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Healthy Cuisine for Kids Seminar

Improving Culinary Skills in

Child Nutrition Programs

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“The goal of school nutrition professionals must be to teach children eating skills.”---“There’s a leadership role inherent in providing for children and eating. You have much to offer, not only to children, but to their families and teachers as well.”

Ellyn Satter. (1995). How school foodservice can help develop children’s eating skills. School Foodservice & Nutrition. Alexandria, VA. School Nutrition Association.

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Children Buy With Their Eyes First

“ High quality, flavor, and attractiveness should be the keynotes of the CNP food

policy”

Mary de Garmo Bryan-The School Cafeteria.1936

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Purpose of the Healthy Cuisine for Kids Seminar

• Prepare and serve nutritious, high quality meals that appeal to the customer

• Promote healthy eating behaviors

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Seminar Objectives

1. Describe the importance of preparing and serving nutritious, high quality meals.

2. Demonstrate an understanding of the nutrition principles related to preparing

– fruits and vegetables, – meats and meat alternates, and– grains and breads.

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Seminar Objectives, continued

3. Identify quality standards for fruits and vegetables, meats and meat alternates, and grains and breads.

4. Identify basic culinary skills required to prepare and serve nutritious, high quality meals that appeal to the customer.

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Seminar Objectives, continued

5. Demonstrate and apply the culinary basics presented in the seminar.

6. Explain how meals support the Dietary Guidelines for Americans and follow nutrition guidance.

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Expectations of HCK Seminar Participants

• Participate in HCK.

• Perform the assigned tasks.

• Practice the content presented.

• Participate effectively as a team member to– organize for each assignment in the laboratory.– prepare and evaluate the assigned food products. – prepare products to appear on the serving line,

using garnishes and considering food placement.– present the products for tasting and evaluation.

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Healthy Cuisine for KidsSeminar Modules

Module Name Schedule Culinary Basics Day 1

Fruits and Vegetables Day 1

Meats and Meat Alternates – Part 1, Meats– Part 2, Meat Alternates

Day 2

Breads and Grains – Part 1, Breads– Part 2, Grains

Day 3

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The Three-Part Plan for Each Module

1. Lesson – a discussion of the nutrition contribution and requirement of the meal component to healthy meals

2. Culinary Demonstration – a demonstration of culinary practices that will be used in the culinary laboratory

3. Culinary Laboratory – a hands-on experience of working as a team to prepare, present, and evaluate food items

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Module

Name

Nutrition Focus

Basic Skills

Culinary Techniques

Flavoring and

Seasoning

Presentation and

Evaluation

Culinary

Basics

Fruits and Vegetables

Meats /Meat Alternates

Grains and Breads

Areas of Emphasis in Modules

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Culinary BasicsBuilding a Nutrition Foundation

• Healthy school nutrition environment• Dietary Guidelines for Americans• Recommended Dietary Allowances• Dietary Guidance • School nutrition program standards and guidelines• Fat, Carbohydrate, and Protein• Vitamins and Minerals

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Culinary BasicsFoundation in Culinary Techniques

• Function of fat, sugar, and salt in healthy cooking

• Standardized recipes

• Accurate weighing and measuring

• Production records

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Culinary Basics, continued

• Basic preparation

• Healthy cooking methods

• Flavoring and seasoning

• Presentation and garnishing

• Evaluating food products

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Culinary Basics, continued

• Mise en Place

• Food Safety

• Equipment Review

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Objectives: Module 1 Culinary Basics

1. Briefly describe how healthy cooking techniques help to create a healthy school nutrition environment.

2. State the school nutrition program standards for recommended levels of fat and sodium.

3. List the names of key nutrients required in school lunch menus at a specific level.

4. Briefly state how the dietary guidance materials are useful tools in planning and preparing school meals.1. Dietary Guidelines for Americans2. Recommended Dietary Allowances

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Objectives, Culinary Basics, continued

5. Explain the importance of using standardized recipes and following correct procedures when preparing school meals.

6. Explain the function of fat, sugar, and salt in food preparation.

7. Explain the importance of flavor enhancers in preparing healthy and appealing foods.

8. Briefly discuss how accurate weighing and measuring and production schedules impact the quality and nutritional value of food.

