allow the dishes to air dry.

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Seed To Table

Lesson Plan: Catering

Unit: Learning to Work as a Culinary Arts Professional

Objectives:

Students will learn how to appropriately serve a catered meal.

Students will learn about a variety of place settings.

Students will learn proper dress for a catering event.

Students will learn appropriate etiquette for a catered event.

Students will learn how to handle complaints.

Modified Curriculum Objectives:

Materials: Place Setting Diagrams, Examples of different plates and utensils.

Time: 1 hour

Vocabulary: Front of House, Bread and Butter Plates, Flatware, Chafing Pans, dessert fork,

salad fork, plated, buffet, family style

Background Information:

Catering food for special events is an important and valuable skill to learn. For a restaurant a

professional catering business can be an extra money maker. This is due to the guaranteed

payment, and the beforehand knowledge of how many people will attend and how much food

needs to be prepared.

Catered events can also add extra money into the pockets of employees. The more catering a

business does the more opportunities to work extra shifts during off hours.

While catered events can fall into many different occasions it is often reserved for a special event

for the attendee including, weddings, anniversaries and birthdays. In addition, many corporations

provide catered events to their staff or customers. All of these people want the catered event to

go smoothly and are willing to pay more for exceptional service.

Catering businesses get most of their business from positive recommendations from former

clients or from guests of other catered events who liked the experience. Many companies will

stick with the same caterer for all of their events if they have a positive experience.

This means that it is important for the staff catering the event to pay attention to every detail and

strive to make the event the best possible experience for the guests. This includes a polished

presentation, excellent food, superb service and most importantly resolving complaints quickly

and effectively.

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The appearance of servers at catered events is important. This serves two purposes one is to

show cleanliness and professionalism the other is so that guests can recognize staff so they know

who to ask if they have questions. In general, the catering uniform consists of black pants with

black belt, black shoes with black socks and a plain white shirt. Caterers need to practice good

personal hygiene by showering before the event and washing hands frequently.

The front of the house or the servers are the direct face of the catering business to the customers.

It is important that at all times servers act professionally and are attentive to the needs to the

guests. Things to keep in mind are to use appropriate and respectful language. Servers should not

use cell phones or other electronic devices. Servers need to be available to meet the needs of the

group. Servers should not congregate in one area but spread out throughout the room. By having

servers evenly distributed around the room servers can easily be able to respond to guests needs

as they arise. When waiting for the next task, servers should stand straight and watch the tables.

Servers should not be seated or be leaning against the wall.

Three Types of Catering Events

Buffet Style

In a buffet event guests line up at a serving table. Servers are responsible for filling plates with

food while the guests walk by. Guests take their filled plates back to the table. One server is

required for every thirty guests.

Family Style

During a family style event place settings are set on table. Servers bring bowls/trays of food to

the table and guests pass the food around the table helping themselves to the food. One server is

required for every 20 guests.

Plated Style

This is the most elegant and labor intensive serving method. Plates of food are arranged in the

kitchen and brought to the table with the food already prepared. One server is required for every

10 guests.

Place Settings

Place settings depend on the style of meal and what foods will be served. In general each setting

has a plate, fork, napkin, knife, spoon, and glass. The plate goes in the center of the place setting.

Napkins and forks are to the left of the plate while the knives and spoons are to the right of the

plate. Glasses go above the knife and spoon. If there will be separate plates for salad or bread and

butter these go to the left above the fork. Dessert forks and/or spoons are placed directly above

the plate. If there is a soup this bowl is placed directly on top of the dinner plate. In some settings

there are multiple spoons, knives and forks. Each of these serves a specific purpose with the

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utensil to be used first placed farthest away from the plate. Knives should always be place with

the sharp edge facing the plate.

While it is important to understand the basics of proper place setting with each meal being

slightly different it is important to review the place setting for each catered event before you

start. When setting the tables you want there to be enough space between guests and for it to be

clear as to which salad and which drink belongs to which plate. In general solids; salads, bread,

napkins, forks are placed on the left and liquids; water, wine, coffee, soup spoon are placed on

the right.

When placing the setting be sure to only touch the handles of silverware and the outsides of cups

and bottoms of plates. It is also important to look at the dishes to insure that there is no dirt,

stains or chipped edges. Dirty items should be taken directly to the dishwasher to be washed

before the meal. Broken items should be thrown away.

While tables can be set before the meal begins and the guests arrive, the clearing of dishes

happens while the guests are present. It is important to not rush guests into finishing portions of

their meals but also to clear the dishes as they are finished to allow the guests to have room to eat

the next portion of their meal. If a soup or salad is served these plates or bowls will often be

cleared before the meal begins. In the same way, dinner plates should be served before dessert is

served. When clearing dishes it is important to be polite and respectful to the guests while being

as unobtrusive as possible. You do not want to distract the guests from their meal and

conversations.

During plated meals the server brings the food to the table and serves each of the guests while

they are seated. At some events you may need to ask which option each of the guests want.

At buffet catered events guests take their own plates to their table. Servers dish the food out from

chafing pans which are designed to keep the food warm during the serving process.

Servers are the people that are going to be asked questions about when the food will be served

what ingredients are in the food. It is important to know this information or be able to find out

quickly. When complaints arise, servers will be the first to hear these issues. It is important to try

to solve the problem or find someone who can solve the problem quickly. It is not that people

expect to have an issue free event, but when a problem arises that it needs to be taken care of

efficiently and to the satisfaction of the party. When responding to complaints be pleasant and

find the main contact to resolve the issue.

At the end of the catering event all of the tables need to be cleared. Dishes need to be run

through the dishwasher. Table cloths and napkins need to be put in the laundry. When the event

is over servers are often tired but also have the satisfaction that they made a group of people

happy.

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Teacher Instruction:

1. Discuss the importance of catering events to the catering business to employees and to

the guest who attend.

2. Ask students to describe any catered events they have attended and what stood out as

positive or negatives at these events.

3. Discuss the importance and what is appropriate dress and behavior for catering staff.

4. Describe the different types of catering events and what are the different staff

responsibilities for each type.

5. Have students identify different types of plates and utensils and demonstrate how to set a

proper place setting.

6. Discuss how to serve meals while guests are seated and how to pour water/coffee.

Student Instruction:

1. Identify different pieces of a place setting.

2. Set an appropriate place setting.

3. Practice serving food, clearing dishes, and pouring drinks.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. Which fork should you use first?

2. What side of the plate does the spoon go on?

3. What is a B and B plate? (Bread and Butter)

4. Why is catering a money maker for a restaurant?

5. How do new clients decide to use a specific caterer?

6. Which direction do knives point?

7. Why are dessert utensils placed above the dinner plate?

8. What should you do if you find a dirty fork when you are setting the table?

9. When should you clear the soup bowls from a table?

10. What is the difference between plates, family, and buffet catering styles?

11. How do you show you are attentive to a group?

Extensions:

Cater a variety of different meals.

Accommodations:

Resources:

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http://www.wholesale-table-linens.com/setup-tableware.html This website has an interactive link

you enter what you are serving and it creates the place setting.

Prostart Year 2 Chapter 4 Has information on types of flatware and plates and how to set a table.

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

357

Catering Cart

___ Number of People

Wipe down cart first

___ Dinner Plates ___ Dessert ___ Salad ___ Bread/Butter

___ Dinner Forks ____Salad Forks ___Dessert Forks

___ Table Spoons ____Soup Spoons

___ Butter Knives ____Steak Knives

___ Water Glasses

___ Coffee mugs

___ Napkins

___ Salt/pepper

___ Chafing pans

___ Serving Utensils

___ Water Pitchers

___ Coffee Pitchers

358

359

Serviette (napkin)

Service plate

Soup bowl on

plate

Bread & butter

plate

with butter knife

Water glass

White wine

Red wine

Fish fork

Dinner Fork

Salad fork

Service knife

Fish knife

Soup spoon

Dessert spoon and cake fork

Note that it often is recommended that the salad fork (J) is placed to the left of the dinner

fork (I). However, in this formal setting the dinner fork is placed to be used before the

salad fork because it is suggested that the guest awaits the main meal before helping

him/herself to the salad.

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Unit 4: Science of Cooking

In this section lessons explore science related topics using common items found in a kitchen. A

cook has to learn how different ingredients interact.

Got Milk? —Dairy industry and how to make dairy products.

Eggs—All about eggs.

Edible Parts of an Animal—Anatomy of common food animals.

Salt—All about salt.

Fruits—The science behind the fruits we eat.

Yeast and Other Leaveners—Explore the science behind leaveners and make bread.

Sprouts—Learn about how to grow a variety of sprouts and their nutritional value.

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Seed To Table

Lesson Plan: Got Milk?

Unit: Science of Cooking

Objectives:

Students will learn about where milk comes from.

Students will learn about other dairy products and how they are made.

Students will make a variety of dairy products.

Students will learn about conflicts within the diary industry.

Modified Curriculum Objectives:

Materials: Ingredients and utensils to make cheese, butter, ice cream and/or yogurt.

Time: 1 hour overview. 30 minutes per dairy making (Cheese requires a longer period, yogurt

needs to warm overnight)

Vocabulary: Cottage Cheese, Sour Cream, Pasteurization, Butter, Whole Milk, Skim Milk,

Dairy, Raw Milk, Manure, Sewage Lagoon.

