2013 08 6 Facilitators Manual Jan 12 15 - Interior Health · 2015-02-04 · Week Five - Shopping on a Budget and Meal Planning ... Appendix Q – Weekly Meal Plan ... to demonstrate

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Acknowledgements

The Kitchen Connections pilot and this manual has been made possible through a grant from the Community Food Action Initiative, Promotion and Prevention, and Interior Health Authority of British Columbia.

Special thanks to the Aboriginal Friendship Centre (AFC) for their partnership in this project by providing an alternate host location for the project and the involvement of their Nutrition Educator, Jacquelyne Foidart (Project Coordinator/Facilitator Lead). Jacquelyne provided expertise in nutrition as well as coordination of the project delivery. Jacquelyne generated, sourced and assembled the content for the development of initial drafts of the Facilitator’s Manual.

Thanks to ASK Wellness for their partnership in this project by providing the involvement of their Life Skills Worker, Debbie Gallaher (Facilitator). Debbie provided transportation for participants as well as expertise in life skills.

Thanks also to the Canadian Mental Health offices in Vernon, Salmon Arm and Cranbrook for assisting in implementing and evaluating subsequent versions in later pilots for Kitchen Connections.

For information contact:

ROSE SONEFF RD, JILL WORBOYS RD

Community Nutritionists

Promotion and Prevention, Interior Health Authority

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Table of Contents Acknowledgements .................................................................................................................................... 1

Table of Contents ....................................................................................................................................... 2

What is Kitchen Connections? ................................................................................................................. 4

Getting Started ............................................................................................................................................ 5

Develop Community Partnerships ....................................................................................................... 5

Budget ...................................................................................................................................................... 5

Qualified Facilitators .............................................................................................................................. 5

Peer Mentors........................................................................................................................................... 6

Choosing a Location .............................................................................................................................. 7

Policies and Procedures ....................................................................................................................... 7

Program Schedule ................................................................................................................................. 7

Ground Rules .......................................................................................................................................... 9

Food Safety ........................................................................................................................................... 10

Maintaining the Group ......................................................................................................................... 11

Evaluation .............................................................................................................................................. 12

Weekly Modules ....................................................................................................................................... 14

Week One - Kitchen Connections Program Overview, Ground Rules, and Safe Food Handling ................................................................................................................................................................ 14

Week Two - Grocery Nutrition Tour, Label Reading, and Unit Pricing ........................................ 18

Week Three - Sugar Sweetened Beverages, and Common Side Effects in Medications used in Mental Health .................................................................................................................................... 22

Week Four - Nutritious Meat Alternatives on a Budget .................................................................. 26

Week Five - Shopping on a Budget and Meal Planning ................................................................ 30

Week Six – Community Resources, Participant Evaluation, and Graduation ............................ 34

Appendix A - Budget ................................................................................................................................ 38

Appendix B - Registration/Attendance Form ........................................................................................ 39

Appendix C - Release Form for Pictures .............................................................................................. 40

Appendix D - Kitchen Equipment List.................................................................................................... 41

Appendix E - Safe Food Handling ......................................................................................................... 42

Appendix F - Buying Food ...................................................................................................................... 44

Appendix G - Test Your Knowledge ...................................................................................................... 45

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Appendix H – Nutrition Information for Grocery Tour ......................................................................... 47

Appendix I - Label Reading .................................................................................................................... 49

Appendix J – Unit Pricing ........................................................................................................................ 50

Appendix K - Grocery Shopping Challenge ......................................................................................... 51

Appendix L- Sugar Sweetened Beverage Guessing Game .............................................................. 52

Appendix M - Common Side Effects in Medications used in Mental Health ................................... 53

Appendix N - Why Eat Beans and Lentils? .......................................................................................... 55

Appendix O - How to Increase your Fiber Intake ................................................................................ 56

Appendix P - Shopping on a Budget ..................................................................................................... 58

Appendix Q – Weekly Meal Plan ........................................................................................................... 59

................................................................................................................................................................ 59

Appendix R – Kraft Dinner™ Gone Wild, Yogurt Gone Wild ............................................................. 61

Appendix S- Graduation Certificate sample ......................................................................................... 62

Appendix T – The Community Food Action Evaluation Form ........................................................... 63

Community Food Action Evaluation Form ........................................................................................ 63

Appendix U – Recipes ............................................................................................................................. 66

Brown Rice and Lentil Pilaf ................................................................................................................. 67

Spanish Lentil Rice .............................................................................................................................. 68

African Nut Stew ................................................................................................................................... 69

Fantastic Black Bean Soup ................................................................................................................. 70

Beef and Mushroom Stroganoff ......................................................................................................... 71

Chicken Stir-fry ..................................................................................................................................... 72

Salmon Patties ...................................................................................................................................... 73

Chick Pea Peanut Butter Chocolate Chip Dough Bites .................................................................. 74

Microwave Recipes .............................................................................................................................. 75

Appendix V ................................................................................................................................................ 77

Beverage ideas: .................................................................................................................................... 77

Snack ideas: .......................................................................................................................................... 77

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What is Kitchen Connections?

Kitchen Connections is a social and food skill building program designed to address the special needs of participants living with Mental Health and Substance Use conditions. Evidence exists to demonstrate the benefits of healthy eating, food security, and social inclusion to the well-being of community members with mental health and substance use issues.

The main objective of Kitchen Connections is to build on the skills listed below, while creating an atmosphere in which all participants can experience positive social interactions with low levels of distress and anxiety.

Skill Set Focus: o Getting out of the house o Connecting with others socially o Sharing ideas with others o Planning meals o Shopping for healthy food on a budget o Preparing meals o Eating healthily o Preparing safe food o Accessing healthy food o Learning about community resources

This Facilitator’s manual outlines the requirements of implementing a program, learning objectives and lesson modules for successful delivery of Kitchen Connections. The program consists of 6 weekly sessions, each with a detailed module. The companion Participant’s Handbook contents can be printed off each week as the lesson plans are reviewed. Additional information can be provided to participants about other food security resources in their community and how to access these resources.

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Getting Started

Develop Community Partnerships

Meet with local health care providers and community organizations dedicated to helping community members living with chronic mental health and substance use conditions. Building partnerships is important for delivering Kitchen Connections. These new partnerships can help:

o Find sources for funding o Recruit two qualified facilitators, or one qualified facilitator and peer mentor o Find a location for Kitchen Connections o The strategy for recruiting participants o Develop the roles and responsibilities for implementation

Budget

Expenses are outlined in a suggested budget (Appendix A) based on the program being held in an already equipped kitchen. Expenses include wages, honorariums, food and supplies, printing, transportation, training and administration. Costs may vary between organizations, communities, format of the program or funding sources. Organizations may decide to charge a small participant fee to help cover costs.

Qualified Facilitators

Two facilitators are ideal for delivering Kitchen Connections. Both should have experience assisting community members living with mental health and substance use conditions and facilitation of groups. Having two facilitators will allow one facilitator to support a client who may need to leave the group during a lesson, while the other facilitator can continue working with the group. Between the two facilitators the following experience, knowledge and skills are needed:

o Communication skills and past experience working with mental health and substance use clients.

Ability to make everyone feel welcome and included in making decisions and sharing tasks.

Ability to organize and provide structure but be flexible. o Food Safe Certification o Mental Health First Aid o Life Skills Training o Meal planning based on Canada’s Food Guide to Healthy Eating o Valid driver’s license and ability to transport participants, if needed. o Leadership skills o Planning and shopping for multiple servings on a limited budget o Basic nutrition education

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Peer Mentors

A Peer Mentor can also work with a facilitator for delivering Kitchen Connections. A trained Peer Mentor can empower clients, be a role model, increase self-esteem, and provide clients with valuable experience. The Peer Mentor may be a previous client of the organization and known to participants, staff, and mental health workers.

Desired training, personal traits and experience: Manages their psychiatric disorder. Have a positive attitude toward mental health professionals and other mental health

clients. Holds a Level 1 Food Safe certificate and has food handling experience. Enjoys cooking, and has quantity food preparation experience or training. Holds successful completion of Peer Support Working Training modules. Have coping skills, flexibility and able to manage stress. Likes working with people and accept differences. Willing to learn from others. Have good interpersonal and communication skills. Motivates and personally motivated. Have good personal self-esteem in a team setting.

Organizational considerations: Match the Peer Mentor with the group. Provide written clear expectations regarding boundaries, respect and confidentiality. Provide written clear role description and responsibilities. Provide ongoing feedback between Peer Mentor, Facilitator, and the Organization. Review lesson plan, recipe and procedure weekly prior to the session to ensure Peer

Mentor is well informed. Implement a mechanism for participant’s to discuss interpersonal conflict between

themselves and Peer Mentors.

It is essential that the facilitator and peer mentor enjoy working together as a team.

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Choosing a Location

The right location will impact the success of Kitchen Connections. Consider the following:

o Size and configuration of the kitchen. There should be enough room for each participant to feel secure in their own personal space while they are preparing food. The goal is for all participants to feel comfortable. This cannot be achieved if participants have an increased level of anxiety and distress due to confined space.

o Availability of the kitchen. If an organization is donating the use of their kitchen it is likely that other groups are using the space as well. Secure a consistent time and location to assist participants in scheduling for their participation.

o Equipment. The ideal kitchen would include a commercial dishwasher, three compartment sink, stove, microwave, and adequate refrigerator and freezer space for food storage. However, the Kitchen Connections can function with basic kitchen appliances. (Appendix D)

o Dining and teaching space: Kitchen Connections includes a variety of teaching styles such as hands-on experience, demonstration, games, as well as themed conversations. Enough space for all to sit comfortably at a table for dining or education purposes is needed.

o Sanitation and clean up. An important social learning component of the group is taught not only during food preparation and cooking but also during clean-up. Find out the sanitation procedures for the kitchen and ensure the entire group participates in leaving the kitchen clean and tidy.

o Physical location. The location should be easily accessible to clients who may not have a car and rely on walking or local transportation. Storage area to keep supplies for program and Participant Handbooks should be available.

Policies and Procedures

The following policies and procedures should be considered once the facilitators have been selected:

Program Schedule o It is recommended that the program run once per week for six consecutive weeks. o It is recommended not to run the program on a day social assistance cheques are

issued. Attendance may be low, or clients are anxious to leave on social assistance cheque days. Participants may have many errands on this day and are unable to attend.

o The duration of a lesson may vary between 2.5 and 3.0 hours to complete the lesson objectives, allow time for socialization, food preparation, and eating the food prepared together. The lesson plans include beverages like water and a healthy snack at the beginning. The snack is meant to introduce a new food, reduce hunger and stress, and to increase participant’s attentiveness while the lesson’s recipe is described.

o Facilitators will require approximately 1 to 1.5 hours before each lesson for preparation and debriefing, and planning for the following week.

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Participant recruitment and registration: o Participants can be referred to Kitchen Connections through a health care provider or

Life Skills Worker. This will allow the facilitators to be aware of and accommodate each participant’s special needs within a group setting.

o If possible, allow participants to register at any point during the program, rather than waiting until the next program. This way, participants are quickly engaged at their time of interest and readiness. An explanation of the program and program dates should be available as a handout. Refer to “Registration/Attendance” (Appendix B).

o An assessment process for participant suitability should be developed. Participants living on their own in the community may be better candidates for this program in comparison to participants living in transitional housing. The latter group may be focused on other priorities than food skill development.

Participant attendance o Participants are given at least one reminder phone call before each weekly meeting. o Participants may require assistance to attend Kitchen Connection sessions. Providing

bus tickets or client pick-up may be options. o Late comers are reminded of the start time, but made to feel welcome and added to the

group when they arrive. Refer to “Registration/Attendance” (Appendix B). o Participant Handbooks are given to clients at the first session. The clients can take the

handbooks home and brought back for each lesson. Or, the Participant Handbooks can be kept at the Kitchen Connections location. This way, the handbooks do not get lost or forgotten. Upon graduation the Participant Handbooks are given with the graduation certificate.

o If participants join Kitchen Connection part way through the program, meet with them prior to the session. Review the group’s ground rules, and food safety. Have them complete Release Form for Pictures, if they allow their photo to be taken. Provide a Participant’s Handbook with handouts received to date.

Participant graduation o Participants receive a certificate of completion after completing weeks 1 through 6

(Appendix S) o Graduation gifts may be given if funds are available. Some examples of gifts are a food

thermometer to test storage and cooking temperatures, a calculator for determining unit prices, or a food box from a local Good Food Box program.

o Participants should be encouraged or mentored to attend other food security programs provided in the area, such as a community kitchen, community garden, and good food box program.