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Nutrition Focus

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Five Steps to Healthy Cooking - Food must be …

• purchased by specification number• received correctly and stored properly, • handled safely, • prepared using healthy cooking techniques, • served in a healthy and appealing manner and,• served in a safe and attractive dining area.

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A Healthy School Nutrition Environment

Gives Student Customers

• Clear and consistent messages that reinforce healthy eating and physical activity habits.

• Opportunities to learn to make healthy choices.

• Opportunities to practice healthy habits.

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Dietary Guidelines for Americans

The national nutrition policy reviewed and updated

every five years

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It’s the Law!

The Richard B. Russell National School Lunch Act as amended in 1994 states

“Schools participating in the school lunch or school breakfast programs shall serve lunches and breakfasts under the program that are consistent with the Guidelines.”

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Key MessagesDietary Guidelines for Americans

1. Consume a variety of foods within and among the basic food groups while staying within energy needs.

2. Control calorie intake to manage body weight.

3. Be physically active every day.4. Increase daily intake of fruits and

vegetables, whole grains, and nonfat or low-fat milk and milk products.

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Key Messages Dietary Guidelines for Americans,

continued5. Choose fats wisely for good health.

6. Choose carbohydrates wisely for good health.

7. Choose and prepare foods with little salt.

8. If you drink alcoholic beverages, do so in moderation.

9. Keep foods safe to eat.

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Dietary Guidelines for Child Nutrition Programs

• Offer a variety of foods within each of the food groups.

• Serve meals that help maintain a healthy body and weight.

• Promote the need for physical activity every day• Serve plenty of vegetables, fruits, and whole

grain products.• Serve a variety of nonfat and low-fat milk and

milk products.

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Dietary Guidelines for Child Nutrition Programs, continued

• Offer meals low in fat, saturated fat, cholesterol, and trans fat.

• Select foods with natural sweeteners and use sugars only in moderation.

• Choose and prepare foods with little salt. • Promote an alcohol and drug-free lifestyle.• Practice safe food handling from receiving

through clean-up.

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The Food Groups Provide Important Nutrients

Food Group Nutrients ProvidedFruits carbohydrate, fiber, potassium, folate, vitamin A,

vitamin CVegetables complex carbohydrate, fiber, vitamin A, vitamin C,

folate, potassium, iron, magnesium, vitamin EGrains complex carbohydrate, fiber, riboflavin, niacin, thiamin,

folate, iron, vitamin E (whole grains)Milk, Yogurt, and Cheese

protein, calcium, phosphorus, vitamin A, vitamin B-12 Note: Foods in this group contain tat, trans fat, saturated fat, and cholesterol

Meat, Poultry, Fish, Dry Beans, Eggs,

and Nuts

protein, iron, phosphorus, potassium, magnesium, vitamin E Note: Meat, poultry, fish, and eggs may contain saturated fat, trans fat, and cholesterol

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Recommended Dietary Allowances (RDA)

“ the average daily amounts of nutrients considered adequate to meet the known nutrient needs of practically all healthy people."

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Nutrient Standards in School Meals

Nutrient Major Menu Source of Nutrient

Calorie

Calcium

Iron

Protein

Vitamin A

Vitamin C

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Menu Planning Systems

• Traditional Food-Based Menu Planning

• Enhanced Food-Based Menu Planning

• Nutrient Standard Menu Planning

• Assisted Nutrient Standard Menu Planning

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Getting Customer Acceptance

Sight Customers eat with their eyes first. The food must look good to be acceptable.

Smell Good food has a pleasing aroma.

Touch How it feels in the mouth.

Taste Food flavors should appeal to students’ taste.

Sound The crunch of celery or a fresh apple helps to whet the appetite.

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Ideas for Getting Customer Acceptance

• Introduce new foods– gradually along with old favorites for greater

acceptance.– by offering a small taste with the meal.

• Provide a high-quality, nutritious product.• Observe, ask, and listen to customers.• Create a dining experience. • Understand and respect differences

among students.

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Calories

• What is a calorie?

• Why should we count calories?