Background Information:

All female mammals produce milk for their infants. This milk provides necessary nutrients and

antibodies for babies to survive. Humans are the only animal to continue to drink milk into

adulthood. Even though close to 75 percent of adults show at least some signs of lactose

intolerance. The majority of milk for human consumption comes from dairy cows. Milk is also

used for a wide variety of products.

Milk does provide protein and calcium as well as other vitamins and nutrients including vitamin

D and potassium. Milk has various levels of fat content due to the processing of milk before

packaging. This affects the taste and people have different preferences based on what type of fat

content they enjoy in their milk.

The first document use of human consumption of animal milk was 5000 BC. While originally

domesticated animals were first used for meat soon secondary uses of wool and milk were

utilized. While cows produce the majority of milk for human consumption, goats, sheep, camels,

horses, and water buffalo are also milked in various parts of the world. Each type of milk has a

different composition of both fats and nutrients. Milk can be used in a wide range of products

included butter, cheese, yogurt, ice cream, buttermilk, kefir, evaporated milk, dry milk, and sour

cream. These products can be made by separating solids and fats away from milk.

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A cow only produces milk after she gives birth to a calf. The cow then produces 6-8 gallons of

milk each day for 12-18 months after the birth of a calf. Cows are milked two-three times a day.

Cows often developed a fairly regimented schedule for when they need to be milked. Originally

cows were milked by hand pulling on one of the four teats on the udder to fill a bucket. Now

most milking operations use automatic pumping machines that attach to all four teats at once.

The milk is then pumped directly into a cool and sterile storage container. The mil is then

trucked to a processing plant to be pasteurized and sold as a wide range of products

Milk is often sold based on its fat content. Whole milk contains about 3% fat while skim milk

contains less than 0.5% fat. There are also several types of flavored milk sold which include

strawberry and chocolate. These flavorings while some people say it improves the taste others

point to the increased amount of sugar in these drinks as a reason to avoid them.

Yoghurt and kefir both contain bacteria that are helpful to the human digestive system. Both of

these products are more acidic than milk and often are sold with fruit flavorings which add to the

sugar content on the product.

Buttermilk is a type of sour milk that is often higher in fat content. Many recipes that call for

buttermilk can be replaced by adding 1 tablespoon of vinegar or lemon juice to every cup of

regular milk.

While many adults are lactose intolerance they still enjoy the taste of milk, cheese and/or ice

cream. Lactose is the sugar that is produced in milk. The ability to digest lactose is highest in the

intestines of infants and starts to lessen with age. There are product available to help with lactose

digestions as well a milk replaces such as soy milk, rice milk, or coconut milk that do not contain

lactose as they are produced from plants as opposed to animals.

The pasteurization process was first developed by Louis Pasteur in 1864 to stop the spread of

microbes and bacteria in foods by using a heating process. While pasteurization is usually

associated with milk this process was not used with milk until 1886. Most milk is that is now

sold in stores is pasteurized using regular pasteurization or Ultra heat pasteurization which heats

the milk to a higher temperature for a shorter period of time. Pasteurization kills 99% of the

bacteria in milk both that can cause disease and those bacteria which are helpful for nutrition.

Raw milk is milk that has not gone through the pasteurization process. Farmers and their families

often drink raw milk before it goes to the pasteurization plant. Consumers in some states can buy

raw milk directly from farmers in other states the sale of raw milk is prohibited by the state. In

2010, Wisconsin legislatures are debating whether to allow consumers the right to buy raw milk

from producers. (Legalization of raw milk passed the legislature but was vetoed by the governor

due to public safety concerns.)

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Milk was originally sold out of large communal buckets into consumers personal containers.

Late milk delivery was common in reusable glass containers. Now most milk in the United States

is sold in 1 gallon plastic jugs or smaller wax lined paper containers. Milk is dated with a sell by

date and should be kept refrigerated. When milk spoils is produces and off odor and should not

be consumed. In Europe most milk is sold in aseptic packaging which allows the milk to be

stored unrefrigerated for 3-4 months.

In school lunch programs milk is an important part. Milk is typically sold in ½ pint waxed

cardboard containers. Most schools sell chocolate and white milk. There is a movement to

eliminate the sale of chocolate milk because of the higher sugar content and its possible

contribution to childhood obesity. Milk advocates argue for its inclusion, both that is a good

source of nutrients and much better for children than soft drinks.

Wisconsin is known as the diary state and while for many years had more cows than any other

state it has now been surpassed by the state of California. Other states in the mid west and

northeast are also home to a wide range of dairy cattle.

In the 1800‘s most farms had one or two cows which produced all the milk needs for the family

with the possibility for extra for sale. In the first part of the 1900‘s most farms had between 30-

100 cows. This milk was then sold to milk bottlers. Many dairy producers formed cooperatives

that send the milk to one plant for pasteurization and bottling. Now many farms are larger

factory or industrial farms that have over 700-10,000 cows.

While there are still many family farms throughout the United States it is difficult to make a

good living. The price of land near expanding cities makes it cost prohibitive to keep the acreage

in farm land as it is worth more money as land for housing development. Other small family

farms sell their operations to large farms which can make more money taking advantage of

savings based on economies of scale.

In producing milk and raising cattle there are several considerations. Cows need to eat. While

cows have four stomachs that allow for them to use internal bacteria to help digest grass and

other foliage these requires a steady diet of forage. Some cows are allowed to graze in fields this

method is labor intensive requiring animals to be moved through a series of fences so that the

animals do not kill the plants that they are eating. Other cows reside in a feedlot where they are

brought food usually in the form of corn which is harvested elsewhere.

Cows also produce manure. Manure can be used as a fertilizer that is high in nutrients especially

nitrogen. Depending on the area that this manure is spread over depends on whether this fertilizer

is helpful or destructive. In many grazing operations the cow manure is spread evenly across the

field and can be used by the grass in the field. In feedlots the manure most be collected and then

spread over fields. In larger feedlots the manure is stored in a sewage lagoon and then pumped or

trucked to fields farther away from the farm. In certain instances manure has been spread on

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frozen fields and with a heavy rainstorm as led to fish kills in streams. Other times sewage

lagoons will overflow causing environmental damage to nearby wildlife.

Vegans and some vegetarians refuse to eat milk and other dairy products. This can be for a

variety of reasons including the need to eliminate male cows, the removal of calves from their

mothers at a early age, the culling of non productive cows or other issues with animal

containment.

Some milk producers use Bovine Growth Hormone (BGH) which increases a cow‘s milk supply.

Farmers also use a wide range of medicines and antibiotics to treat and prevent diseases in cows.

While there is no documentation that BGH is harmful for humans some consumers choose not to

purchase milk with hormones and milk is labeled as BGH free. Organic milk is also available for

a higher cost. This milk is produced with cows free from hormone additives and feed that was

grown organically. These animals are allowed to have grazing areas and often calves are kept

with their mothers for a longer period of time.

Wisconsin is the largest producer of cheese in the United States while there had been a steady

decline of cheese producers in the state in recent years the number of small specialty cheese

producers has started to grow. Cheese is relatively easy to make it involves heating milk slowly

so that the milk separates into curds (solid parts) and whey (liquid parts). The curds can be

strained from the whey using cheesecloth different spices or rennet can be added to the curds to

produce hard or soft cheeses. Cheese is then aged for varying lengths of time for how sharp of

cheese taste is desired. Often the longer cheese is aged the more expensive the cheese is. Mold

that grows on cheese is not harmful. Many people will simple cut off the moldy sections of the

cheese and consume the rest. Blue cheese is in fact moldy cheese.

Butter is made by separating the cream off the top of milk and stirring the cream until it becomes

solid. Ice cream is made by cooling cream, milk, and sugar while stirring to add air. Yogurt can

be made by adding live bacteria to heated milk. These live cultures include Lactobacillus

delbrueckii subsp. bulgaricus and Streptococcus salivarius subsp. thermophilus bacteria. These

bacteria can be purchased separately or by adding store bought yogurt that contains live cultures.

Milk and other dairy products can be an important part of cooking. It is possible to make your

own cheese, butter, ice cream or yogurt from milk. This can allow a chef to control what

ingredients are added and to allow for specialty products to be produced on a small scale. While

it takes longer to produce dairy products in the kitchen the raw ingredients are typically cheaper

than purchasing the final product.

Teacher Instruction:

1. Discuss with students the changing role of the dairy industry especially in Wisconsin.

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2. Talk with the students about the wide range of dairy products that can be produce from

milk.

3. Debate some of the issues surrounding dairy farms including: factory vs. family farm,

grass fed vs. corn feed, pasteurized vs. raw milk, using milk vs. not using milk, organic

vs. non-organic and/or flavored vs. unflavored milk.

4. Students could produce a poster/paper either arguing for one side of a dairy debate or

comparing the two sides. Or groups of students could research one side of an issue and

then debate against the group who represents the other issue.

5. Prepare ingredients and materials for students to make their own dairy products. See

attached recipes or use one of your own.

Student Instruction:

1. Research issues surrounding the diary industry.

2. Prepare talking points and arguments in favor of one side of the debate.

3. Create a list of dairy products

4. Follow a recipe to create cheese, butter, ice cream and/or yogurt.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. Should consumers be allowed to purchase raw/unpasteurized milk?

2. Compare smaller dairy operation to larger factory farms.

3. What types of products can be made from milk?

4. Describe how cheese, butter, ice cream and yogurt are made?

5. What are benefits and issues surrounding the use of manure as fertilizer?

6. Compare store bought dairy products with homemade dairy products.

Extensions: Visit a dairy farm (organic and factory), visit a cheese producer, visit an ice cream

producer. Milk a cow.