Conflicts o Facilitators should have a plan for conflict resolution. o “Personal space areas” are designated and communicated to participants each week in

the event a participant needs to separate themselves from the group to improve their comfort level.

Confidentiality Any personal information that is shared while attending Kitchen Connections must remain confidential. This is important to create a safe environment for all who are participating.

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Ground Rules

Kitchen Connections will have a diverse group of participants. Cooking as a group means spending time together making decisions and completing tasks within a small work space. Conflict is likely to arise. One of the most important tasks of the facilitators is to ensure all participants feel that they are valued as part of the group. Each participant must feel that they are heard and have input into decision making and completing tasks. Participants with strong personalities may disrupt the harmony of the group. It is important for the participants and facilitators to agree upon a set of ground rules that can be referred to in difficult situations. A ground rule1 is an agreement that people decide upon and respect. It tells what is, and what is not, allowed in the group. Ground rules help foster trust and make it easier for people to work together. Ground rules can be developed and reviewed at the beginning of each weekly lesson.

Here are two different ways of establishing ground rules: o List the ideas that you have for ground rules on a flipchart. Ask the group if they are in

agreement with them. Ask the group if they have any others to suggest. Discuss each ground rule.

o Divide the participants into small groups. Ask them to list things that could have a negative impact on this program. List all ideas on a flipchart and ask them to turn this into a positive set of ground rules.

Possible ground rules: o Confidentiality – anything discussed stays within the group. o Meeting Times – sessions start and end on time. Everyone stays to the end. o Respect for others – during the lesson, one person speaks at a time, others listen. o Respect for the kitchen and dining space – everyone helps with clean-up. o Break times – participants will need one or two breaks. These should be at set times. o Safe Food Handling – these tips should be reviewed and agreed upon. o Taking Pictures – individual, group, sharing amongst group members, or for promotion

purposes.

Your group may choose to have more or different ground rules. You are the ones who decide what will work best. The group’s ground rule should be typed and printed out. Each participant will sign a copy of the ground rules and place them in their Participant Handbook.

1 Winnipeg Cooks Together – A handbook for Community Kitchens. http://www.wrha.mb.ca/healthinfo/prohealth/nutrition/files/Nutrition_3.pdf

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Food Safety

Practicing food safety is extremely important for participants when preparing food. “Safe Food Handling” is reviewed at the beginning of each weekly session (Appendix E). Keep food safe from harmful microbes like bacteria, viruses, and fungi, as well as contamination from insects, rodents, dirt, dust, chemicals, and hair. Harmful microbes and contaminants can be spread throughout the kitchen and get onto hands, cutting boards, utensils, dish cloths, sponges, counter tops and food.

Caring About Food Safety “Caring About Food Safety”2, is a BC web-based interactive tool. If a computer, internet and projector are available, Caring about Food Safety can the shown to the group. The tool goes over the major food handling steps such as buying, storing, preparing, cooking, and cleaning. Facilitators who do not have access to a computer, internet and projector can review “Safe Food Handling” for participants covering the same topics. (Appendix E) Food Safe certified facilitators are familiar with the content. Participants can also be provided with the brochure, “Life Begins at 40 Degrees”3 available from the nearest Interior Health Unit office or downloaded.

Clean and Sanitize Surfaces, Counters, and Equipment Step 1: Clean

o Wipe the surface firmly (creating friction) and thoroughly using a wet cloth (not dripping) and an appropriate cleaning solution (i.e. a soap-type product).

Step 2: Rinse o Switch to a clean wet cloth (water only) and wipe thoroughly to rinse.

Step 3: Sanitize

o Wet the rinsing cloth with sanitizer, and wipe over the surface again. Let dry for 2 minutes. A sanitizer solution can be made by mixing 5 ml (1 tsp) of 6 % regular unscented household bleach into 4 L of water.

For more information on food safety, contact an Interior Health Environmental Health Officer through your local health centre. Food Safety practices should be quickly reviewed before every session involving food preparation and service.

2 Caring About Food Safety found at http://www.health.gov.bc.ca/protect/food‐safety‐module/files/home.htm 3 Life Begins at 40 Degrees brochure http://www.interiorhealth.ca/YourEnvironment/FoodSafety/Documents/Life%20Begins%20at%2040%20degrees%20Brochure.pdf

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Allergies Food allergies are reactions that involve the immune system. The part of the food that causes the reaction is called an allergen. Allergic reactions to food can range from very mild to life threatening. Avoid Allergens:

o If participants have any allergies, clean and sanitize the equipment before as well as after use to be sure no residual allergens remain. Refer to “Safe Food Handling” (Appendix E).

o Avoid working with foods that are known to cause allergy symptoms. o Follow your organizations guidelines and policies regarding allergies.

Maintaining the Group

The optimal number of participants in a Kitchen Connections program is six to eight. This number of participants is small enough so that the participants feel safe and avoid social anxiety. It also allows for adequate personal working space in the kitchen. Maintaining the participant numbers between six and eight can be a big challenge. Participants may experience major stresses in their lives. The issues they face outside of the kitchen may prevent regular attendance or their ability to arrive on time for each session. There are a few things facilitators can do to help overcome these obstacles.

o The facilitators should be in contact with each participant of the group at least once between weekly lessons. A phone call to ask how their week is going; if they are looking forward to the next session; and if they would like transportation assistance such as a bus ticket to the next session. This simple gesture lets the participants know they are an important part of the group.

o The facilitators should explain clearly that Kitchen Connections is a six week program. Facilitators can emphasize the benefits of completing six weeks and receiving the certificate. Some participants living with mental health and substance use conditions may be highly motivated by the potential to achieve the certificate.

o Involve fun and camaraderie in the activities. o Acknowledging contributions of group members helps create a sense of belonging and

contribution. o Taking pictures and providing a picture to a participant increases their sense of

belonging. Taking and providing pictures should be agreed upon during the discussion of ground rules. If the group allows pictures to be taken, complete a release form for pictures used by the organization or use the sample “Release Form for Pictures” (Appendix C).

A facilitator should keep a record of participant’s attendance both for assessment of the program’s success and to keep track of participants who have completed six weeks. Participation by men may be a challenge. A male facilitator, or a well-respected male peer mentor, may work well to encourage male participation. Alternative activities have been suggested from past male participants including barbequing, recipes that required little cooking skill or supplies, and active games.

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Evaluation

It is important to undertake an evaluation process. Evaluation allows the organization to determine if the program is meeting the needs of the participants and that they are on the right track to achieving the intended outcomes for the participants. An “outcome” evaluation measures the changes for participants as a result of the program. There are different methods to collect outcome evaluation. In the weekly module, time is provided to allow participants to reflect on the previous week. Recording on the flip chart shows that Facilitators are listening to the comments. Comments may contribute to the outcome or process evaluation of the program. During the session Facilitators can evaluate the participant’s social inclusion, knowledge, willingness to try new foods, and team work in the program. The “Community Food Action Survey” (Appendix T) captures demographic information, comments regarding the most important experience, and degree of social inclusion at the completion of the program. A “process evaluation” assesses how well you are implementing the program, addressing concerns, and identifying alternatives, if changes are needed. Meetings between the facilitators and organizational leads before, during, and after the program allow discussion regarding why changes are required and how changes can be implemented. Process evaluation also includes re-assessment of finances or operational needs. The “Community Food Action Survey” (Appendix T) provides space for participants to comment on ways to improve the program from their perspective. If the format of the session or activity is not achieving the objectives, changes should be considered before another Kitchen Connections session is undertaken.

Long Term Evaluation

Kitchen Connections hopes to achieve long term behaviour change for eating healthy food and improve social inclusion. To evaluate longer term change, contacting participants 2 to 3 months after a program, ideally by a third party so that unbiased feedback can be collected.

A Kitchen Connections follow-up evaluation could include the following questions.

1) Have you changed the way you eat since you went to Kitchen Connections?

2) What changes have you made to the way you plan meals and grocery since you went to

Kitchen Connections.

3) Did you feel safe in Kitchen Connections?

4) Did make any friends with the other people at Kitchen Connections?

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Weekly Modules

Week One - Kitchen Connections Program Overview, Ground Rules, and Safe Food Handling Time: 2.5 hours

Topic: Introductions, Kitchen Connections overview, develop group ground rules, safe food handling

Learning Objectives

1) Participants will demonstrate social inclusion by introducing themselves and sharing why they joined the program, discussing and unanimously agreeing to ground rules. 2) Participants will demonstrate their knowledge of food safety after the Safe Food Handling lesson through their responses in the team game. 3) Participants will demonstrate their willingness to try new foods by tasting the healthy snack that is prepared for them and sharing their thoughts about it. 4) Participants will demonstrate their ability to work as a team by playing the food safety game together.

Plan for Evaluation

1) Facilitators will evaluate the participant’s social inclusion by listening to their introduction and reason for participating, and by their agreement of the written group rules.

2) Facilitators will evaluate the participant’s knowledge of Safe Food Handling as the game is played.

3) Facilitators will evaluate the participant’s willingness to try new foods by observing as the healthy snack is served, and listening to the participant’s thoughts about the healthy snack.

4) Facilitators will evaluate the participant’s team work by observing their interactions with others while playing the food safety game.

Pre-lesson work Bring:

o Registration/Attendance list (Appendix B) o Release Form for Pictures (Appendix C) o Flip chart or white board o Markers, pens, papers o Game participation prizes (optional, i.e. bars of soap, food safety fridge magnets, fridge

thermometers). o Computer, projector for safe food handling game, if available. Internet access required. o The number of Participant Handbooks required. o Prepare healthy snack and beverages. The snack allows participants to try a healthier

or new food and may reduce hunger, stress and increase participant attentiveness. A list of healthy snack and beverage ideas can be found in Appendix V.

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Print copies, enough for all participants:

o Photo release forms o Test Your Knowledge quiz (Appendix G), if a computer, internet and projector are not

available Review:

o Lesson plan o “Safe Food Handling for People with Weakened Immune Systems” video found at

http://www.healthycanadians.gc.ca/video/immune-sys-immunitaire-eng.php o The food safety game questions and answers from "Test Your Knowledge"

(http://www.health.gov.bc.ca/protect/food-safety-module/files/home.htm), if you have access to a computer, internet and projector, present the site for the group during the session. If you do not have access to a computer and audiovisual equipment, Facilitators will orally review “Safe Food Handling” (Appendix E), page 4 of Participant manual. Print enough copies of the text only version (Appendix G) of the test for participants to complete. Review the answers as a group.

Answer Key to Test Your Knowledge 1. Leftovers should be reheated to a minimum of :

d. 74° Centigrade 2. The Danger Zone is the temperature range between

c. 4°C and 60°C 3. What is the maximum length of time cooked food can safely remain in the Danger

Zone? b. 2 hour

4. Two cutting boards are needed, one for meat, poultry, fish and seafood, and one for b. Fresh produce and ready-to-eat food

5. Where should frozen food NEVER be thawed? c. Kitchen counter

6. Dishes that are washed and rinsed by hand must be: a. Air dried

7. The correct recipe for a sanitizing solution is: d. 5 ml unscented bleach to 1.0 Litres of water

8. Who is at a higher risk for food-related illnesses? d. All of the above

9. Which of the following is NOT a high risk food? c. Baked muffins

10. When shopping, you should buy: b. Fruit before frozen food

11. Which product is NOT safe to buy? d. Potatoes that have sprouted

12. Which of the following is NOT a correct way to deal with leftovers? b. Leave on the counter to cool before refrigerating

13. The first thing you should do before preparing food is: b. Wash your hands with warm water and soap for 20 seconds

14. You must wash your hands: d. All of the above

15. When reheating food using the microwave, you should NOT: a. Use a plastic container

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Lesson Day - Welcome and Introduction (35 min) Time Activity 15 min Welcome and snack

o Facilitators welcome each participant as they arrive and serve beverages (e.g. water or water with lemon, mint or cucumber) and healthy snack while waiting for all to arrive. Participant Handbooks are given to each participant as they arrive.

5 min Facilitator Introductions o Facilitators will explain what the Kitchen Connections program is and the

format referring to “What is Kitchen Connections?” on page 4 of this manual. 15 min Participant Introductions

Facilitators will ask for a volunteer to begin by sharing their name and why they decided to join Kitchen Connections.

Development (105 min) Time Activity 15 min Registration and Attendance/Special Diet information

o Facilitators will record attendance. Explain the importance of sharing any food allergies or special dietary needs. Personal Space areas are pointed out should a participant need to leave the group if feeling overwhelmed.