• Where do calories come from?– Fat– Protein– Carbohydrate– Alcohol

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Maximum Recommended Fat Intake

AgeTotal Daily

CaloriesTotal Daily Fat

Grams (gm)Fat Grams Per

Meal (gm)

Child 4-6

1800 60 gm 20 gm

Child 7-10

2000 67 gm 22 gm

Male11-14

2500 83 gm 28 gm

Female11-18

2200 73 gm 24 gm

Male15-18

3000 100 gm 33 gm

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Fiber

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Fiber Facts Fiber may be lost in peeling as it is often

concentrated in the skin and other outer layers of fruits and vegetables.

Processing methods frequently reduce fiber content; for example, white flour and white rice have less fiber than whole-grain flour and brown rice.

Research indicates possible protective effects of dietary fiber against colon cancer, heart disease, and diabetes.

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Fiber Facts, continued

• Plants contain different kinds and amounts of fiber components.

• Foods containing soluble fiber may help reduce blood cholesterol levels.

• Eating foods containing insoluble fiber is important• for proper bowel function and • can reduce symptoms of chronic

constipation, diverticular disease, and hemorrhoids.

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Functions of Protein

1. Growth and maintenance2. Helps maintain fluid and acid base

balance3. Can supply calories for energy4. Helps fight infections and build immunity5. Aids in blood clotting6. Other: Serves as a transportation system

in the body for other nutrients and replacing body tissues and cells.

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Building Blocks of Protein

Amino AcidsAmino Acids

ESSENTIAL AMINO ACIDSESSENTIAL AMINO ACIDS

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Complementary ProteinsMeat Alternates

Bread and Peanut Butter Rice and Beans Tofu and Rice Pasta and Beans Corn and Lima Beans Hummus and Pita Bread

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Vitamins and Minerals

• Vitamins

– Fat and Water Soluble

• Minerals

– Sodium and Calcium

• Food Groups

• Missing Nutrients

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Fat in the Menu

• Fat is used in baking for tenderizing, adding flakiness, flavor, and other reasons.

• Fat is used to emulsify or thicken sauces and gravies.

• Is used in cooking to transfer heat to foods.

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Functions of Sugar in Foods and Cooking

• Sugar tastes good and adds flavor

• Sugar preserves foods

• Sugar is a tenderizer and adds volume

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Functions of Sugar in Foods and Cooking, continued

• Sugar adds color by aiding in browning

• Sugar provides thickening to food products

• Sugar feeds the yeast during the fermentation process in yeast breads

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Functions of Sugar in Foods and Cooking, continued

• Sugar helps to retain moisture

• Sugar discourages browning, adds firmness, and retards flavor loss in canned fruit

• Sugar adds firmness to cooked fruits

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Function of Salt in Foods and Cooking

• Salt adds flavor

• Salt and other sodium-containing ingredients act as preservatives in many processed foods

• Salt aids in the control of the rate of yeast fermentation in bread making

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Hidden Sources of SodiumProduct FunctionBaking powder Leavening agentBaking soda Leavening agentMonosodium glutamate Flavor enhancerSodium benzoate PreservativeSodium caseinate Thickener and binderSodium phosphate Emulsifier, stabilizerSodium propionate Mold inhibitorSodium saccharin Artificial sweetenerSodium citrate Added to soft drinks and fruit drinksSodium nitrite Curing agent in meat, provides

color, prevents botulism

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Standardized Recipes

A standardized recipe is one that has been tried, adapted, and retried several times for use by a given food service operation and has been found to produce the same food results and yield every time when the• exact procedures are used,• with the same type of equipment, and • the same quantity and quality of ingredients.

Source: A Menu Planner for Healthy School Meals (1998). USDA.48

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Why Use A Standardized Recipe?

• Quality Control

• Portion Control

• No Substitutions

• Cost Control

• Time Savings

• Inventory Control

• Consistent Results

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Parts of a Standardized Recipe

• Recipe Title

• Recipe Category

• Ingredients

• Weight/Volume of Each Ingredient

• Nutrients per Serving

• Variations

• Critical Control Points

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Parts of a Standardized Recipe, continued

• Preparation Instructions

• Cooking Temperatures and Time

• Serving Size

• Recipe Yield

• Equipment and Utensils to be Used

• Marketing Guide for Selected Ingredients

• Nutrient Analysis

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Steps in Using a Recipe

1. Study the recipe carefully.

2. Understand terms and definitions.

3. Ask questions to clarify information.

4. Check the yield, temperature, and cooking time.

5. Assemble in order of use–tools, utensils, and equipment.

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Steps in Using a Recipe, continued

6. Assemble ingredients.

7. Do prepreparation – grease pans, wash and cut fruits/vegetables, preheat oven, measure and weigh ingredients.

8. Follow the recipe exactly.

9. Cook for the time and at the temperature stated in the recipe or procedure.

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Purpose of Production SchedulesThey provide• Information about the menu, foods and

recipes to use, and portion sizes.• A systematic method and place for staff to

record information about amount prepared and leftover.