Accommodations:

Resources:

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

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Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

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Ice Cream

Ingredients:

2 Cups Milk

2 Cups Heavy Whipping Cream

1 Cup Sugar

1 teaspoon Vanilla

Optional (Fruits, nuts, chocolate, other flavorings)

Directions:

Mix milk, cream, sugar and vanilla. Add mixture to inside of ice cream maker. Depending on

your maker you may need to add rock salt and ice to the outside container. Spin consistently for

20-30 minutes may be longer for non electric models. Add chopped fruit, nuts, and chocolate as

desired. Spin for an additional 5-10 minutes. Ice cream should then be stored in the freezer.

If no ice cream maker is available ice cream can be made in two zip lock bags or with one

container inside a larger one.

Butter

Ingredients:

Heavy whipping cream

Directions:

Fill a glass jar with sealable lid at most half full of cream. Shake bottle vigorously until cream

begins to solidify. Pour off remaining liquid. You may want to add salt or other spices.

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Cheese

Ingredients:

4 tsp. of non-iodized salt

1 fl oz. diluted rennet (3 drops of liquid rennet mixed with 1/3 cup water)

4 fl oz. cool water (1/2 cup)

1.25 gallons whole milk

4 fl oz. cultured buttermilk (1/2 cup)

1 tsp. liquid rennet

Non-iodized salt, spices and herbs

2.67 fl. oz. buttermilk (1/3 cup)

Cheese wax

2 gallons of whole milk

Make Soft Cheese

Pour the milk in a stainless steel or enamel pot. Warm it on the stove until the temperature reads

80 F.

Stir in the buttermilk and the diluted rennet solution.

Stir well and cover the pot with a tight fitting lid.

Allow to set at room temperature for eight to 12 hours. Note that the texture of the milk will

change and it will start resembling thick, soft cheese.

Line another pot with cloth.

Pour the cheese mixture in and let the cheese drain for about six to eight hours. Most of the

liquid should drip and the cheese should be fairly thick.

Mix in spices, salt and herbs of your choice, after the cheese has drained.

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Make Hard Cheese

Pour the milk in a stainless steel or enamel pot. Warm it on the stove until the temperature reads

88 F.

Stir in the buttermilk.

Set the milk aside for one hour to cultivate. Ensure that the mixture stays at 88 F. You may put

the pot containing milk in a sink filled with hot water.

Mix in the rennet with the cool water. Stir it into the milk.

Keep this solution aside for about 45 minutes, while maintaining the temperature at 88 F. This

process coagulates the milk.

Test whether the curd is ready for cutting by dipping your finger in the curds. If the curds break

evenly on your finger, it is ready.

Cut the curds into half-inch cubes and let them sit for 20 minutes.

Increase the temperature to 99 F. Remember to increase heat very slowly over a 30-minute

period.

Stir often to prevent the curds from getting entangled. Cook the curds at this temperature until

you notice that the curds feel spongy and have lost a custard-like consistency. This will usually

take 30 to 45 minutes.

Let the curds settle to the bottom of the pot and carefully drain some of the whey.

Pour remaining curds and whey into a colander. Allow to drain for 10 minutes.

Put the curds back into the pot and mix in four teaspoons of salt.

Ensure that you mix properly by breaking up any curds that have stuck together. Also remember

to keep the curds warm by placing the pot in a sink full of hot water for about an hour.

Line a cheese press with cheesecloth and pour curds into the press.

Press at 15 pounds pressure for 20 minutes. Remove the cheese from the press. Turnover and

redress onto another clean cheesecloth and press at 30 pounds pressure for two hours. Remove

cheese from press, redress in a clean cheesecloth and press at 30 to 40 pounds for 12 hours or

overnight.

Remove the cheese from the press and allow to air dry several days until the cheese is dry to the

touch.

Turn the cheese several times a day while it is drying.

Coat with cheese wax when the cheese is dry to the touch.

Age the cheese at 55 degrees F for two to six months. For stronger cheese, age it for six to12

months or longer.

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Yogurt

Ingredients:

1 quart milk

2 tablespoons existing yogurt with live cultures (or freeze-dried bacteria)

Flavorings (optional fruit/vanilla)

Directions

1. Heat milk to 185F (85C). Using two pots that fit inside one another create a double

boiler. This will prevent your milk from burning, and you should only have to stir it

occasionally. If you cannot do this, and must heat the milk directly, be sure to monitor it

constantly and stir. Milk starts to froth at 185 F.

2. Cool the milk to 110F (43C). The best way to achieve this is with a cold water bath. This

will quickly and evenly lower the temperature, and requires only occasional stirring. If

cooling at room temperature or in the refrigerator, you must stir more frequently. Don't

proceed until the milk is below 120F (49C), and don't allow it to go below 90F (32C).

3. Warm the starter. Let the starter yogurt sit at room temperature while you are waiting for

the milk to cool. This will prevent it from being too cold when you add it in.

4. Add the starter. Add 2 tablespoons of the existing yogurt, or add the freeze-dried bacteria.

5. Put the mixture in containers. Pour your milk into a clean container or containers. Cover

each one tightly with a lid or plastic wrap.

6. Allow the yogurt bacteria to incubate. Keep the yogurt warm and still to encourage

bacteria growth, while keeping the temperature as close to 100F (38C) as possible. You

can use a heating pad or yogurt incubator. After seven hours a custard-like texture, a

cheesy odor, and possible some greenish liquid on top will form. The longer you let it sit

beyond seven hours, the thicker and tangier it will become.

7. Refrigerate the yogurt. Place the yogurt in your fridge for several hours before serving. It

will keep for 1-2 weeks. If you are going to use some of it as starter, use it within 5-7

days, so that the bacteria are still active. Whey, a thin yellow liquid, will form on the top.

You can pour it off or stir it in before eating your yogurt.

8. Add optional flavorings.

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Seed To Table

Lesson Plan: Eggs

Unit: Science of Cooking

Objectives:

Students will learn about the nutrition value of eggs.

Students will learn where eggs come from.

Students will prepare different egg dishes.

Modified Curriculum Objectives:

Materials: Eggs, Egg Diagram

Time: Egg discussion 30 minutes, Egg Cooking 30-60 minutes, Naked egg 15 minutes for

several days, egg protector 1 hour to multi day.

Vocabulary: Yolk, Albumen,

Background Information:

Eggs have been an important part of the human diet for thousands of years. Eggs of birds,

reptiles, and fish are all available as food sources. However, chickens produce the most eggs for

human consumption.

While eggs are part of the reproduction cycle of birds. Only hens or female chickens lay eggs.

The eggs are not fertilized because a rooster is often not present with hens. Even when a rooster

is present in the barn refrigeration stops the egg from reproducing.

Eggs are an excellent source of protein and contain a wide variety of essential minerals and

vitamins. Eggs contain all essential amino acids, Vitamin D, K and A as well as iron, calcium

and magnesium. Eggs contain three main parts; the shell, white (albumen) and yolk (yellow).

Each part of the egg is edible although most people discard the shell. Egg shell can be composted

to add calcium to the soil.

The egg yolk contains all of the fat and cholesterol in the egg as well as most of the vitamins and

minerals. The yolk also contains most of the protein in the egg. In some eggs you may find a

double yolk this twin egg is generally not viable to produce offspring. There are also times when

a chicken will produce an egg without a yolk. These yolkless eggs are often much smaller and

generally the result of a hen that is not yet ready to reproduce.

Egg whites are valued by chefs as a way to make a batter fluffier and to make meringues. To

separate an egg use an egg separator or pour the egg yolk between two egg shells allowing the

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white to drip into a separate bowl. Using a copper bowl and an egg beater stir the egg white until

it becomes stiff. Using egg whites also eliminates fat and cholesterol and can be useful for

people on restricted diets.

Some issues with egg consumption include allergies to eggs common in infants. Egg yolks also

contain cholesterol and fat. In addition, that outside of eggs may contain the bacteria salmonella

which is harmful but killed during the cooking process. With improve handling practice there are

fewer instances of salmonella poisoning associated with raw eggs. However, it is still required to

include a warning on menu items about the dangers of consuming raw or undercooked eggs. In

addition this is why there is a recommendation against eating raw cookie dough. While some

people eat raw eggs cooking the egg improves the body‘s capacity to process the nutrients found

in the egg.

While most eggs that are eaten come from chickens, other bird eggs are eaten as well. Quail eggs

are small and treated as a delicacy. Duck, goose, and pheasant eggs are also eaten. Ostrich eggs

are much larger and can be found at farmer‘s markets or specialty grocery stores.

Eggs are often used in baking as a binding agent. Applesauce and bananas can be used as a

substitute for eggs. In addition, egg substitutes can be purchased to avoiding baking with eggs.

This can be useful for cooking for vegans or people with egg allergies.

Most chickens that are raised for egg production are kept in small cages in a barn with no access

to the outside. These poultry farms produce many eggs with lots of birds in a small space. The

birds are debeaked to prevent injury and cannibalism. Many birds die in these cages because of

the heat. The birds are also forced to molt to speed egg production. These birds are feed a diet of

mainly corn with additives. In addition, the birds are killed after about 120 days of egg laying

and because of the breeding process are not thought to be suitable for eating.