20 min Ground Rules/ Release Form for Pictures o Facilitators will lead the group ground rules discussion and agreement as

outlined on page 10 of this manual. o Participants discuss and agree upon the ground rules. o Facilitators will read through the photo release forms as a group, explain what

the photo consent means in plain language and offer assistance with reading and writing.

o Facilitators will ask the participants to complete the Release Form for Pictures if the group agrees to pictures being taken

15 min Break o Beverages and healthy snack, example of a new healthy snack option

continued. 30 min Safe Food Handling Topics

o Facilitators will ask the participants to share safe food handling tips they’ve learned in the past.

o Facilitators will review “Safe Food Handling” (Appendix E), page 4 of Participant manual

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25 min Safe Food Handling Game If a computer, internet and projector are available, the Facilitators will divide the group into two teams and explain the rules of the test based on “Test Your Knowledge” from Caring about Food Safety web tool. Each team will work as a group to answer the 15 questions. A facilitator will work with each team as they review the questions, possible answers, and select the answer. When finished, teams take turns answering questions. If one team answers incorrectly, the other team can try and answer the question. For each correct answer, the team gets a point. The correct answer should be provided before moving to the next question.

o If you do not have access to a computer and audiovisual equipment, Facilitators will orally review “Safe Food Handling” (Appendix E), page 4 of Participant manual. Then, handout the text only version (Appendix G) of the test for participants to complete. Review the answers as a group

o Participation prizes are offered to everyone, if available.

Closure (10 min) Time Activity

10 min o Participants and facilitators will discuss meeting at a local grocery store for the next week. Let the participants know they will not be cooking or eating a meal. A light snack will be provided. If available, a bus ticket can be given to participants in need or transportation to the store may be organized.

o Facilitators will thank everyone for coming, remind them of the time and share the topic of next week: Grocery Nutrition Tour, Label Reading, and Unit Pricing.

Interactive On-line Resources o Caring About Food Safety is an online self-directed learning module on food safety. If

participants have access to a computer, they can go over the topics on http://www.health.gov.bc.ca/protect/food-safety-module/files/home.htm

Other Resources o Life begins at 40 degrees, Food Safety brochure from Interior Health, available at local

health unit offices or a copy can be downloaded from http://www.interiorhealth.ca/YourEnvironment/FoodSafety/Documents/Life%20Begins%20at%2040%20degrees%20Brochure.pdf

o Buying Food – what to watch out for http://www.health.gov.bc.ca/protect/food-safety-module/files/pdf/buying_food.pdf

o Cooking Food Safely should be printed, in colour if possible, and placed in the kitchen. http://www.health.gov.bc.ca/protect/food-safety-module/files/pdf/danger_zone.pdf

o It is recommended that facilitators review the “Safe Food Handling for People with Weakened Immune Systems” video found at http://www.healthycanadians.gc.ca/video/immune-sys-immunitaire-eng.php

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Week Two - Grocery Nutrition Tour, Label Reading, and Unit Pricing Time: 2.5 hours

Topic: Grocery Shopping Nutrition Tour, including basic nutrition, label reading, and unit pricing

Learning Objectives

1) Participants will demonstrate social inclusion by introducing themselves and sharing how they felt about the tour.

2) Participants will share their knowledge by helping to answer the nutrition questions.

3) Participants will demonstrate their ability to work as a team by completing the grocery shopping challenges together.

4) Participants will demonstrate numeric literacy by using a scale and calculator to determine the best deal or how to use unit pricing.

Plan for Assessment

1) Facilitators will informally assess the participant’s social inclusion by listening to their introduction and feelings about the tour and any challenges.

2) Facilitators will informally assess the participant’s sharing of knowledge by listening to their contributions and making note to encourage and support sharing from those who may not be comfortable.

3) Facilitators will informally assess the participant’s team work by observing their interactions with others while they participate in the challenge.

4) Facilitators will informally assess the participant’s numeric literacy by assisting and observing their use of the scales and calculators.

Pre-lesson work In some communities, nutrition tours are available from local grocery stores. Before the lesson date, contact the grocery store to see if a Registered Dietitian does tours. Discuss the special needs of the participants for basic nutrition, label reading and if possible, and if they could incorporate the Grocery Shopping Challenge. If a Dietitian is not available, Appendix H outlines how to do a tour. If doing a grocery store tour is not possible, watch and discuss the different sections of Shopping Sense4 if you have access to a computer, internet and projector.

Facilitators will: o Review the lesson plan o Request copies of “Eating Well with Canada’s Food Guide” from your local health unit.

Review the key messages. o Review and understand the “Look at the Label” (Appendix I). Refer to the expanded

version in the Other Resources. o Review the Shopping Sense 4 modules on the Healthy Families BC site, if a grocery tour

is not being conducted.

4 Shopping Sense, Healthy Families BC. http://healthyfamiliesbc.ca/home/articles/topic/grocery‐shopping

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o Review Unit Pricing and know how to use the produce scales and compare prices based on unit price. If a grocery tour is not conducted use the example provided (Appendix J).

o Review the “Grocery Shopping Challenge questions”. o Prepare a quick and easy snack to be eaten at the beginning of the session. The snack

should be quick, easy to eat and hold, as there may not be a place to sit at your grocery store.

Bring:

o The Registration/Attendance list o Participant Handbooks, if participants did not take home o Paper, pencils with erasers, calculators o Copies of "Eating Well with Canada's Food Guide” 5 for participants

Print, enough copies for all participants:

o “Look at the label”6 (Appendix I), o “Grocery Shopping Challenge” questions (Appendix K).

Lesson Day - Welcome and Introduction (35 min) Time Activity 20 min Welcome and snack

Facilitators will welcome each participant as they arrive and provide a snack.

Optional, the snack could be provided now or at a later break. If later, reduce this time period.

5 min Facilitator Introductions o Facilitators will explain the topic of the day Grocery Nutrition Tour, label

reading, and unit pricing. Introduce the Dietitian conducting the Nutrition tour or explain that the group will go around the store together.

o The Facilitators will give the handouts to the participants: Eating Well with Canada’s Food Guide and Look at the Label.

10 min Participant Check-in Facilitators will introduce any newcomers, and will ask for a volunteer to

begin by sharing their name.

5 Eating Well with Canada’s Food Guide”, Health Canada, www.healthcanada.gc.ca/foodguide 6 Look at the Label, by the Canadian Diabetes Association http://archive.diabetes.ca/documents/about‐diabetes/ENG_RGB_FactSheet.pdf. Use only page 1 for this activity.

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Development (115 min) Time Activity 60 min Grocery store tour led by Registered Dietitian, or by Facilitator

o Facilitators will record attendance. Explain the importance of sharing any food allergies or special dietary needs. Personal Space areas are pointed out should a participant need to leave the group if feeling overwhelmed.

o Facilitators will review key messages in Canda’s Food Guide from each food group

Label reading–use the “Look at the label” handout and the Nutrition Facts table to: 1. Compare two products to make better food choices for you and your

family. 2. Learn about the nutrition information of the foods you eat. 3. Better manage special diets, like low sodium, or low sugar 4. Increase or decrease your intake of any nutrient.

* Emphasize reducing high sodium (salt). For example, show the Nutrition Facts table for regular chicken broth compared to low salt or salt free chicken broth. Unit Pricing

o Facilitators will explain: How to use the scales in the produce section to compare prices. How to determine unit price with the calculator.

20 min Break 45 min The Grocery Shopping Challenge

Facilitators will Divide the group into two teams. Handout the “Grocery Shopping Challenge” sheet. Each team will have a facilitator to assist with using the produce scales

and a calculator. Explain the object of the challenge is to answer the questions and meet

back at the initial meeting place to discuss answers. Ensure all team members STAY TOGETHER as a group and work

together to answer EACH question. There are 5 questions. To avoid congestion in one area, Team one will

start at question #1, team two will start at question #5. Both teams will answer all questions.

Ask the participants if they have any questions about the challenge. Assist to compare prices. Numerical literacy may be difficult for some

participants. Therefore, it is very important the participants know the facilitators are there to help them and to explain each step of using the scales, and calculator to find the best deal during the challenge.

Review the answers with the group.

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10 min o Facilitators will ask participants to share how they felt about the challenge. o Facilitators will share that next week the focus is on Sugar Sweetened

Beverages and Common Side Effects in Medications used in Mental Health. o Participants may choose a beef recipe to use for the next session. Or you can

use the Beef Stroganoff recipe found in this manual. o Facilitators will thank everyone for coming, and remind them of the meeting

time and location for next week.

On-line Interactive Resources for clients 1. “Shopping Sense”, Healthy Families BC is an online interactive site for nutrition and

shopping tips. http://healthyfamiliesbc.ca/home/articles/topic/grocery-shopping 2. “Sodium Sense” is an online interactive activity http://healthyfamiliesbc.ca/sodium-sense

Other Resources 1. “A Resource for Educators and Communicators” A resource for Educators and

Communicators, Health Canada http://www.hc-sc.gc.ca/fn-an/alt_formats/hpfb-dgpsa/pdf/pubs/res-educat-eng.pdf

2. Using the Nutrition Facts Table: http://www.hc-sc.gc.ca/fn-an/alt_formats/pdf/label-etiquet/nutrition/cons/fact-fiche-eng.pdf

3. Portion sizes of different food group are well illustrated in “Just the Basics”, on page 2. The first page has simple nutrition messages: http://guidelines.diabetes.ca/CDACPG/media/documents/patient-resources/just-the-basics-healthy-eating.pdf

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Week Three - Sugar Sweetened Beverages, and Common Side Effects in Medications used in Mental Health Time: 2.5 hours

Topic: Sugar Sweetened Beverages and Common Side Effects in Medications used in Mental Health

Learning Objectives

1) Participants will demonstrate social inclusion by introducing themselves and sharing what was most meaningful to them about the previous week.

2) Participants will share their knowledge through discussion of the “Sugar Sweetened Beverage,” comparison.

4) Participants will demonstrate their willingness to try new foods by tasting the meal that is prepared and sharing their thoughts about it.

5) Participants will demonstrate their ability to work as a team by preparing a meal together.

Plan for Evaluation

1) Facilitators will evaluate the participant’s social inclusion by listening to their introduction and what was most meaningful to them from the last session.

2) Facilitators will evaluate the participant’s sharing of knowledge by listening to their contributions and making note to encourage sharing from those who are not yet comfortable doing so.

3) Facilitators will evaluate the participant’s willingness to try new foods by observing as the meal is served, and listening to the participant’s thoughts about the new food.

5) Facilitators will evaluate the participant’s team work by observing their interactions while the meal is prepared and cleaned up.


o Registration/Attendance list o Participant Handbooks o flip chart and paper, markers , pens and paper o Healthy snack o Recipes ingredients o Reusable containers so each participant can take some food home

Print, enough copies for all participants:

o Chosen recipe and any other information required for the recipe. If no recipe idea was chosen by participants, the Beef and Mushroom Stroganoff recipe can be used.

For the medication interaction discussion, the facilitators could have a local Dietitian and/or Pharmacist as a guest speaker for these topics.

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The facilitators will:

o Review the lesson plan o Sugar Sweetened Beverages interactive resource found online at:

http://healthyfamiliesbc.ca/home/articles/sugary-drinks-how-much-sugar-are-you-drinking

o Create your own kit to show how much sugar is found in some common sugar sweetened beverages. Find or purchase the drinks listed below, clear bottles work best. Purchase sugar cubes and place the correct amount in the containers. Label with the beverage name and amount of sugar cubes to compare sugar content of the beverages. 1. Ice Tea (355 mL) 10 cubes of sugar 2. Vitamin Water (591 mL) 8 cubes of sugar 3. Regular Soda Pop (355 mL) 10 cubes of sugar 4. Sports Drink (700 ml) 10 cubes of sugar 5. Energy Drink (500 mL) 14 cubes of sugar 6. Specialty Coffee (473 mL) 17 cubes of sugar (with syrup and whip cream) 7. Bubble Tea (500 mL) 21 cubes of sugar (sweetened) 8. Large Pop (730 mL) 21 cubes of sugar 9. Large Slush (1000 mL) 24 cubes of sugar 10. Water (500 mL) 0 cubes of sugar

Lesson day - Welcome and Introduction (25 min) Time Activity 10 min Welcome and snack

o Welcome each participant as they arrive and record their attendance. Serve beverage and healthy snack while waiting for all to arrive.