• Documentation of quantities prepared and served

• Information for forecasting.

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Measuring Tools

• Measuring Spoons

• Liquid Measuring Containers

• Dry Measuring Containers

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Seven MeasuresMeasuring Spoons

• Used for measuring small quantities

• Available in variety of styles

• 1/4 teaspoon• 1/3 teaspoon• 1/2 teaspoon• 1 teaspoon• 1 tablespoon

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Seven Measures Ounce to Gallon Conversion

• Fluid ounce• Cup = 8 ounces• Pint = 2 cups or 16 ounces• Quart = 4 cups or 32 ounces or 2 pounds• Gallon= 4 quarts or 128 ounces or

8 pounds

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Common Conversions

• 3 teaspoons = 1 tablespoon

• 2 tablespoons = 1 fluid ounce

• 2 tablespoons = 1/8 cup

• 4 tablespoons = 1/4 cup

• 5 1/3 tablespoons = 1/3 cup

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Common Conversions, continued

• 8 tablespoons = 1/2 cup

• 10 2/3 tablespoons = 2/3 cup

• 12 tablespoons = 3/4 cup

• 16 tablespoons = 1 cup

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Common Conversions, continued

• 8 fluid ounces = 1 cup

• 2 cups = 1 pint

• 4 cups = 1 quart

• 4 quarts = 1 gallon

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Liquid Measuring Containers

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Liquid Measuring Containers, continued

• Available in metal and plastic

• Plastic have graduations on both sides; more accurate for liquid measuring

• Available in a variety of sizes

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Dry Measuring Containers

• Usually metal for durability

• Flat top edge for leveling contents

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Weighing Tools

• Balance Scales

• Spring Scales

• Electronic Scales

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Balance Scales

• Balance product weight against lead weights

• Require several sizes of lead weights as co-balance

Edlund Company™

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Spring Scales

• Come in a variety of sizes

• Dial may be fixed or adjustable

• Pointer should be set to zero before using

Edlund Company™ 66

Electronic Scales

• Digital read out • Units of measure

changed easily by flipping switch

• Should be reset after each measurement

AJ A ntunes & Company™ 67

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Portion Control Tools

• Scoops/Dishers/Dippers

• Spoodles

• Ladles

• Spoons

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Scoops/Dishers/Dippers

• Often are color coded• Range in size from 6 -

100• Size = number of level

scoops/quart• Size on blade or handle

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Spoodles

• Combination spoon and ladle

• Available in sizes from 2 oz to 8 oz

• May be solid or perforated

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Ladles

• Available in sizes from 2 oz to 8 oz

• Good for soups, sauces, creamed foods, or other similar foods

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Serving Spoons

• Least accurate portion tool

• Good for serving pre-portioned items

• May be solid, slotted, or perforated

• Are not identified by a number

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Basic Kitchen Skills

• Desirable work habits;

• Ability to organize the work to be done-Mise en place;

• Correct use of standardized recipes, weights, and measures;

• Proper use of equipment; and

• Strict adherence to rules of food safety and sanitation.

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Basic Cooking Methods

• Moist Heat– Poaching, simmering, boiling, steaming,

blanching, and shocking

• Dry Heat– Roasting, baking, sautéing, and stir-frying

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Enhancing FlavorsEnhance flavor by Examples

Adding spices Nutmeg, Cinnamon, Cardamom

Adding herbs Dill, Rosemary, Thyme, Cilantro, Oregano

Adding seasoning foods Garlic, Onion, Leek, Lemon, Orange

Additional seasonings Tabasco, Soy Sauce, Worcestershire

Cooking method Browning, grilling, marinating, caramelizing

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