Some farmers have begun to raise organic, natural, or cage free eggs. Depending on the farm this

can mean a variety of different things. However, in general this means that the chickens have

more space access to outside and food that is more varied. These eggs come from diverse breeds

of birds. These eggs are generally brown in shell color, and have higher levels of nutrients. The

cost for these eggs is often more because of the additional space needed to raise the chickens and

not forcing the same production of eggs. When after several years, these birds are no longer

productive egg layers they are often used as stew birds.

Individuals can raise their own chickens in their own backyards. This allows a consumer to have

a direct relationship with the birds that produce their eggs. Chickens can eat a wide range of

foods including vegetable scraps and insects. Often each chicken will lay one egg a day.

However, if you have four chickens you will average three eggs every day.

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Chickens go through a molting period each year when they will not lay any eggs, chickens also

lay fewer eggs during the winter due to decreased daylight. However, this can be counteracted by

providing the chickens with artificial light. Some producers provide only artificial light to have

the chickens produce two eggs in one day.

Eggs are often eaten for breakfast but can be prepared in many different ways. Eggs can be hard

or soft boiled inside the shell. Eggs can be poached, fried sunny side up or over easy with the

yolk intact. In addition eggs can be scrambled or made into an omelet or frittata with the egg

mixed together. Eggs are also uses in baking; pancakes, waffles, cookies and cakes.

Eggs that are fertilized and allowed to incubate to form new chicks take about 21 days. At this

point the baby chick uses a specialized egg tooth to crack through the egg shell. When chicks are

born they are small with fluffy yellow feathers and cannot fly.

Eggs are also decorated during early spring as a sign of birth and new life. While many

Christians decorate eggs for Easter celebrations the first decorations found on an egg are 60,000

years old found on an Ostrich egg in South Africa. In Persia during the spring equinox it was

also common to have a basket of eggs on the table to celebrate the birth of a new season. In

Eastern Europe, many people will blow out the insides of the egg leaving a hollow egg shell that

can be decorated and will not spoil. Often in the United States hard boiled eggs are dyed and

hidden by the ―Easter Bunny‖ for children to find.

Protestors also use eggs as an inexpensive missile. Egg whites contain ingredients that can do

damage to paints on houses or cars.

Teacher Instruction:

1. Discuss the importance of eggs in nutrition and cooking.

2. Discuss the different ways for chickens to be raised to produce eggs.

3. Provide directions/recipes for different ways to incorporate eggs into cooking.

4. Provide directions for different egg related experiments.

Student Instruction:

1. Complete the diagram of parts of egg (see handout)

2. Compare different types of eggs. Organic, Conventional, Duck, Pheasant, Quail, Ostrich.

3. Separate the yolk from the white. Beat the white until it is stiff. Make Meringues.

4. Cook eggs in different styles. Hard/soft boiled, poached, fried (sunny side up, over easy),

scrambled, omelet, frittata, etc.

5. Complete one or more of the following egg related science experiments.

Egg Experiments:

Build an Egg Protector

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Students can plan and design an invention to protect an egg dropped from a height. Materials

can be limited to a certain number of drinking straws and tape or students can be allowed to

bring in their own materials. The height from which the egg is dropped can be from 10 feet to

50 feet depending on location. This experiment can be lengthened with students making

blueprints, back ground stories or market information for their egg protectors.

The Naked Egg

Place an egg in vinegar. The vinegar dissolves away the shell. This can be done with a

hardboiled or raw egg. Place the raw naked egg in corn syrup and the egg will shrink. Place

the raw naked egg in Water and it will grow in size. This can be done multiple times with the

same egg. Place the naked egg in a mixture of water and baking soda and something similar

to an egg shell will form around the egg.

How Strong is an Egg

In this experiment you can test the strength of an egg both horizontally and vertically. Eggs

need to be strong enough to support the weight of a mother hen. There are records of chicken

eggs being able to support 200 pounds of weight. However, most times doing this experiment

with students the eggs hold between 20-50 pounds.

Place 3 or 4 eggs in an even pattern so the eggs are the same heights. Place weights on top of

the eggs evenly and gently. One method that works well is to use egg cups designed to serve

soft boiled eggs. Then use textbooks as the weights. You can also try to use the bottom of an

egg carton to hold the eggs though these often slip and that can change the pressure applied

to the egg causing the egg to crack. Most eggs will break when the weight is not applied

evenly.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. List three issues surrounding the conventional raising of chickens.

2. List the benefits to raising chickens in an urban setting.

3. Compare different types of eggs from different birds. Look, feel, smell, taste.

4. What is the biological purpose of an egg?

5. What nutritional benefits come from eggs?

6. Why do organic eggs cost more than conventional eggs?

7. Why do eggs need to be strong?

8. What architecture shape is similar to an egg?

9. What is happening to the egg shell when vinegar is added?

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Extensions: Watch the movie ―Mad City Chickens‖ about urban chicken raising filmed in

Madison, WI. Raise your own chickens, visit farms or homes where chickens are raised both

organically and conventionally.

Accommodations:

Resources:

McGee, Harold 1990. The Curious Cook. MacMillan USA. On pages 100-133 discusses using

eggs in mayonnaise, hollandaise, and béarnaise.

http://www.planet-science.com/parents/easter_pdfs/eggbox.pdf Seven experiments to do with

eggs.

http://www.motherearthnews.com/eggs.aspx Article about the nutritional value of organic eggs.

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

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Nutrient Content of a Large Egg

Nutrient (unit)

Whole Egg

Egg White

Egg Yolk

Calories (kcal)

Protein (g)

6.29

3.60

2.70

Carbohydrate (g)

0.39

0.21

0.61

Total fat (g)

4.97

0.06

4.51

Polyunsaturated fat (g)

0.682

0.715

Monounsaturated fat (g)

1.905

1.995

Saturated fat (g)

1.55

1.624

Cholesterol (mg)

212

210

Choline (mg)

125.5

Lutein & Zeaxanthin (mcg)

166

186

Vitamin A (IU)

244

245

Vitamin D (IU)

Vitamin E (mg)

0.48

0.44

Vitamin B6 (mg)

0.071

0.002

0.059

Vitamin B12 (mcg)

0.65

0.03

0.33

Folate (mcg)

Thiamin (mg)

0.035

0.001

0.03

Riboflavin (mg)

0.239

0.145

0.09

Calcium (mg)

Sodium (mg)

Potassium (mg)

Phosphorus (mg)

Magnesium (mg)

Iron (mg)

0.92

0.03

0.46

Zinc (mg)

0.56

0.01

0.39

Note: Organic eggs contain Lower cholesterol and saturated fat and higher Vitamin E, Beta Carotene and Omega 3.

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Cholesterol 107 mg, Vitamin E 0.75 mg, Beta Carotene 79 mcg, Saturated fat 0.95 g, Omega3 0.33 g.

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Label the Parts of an Egg. Name: ______________________

air cell - an empty space located at the large end of the egg; it is between the inner and outer

shell membranes.

chalaza - a spiral, rope-like strand that anchors the yolk in the thick egg white. There are two

chalazae anchoring each yolk; one on the top and one on the bottom. (The plural of chalaza is

chalazae.)

germinal disc or blastodisc - a small, circular, white spot (2-3 mm across) on the surface of the

yolk; it is where the sperm enters the egg. The nucleus of the egg is in the blastodisc.

inner shell membrane - the thin membrane located between the outer shell membrane and the

albumin.

outer shell membrane - the thin membrane located just inside the shell.

shell - the hard, protective coating of the egg. It is semi-permeable; it lets gas exchange occur,

but keeps other substances from entering the egg. The shell is made of calcium carbonate.

thick albumin - the stringy part of the egg white (albumin) located nearest the yolk.

thin albumin - the watery part of the egg white (albumin) located farthest from the yolk.

vitelline (yolk) membrane - the membrane that surrounds the yolk.

yolk - the yellow, inner part of the egg where the embryo will form. The yolk contains the food

that will nourish the embryo as it grows.

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381

Label the Parts of an Egg. Name: ___Answer Key__

air cell - an empty space located at the large end of the egg; it is between the inner and outer

shell membranes.

chalaza - a spiral, rope-like strand that anchors the yolk in the thick egg white. There are two

chalazae anchoring each yolk; one on the top and one on the bottom. (The plural of chalaza is

chalazae.)

germinal disc or blastodisc - a small, circular, white spot (2-3 mm across) on the surface of the

yolk; it is where the sperm enters the egg. The nucleus of the egg is in the blastodisc.

inner shell membrane - the thin membrane located between the outer shell membrane and the

albumin.

outer shell membrane - the thin membrane located just inside the shell.

shell - the hard, protective coating of the egg. It is semi-permeable; it lets gas exchange occur,

but keeps other substances from entering the egg. The shell is made of calcium carbonate.

thick albumin - the stringy part of the egg white (albumin) located nearest the yolk.

thin albumin - the watery part of the egg white (albumin) located farthest from the yolk.

vitelline (yolk) membrane - the membrane that surrounds the yolk.

yolk - the yellow, inner part of the egg where the embryo will form. The yolk contains the food

that will nourish the embryo as it grows.

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Egg White Meringue - How To Make Perfect Meringue

(http://whatscookingamerica.net/Eggs/perfectmeringue.htm)

Whipping egg whites are much like blowing air into a balloon. Beating or whisking causes

the protein in the egg whites to unfold, forming films that trap the air bubbles, and the sugar

stiffens the foam.

A meringue a big collection of bubbles. Fat interferes with the formation of foam in the egg

whites. Fats tend to collapse egg foams. Egg whites are free from fat while egg yolks contain

all the fat from an egg

Don't make egg white meringues on a rainy or really humid day (remember that they are

mostly air and if that air contains a lot of water, it will have an effect).