5 min Facilitator Introductions o Reintroduce themselves and explain the topics of the day: “Sugar Sweetened

Beverages” and “Common Side Effects of Medications used in Mental Health. 10 min Participant Check-in

o Introduce any newcomers, and ask for a volunteer to begin by sharing their name and what was most meaningful to them about last week’s grocery store tour. Participants or the Facilitator will write their comment down on flip chart paper.

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Development (115min) Time Activity 30 min Sugar Sweetened Beverage Comparison

o The facilitators will provide a visual and interactive Sugar Sweetened Beverage demonstration, using the sugar kit prepared prior to the session. Ask participants to guess the number of sugar cubes found in common beverages. Then, show the container with the number of sugar cubes related to that beverage. Have the participants write down the correct number in their handbook. Why would this be important to know? Extra calories with little nutrition can contribute to weight gain or displace other nutritious food. What are better options for beverages? Water and milk are good beverage choices. Milk is a good source of calcium and Vitamin D.

10 min Facilitator will review “Common Side Effects in Medication use in Mental Health” Appendix M

o Or have the Dietitian/Pharmacist review 40 min Preparation of the meal, recipe review and task assignment

o Facilitators will lead review of Safe Food Handling handout. Counters will be sanitized.

o Facilitators will review the recipe and outline the tasks to be completed in preparing the meal. Facilitator may need to demonstrate knife handling techniques such as slicing, chopping, and mincing.

o Participants will volunteer for one or more tasks. Facilitators will ensure everyone is included in meal preparation and clean-up tasks.

o Participants will prepare the meal. o Facilitators will encourage discussion around reducing the fat content of

cooked ground beef.

35 min Serving the meal and clean up. Once the meal is prepared, participants will sit down to have one portion and divide another portion to take home and clean-up the kitchen together.

Closure (10 min) Time Activity 10 min Sugar Sweetened Beverage Comparison

o The facilitators will provide a visual and interactive Sugar Sweetened Beverage demonstration, using the sugar kit prepared prior to the session. Ask participants to guess the number of sugar cubes found in common beverages. Then, show the container with the number of sugar cubes related to that beverage. Have the participants write down the correct number in their handbook. Why would this be important to know? Extra calories with little nutrition can contribute to weight gain or displace other nutritious food. What are better options for beverages? Water and milk are good beverage choices. Milk is a good source of calcium and Vitamin D.

Other Resources Sugary Drink Resources from Healthy Families BC, http://healthyfamiliesbc.ca/home/articles/topic/sugary-drinks

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Week Four - Nutritious Meat Alternatives on a Budget Time: 2.5 hours

Topic: Nutritious Meat Alternatives on a Budget

Learning Objectives


2) Participants will share their knowledge through discussion of “What do we know about beans and lentils,” and review the Safe Food Handling guidelines.

3) Participants will demonstrate their willingness to try new foods by tasting the meal that is prepared for them and sharing their thoughts about it.


Plan for Evaluation

1) Facilitators will evaluate the participant’s social inclusion by listening to their introduction and what was most meaningful to them.





o Registration/Attendance list o Participant Handbooks o Flip chart or white board, markers o Pens, papers o Healthy snack o Recipe ingredients o Reusable single serving containers for each participant

Print

o Optional, “Iron in Foods” a pdf can be printed from HealthLink BC, at http://www.healthlinkbc.ca/healthfiles/hfile68d.stm

Facilitators will: o Review lesson plan o review “Why Eat Beans and Lentils” and “How to Increase your Fibre Intake”

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o Welcome each participant as they arrive and record their attendance. Serve beverage and healthy snack while waiting for all to arrive.

5 min Facilitator Introductions o Reintroduce themselves and explain the topics of the day day “Why Eat Beans and

Lentils” Appendix N and “How to Increase your Fibre Intake” Appendix O 10 min Participant Check-in

o Introduce any newcomers, and ask for a volunteer to begin by sharing their name and what was most meaningful to them about last week’s Kitchen Club. Participants or the Facilitator will write their comment down on flip chart paper.

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Development (115 min) Time Activity 30 min What do we Know about Beans and Lentils?”

o The Facilitators will ask participants to share anything they know about beans and lentils. Many contributions will be humorous, but it is important that all contributions be written on the flipchart for a feeling of inclusion and contribution.

o Using “Why Eat Beans and Lentils” handout, facilitators and participants will discuss the contributions on the flip chart aimed at discovering the benefits of beans and lentils and ways to reduce possible bloating, gas and cramping. Facilitators should mention the low cost of beans in comparison to meat.

o The Facilitators will ask participants to share ways to increase fibre in their diet and review “How to Increase your Fibre Intake”.

50 min Recipe review, task delegation and preparation of the meal o Facilitators will lead review of Safe Food Handling tips. Counters will be

sanitized. o Facilitators will review the recipe and outline the tasks to be completed in

preparing the meal. o Participants will volunteer for one or more tasks. Facilitators will ensure

everyone is included in meal preparation and clean-up tasks. o Participants will prepare the meal. o Facilitators will encourage discussion around nutrition. Some leading

questions: What is in red meat that is found in lesser amounts than other

protein? Iron. Refer to optional handout “Iron in Food” Name other protein sources other than red meat? e.g. dried and

canned lentils and beans, eggs, tofu, peanut butter, other nuts, seeds, dairy, quinoa.

Do you know any other recipes using low cost protein? e.g. baked beans, bean quesadilla, omelettes, quiche, quinoa

35 min Serving the meal and clean up.

o Once the meal is prepared, participants will sit down to have one portion and divide another portion to take home and clean-up the kitchen together.


10 min - Participants and facilitators will agree upon a recipe for the next week. A recipe from Appendix U can be used. - Facilitators will thank everyone for coming, remind them of the time for next week and share the topic of next week –“Shopping on a budget.” Encourage participants to bring their reusable containers back.

Optional Resources 1. Iron and Your Health, HealthLink BC 68c brochure. Found at

http://www.healthlinkbc.ca/healthfiles/pdf/hfile68c.pdf

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Week Five - Shopping on a Budget and Meal Planning Time: 2.5 hours

Topic: Shopping on a Budget and Meal Planning

Learning Objectives


2) Participants will share their knowledge through discussion of “What do we know about shopping on a budget,” money saving and meal planning tips.

4) Participants will demonstrate their willingness to try new foods by tasting the meal that is prepared for them and sharing their thoughts about it.


Plan for Evaluation

1) Facilitators will evaluate the participant’s social inclusion by listening to their introduction and what was most meaningful to them.





o Registration/Attendance list (Appendix B), o Participant Handbooks o Flip chart or white board and markers o Pens, papers o Healthy snack o Reusable single serving containers for each participant o Recipe ingredients

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o Facilitators will welcome each participant as they arrive and record their attendance. Serve beverages and healthy snack while waiting for all to arrive.

5 min Facilitator Introductions o Facilitators will reintroduce themselves and explain the topic of the day “Shopping on a

Budget”, and “Weekly Meal Planning”. 10 min Participant Check-in

o Facilitator will introduce any newcomers. They will ask for a volunteer to begin by sharing their name and what was most meaningful to them about last week’s lesson. Participants or the Facilitator will write their comment down on flip chart paper.

Development (115 min) Time Activity 30 min “What do we Know about Shopping on a Budget and Weekly Meal Planning?”

- The facilitators will o Ask “If you were trying to decrease your grocery bill and eat nutritious foods, what are

some things you could do before, while and after shopping?” o Ask “How do you plan for meals?” o Ask “Are there any money saving tools they use? Some examples are: Crockpot,

chest freezer, grocery flyers, meal plan, and basic pantry items. o Ensure all participants are included in the discussion and praised for their participation

and ideas. o Review the points on “Shopping on a Budget” (Appendix P). o Review “Weekly Meal Planning and Basic Pantry Items” (Appendix Q) and have

everyone go through these steps, as an example. 1. Go through your refrigerator, freezer and pantry for leftovers to use up first.

Insert the name of the leftover in the first day of the Weekly Meal Plan. 2. See what meat or meat alternatives you have on hand. Think of an entrée that

could use that particular meat or meat alternative. Insert the entrée name on one of the days during the week.

3. For each entrée, find if there are vegetables, starches or grains you have on hand that would go with that meal and insert the name of each beside the entrée on the Meal Plan.

4. Start a grocery list of ingredients and the amount needed to buy to complete each meal. Refer to grocery flyers for items on sale that week.

5. Add grocery items needed for breakfast, lunch and snacks. 6. Once you have finished, look at “Eating Well with Canada’s Food Guide” to

see if you have the grocery items needed for each food group. 50 min Recipe review, task delegation and preparation of the meal

o Facilitators will lead review of Safe Food Handling tips. Counters will be sanitized. o Facilitators will review the recipe and outline the tasks to be completed in preparing

the meal. o Participants will volunteer for one or more tasks. Facilitators will ensure everyone is

included in meal preparation and clean-up tasks. o Participants will prepare the meal.

35 min Serving the meal and clean up. o Facilitators will encourage discussion around budgeting and meal planning. o Once the meal is prepared, participants will sit down to have one portion and divide

another portion to take home and clean-up the kitchen together.

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Closure (10min) Time Activity

10min o The group will decide upon the recipe to make for the lesson. Recipes are found in Appendix U.

o Facilitators will thank everyone for coming, remind them of the time for next week and share the topic of next week –“KD Gone Wild.” and “Yogurt Gone Wild”.

Other Resources 1. Meal Planning Template, Healthy Families BC,

https://www.healthyfamiliesbc.ca/hfbc/files/thumbnails/MenuPlanner_Feb_2014.pdf

2. Basic pantry items to keep on hand. https://www.healthyfamiliesbc.ca/hfbc/files/thumbnails/PantryPlanner_Feb_2014.pdf

3. Kitchen Essentials, BC Dairy http://bcdairy.ca/uploads/bcdairy/Resources/KitchenEssentials.pdf

4. Cheap Eats , BC Dairy http://bcdairy.ca/uploads/bcdairy/Resources/CheapEats.pdf

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Week Six – Community Resources, Participant Evaluation, and Graduation Time: 2.5 hours

Topic: Review of other Food Security Projects in community, Kraft Dinner™ (KD) or Yogurt Gone Wild, Participant Evaluation of program, and Graduation

Learning Objectives


2) Participants will share their knowledge through meal preparation and by completing the program evaluations.

3) Participants will demonstrate their willingness to try new foods by tasting the meal that is prepared and sharing their thoughts about it.

4) Participants will demonstrate their ability to work as a team by participating in the game.

Plan for Assessment

1) Facilitators will informally assess the participant’s social inclusion by listening to their introduction and what was most meaningful to them.

2) Facilitators will informally assess the participant’s sharing of knowledge by listening to the discussion regarding food security resources or adding specific food in the “Gone Wild” activity.

3) Facilitators will assess the participant’s willingness to try new foods by observing as the meal is served, and listening to the participant’s thoughts about the new food.

4) Facilitators will informally assess the participant’s team work by observing their interactions during the game.


o Registration list (Appendix B) o Participant Handbooks o Healthy snack o Ingredients for Kraft Dinner™ and Yogurt Gone Wild (Appendix R). o Flip Chart and markers o Pens, papers

Print:

o Graduation Certificates (Appendix S) Prepare a list of food security program resources in the community, such as community gardens, group buying programs like the Good Food Box. Print enough copies for all participants.

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Facilitators may contact other food security program leaders to attend the lesson and explain about their programs. This may encourage participants to join if they know others may join or have been introduced to the leader.


o Facilitators will welcome each participant as they arrive and serve beverages while waiting for all to arrive. Facilitators will record attendance

5 min Facilitator Introductions o Facilitator will reintroduce themselves and explain the agenda of the day:

Introducing other food security programs available in town, trying KD and Yogurt Gone Wild, Participant Evaluation form and Graduation.

10 min Participant Check-in o Facilitator with introduce any new participants, and will ask for a volunteer to

begin by sharing their name and what was most meaningful to them about Shopping on A Budget and Meal Planning activity from last week.

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Development (115 min) Time Activity 20 min Program Leaders from other Food Security Programs may come and talk about their

programs. Provide the list of other Food Security Programs in the community. If there are no program leaders available, review the list and explain how the programs work.