Separating Eggs:

Cold eggs separate more easily than those at room temperature because the whites hold

together better.

To separate an egg: Crack the egg and hold the shell

halves over a bowl. Transfer the yolk back and forth

between the halves, letting the white drop into the bowl.

Do not cut the yolk (whites containing any yolk will not

beat properly). Transfer the yolk to another bowl.

Another option is to use an egg separator, an utensil,

that has a spoon to catch the yolk but allow the white to

run down into the bowl

The tiniest bit of fat or egg yolk will wreck a meringue,

as fat interferes with the formation of good foam. When

separating eggs, if a speck of egg yolk falls into the egg

whites, lift it out with an empty eggshell half. Do not try to fish it out with your fingers; the

oil on your skin will prevent the egg whites from expanding.

After separating, bring egg whites to room temperature, as warmer eggs whip faster than cold

eggs. The ideal temperature to whip a common meringue is room temperature, about 70

degrees F. (21 degrees C.). Usually 30 minutes is adequate to obtain room temperature. A

beaten egg white can foam to 6 to 8 times its original volume.

Bowls and Utensils:

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Copper, stainless-steel, or glass bowls work best for making meringues. Avoid using plastic

bowls for whipping egg whites as they can often harbor traces of grease or fat, which

prevents the whites from getting stiff. Be sure the bowl is clean.

Make sure that all your utensils are clean, completely grease-free, and completely dry.

Meringues are very sensitive. Grease and moisture can slow the ability of egg whites to foam.

Place the egg whites into a large, tall bowl and set your mixer to medium-high speed. Hand

beating with an egg beater or whisk takes much longer. Beating causes the protein in the egg

whites to unfold, forming films that trap the air bubbles. As the mixing time increases, the

bubbles become smaller and more numerous; this increases the volume and makes a more-

stable structure.

Adding Sugar:

Do not add sugar before whipping the egg whites. Adding sugar at the beginning can double

the time you have to whip the egg whites. Add the sugar at the very end when the whites

have formed soft peaks.

I like to use superfine sugar when making meringue because it dissolves faster than table

sugar. When beating egg whites and the recipe calls for sugar, Gradually add the sugar, a few

spoonfuls at a time, beating the whole time.

As a general rule, add a total of 1/4 cup of granulated or superfine sugar for each egg white.

Do not make meringues that have less than 2 tablespoons of sugar per egg white. If you use

any less, the foam will not set and the meringue will shrink.

To tell if the sugar is dissolved when you are beating egg whites for meringues, rub a bit of

the foam between your fingers. If it feels gritty, the sugar is not dissolved, so keep beating for

a few minutes.

By varying the amount of sugar in the final mix, you control how hard or soft the final

meringue will be.

For soft peaks - place egg whites in a clean glass or metal bowl (not

plastic), and beat with an electric mixer on medium speed or with a

rotary beater until egg whites form peaks with tips that curl over when

the beaters are lifted. For stiff peaks, continue beating egg whites on

high speed until they form peaks with tips that stand straight when the

beaters are lifted.

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For stiff peaks - continue beating egg whites on high speed until they form peaks with tips

that stand straight when the beaters are lifted.

Once you start a making whipped egg whites, continue it straight through and finish it off.

Do not stop halfway to take a break.

The meringue is done when it is not runny and when you can hold a spoonful of it upside

down and none of it drops off. Also when you swirl a spoon through it and the swirls hold

their shape.

Using Meringue:

Make the meringue first - then prepare the filling (such as pie filling).

Place meringue on the piping-hot filling to begin cooking the bottom of the meringue. The

residual heat carried by the filling cooks the base of the meringue ever so slightly, making it

less prone to leaking or shrinking.

Baking Meringue:

Meringues will become more done if you bake them at a lower temperature for a longer time.

Bake at 325 degrees for 20 to 30 minutes.

Storing Meringue:

Meringue Pies should be stored under an inverted

bowl at room temperature.

Remember, meringue pies only last a day or two, and

then the meringue starts breaking down. If you place

any cooked meringue in the refrigerator, no matter

how long you baked it, it will bead and weep.

Cutting Meringue:

To cut baked meringue into serving pieces, use a knife dipped in cold water.

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Seed To Table

Lesson Plan: Edible Parts of an Animal

Unit: Science of Cooking

Objectives:

Students will learn the edible parts of a variety of animals.

Students will learn from where different cuts of meat come.

Students will learn how to cook different cuts and styles of meat.

Modified Curriculum Objectives:

Materials: Meat Anatomy Charts, Meat to cook and necessary equipment.

Time: 1-2 hours to discuss issues surrounding meat production

Vocabulary: Anatomy, Organs, Muscle, Prions

Background Information:

For most Americans meat provides the main source of protein in the diet. While much of this

meat comes from cattle; pigs, chickens, and sheep are also raised. Currently antelope, camels,

ostrich and alligators are also been raised for specialty meats. Animals have been raised for

consumption for many years. As with most food production this animals are either raised in an

industrial style farm or in an organic manner.

While humans have hunted for meat from wild animals since the beginning of humans, the

domestication of animals for meat is approximately 5-10 thousand years old. The domestication

of animals allows for selective breeding. This has allowed for the continually changes in the size

and quality of animals breed for meat.

The majority of meat people eat is muscle flesh and connected fat. Adult mammalian muscle

flesh consists of roughly 75 percent of water, 19 percent of protein, and 2.5 percent of

intramuscular fat. This is a good source of digestible protein. Muscle also contains all of the

essential amino acids, and is a good source of zinc, vitamin B12, selenium, phosphorus, niacin,

vitamin B6, iron and riboflavin. The fat often improves the taste of the meat but contains high

levels of cholesterol. Meat is low in carbohydrates and does not provide any dietary fiber.

In the United States many people eat meat every meal. This is much more than in many parts of

the world. Meat is typically more expensive than other sources of protein. Americans also

typically eat larger portions of meat than other cultures. By reducing meat consumption

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Different animals contain different amounts of fat. The consumption of this fat can lead to

certain health problems including heart disease and obesity. In general, wild animals are leaner

and are preferred by some people for that reason. Meat can also be the source of certain food

borne illnesses. However, proper cooking and avoiding of cross contamination prevents the

spread of these bacteria.

Animal organs including heart, liver, and kidneys can be eaten. The heart is very high in protein.

The liver is high in iron and Vitamin A. Brains can be eaten as well though some may contain

prions associated with incurable and deadly mad cow disease.

Mammals have very similar internal organs to humans. This one reason why doctors practice on

pigs and students in perform dissections in biology class. The process of butchering an animal

for meat will allow one to see the same similarities. Through observations of animals used to

produce meat you can learn about the internal workings of your own body and other animals.

When butchering an animal the butcher cuts select parts of meat from different sections of the

animal. Meat that cannot be cut into whole steaks or roasts is used as stew or ground meat. For

example from a 1200 pound steer yields 500 pounds of retail cuts from a 750 pound carcass;

22% are steaks, 22% are roasts, 26% is ground beef and stew meat, and 30% is made-up of fat,

bone & shrinkage.

A large portion of the meat produced today is raised in large feedlots with many animals

confined to a small space. These animals are often fed a corn based diet. In addition the animals

are often given growth hormones and antibiotics. While it is less expensive to raise meat in these

confined feedlots it does raise environmental and social issues. Environmental issue include the

use of petroleum products to ship feed, meet and waste, the large requirements of water and the

disposal of manure. Social issues are concern the humane treatment of animals.

Animals can also be raised in a more labor intensive methods by allowing rotational grazing.

This allows for a varied diet and animal wastes to be spread throughout the field. Animals are

also less likely to get sick and are not treated with the same level of chemicals. Organic or grass-

fed meat is often more expensive to purchase. However, this can provide sustainable jobs to local

farmers.

The production of meat uses more land and resources than the production of vegetables. It takes

16 pounds of grain to produce one pound of meat. Meat production uses more land, water,

fertilizers and petroleum than growing vegetables.

Poultry including chickens, turkeys, and ducks are raised for meat. In the same way there are

large buildings that contain feed chickens and there are smaller producers that allow chickens to

have a varied diet. There are some studies that show that meat feed different foods produces

different nutritional levels.

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With many types of meat there is a disassociation with the animal that produces the food. For

example we eat beef instead of cow and pork instead of pig. In many urban settings people may

not realize from where their meat comes. Even if they have an association with the fact that

animals produce meat, many people are unsure of how animals are raised and butchered for food.

When selecting meat there are a wide range of choices. There are several different grades of

meat and different breeds of animals that produce different meat. When cooking meat it is

important to realize that the quality of the initial ingredients can have a large impact on the final

product. The best chefs using the best recipes also want to choose the best ingredients to create

the best meal.

There are also people who choose not to eat any meat for a variety of reasons. Some religions

prohibit the consumption of certain types of meat. Other people choose to follow a vegan or

vegetarian diet for social, environmental, health, or economic reasons.

Teacher Instruction:

1. Discuss the use of animals for food production.

2. Set-up a debate vegetarian/meat eating, industrial/organic, etc.

3. Look at charts showing where meat comes from different animals.

4. Prepare recipes to cook a variety of different meats.

Student Instruction:

1. Find out from where your meat comes.

2. Research different points of view to debate or write a research paper on issues

surrounding meat production.

3. Follow recipes for different cuts of meat.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. Why does the production of meat require more environmental resources?

2. What are sources of protein besides meat?

3. Compare the raising of organic beef to industrial beef.

4. What parts of animals do we usually eat?

5. What parts of an animal are usually not eaten?

6. Where does ground beef come from?

7. What are the health risks associated with eating meat?

Extensions: Buy a whole animal and cut it into different parts. Visit a butcher/meat processor.

Visit a farm where animals are raised for meat. Watch the movie Food, Inc about industrial

farming. Read the Jungle about meat production in Chicago.

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Accommodations:

Resources:

http://virtualweberbullet.com/meatcharts.html Charts of where meat comes from for cows, pigs,

sheep, and goat.

http://www.mealsforyou.com/cgi-bin/customize?meatcutsTOC.html Guide on how to cook

various cuts of meat. Beef, Pork and Lamb.

http://www.goveg.com/ Website encouraging a vegetarian diet.

http://www.beef.org/ Website encouraging eating beef.

http://www.nppc.org/ Website encouraging eating pork.

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

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Seed To Table

Lesson Plan: Salt

Unit: Science of Cooking

Objectives:

Students will learn the chemical properties of salt.

Students will learn ways to cook with salt.

Students will learn the history behind using salt.

Students will be able to experiment with different types of salt.

Modified Curriculum Objectives:

Materials: Salt (Table Salt, Rock Salt, Sea Salt), Magnifying glass/microscope

Time: 45-60 minutes 30 minutes observing salts, 30 minutes making ice cream

Vocabulary: Sodium, Chloride, Halite, Potassium, Preservation

Background Information:

Salt (NaCl) Sodium Chloride has been used in food for thousands of years. Salt was first used as

a way to preserve meats from spoilage and is now primarily used as a flavor enhancer. It is also

an important way to include sodium and chloride into our diets and iodine through an additive.

Chemically speaking the term salt can refer to a wide variety of chemical compounds. However

in cooking we use the term salt to refer to sodium chloride. Table salt is not 100% sodium

chloride but close, the FDA requires salt to contain at least 97% sodium chloride. The common

additives in salt include potassium iodide, to supply iodine in our diets and calcium silicate an

anti-caking agent. For people with a low sodium diet a common substitute contains potassium

chloride. Salts for curing meats often contain sodium nitrates and sodium nitrites.

Salt is a rock. So if you want to show someone you can eat a rock just pick up some salt. In

mineral form it is call Halite. Salt is obtained from two main sources mining halite from the earth

often in large salt domes or by evaporating the water out of ocean water. While some people

prefer sea salt all the salt we eat was originally from the sea the question is, ―When did the water

evaporate?‖ In the case of halite domes the water evaporated millions of years ago. However

some manufactures will sell both table salt and sea salt from the same mine.

The big difference between different types of salt is the shape of the crystals. Table salt is often

finer and more uniform shape. There are even finer specialty salts sold for popcorn at expensive

prices. Sea Salt is often larger crystals with more irregular shapes. This can enhance the salty

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flavor when used as a condiment. However, there is no difference when salt is used in cooking or

baking as the salt is completely dissolved in the water or other liquid.

Some cooks prefer to cook with salt without additives as it is possible for these additives to

change flavor, coloring, or consistency of the food. If the salt does not contain an anti-caking

agent and you will be storing the salt for an extended period of time it may be useful to include a

desiccant such as rice to the salt to help pull moisture out of the air. Larger grains of salt are also

less likely to clump. Larger grains of salt are also easier to pinch, which some chefs prefer as a

way to add salt to the food. Salt is a mineral and will not rot or spoil so the freshness of salt does

not matter. If salt does clump you can spread it out on a baking sheet and dry in the oven.

Salt is an important part of a balance diet. However, most people in the United States intake

twice the recommended 4 grams of sodium chloride per day. Excess salt may lead to high blood

pressure and other illnesses. Many processed foods and can goods already contain salt so adding

additional salt at the table often adds more than you need. Some low salt substitutes contain

potassium chloride others are sodium chloride in bigger flakes which prevents the salt from

compacting and means that a teaspoon will contain less salt.

Salt has been used in the practice of meat preserving for centuries because of its ability to draw

out moisture and prevent the survival of bacteria. Long before refrigeration and freezing, salt was

the preservative of choice for ancient civilizations, sailors and early pioneers. Salt preservation is

still a valid method that is widely used. Meat should be kept cold so that the salt has time to cure

the meat allowing it to be free of bacteria.

Pickling was widely used to preserve meats, fruits and vegetables in the past, but today is used

almost exclusively to produce "pickles," or pickled cucumbers. Pickling uses the preservative

qualities of salt combined with the preservative qualities of acid, such as acetic acid (vinegar).

Acid environments inhibit bacteria. To make pickles, cucumbers or other vegetables are soaked

in 10-percent salt water brine for several days, then rinsed and stored in vinegar to preserve them

for years.

Rock Salt is a cheap form of non food grade salt often used to melt ice on roads and sidewalks. It

is also used in making ice cream. Not in the ice cream but in the ice cream maker to lower the

freezing point of water. Adding salt also raises the boiling point of water. However, with the

small amount of salt added the change in temperature needed to boil is imperceptible.

Some butter also comes salted as a preservative. Many recipes call for unsalted butter and then a

certain amount of slat to be added to the recipe. This is because there is no standard for the

amount of salt in a pound of butter. In order to better control the amount of salt in a recipe

measure it yourself.

Teacher Instruction:

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1. Using magnifying glasses or dissecting microscopes look at the crystal structure of salt.

Can also compare to sugar.

2. The ice cream recipe could also be expanded and used in an ice cream maker or all

ingredients could be mixed in a bowl and then given to individual students to mix in their

bags about ½ cup per person. Often the ice cream takes awhile to freeze. Though it also

tastes good as milk shake/ soft serve. You can freeze in the freezer to harden but the ice

cream must be close to complete or the milk will freeze separately in ice crystals.

3. You can also try different food cooked with or without salt and taste the difference. Or

taste tests different types of salt

Student Instruction:

1. List the uses of salt

2. Take a look at the salt crystals either with a magnifying glass or microscope.

3. Follow the directions to make ice cream

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. What is salt?

2. What are some common uses of salt?

3. What happens when salt is put in water?

4. Compare and Contrast table salt, sea salt and rock salt?

5. Does changing the size of the salt crystals change the chemical composition?

6. Why are there chemicals adding to regular table salt?

7. Find on a map where salt can be found.

8. What are some ways to reduce your intake of salt?

9. What happens when you put salt on ice?

Extensions: Visit a Halite mine or a sea salt evaporation facility. Try to cure meat with salt or

create your own pickles

Accommodations:

Resources:

http://www.foodsubs.com/Salt.html

―What Einstein Told His Cook‖ Robert Wolke, 2002

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

393

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

394

Salt Name: ____________

What are the two main chemical components of table salt?

List three uses of salt

Draw a picture of the different crystals of salt.

Why do chefs use salt in their cooking?

List three ways to reduce your salt intake.

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Materials--Ice Cream

1/4 cup milk

1/4 cup whipping cream (heavy cream)

1/8 cup sugar

1/8 teaspoon vanilla or vanilla flavoring

1/2 cup sodium chloride (NaCl) rock salt

2 cups ice

1-quart Ziploc bag

1-gallon Ziploc bag

thermometer

Procedure

1. Add 1/4 cup sugar, 1/2 cup milk, 1/2 cup whipping cream, and 1/4 teaspoon vanilla to the

quart Ziploc bag. Seal the bag securely.

2. Put 2 cups of ice into the gallon Ziploc bag.

3. Use a thermometer to measure and record the temperature of the ice in the gallon bag.

4. Add 1/2 to 3/4 cup salt (sodium chloride) to the bag of ice.

5. Place the sealed quart bag inside the gallon bag of ice and salt. Seal the gallon bag

securely.

6. Gently rock the gallon bag from side to side. It's best to hold it by the top seal or to have

gloves or a cloth between the bag and your hands because the bag will be cold enough to

damage your skin.

7. Continue to rock the bag for 10-15 minutes or until the contents of the quart bag have

solidified into ice cream.

8. Open the gallon bag and use the thermometer to measure and record the temperature of

the ice/salt mixture.

9. Remove the quart bag, open it, serve the contents into cups with spoons and ENJOY!

Explanation

Ice has to absorb energy in order to melt, changing the phase of water from a solid to a liquid.

When you use ice to cool the ingredients for ice cream, the energy is absorbed from the

ingredients and from the outside environment (like your hands, if you are holding the baggie of

ice!). When you add salt to the ice, it lowers the freezing point of the ice, so even more energy

has to be absorbed from the environment in order for the ice to melt. This makes the ice colder

than it was before, which is how your ice cream freezes. Ideally, you would make your ice cream

using ―rock salt‖, which is just salt sold as large crystals instead of the small crystals you see in

table salt. The larger crystals take more time to dissolve in the water around the ice, which

allows for even cooling of the ice cream.

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You could use other types of salt instead of sodium chloride, but you couldn't substitute sugar for

the salt because (a) sugar doesn't dissolve well in cold water and (b) sugar doesn't dissolve into

multiple particles, like an ionic material such as salt. Compounds that break into two pieces upon

dissolving, like NaCl breaks into Na

and Cl

, are better at lowering the freezing point than

substances that don't separate into particles because the added particles disrupt the ability of the

water to form crystalline ice. The more particles there are, the greater the disruption and the

greater the impact on particle-dependent properties (colligative properties) like freezing point

depression, boiling point elevation, and osmotic pressure. The salt causes the ice to absorb more

energy from the environment (becoming colder), so although it lowers the point at which water

will re-freeze into ice, you can't add salt to very cold ice and expect it to freeze your ice cream or

de-ice a snowy sidewalk (water has to be present!). This is why NaCl isn't used to de-ice

sidewalks in areas that are very cold.