35 min Recipe review, task delegation and preparation of the meal o Facilitators will lead review of Safe Food Handling tips. Counters will be

sanitized. o Facilitators will show how different ingredients can be added to food to

increase the nutrition, fibre or taste. o Facilitators assign participants to either a group for KD Gone Wild or Yogurt

Gone Wild. o Participants will volunteer for one or more tasks. Facilitators will ensure

everyone is included in meal preparation and clean-up tasks. o Participants will prepare the meal. o Facilitators will encourage discussion. Some leading questions:

What have others added to KD or yogurt? Did they like the additions?

20 min Serving the meal and clean up. o Once the meal is prepared, participants will sit down to have one portion and

divide another portion to take home and clean-up the kitchen together. o Other program leaders may stay and eat or explain about their food security

programs with individuals. Facilitators should encourage participants consider joining other programs.

25 min Participant Evaluation of Program o Facilitators will review the questions on the evaluation form as a group and

offer reading and writing assistance. o Be sure to tell the participants that the evaluations are confidential and are

used to help improve the program. 15 min Graduation

o It is recommended that certificates are presented individually in a formal manner with a handshake and a picture (if they wish) in front of the group. Applause should be encouraged. The picture should be made available to the participant.

o It is also recommended the option of a group graduation photo be offered. Copies could be made and delivered to the participants.


5 min o While thanking the participants for their participation, the facilitators will pass around an optional group contact sheet. Participants wishing to keep in touch with other group members may sign their name and contact information.

o Facilitators will allow an opportunity for participants to share with the group if they wish to do so before wrapping up the session.

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Other Resources 1. Community Listing of other Food Security resources and local food in town: Food Bank,

Community Kitchen, Community Garden, Good Food Boxes, Buying Clubs, Public Produce, Farmers’ Market Coupon Program . For example, in Kamloops, a listing of nutrition resources can be found on http://www.accesskamloops.org/Directory_Search.aspx?s=1&h=1&categories=27085

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Appendix A - Budget The following is a suggested budget

Description Rate Total 2 Facilitator’s Wages and MERC (Mandatory Employment Costs)

$30+10% MERC x 24hrs over 6 lessons for delivery and preparation x 2 facilitators*

$1,600 for wages

Peer Support Honorarium $200/6 weeks honorarium $200 Food and Supplies ** $85/lesson x 6 lessons $510 Participant Handbook (binder and photocopying/printing)

$5 + $15 x 8 participants $160

Transportation Costs Bus passes or fuel to pick up clients, cost varies for location/city

$240

Administration Fee 10% $280 TOTAL $3,000

*A new program may have greater preparation time required initially but efficiencies would improve after delivering the program several times.

** Smaller less expensive snack could be provided versus a full meal at the beginning of lesson. Supplies may include a graduation gift; useful items may be fridge or freezer thermometer, a coupon for a Good Food Box to introduce them to another food security initiative.

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Appendix B - Registration/Attendance Form

PRINT FIRST

AND LAST NAME

PHONE NUMBER AND

EMAIL

ATTENDANCE DATES

REFERRAL SOURCE’S NAME AND NUMBER

COMMENTS, SPECIAL

CONCERNS, FOOD

ALERGIES AS EXPRESSED

BY PARTICIPANT

Date Date Date Date Date Date

Comments:

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Appendix C - Release Form for Pictures

Print Full Name: ________________________________________

Print Home Address: _____________________________________

Home Phone: _________________________________________

Group Photo Identifier_____________________________________________________________

If you are in a group picture, how will we identify you? For example, what is your position in the photo, what colour is your clothing.

We would like to use Kitchen Connections photos for promotion of the program within the interior region.

Photos may be used for:

newsletters reports to share with other participants print or electronic media publications public websites

I give my consent for my picture to be used during participation in the Kitchen Connections Program.

I have read, understand and agree to the above statement.

__________________________ _______________________

Signature Date

(Add Organization Name, logo, address and phone number)

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Appendix D - Kitchen Equipment List

Large kitchen appliances/storage space:

Oven with stove top (a hot plate and toaster oven may work for smaller groups) Refrigerator Chest freezer Pantry space for bulk non-perishable items Double sink and rinse basin Space to air dry dishes Dishwasher (optional if using three basin hand wash sanitation system)

Small kitchen appliances:

Electric frying pan (or stovetop frying pan) Food processor (or blender) Countertop indoor grill (such as Hamilton or George Forman) Microwave

Kitchen tools:

2 sets of mixing bowls 2-3 large soup pots 2 casserole dishes 2 cookie sheets 4 or more spatulas 4 or more cutting boards 4 or more paring knives 2 or more chopping knives 2 or more vegetable peelers 2 or more can openers 1 or more garlic press 1 or more soup ladle Plates, utensils, napkins for food sampling Dish clothes and towels Paper towels for drying hands Hand and Dish soap Food, Fridge and Freezer thermometers Hair nets Disposable Latex free gloves

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Appendix E - Safe Food Handling Safe food handling is important to prevent food borne illness. Some symptoms of food borne illness are vomiting, diarrhea, headaches, stomach aches, and fever. Food borne illness can be deadly for babies, young children, elderly, pregnant women, people with cancer or HIV AIDS.

Personal Hygiene If you are sick (cold, vomiting or have diarrhea), do not attend the Kitchen Connections. Wear a disposable plastic glove if you have an open sore or cut on your hand. Gloves are provided. Tie your long hair back and wear a hat or hairnet while cooking. Wash your hands when you first get to the kitchen. Wash your hands when you switch working from raw meats to vegetables or fruits, or any time you sneeze, cough into your hand or after using the washroom. Wear a clean apron and roll up your sleeves to prevent your clothing from touching the food. Buying Food Harmful germs easily grow on foods that are moist and high in protein such as meat, poultry, eggs, dairy products, fish and prepared foods like salads or casseroles. Wash your hands after you handle any of these foods. Get food home quickly. While shopping, keep hot food and cold food separate and shop for these last. Keep food separate from cleaning products. Put cold food away first when you get home. Don’t buy dented, leaking, or damaged cans or packages, which may have harmful germs you cannot see, smell or taste. Don’t buy any moldy food or food with an unusual color or odor. Don’t buy potatoes that have turned green. Don’t buy cracked eggs. Check the Best Before Date. Storing Food Cool food as quickly as possible before putting it into containers to take home. This can be done by putting it into shallow containers, and stirring regularly. Placing the pot or pan into an ice bath also works well. Foods should be refrigerated or frozen as soon as possible. Bacteria will grow quickly if food is left out at room temperature. Food should not be left out for more than 2 hours at room temperature; otherwise it should be thrown away. It is recommended that cooked meals can be kept up to 3 days in the refrigerator and up to three months in the freezer.

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Keep cold food, cold and hot food, hot. Buy a Fridge thermometer at your local hardware store. Refrigerated food should be kept in a refrigerator below 4°Centigrade. Frozen food should be kept in the freezer below -18 °Centigrade. Preparing Food Thaw frozen food in the refrigerator, in the microwave or under cool running water with the food sealed in the original wrapping. Never thaw food at room temperature on the kitchen counter. Prevent cross contamination where germs pass from one item to another. Immediately wash any cutting board, container, knife, utensils and hands after being used for raw meat. Use two cutting boards. One cutting board for meat, fish and seafood. Another cutting board for produce and ready-to-eat food. Wash and scrub produce and fruit before using. Put cooked food on a different clean plate. Cooking Food The temperature range between 4° to 60° Centigrade is called the Danger Zone. Harmful germs grow best at these temperatures. Food should not be in the Danger Zone for more than 2 hours. When reheating meals at home, be sure to heat the food up to the proper temperature - the food should be steaming hot, at least to 74° Centigrade. Microwaves can heat unevenly. Use glass or ceramic containers, not plastic containers. Cover the food with a lid. Stop the microwave to stir the food and then continue microwaving. Cleaning Up Scrape, scrub, wash and rinse dishes, pots, pans, and utensils in hot (120° Centigrade) water. Change water and detergent several times. Sanitize dishes in clean water solution of 5 ml (1 tsp) bleach added to every Litre (4 cups) of water. Soak for two minutes before allowing dishes to be air dried. Do not wipe with dish towels.

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Appendix F - Buying Food 900007 Student Binder updates Nov_18_2014 - Course

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Appendix G - Test Your Knowledge

1. Leftovers should be reheated to a minimum of : a. 4° Centigrade (C) b. 40° C c. 71° C d. 74° C

2. The Danger Zone is the temperature range between a. -18° C and 0° C b. 0° C and 4° C c. 4° C and 60° C d. 60° C and 80° C

3. What is the maximum length of time cooked food can safely remain in the Danger Zone?

a. 1 hour b. 2 hour c. 4 hour d. one day

4. Two cutting boards are needed, one for meat, poultry, fish and seafood, and one for a. Frozen food b. Fresh produce and ready-to-eat food c. Citrus d. Hard Cheese

5. Where should frozen food NEVER be thawed? a. Microwave b. Sink under cold running water c. Kitchen counter d. Refrigerator

6. Dishes that are washed and rinsed by hand must be: a. Air dried b. Wiped with a clean towel c. Rinsed with a soapy solution d. Re-washed using a sanitizing solution

7. The correct recipe for a sanitizing solution is: a. 5 ml scented bleach to 0.75 Litres of water b. 5 ml unscented bleach to 0.75 Litres of water c. 10 ml scented bleach to 0.75 Litres of water d. 5 ml unscented bleach to 1.0 Litres of water

8. Who is at a higher risk for food-related illnesses? a. Babies, young children, and elderly b. Pregnant women c. People who have illnesses, for example cancer or AIDS d. All of the above

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9. Which of the following is NOT a high risk food? a. Raw poultry b. Rice Salad c. Baked muffins d. Fresh fish

10. When shopping, you should buy: a. Cleaning supplies before fruit b. Fruit before frozen food c. Meat before canned food d. Frozen food first

11. Which product is NOT safe to buy? a. Yogurt which has a Best Before date of two days from today b. Meat in a vacuum bag c. Brown eggs d. Potatoes that have sprouted

12. Which of the following is NOT a correct way to deal with leftovers? a. Refrigerate immediately b. Leave on the counter to cool before refrigerating c. Reheat to a minimal temperature of 74° C d. Throw away leftovers from people’s plates.

13. The first thing you should do before preparing food is: a. Scrub the floor b. Wash your hands with warm water and soap for 20 seconds c. Cut up the meat d. Sanitize the cutting board

14. You must wash your hands: a. After touching raw meat, poultry, fish or seafood b. Before handling, preparing, serving, or eating food c. After touching pets d. All of the above

15. When reheating food using the microwave, you should NOT: a. Use a plastic container b. Cover the food c. Stir the food d. Make sure that it reaches a temperature of at least 74°C

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Appendix H – Nutrition Information for Grocery Tour

This information is based on Eating Well with Canada’s Food Guide (CFG) and Shopping Sense, from BC Healthy Families. Point out the number of servings needed for Adults in each food group.

Take the group around the perimeter of the store, to each food group, and then to the aisle containing oils.

Vegetables and Fruits – Adults choose 7-10 servings – Good sources of Vitamin A and C o Choose a wide variety of vegetables and fruits with at least 1 serving of dark green and

1 serving of orange coloured vegetables. Buy local if possible or in season. o Prepare with little or no fat, such as steamed, baked, or stir-fried instead of deep fried. o Have vegetables and fruit more often than juice. o Ask participants to name one green and one orange vegetable.

Bakery – Adults choose 6-8 servings – Good sources of Fiber, B Vitamins and Carbohydrates

o Compare the Nutrition Fact table and choose those that are highest in fiber (look for 4 grams per serving) and low in sugar.

o Make at least ½ of your grain products “whole grain”. i.e. brown rice, whole grain pasta, oats, barley.

o Portion sizes vary so check the serving size on the Nutrition Facts table when comparing products.

o Limit your intake of higher fat & higher sugar products: croissants, cakes, cookies, muffins and pies. These products can add many extra calories.

o Use small amounts of sauces or spreads. o Ask participants to look for “whole grain” on the Ingredient List for Fiber

Dairy – Adults choose 2-3 servings - Good Sources of Calcium and Protein o When buying yogurt, compare the Nutrition Facts table and choose lower those lower in

fat and sugar. o Butter, cream, cream cheese, sour cream, and whipping cream are not part of this food

group. They contain mostly fat and little calcium and protein. o Eggs are found in this section but they are a meat alternative. Eggs are a good source

of protein and B vitamins. Brown and White eggs are the same inside and have the same nutrients but the price may be different, so check prices carefully.

o When buying cheese, look for those that are lower in milk fat (MF) i.e. 15-20% o Drink Fortified soy beverages if you do not drink milk. o Ask participants if they can find the milk fat % (MF %) on a label.