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Seed To Table

Lesson Plan: Fruits

Unit: Science of Cooking

Objectives:

Students will learn how to identify a variety of fruits.

Students will learn which fruits are locally produced in Wisconsin.

Students will explore a variety of different ways can be used in cooking.

Modified Curriculum Objectives:

Materials: A variety of fruits, or pictures of fruits.

Time: 1 hour

Vocabulary: Fruit, Pome, Drupe, ovary, vegetable, berry, aggregate fruit, composite fruit, citrus

Background Information:

A fruit is the ovary of a plant, the ripened seed-bearing ovary. It is usually considered to be sweet

and fleshy, as in plums, but may be dry, as in poppies, or be a simple edible supporting structure,

as in strawberries. Scientifically fruit is a seed bearing organ of a flowering plant. This definition

includes many foods traditionally thought of as vegetables including tomatoes, peppers,

cucumbers and squash.

Evolutionarily plants from good tasting fruit to help with seed dispersal. When an animal

consumes the fleshy fruit the seed passes through the animal‘s body and is deposited in new

location. The animal even provides some fertilizer to help the seed start to grow. This type of

dispersal allows for large seeds to travel farther than the wind could carry them.

Wisconsin is home to many locally produced fruits including apples, pears, strawberries,

blueberries, raspberries, mulberries, grapes, cranberries, etc. In addition to cultivated varieties

there are many fruits that grow wildly in Wisconsin.

Fruits are often used as a snack, a base for a dessert or an accompaniment to a meal. Fruits are

naturally sweetened with fruit sugar, fructose.

There are many ways to classify fruits. These include when the fruit is harvested as a winter or

summer fruit. Fruits also can be classified by how the form. Drupes are fruits with a hard stone

including peaches, plums and nectarines. Pomes are fruits with several small seeds in the center

of the fruit such as apples and pears. While many small fruits are called berries only some are

true berries including blueberries, gooseberries, currants and grapes. Strawberries, mulberries

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and raspberries are in fact aggregate fruits or a collection of smaller fruits in one bunch. Citrus

fruits which cannot grow in the northern climate of Wisconsin include oranges, grapefruit, and

tangerines.

Fruits taste better when they are fresh and in season but you will not find fruits growing year

round in Wisconsin. If you enjoy fruit, preserve some for the winter and/or purchase fruits from

more distance areas when local fruits are unavailable.

There are many ways to preserve fruits. Fruits can be dried whole like raisins or prunes or spread

out and dried like fruit leather. Fruits can also be canned, frozen, or made into jams and jellies.

Fruit can also be turned into fruit juice or cider. Fruit contains many valuable nutrients and are

part of a healthy diet.

Teacher Instruction:

1. Discuss with students the variety of fruits that exists and how to use fruits in cooking.

2. Create an opportunity to taste test or compare different fruits.

Student Instruction:

1. Create categories to place different fruit into. You can make these based on color, taste,

size, shape or some other trait.

2. Compare the categories you created to those other students created.

3. Compare the look, feel, smell, and taste of different varieties of apples.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. What benefit does a plant receive from producing fruits?

2. Why are tomatoes and peppers considered fruits?

3. Why was it important for the early sailors to take fruit (limes/oranges) on the boat with

them?

4. What health benefits are associated with eating fruits?

5. What causes fruits to be sweet?

Extensions: Make apple cider, make a fruit pie, make fruit leather, make jelly, care for fruit

trees, or visit a u-pick farm.

Accommodations:

Resources:

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http://www.thefruitpages.com/sitemap.shtml Website with information about many types of

fruits.

Waters, Alice 2002. Chez Panisse Fruit. Harper Collins, New York. Book with information on

how to select fruit and recipes to prepare many types of fruit.

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

400

Summer Fruits

Drupes--Peaches, plums, nectarines, apricots, cherries, have a central pit with one seed.

Berries—Blueberries, grapes, cranberries, gooseberries

Aggregate fruits—Raspberries, strawberries, huckleberries, mulberries, are many fruits forming

one fruit.

Winter Fruits

Pomes—Apples, pears, quince

Apples – There are over 7000 varieties of apples however 90% of apples sold are from only 15

varieties.

Citrus Fruits –Oranges, Lemons, Limes, Grapefruit, Clementine, Mandarins, Satsumis,

Tangerines.

Tropical Fruits

Bananas, kiwis, mangoes, papayas, figs, dates, pomegranates, ugli fruit, coconuts, and passion

fruit.

Vegetable Fruits

Tomato, pepper, eggplant, squash, cucumber

Not a fruit but used a one—Rhubarb.

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Seed To Table

Lesson Plan: Yeast and other leavening agents

Unit: Science of Cooking

Objectives:

Students will learn what types of leavening agents are useful in food preparation.

Students will be able to identify and appropriately use yeast.

Students will understand the biological process of using yeast as a leavening agent.

Modified Curriculum Objectives:

Materials: Balloon activity {1 Tablespoon of active dry yeast, 1 cup warm water (80° F–100°

F), 2 tablespoons sugar, a large rubber balloon, a 1-liter plastic bottle.} Bread Activity {Recipe,

Ingredients}

Time: Overview 15 minutes, Balloon activity 15 minutes, Bread making 2 hours

Vocabulary: yeast, carbon dioxide (CO

), fungus, leavening agent, proofing, retarding,

fermentation, glucose (C

), ethanol (CH

OH)

Background Information:

The purpose of any leavening agent is to produce the gas that makes bread rise. Yeast does this

by feeding on the sugars in flour, and expelling carbon dioxide in the process. Fermentation is a

step in creating yeast breads and baked goods where the yeast is allowed to leaven the dough.

While there are about 160 known species of yeast, Saccharomyces cerevisiae, commonly known

as baker's yeast, is the one most often used in cooking. Yeast is tiny: Just one gram holds about

25 billion cells. That amount of fungi can churn out a significant amount of carbon dioxide

(CO

), provided it has the simple sugars it uses as food. Fortunately, yeast can use its own

enzymes to break down more complex sugars—including granulated sugar, brown sugar, and

honey—into a form that it can consume. Yeasts will grow over a temperature range of 10 °C

(50 °F) to 37 °C (99 °F).

Proofing (also called proving) is the final dough-rise step before baking, and refers to a specific

rest period within the more generalized process known as fermentation. Fermentation rest

periods are not often explicitly named, and normally show up in recipes as "Allow dough to

rise." Rest periods contrast with work periods when the dough is manipulated by the baker, some

work periods are called mixing, kneading, and folding, as well as shaping.

During fermentation, yeast converts glucose and other carbohydrates to carbon dioxide gas

which gives the dough rise, and alcohol which gives the baked bread flavor. In sourdough,

bacteria which coexist with wild yeast consume this alcohol, producing lactic and acetic acids.

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The use of potatoes, water from potato boiling, eggs, or sugar in bread dough accelerates the

growth of yeast. Salt and fats such as butter slow down yeast growth.

Over proofing is when fermenting dough has rested so long its bubbles have grown so large they

have popped, if baked at this point would result in poor structure. Length of rest periods,

including proofing, can be determined by time at specific temperatures or by characteristics of

the dough. Often the "poke method" is used to determine if the dough has risen long enough; if

the dough, when poked, springs back immediately it is under proofed and needs more time.

Retarding may occur at any time during fermentation and is accomplished by placing the dough

into a dough retarder, refrigerator, or other cold environment to slow the activity of the yeast.

You may want to retard the fermentation process to save dough for a later cooking.

In 1857, Louis Pasteur discovered yeast is a living organism whose respiration causes

fermentation. Yeast also produces alcohol as it feeds, which is why it is an important ingredient

in making beer and wines. Beer froth has a long history as a source of yeast. It was used both in

ancient Egypt and in nineteenth-century Europe. Yeast was probably first discovered as wild

yeast was naturally introduced to bread dough producing a lighter and tastier bread.

Other Leavening Agents:

Chemical leaveners are chemical mixtures that release carbon dioxide or other gases when they

react with moisture and heat; they are almost always based on a combination of acid and an

alkali. They usually leave behind a chemical salt. Chemical leaveners are used in quick breads

and cakes, cookies and other applications where a long biological fermentation is impractical or

undesirable.

Since chemical expertise is required to create a functional chemical leaven without leaving

behind off-flavors from the chemical precursors involved, such substances are often mixed into

premeasured combinations for maximum results. These are generally referred to as baking

powders (Baking soda and cream of tartar).

Mechanical leavening includes creaming the process of beating sugar crystals and solid fat

(butter) together in a mixer. This integrates tiny air bubbles into the mixture, since the sugar

crystals physically cut through the structure of the fat. Creamed mixtures are usually further

leavened by a chemical leavener. This is often used in cookies.

Using a whisk on certain liquids, cream or egg whites, can also create foams by mechanical

action. This is the method employed in the making of sponge cakes, where an egg protein matrix

produced by vigorous whipping provides almost all the structure of the finished product.

Teacher Instruction:

1. Familiarize yourself with background material.

2. Prepare materials necessary for balloon and bread activity.

403

Student Instruction:

Balloon Activity

1. Stretch out the balloon by blowing it up repeatedly, and then lay it aside.

2. Add the packet of yeast and the sugar to the cup of warm water and stir.

3. Once the yeast and sugar have dissolved, pour the mixture into the bottle. You‘ll notice the

water bubbling as the yeast produces carbon dioxide.

4. Attach the balloon to the mouth of the bottle, and set both aside.

5. After several minutes, you‘ll notice the balloon standing upright. If you don‘t see anything

happen, keep waiting. Eventually, the balloon will inflate.

Extension A. Try the same experiment using hotter and colder water. Use a thermometer to

measure the temperature of the water. At what temperature is the yeast most active? At what

temperatures is it unable to blow up the balloon?

Extension B. Repeat the above experiment putting 1 tablespoon of vinegar in the bottle and 1

tablespoon of baking soda in the balloon.

Bread Activity

1. Follow directions in your favorite yeast bread recipe.

2. You can also try a variety of different ingredients to slightly change the flavor or texture

of the bread.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. Is yeast a living organism?

2. How can you determine if yeast is living?

3. Is baking soda a living organism?

4. Compare yeast to baking powder as leavening agents?

5. What happens to the alcohol that is produce by yeast when baking bread?

6. Describe the importance of temperature in leavening.

7. What can you do to speed up or slow the leavening process?

8. Create a graph that shows the speed of carbon dioxide production for different

temperatures.

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Extensions:

Make Sourdough, quick breads, and Irish Soda Bread. Take a tour of a bakery or brewery. Make

root or ginger beer.

Accommodations:

Resources:

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

405

Reactions

Glucose → Ethanol + Carbon Dioxide

→ 2 CH

OH + 2 CO

Baking Soda +

Vinegar → Carbon Dioxide + Water + Sodium Acetate (actually 2 simultaneous

reactions)

NaHCO

+ CH

COOH → CO2 + H

O + CH

COONa

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Seed To Table

Lesson Plan: Sprouts

Unit: Science of Cooking

Objectives:

Students will understand how seeds grow into plants.

Students will discover a variety of foods that are easily grown in limited space.

Students will learn how to combine sprouts with other foods.

Students will learn the difference between monocots and dicots.

Modified Curriculum Objectives:

Materials: Mung Beans, Quart Glass Jar, Screen, Water, Smaller Jars, Plastic Bags, Corn

Kernels

Time: 15 minutes setup. Grow sprouts over a period of 3-4 days.

Vocabulary: Sprouts, Alfalfa, Mung Bean, Angiosperm, Cotyledon, Monocot, Dicot, Vitamin C

Background Information:

Beans and grains are a time-honored way to get plenty of protein with low fat, high fiber and no

cholesterol. Sprouts: Alfalfa, Mung Bean, and Bean Mix, are beans that have been sprouted and

are a wonderful option for a variety of meals.

Grown locally year round, sprouts are a good source of protein and vitamin C. Three ounces of

Mung bean sprouts contain 30 calories. A 12-ounce bag served as a side dish or salad is enough

for 4 to 6 people.

Sprout History

Medicinally and nutritionally, sprouts have a long history. Ancient Chinese physicians

recognized and prescribed sprouts for curing many disorders over 5,000 years ago. Sprouts have

continued to be a main staple in the diets of Asian-Americans.

In the 1700's, sailors were riddled by scurvy (lack of Vitamin C) and suffered heavy casualties

during their two to three year voyages. From 1772-1775, Captain James Cook had his sailors eat

limes, lemons, and several varieties of sprouts; all abundant holders of Vitamin C. Using these

fruits and a continuous program of growing and eating sprouts were credited with preventing

scurvy, reducing a major cause of death among sailors.

Biology of Sprouts

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Flowering plants (the Angiosperms– angio = vessel, box, case; sperma = seed) can be divided

into two subgroups: the Monocotyledons (mono = one; cotyl = cavity) and the Dicotyledons (di

=two). Monocotyledons (monocots) have one cotyledon (nutrient storage area) in their seeds and

several fibrous roots. Examples of monocots are the various grains such as wheat, corn, barley,

rice, millet, etc. When these seeds sprout, they will look similar to sprouting grass, another

monocot. Dicotyledons, (dicots) have two cotyledons, in their seeds and usually one thicker

taproot. Examples of dicots include a wide variety of plants such as peas and beans, nut trees

such as almonds or walnuts, sunflower, radish, cabbage, etc. When these seeds sprout, they will

look similar to a sprouting bean seedling

Nutritional Advantages of Sprouts

Dr. McKay of Cornell University led off with this dramatic announcement: "Wanted! A

vegetable that will grow in any climate, rival meat in nutritive value, mature in 3 to 5 days, be

planted any day of the year, require neither soil nor sunshine, rival tomatoes in Vitamin C, be

free of waste in preparation and can be cooked with little fuel or eaten raw."

Dr. McKay was talking about soybean sprouts. He and a team of nutritionists had spent years

researching the amazing properties of sprouted soybeans. They found that sprouts retain the B-

complex vitamins present in the original seed, and show a big jump in Vitamin A and an almost

unbelievable amount of Vitamin C above that present in un-sprouted seeds. Nutritionists point

out that this high vitamin content is gained at the expense of some protein loss, the figures are

still impressive: an average 300 percent increase in Vitamin A and a 500 to 600 percent increase

in Vitamin C. Additionally, in the sprouting process starches are converted to simple sugars, thus

making sprouts easily digestible.

Teacher Instruction:

1. The Mung beans will grow quickly and can be cooked or eaten raw.

2. The beans will break through the glass jar or push the lid off if it is not seal tight enough.

3. The corn will sprout and the root will start growing towards the earth and the stem will

go away from the earth. Geotropism.

Student Instruction:

1. Follow instruction to sprout Mung Bean Sprouts

2. Jar break—Place beans and water in a glass container with sealed lid. Store in a dark

location observe over time.

3. Corn sprouts—Tape corn seeds in different orientations to a paper towel in a plastic bag

with water. Tape bag to a sunny window. Observe sprouts over time.

Questions: (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)

1. What is the nutritional value of sprouts?

2. How easy is it to grow sprout?

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3. What time of year can sprouts be grown?

4. What facilities do you need to grow sprouts?

Extensions: Grow additional types of sprouts. Conduct a taste test of different sprouts.

Accommodations:

Resources:

Wisconsin Model Academic Standards (http://dpi.wi.gov/standards/)

Written By: Keith Pollock

Readings/Worksheets/Quizzes/Other Materials:

409

Grow Your Own Bean Sprouts

½ Cup Mung beans

1 quart glass jar

Cheese cloth/Screen

The procedure:

Begin by washing 1/2 cup of Mung beans and draining, then soaking overnight in water. Drain

the soaked beans and place them in a quart glass jar (4 cups / 32 ounces) and cover with water.

Place a piece of cheesecloth or similar material over the jar, using a rubber band to hold it in

place. Change the water once a day. After several days the sprouts will be plump and long.

Rinse them, drain and refrigerate.

Sprouts can be eaten raw or added to stir fry. Sprouts should be added at the end of the stir fry

only cooking for about 30 seconds.

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411

Types of Sprouts and Suggested Uses

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Acknowledgements

Authors

Megan Cain helped create the Kids’ Gardening Program at Troy Gardens in Madison, WI. She now

manages the East High Youth Farm. Her passions revolve around helping youth get their hands dirty in

the garden.

Kathleen Doherty is a social science teacher currently teaching at Madison College (MATC). Her

research and community work centers around youth gardening and social justice in the alternative agro-

food movement.

Elizabeth Gering is an AmeriCorps VISTA with UW-Extension 4-H Development and Community

GroundWorks at Troy Gardens.

Kirsten (Kitty) King is a Special Education teacher in the Madison Metropolitan School District. Her love

of plants grew out of watching her father garden and became a personal passion as she earned her

Masters in Cultural Anthropology with an emphasis in Ethnobotany at Southern Illinois University. Kitty

went on to be a Produce Purchaser for Mifflin Street Grocery Co-op, served as Food Coordinator for the

Upper Midwest Organic Farming Conference, and began gardening in her own backyard.

Heidi Krattiger is a recent graduate of the University of Wisconsin-Stevens Point, earning a degree in

Exceptional Education. Over the past 5 years, Heidi has developed her farm knowledge by being a

worker, volunteer, intern, or worker-share at various community supported agriculture (CSA) farms across

Wisconsin.

Nathan Larson is the Education Director at Community GroundWorks and Senior Outreach Specialist in

the Department of Landscape Architecture at the University of Wisconsin-Madison. Nathan directs urban

farm and garden programs for pre-K-12 students, develops curriculum, and provides professional

development for college students, school teachers, and community educators.

Keith Pollock is the Seed To Table Curriculum Writer at The Goodman Community Center. Keith has

worked with youth developing and teaching innovative, hands-on experiential curriculum for more than 15

years. Keith is a certified 6-12 science teacher and has a Masters of Education Psychology from UW-

Madison. He also enjoys gardening and cooking with his two young daughters.

Reviewers

Elizabeth McCann is the Director of the Environmental Education Program at Antioch University New

England.

Tim Peterson is the Science Coordinator for the Teaching and Learning Department of the Madison

Metropolitan School District.

Maury Smith is a math and environmental education teacher at Monona Grove High School in Monona,

WI. He enjoys working with students on organic food production and prairie restoration.