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Meat and Alternates – Adults choose 2-3 servings – Good source of Protein, Iron and Minerals

o Fish has omega-3 fats what reduce the risk of heart disease. Include at least 2 servings each week in your meal plan.

o Dried beans, lentils and tofu are healthy low cost options to meat. Include these once a week.

o Deli meats such as salami or corned beef are higher in fat and sodium (salt). Choose roasted turkey breast, or lean roast beef instead.

o Reduce fat by trimming fat from meat and removing the skin on poultry. o To save money and meet your nutritional needs, watch your portion sizes – one serving

is about the size of a deck of cards. o Ask participants to show an example of lean meat.

Oils and Fat o The type of fat is just as important as the amount. Healthy fats include plant-based oils

such as canola, flax, olive and soybean. o For margarines, choose soft tub varieties and look for the words “non-hydrogenated” on

the label. o Enjoy butter in small quantities where its flavour is important. o Limit hard margarines, shortening or lard as they are high in saturated fat and/or trans-

fat which contribute to heart disease. o Ask participants to find “non-hydrogenated” on a soft tub margarine label.

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Appendix I - Label Reading http://archive.diabetes.ca/documents/about-diabetes/ENG_RGB_FactSheet.pdf

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Appendix J – Unit Pricing The "Unit Price” tells you the cost per liter, per kilogram, per pound, etc, of what you want to buy. By calculating unit pricing, you can be sure you're getting the best deal at the local grocery store. This calculation comes in handy when you're comparing two different sizes of the same item: The larger box of cereal costs more, but it may be a better value per ounce.

Instructions: You will need a calculator, pen and paper.

Check the packaging to determine its size. Check the cost for the package size. Divide the cost by the size.

Example 1 Divide the price by the amount of milk: $2.99 ÷ 2 Litres = $1.49 per Litre

This calculation is different when comparing food priced by weight.

Example 2 Carrots are sold by the pound, for example, $0.89 per pound Place 1 carrot on the scale and determine the weight. For example, about 0.25 lb or about 100 grams Multiply the price per pound by the weight. $0.89 x 0.25 lb = $0.22 for the carrot You want to compare this carrot with frozen carrots. Example 3 The frozen carrots are $3.00 for a 750 gram bag. In the last example, the carrot weighed 100 grams. This package would be equal to 7.5 carrots (or 750 grams ÷ 100 grams) To compare, divide the cost by the weight of the bag. $3.00 ÷ 7.5. In this case, the carrot is $0.40 Which is the better buy, the fresh carrot or the frozen carrot?

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Appendix K - Grocery Shopping Challenge

1. Determine the unit price (or cost of 1) banana or apple. a. Cost of bananas (or apples) per pound: ______ b. Weight of one banana (or apple) : ______ c. Unit price of banana (or apple): ______

Multiply the cost of the banana (or apple) by the weight of the banana (or apple) For example $0.89/lb x 0.3 lb/banana = $0.27 for 1 banana

2. How many Food Guide servings would there be in each of these portions: a. 1 carrot that has been peeled and chopped to make 125 ml (1/2 cup)

= _____________________ number of servings b. 1 whole wheat bagel

= _____________________number of servings c. 175 g (3/4 c) berry flavoured yogurt

= ______________________ number of servings d. A cooked hamburger patty 150 g ( 5 oz), about the size of a deck of cards =

_____________________ number of servings.

3. Is it cheaper per serving to buy a whole chicken or a package of chicken thigh pieces this week?

4. Which type of whole grain cracker has the most Fibre?

5. Compare the Nutrition Facts label for bologna, ham, and chicken slices. Which one has the most Fat? Which one has the most Sodium (or Salt)?

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Appendix L- Sugar Sweetened Beverage Guessing Game

Guess how many sugar cubes each of the following drinks contains.

1 Ice Tea (355 mL)

2 Vitamin Water (591 mL)

3 Regular Soda Pop (355 mL)

4 Sports Drink (700 ml)

5 Energy Drink (500 mL)

6 Specialty Coffee (473 mL)

(with syrup and whip cream)

7 Bubble Tea (500 mL)

(sweetened)

8 Large Pop (730 mL)

9 Large Slush (1000 mL)

10 Water (500 mL)

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Appendix M - Common Side Effects in Medications used in Mental Health

All medications have side effects. They are not usually serious and do not happen to everyone. Sometimes, they occur before beneficial effects of the medication are noticed. Speak to your doctor or pharmacist as they can help you decrease it or cope with it. Below are some of the common side effects that may occur and helpful tips that you can try:

Feels Drowsy or Tired. This does go away with time. Use of other drugs that make you drowsy will worsen the problem. Avoid driving a car or operating machinery if drowsiness persists.

Too Much Energy/Feels Irritated or Agitated/Can’t Sleep. Some medications can make you feel nervous or have difficulty sleeping for a few days when you first start them. You may be able to take the medication in the morning.

Headache. This tends to be temporary and if needed can be managed by taking over-the counter pain medicine such as acetaminophen or ibuprofen when required for a short time. Talk to your pharmacist if you are unsure if ibuprofen or similar medications may be appropriate for you.

Dizziness/Unsteady. Your body is getting used to the new medication or an increase in dosage. Get up from a lying or sitting position slowly; dangle your legs over the edge of the bed for a few minutes before getting up. Sit or lie down if dizziness persists or if you feel faint.

Blurred Vision. This tends to happen when you first start on the medication and tends to be temporary. Reading under a bright light or at a distance may help; a magnifying glass can be useful. If it persists, let your doctor know.

Dry Mouth. Sucking on sour candy, sugarless gum and ice chips helps increase saliva in your mouth. Avoid sweet drinks like pop as they may give you cavities and increase your weight. Drink water and brush your teeth regularly.

Sweating. You may sweat more than usual; frequent showering, use of deodorants and talcum powder may help.

Nausea/Heartburn. If this happens, take the medication with snack or food. DO NOT take antacid within 2 hours of medications as it will affect absorption.

Constipation. It is best to drink plenty of water and try to increase the amount of fiber in your diet (like fruit, vegetables or bran). Some individuals may require a bulk laxative (e.g., Metamucil) or a stool softener (Colace, Surfak) helps regulate their bowels.

Changes in Sex Drive or Sexual Performance. We understand that this may be sensitive issues but it is important to discuss this with your doctor.

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Blood Pressure Increase. Lifestyle modification including smoking cessation, reducing salt (sodium), and weight control are encouraged. If it remains high, the medication dose may have to be adjusted. It is important to check your blood pressure on a regular basis. For those who would prefer to do home monitoring, your pharmacist can recommend a home blood pressure monitor and show you how to use it properly.

Increase of Blood Glucose. Making healthy food choices and regular monitoring may be required to ensure your blood glucose remains in good range. Your pharmacist can recommend a home glucometer and show you how to use it properly.

Weight Increase. Healthy eating and regular exercise is encouraged to help achieve and maintain a healthy weight. Call 8-1-1 to talk to a Registered Dietitian about getting started with lifestyle changes.

Muscle Tremor/Twitching. Let your doctor know as this may require an adjustment in your dosage.

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Appendix N - Why Eat Beans and Lentils? You don’t have to spend a lot of money on fancy health foods to get great health benefits from dried beans and lentils. They can supply a load of chronic disease fighting benefits for well under a dollar per serving!

Chronic Disease Fighting Benefits of Beans and Lentils:

1) They are digested slowly (low glycemic) a. Keep blood sugar more even b. Help you feel full for a longer time.

2) They help prevent heart disease 3) They provide cancer fighting antioxidants 4) They provide a healthy dose of both soluble and insoluble fibre

a. Soluble fibre lowers cholesterol levels b. Insoluble fibre increases stool bulk, prevents constipation and helps prevent

irritable bowel syndrome and diverticulitis.

Main Nutrients: Beans and Lentils are an excellent source of the B Vitamin Folate, fibre, iron and protein.

Cooking Dried Beans One way to prepare dried beans for cooking is to start by soaking them in a pot of water overnight. Remove the water the next day, add fresh water to cover the beans and bring to a boil. Turn down the heat and simmer for 20 minutes.

Quick methods for Cooking Dried Beans When time is limited, dried beans can be cooked in two hours.

Method No. 1 1. Heat oven to 325° degrees F. 2. Put 450 grams (1 lb about 2 cups) of dried beans in a large oven proof pot with a tight lid. 3. Add 10 ml (2 tsp) of salt and a couple of bay leaves or some peeled garlic cloves, if desired. 4. Add enough water to cover the beans with about 5 cm (2 inches) of water above the beans. 5. Put the lid on the pot and bake for 75-90 minutes. 6. Check the beans and stir. If they are tender, take them out of the oven. If not, add 50 ml (1/4 c) water. Return to the oven to bake for another 15 minutes. Rinse and drain before use.

Method No. 2 1. Put 450 grams (1 lb about 2 cups) in a pot with about 3 inches of water above the beans. Cover. 2. Bring to a boil. Remove from heat and keep covered. 3. Let sit for two hours. If they are tender, strain, rinse and strain again before use.

TIP: For even more savings, cooking dried beans yourself instead of buying canned beans is usually one third or one half of the cost of canned beans.

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Appendix O - How to Increase your Fiber Intake Almost everyone hears about the need to eat foods that are high in fibre, but few people understand why or where to get fiber.

There are two types of dietary fiber - soluble and insoluble.

Both soluble and insoluble fiber cannot be digested (broken down) in our bodies. The fibre is not absorbed into the bloodstream. Instead of being used for energy, fiber is use by the body to regulate the bowel and remove toxins from our body.

Insoluble Fiber: Passes through the digestive system not broken down. It is found in green beans, dark leafy vegetables, fruit skins, whole grains, seeds and nuts.

How does insoluble fiber work? What are the benefits? Regular bowel movements – the fiber’s bulk slows down the digestive process. This

allows digested food to move through the intestines steadily. Takes out toxic waste – carries toxins out of the body through regular bowel

movements. May prevent colon cancer – may help stop harmful bacteria from growing.

Soluble Fiber: forms a thick gel when mixed with liquid. It is found in oatmeal, oat bran, dried beans/peas, nuts, barley, flax seed, oranges, apples, carrots and psyllium husks.

How does soluble fiber work? What are the benefits? Lowers LDL (bad cholesterol). Slows digestion of other foods allowing body time to adjust to blood sugar changes

Why does fiber give me gas? Bacteria within the colon (large intestine) are able break down a little soluble fiber. Gas is formed when bacteria digests the fiber, similar to the way a vehicle gives off exhaust as a by-product of burning fuel. All fibers, no matter their source, can produce gas. However, some fibers are digested more easily by different types of bacteria. Every person is different. Choosing the type of fiber that causes the least amount of gas becomes a trial and error process for each person. The slower the stool passes through the colon, the more gas will be produced.

TIPS to reduce Gas Drink plenty of water with and between meals with high fiber foods. Get rid of the water dried beans have been soaking in or rinse canned beans. Chew well and eat slowly to digest fiber better. Try supplements like Bean-O which helps in the digestion of beans. Bean-O can be found in the Pharmacy section of your grocery store.

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Suggestions to help get enough fibre – about 20-35 grams every day

Add ground flaxseeds, seeds, or nuts to your salad, soup, cereal, or yogurt

Keep frozen blueberries, strawberries, and raspberries in your freezer to add to cereal, shakes or yogurt

Prepare cut up veggies in small baggies

for a quick snack or meal addition

Choose cereal with a minimum of 4 g of fiber/serving

Add beans and peas to salad, soup or

as a side dish

Go for whole grain or sprouted wheat products

Add fruit to salads and main dishes; eat

fruits with skins, between meals as snacks.

Whole flax Ground Flax

Veggies, whole grain pita and hummus (chickpea dip)

High fibre cereal

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Appendix P - Shopping on a Budget There are things you can do before, during and after you shop to save money on nutritious food. Here are a few ideas.

Before you shop: Check your cupboards, refrigerator, and freezer for items on hand to use first Plan meals based on what you have on hand. Use lower cost protein foods Read grocery store flyers Clip food coupons Make a grocery list Eat before you go so you are not hungry and tempted to buy food not on your list.

While you shop: Stick to your grocery list Give your children items to find to help you. This activity will start to teach them about

how to shop for healthy choices. Compare prices by the unit cost Buy food grown during that season Choose cheaper no-name or store brands Check the items below eye level, they are usually cheaper Read and compare food labels for their nutritional values Take advantage of in store specials if the item is on your grocery list Substitute with cheaper ingredients if possible Buy whole chicken instead of chicken pieces Buy whole fish instead of fillets and steaks Stock up on non-perishable items listed in the handout, “Pantry Planner” when on

special as they keep indefinitely when stored in a dry place

After you shop: Take your groceries home right away Put frozen and refrigerated food that can spoil in the refrigerator or freezer first. Divide large quantities of meat into smaller packages and freeze for use later. Use fresh foods first Use leftovers Use moist heat cooking methods (pot roasting, stewing) to tenderize less expensive cuts

of meat Make casseroles which use less meat. Ask the produce manager how to store vegetables and fruit longer

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Appendix Q – Weekly Meal Plan

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Appendix R – Kraft Dinner™ Gone Wild, Yogurt Gone Wild Kraft Dinner™ (KD) has been a staple in many households. A favourite one pot meal but it has a lot of sodium (salt). Adding a variety of other ingredients can increase the nutritional value.

Meat and alternates: ground beef or cubed roast beef, turkey or chicken rinsed canned black beans, chick peas, lentils, or tofu lower sodium (salt) canned salmon scrambled eggs or hard boiled eggs.

Vegetables:

diced fresh celery, onions, mushrooms, peppers, tomatoes frozen corn, peas, carrots, or green beans. canned diced tomatoes.

Mexican style: black beans, corn, salsa, green onions Chinese:. Instead of KD, use a package or ramen style noodles. Use only ½ the seasoning package and add the suggested meat and alternates, and vegetables for KD. Yogurt is a great snack. It’s full of calcium and protein. It can last for a long time in the fridge. It is easy to digest and some brands have probiotics. Probiotics help the digestive tract work better. Here are some suggestions that you may find in the bulk food section

1. Dried fruit: chopped dates, figs, cranberries or raisins 2. Ground cinnamon or nutmeg spice 3. Nuts: peanuts, sunflower seeds, almonds 4. Granola or other cereal 5. Oatmeal 6. Broken up Fig Newton™ cookies

Other suggestions

7. Frozen fruit: blueberries or strawberries 8. Canned or fresh fruit, like apples, or applesauce

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Appendix S- Graduation Certificate sample

CERTIFICATE OF COMPLETION

THIS DOCUMENT IS TO CERTIFY THAT

___________________________INSERT NAME_____________________________

HAS SUCCESSFULLY COMPLETED THE

KITCHEN CONNECTIONS PROGRAM

(INSERT DATE)

________________________________ (Insert Organization Logo)

Program Coordinator

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Appendix T – The Community Food Action Evaluation Form

Community Food Action Evaluation Form As a participant in Kitchen Connections you are being invited to take part in an important survey. This survey is being conducted by (insert name of organization). The information learned from this survey will be used to improve Kitchen Connections.

There are no risks for participating in this survey. Your participation is entirely your choice. You have the right to refuse to participate. Your responses will be anonymous and confidential (please do not include any identifying information). The reason for the survey is to help make the program better. If you have any questions about the survey, please contact (insert contact name and title) at (insert phone no.)

By completing the survey, you are giving your consent to participate.

1. How often did you attend? 6 times 5 times 4 times 3 times 2 times 1 time

The following two lists contain some changes you may or may not have made because of participating in Kitchen Connection. Please indicate “yes”, “no” or “n/a” (not applicable) to the following statements:

2. Because I participated in Kitchen Connections

Yes No n/a

It is easier for me to get foods that are healthy for me

It is easier for me to get locally grown foods

It is easier to get foods that are traditional for my culture or family background

I spend less money on food

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3. Because I participated in Kitchen Connections

Yes No Already there*

Don’t know

n/a

I know why healthy eating is important

I know more about cooking and preparing a healthy meal

I have new cooking skills

I cook more of my own food

I know more about foods that are healthy/not healthy

I know more about how health and food are related

I choose healthier food

I eat more fruits and vegetables

I eat more foods that are traditional for my culture or family background

I am more able to provide food for my family and myself

I have been able to meet new people

I have improved my ability to plan meals

I have tried new foods

I know more about food safety

I have been motivated to get out of the house

I have been able to share my knowledge

I have an increased comfort level in group situations

I am more aware of community resources

*Note: “Already there” means you already knew this or had this skill.

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4. What was your most important experience from the Kitchen Connection?

5. How do you think the Kitchen Club could have been improved?

The next few questions are about you:

6. I am Male Female

7. What year were you born? ___________

8. Have you moved to Canada in the last 5 years? Yes No

9. Are you Aboriginal? Yes No

a. If yes, are you Métis First Nations Inuit

We are really pleased that you are participating and thank you for your time.

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Appendix U – Recipes

Standard Abbreviations and Measures:

Imperial Metric teaspoon tsp millilitre ml tablespoon tbsp litre L cup c gram g ounce oz kilogram kg fluid ounce fl oz quart qt pound lb

Imperial/Metric Equivalents:

Use this chart to convert a recipe from metric to imperial measures or vice versa.

1 qt = 1 L 1 tbsp = 15 ml 4 c = 1 L 1 tsp = 5 ml 1 c = 250 ml ½ tsp = 2 ml ¾ c = 175 ml ¼ tsp = 1 ml ⅔ c = 150 ml ⅛ tsp = 0.5 ml ½ c = 125 ml 1 lb = 500 g ⅓ c = 75 ml ½ lb = 250 g ¼ c = 50 ml

Imperial Measure Equivalents:

1 qt = 4 cups ¼ c = 4 tbsp 1 c = 8 fl oz 2 tbsp = 1 fl oz 1 c = 16 tbsp 1 tbsp = 3 tsp ½ c = 8 tbsp

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Brown Rice and Lentil Pilaf Serves 2 Serves 4 Serves 16 Ingredients 7 ml (1 ½ tsp) 15 ml (1 Tbsp) 60 ml (1/4 c) Vegetable oil ¼ large or 1 small

½ large 2 large Onion, chopped

175 ml (3/4 c) 375 ml (1 ½ c) 1.5 L (6 c) Brown rice, rinsed 50 ml (1/4 c) 125 ml (½ c) 250 ml (2 c) Green lentils, rinsed dash 1 ml (¼ tsp) 5 ml (1 tsp) Salt1 500 ml (2 c) 1 L(4 c) 4 L (16 c) Chicken or vegetable broth –

low or no sodium (salt) ½ can (348 g can)

1 can (348 g can) 4 cans (348 g can) Corn niblets

Instructions

1. Heat oil in a saucepan and add the chopped onion. Sauté onions. 2. Add rice and lentils, stock, and salt. Stir a few times. 3. Cover and bring to a boil. 4. Turn down heat and cover. Allow to simmer for about 20 minutes. 5. Once rice and lentils are cooked, drain the corn and stir into mixture.

Tip - Adding other left over vegetables (such as carrots, peas, peppers, etc.) will add flavour and increase the vitamin content. Nutrients per Serving Calories (cal) 496 Fat (g) 9 Sodium (mg) 495 Fiber (g) 6 Carbohydrate (g) 86 Protein (g) 19 Food Groups per Serving Vegetables and Fruit 0.6 Grain Products 2.2 Milk and Alternatives 0.0 Meat and Alternatives 0.6

1 1ml (¼ tsp) of salt for 2 servings or 2.5ml (½ tsp) salt for 4 servings may be added to enhance flavour. Please add 290 mg of Sodium to Nutrients per Serving.

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Spanish Lentil Rice Serves 2 Serves 4 Serves 16 Ingredients ¼ medium ½ medium 2 medium White onion, about the size of a tennis ball ½ medium 1 medium 4 medium Celery stalk, sliced 175 ml (¾ c) 425 ml (1 ¾ c) 1.750L (7 c) Diced red tomatoes (canned of fresh) 50 ml (1/4 c) 125 ml (½ c) 500 ml (2 c ) Uncooked brown rice, rinsed and washed 50 ml (1/4 c) 125 ml (½ c) 500 ml (2 c) Dry uncooked lentils, rinsed and washed 5 ml (1 tsp) 8 ml (1 ½

Tbsp) 90 ml (6 Tbsp) Dried basil

Dash 1 ml (1/4 tsp) 5 ml (1 tsp) Black pepper 175 ml (3/4 c) 375 ml (1 ½ c) 1250 ml (5 c) water 125 ml (1/2 c) 250 ml (1 c) 1 L (4 c) Shredded cheddar cheese Instructions 1. Finely chop the onion and celery. 2. Add all ingredients to a large saucepan except for the cheese. 3. Bring to a boil. 4. Cover and turn down heat to simmer until rice and lentils are tender, about 60 minutes. 5. Add cheese, stir until it melts.

Nutrients per serving Food Groups per Serving Calories (cal) 271 Vegetables and Fruit 1.1 Fat (g) 10 Grain Products 0.2 Sodium (mg) 442 Milk and Alternatives 0.6 Fibre (g) 5 Meat and Alternatives 0.6 Carbohydrate (g) 29 Protein (g) 16

Note: 1ml (¼ tsp) of salt for 2 servings or 2.5ml (½ tsp) salt for 4 servings may be added to enhance flavour. Please add 290 mg of Sodium to Nutrients per Serving.

Tip ‐ If you use canned tomatoes, look for reduced or low sodium (salt) or salt free.

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African Nut Stew

Serves 2 Serves 4 Serves 16 Ingredients 250 ml (1 c) 500 ml (2 c) 2 L( 8 c) vegetable or chicken stock – low or no

sodium (salt) - divided 10 ml (2 tsp) 20 ml (1Tbsp +

1 tsp) 75 ml (1/3 c) Reduced sodium (salt) soy sauce

½ 1 4 Onion, chopped 125 ml (1/2 c) 250 ml (1 c) 1 L (4 c) Sweet potato or yam, cut into cubes (2.5 cm

or 1 inch) ½ medium 1 medium 4 medium Carrot, sliced ½ stalk 1 stalk 4 stalks Celery, sliced ¼ large ½ large 2 large Red pepper, diced ½ can or 2 small fresh tomatoes, chopped

1 small can (540 ml)

4 x 540 ml cans

Crushed tomatoes - no added sodium (salt)

180 ml dried beans, cooked

1 can (790 ml) 4 x 790 ml cans

Chick peas, drained and rinsed

15 ml (1 Tbsp) 50 ml (1/4 c) 250 ml (1 c) Fresh cilantro, washed and chopped 40 ml (1 Tbsp + 2 tsp)

75 ml (1/3 c) 300 ml (1 ¼c)

Peanut butter, crunchy type

2 ml (1/2 tsp) 5 ml (1 tsp) 20 ml (4 tsp) Curry powder

Instructions 1. Heat 125 ml (1/2 cup) of stock and the soy sauce in a large pot. 2. Add onion and sweet potato/yams. Cook over high heat, stirring occasionally, for 5 minutes. 3. Add carrot, celery and red pepper. Cover and cook for 5 minutes, stirring occasionally. 4. Add tomatoes, remaining stock, chick peas and cilantro. 5. Stir peanut butter with 75 ml (1/3 cup) of broth, and then add it back to the pot along with the

curry powder. Stir, then cover and simmer for 10 minutes. 6. Serve.

Tip - To increase the favour, try doubling the amount of curry powder and add a few more stalks of cilantro. This soup freezes well. Serve with cooked grains or whole grain toast and a green salad.

Nutrients per serving Food Groups per Serving Calories (cal) 418 Vegetables and Fruit 2.7 Fat (g) 13 Grain Products 0.0 Sodium (mg) 885 Milk and Alternates 0.0 Fiber (g) 6 Meat and Alternatives 1.8 Carbohydrate (g) 60 Protein (g) 21 Note: 1ml (¼ tsp) of salt for 2 servings or 2.5ml (½ tsp) salt for 4 servings may be added to enhance flavour. Please add 290 mg of Sodium to Nutrients per Serving.

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Fantastic Black Bean Soup Serves 2 Serves 4 Serves 16 Ingredients 2 ml (1/2 tsp) 5 ml (1 tsp) 20 ml (1 Tbsp+1

tsp) Vegetable oil

½ clove 1 clove 4 cloves Garlic, minced ¼ large ½ large 2 large Onion, chopped (about size of

a baseball) ½ med 1 medium 4 medium Carrot, sliced ½ of 560 ml can

One 560 ml can Four x 560 ml cans Black beans, drained and rinsed

375 ml (1 ½ c) 750 ml (3 c) 2.5 L (12 c) Chicken broth – low or no sodium (salt)

2 ml (1/2 tsp) 5 ml (1 tsp) 20 ml (1Tbsp + 1 tsp)

Cumin powder

sprinkle 1 ml (1/4 tsp) 5 ml (1 tsp) Dried parsley flakes Instructions 1. In a medium pot, sauté garlic, onion, and carrot in oil over medium heat, until soft. 2. Stir in black beans, chicken broth, and cumin. 3. Bring to boil, reduce heat and simmer for 20-25 minutes. 4. Mash soup well with a potato masher. Or, puree in a blender by filling blender until half full.

For safety, cover with a tea towel before turning blender on to prevent hot soup from shooting out when blender is turned on. Repeat until all the soup is pureed.

5. Serve.

Nutrients per serving Food Groups per Serving

Calories (cal) 178 Vegetables and Fruit 0.4 Fat (g) 3 Grain Products 0.0 Sodium (mg) 411 Milk and Alternatives 0.0 Fibre (g 10 Meat and Alternatives 0.8 Carbohydrate (g) 28 Protein (g) 12 Note: 1ml (¼ tsp) of salt for 2 servings or 2.5ml (½ tsp) salt for 4 servings may be added to enhance flavour. Please add 290 mg of Sodium to Nutrients per Serving.

Tip ‐ For more flavour, add 15 ‐45 ml (1‐3 Tbsp) fresh chopped cilantro. Cilantro is an excellent source of Vitamins A, C, and K. One garlic clove is equal to 2 ml (1/2 tsp) garlic powder

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Beef and Mushroom Stroganoff

Serves 2 Serves 4 Serves 16 Ingredients 125 ml ( ½ c) 250 ml (1 c) 1 L (4 c) Whole grain pasta (use any type:

macaroni, bowtie, spaghetti, etc.) 225 g (1/2 lb) 454 g (1 lb) 1.3 kg (4 lb) Lean ground beef 7 ml (1 ½ tsp) 15ml (1 Tbsp) 50 ml (1/4 c) Canola or olive oil 125 ml (1/2 c) 250 ml (1 c ) 1 L (4 c) Fresh mushrooms, sliced ½ large 1 large 4 large Onion (about the size of a baseball) 2 ml (1/2 tsp) 5ml (1 tsp) 20 ml (1 Tbsp+1

tsp) Dried thyme

Pinch each 1ml (dash) ea 5 ml (1 tsp) ea Salt and Pepper 22 ml (1 ½ Tbsp)

45ml (3 Tbsp) 180 ml (3/4 c) Whole-wheat flour

125 ml (1/2 c) 250ml (1 c) 1L (4 c) Beef broth – low or no sodium (salt) 7 ml (1 ½ tsp) 15ml (1 Tbsp) 50 ml (1/4 c) Worcestershire sauce 7 ml (1 ½ tsp) 15ml (1 Tbsp) 50 ml (1/4 c) Red wine vinegar (or regular white

vinegar) 50 ml (1/4 c) 125ml (½ c) 500 ml (2 c) Low fat sour cream 10 ml (2 tsp) 20 ml (4 tsp) 75 ml ( 1/3 c) Chopped fresh, (Use ½ the amount if

using dried parsley) Instructions

1. Fill a large pot with water to cook the pasta. Place pot on the stove, cover and heat water on high.

2. While the pasta water is heating up, put the ground beef a frying pan, and cook on medium heat until no pink is left. Drain off extra fat. Set aside in a bowl.

3. Heat the oil in a frying pan over medium heat. Add mushrooms, onion, thyme, salt and pepper. Cook (stirring often) until the vegetables are very tender and slightly browned, about 8-12 minutes.

4. While the vegetable are cooking, add pasta to boiling water, and cook according to package directions, set a timer.

5. When vegetables are done, stir in the flour. Add broth, Worcestershire sauce and vinegar and bring to a boil; stirring often. Reduce heat to simmer, stir until the mixture has thickened, about 3 minutes.

6. Add sour cream, parsley, and the beef. Bring to a simmer for 1 to 2 minutes to heat through.Serve over pasta. Enjoy some veges on the side too, like some steamed broccoli or a salad.

Nutrients per serving

Food Groups per Serving

Calories (cal) 510 Vegetables and Fruit 1.0 Fat (g) 24 Grain Products 1.1 Sodium (mg) 583 Milk and Alternatives 0.1 Fibre (g 4 Meat and Alternatives 1.5 Protein (g) 41

Note: 1ml (¼ tsp) of salt for 2 servings or 2.5ml (½ tsp) salt for 4 servings may be added to enhance flavour. Please add 290 mg of Sodium to Nutrients per Serving

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Chicken Stir-fry Serves 2 Serves 4 Serves 16 Ingredients 75 ml (1/3 c) 175 ml (¾ c) 750 ml (3 c) Brown rice, rinsed 125 ml ( ½ c) 250 ml (1 c) 1 L (4 c) Water 1 2 8 Boneless, skinless chicken breasts (each

breast should be about the size of 2 decks of cards)

7 ml (1 ½ tsp) 15 ml (1 Tbsp) 50 ml (1/4 c) Cornstarch 15 ml ( 1Tbsp) 30 ml (2 Tbsp) 125 ml (1/2 c) Brown sugar pinch 1 ml (¼ tsp) 5 ml (1 tsp) Dried ginger powder ½ clove 1 clove 4 cloves Garlic, minced 15 ml ( 1 Tbsp) 30 ml (2 Tbsp) 125 ml (1/2 c) Apple cider vinegar 15 m ( 1 Tbsp) 30 ml (2 Tbsp) 125 ml (1/2 c) Soy sauce 75 ml (1/3 c) 150 ml (¾ c) 750 ml (3 c) Chicken broth – low or no sodium (salt) 125 ml ( ½ c) 250 ml (1 c) 1 L ( 4 c) Mixed vegetables- fresh or frozen

(broccoli, green beans, mini corn, snow peas, red pepper, etc.)

Instructions 1. Brown Rice takes longer to cook than white rice. To shorten cooking time, soak the rice

overnight before cooking the next day. 2. Put rice and water into a saucepan. Bring to boil. Then stir, and cover. Turn down heat to

simmer. Simmer for 40 minutes. 3. Cook chicken on grill or in a pan on the stove on medium heat. Cook until no longer pink

and the juices are clear (about 15 min. from frozen or 10 min. from thawed). 4. In a pot, mix together cornstarch, brown sugar, ginger powder, garlic, soy sauce, apple cider

vinegar, and broth to make a sauce. On high heat, bring to boil, stirring until thickened. 5. Place cooked chicken (cut into 2.5 cm strips) and sauce together in a mixing bowl. 6. Use the pan to stir-fry the vegetables with high heat on the stove. Once vegetables begin to

soften (don’t over-cook) add the chicken and sauce. Serve over rice.

Tips For more flavour, try cooking the rice in Salt Free or low sodium (salt) chicken or vegetable broth instead of water. Add 5 ml (1 tsp) of oil to the broth helps to prevent foaming while the rice is cooking. Nutrients per serving Food Groups per Serving Calories (cal) 295 Vegetables and Fruit 0.6 Fat (g) 3 Grain Products 1.1 Sodium (mg) 387 Milk and Alternatives 0.0 Fiber (g) 3 Meat and Alternatives 0.8 Carbohydrate (g) 42 Protein (g) 24 Note: 1ml (¼ tsp) of salt for 2 servings or 2.5ml (½ tsp) salt for 4 servings may be added to enhance flavour. Please add 290 mg of Sodium to Nutrients per Serving.

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Salmon Patties

Serves 2 Serves 4 Serves 16 Ingredients 7 ml (1 ½ tsp) 20ml (1 Tbsp) 50 ml (1/4 c) Vegetable or Olive oil ¼ large ½ large 2 large Onion, chopped (size of a baseball) ½ large 1 large 4 large Celery Stalk, sliced ½ of 418 g can

418 g can 4 x 418 g cans Salmon, canned, low sodium (salt)

1 med 2 medium 8 medium Egg 2 m (1/2 tsp) 7 ml (1 ½ tsp) 30 ml (2 Tbsp) Dijon Mustard (grainy type) 50 ml (1/4 c) 125ml (½ c) 500 ml (2 c) Mayonnaise (reduced fat) 50 ml (1/4 c) 125ml (½ c) 500 ml (2 c) Plain 1% yogurt 2 sprigs 4 sprigs 16 sprigs (2

bunches) Green onions, sliced

15 ml (1 Tbsp) 30ml (2 Tbsp) 125 ml (1/2 c) Fresh or dried dill 1 clove 2 cloves 8 cloves Garlic, minced 2 ml (1/2 tsp) 7 ml (1 ½ tsp) 30 ml (2 Tbsp) Lemon juice 125 ml (1/2c) 250 ml (1 c) 1 L (4 c) Bread Crumbs ¼ tsp ½ tsp 2 tsp Ground Pepper 15 ml (1 Tbsp) 30ml (2 Tbsp) 125 ml (½ c) Fresh or dried parsley Instructions 1. Heat half of the oil in a skillet over medium heat. Add onion and celery 2. Cook, stirring until softened, about 3 minutes. 3. Remove from heat. Place salmon in a medium bowl. Flake apart with a fork; remove skin 4. Add egg, mustard, mayonnaise, yogurt, green onions, dill, garlic and lemon juice; mix well. 5. Add the onion mixture, bread crumbs, pepper and parsley; mix well. 6. Shape into patties (each about the size of a deck of cards) 7. Heat the remaining oil in a skillet over medium heat 6. Add patties and cook until the undersides are golden, about 2-3 minutes. Use a spatula to

turn over and repeat on other side.

Nutrients per serving Calorie (cal) 390 Fat (g) 24 Sodium (mg) 455 Fiber (g) 1 Carbohydrate (g) 14 Protein (g) 28

Food Group Servings Vegetables and Fruit 0.8 Grain Products 0.3 Milk and Alternatives 0.2 Meat and Alternates 1.6 Note: 1ml (¼ tsp) of salt for 2 servings or 2.5ml (½ tsp) salt for 4 servings may be added to enhance flavour. Please add 290 mg of Sodium to Nutrients per Serving.

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Chick Pea Peanut Butter Chocolate Chip Dough Bites This is a healthier option for a cookie but limit a serving to two cookies (or bites) as a snack. Compared to most other chocolate peanut butter cookies, it has half the calories, fat and sodium (salt).

36 cookies Ingredients 300 ml (1 ¼ c) Cooked Chickpeas* or canned, drained, and rinsed 50 ml (1/4 c) Liquid honey 5 ml (1 tsp) Baking powder 10 ml (2 tsp) Vanilla extract 125 ml (1/2 c) Peanut butter, smooth or chunky, or you can use lower fat

peanut 125 ml (1/2 c) Chocolate chips, semisweet

* dried beans double in size, 155 ml (1/2 c + 2 Tbsp) of dried chickpeas are needed, then cooked. See “Why Eat Beans and Lentils” for cooking instructions.

Cooking Instructions

1. Preheat oven to 350° Fahrenheit. 2. In a Food Processor, puree chickpeas, honey, vanilla, and peanut butter 3. Puree until smooth. 4. Stir in chocolate chips. 5. Roll into ball or press down on to parchment lined pan. Can be stored in a covered

container in fridge to bake later. Can also be eaten unbaked. 6. Bake 8-10 min.

Tip Bulk food sections in the store are great for large quantities and also good for buying small amounts of food too. For example, buy only enough for what you need in a recipe, e.g. ½ cup of chocolate chips, ½ c dry chickpeas for this recipe.

Nutrients per cookie Food Groups per cookie Calories 51 Vegetables and Fruit 0.0 Fat (g) 3 Grain Products 0.0 Sodium (mg) 27 Milk and Alternatives 0.0 Fiber (g) 1 Meat and Alternatives 0.2 Carbohydrate (g) 6 Protein (g) 2

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Microwave Recipes Your microwave isn't just for making popcorn or reheating leftovers. Your microwave is a valuable and time-saving tool in the kitchen. These healthy recipes can be made strictly in your microwave. How to cook rice in a microwave Makes 325 ml (1 ½ cup)

cooked rice Makes 750 ml (3 cups) cooked rice

Rice 125 ml (½ cup) 250 ml (1 c) Water 250 ml ( 1 cup) 500 ml (2 cups) Butter or margarine, Optional

2 ml (1/2 tsp) 5 ml (1 tsp)

1. In a large microwave-safe glass bowl, add rice and water

2. Heat Uncovered on HIGH for 10 minutes.

3. Stir, then cover with a plate or lid. Cook on High for 3-4 min or until all the water is gone.

4. Use oven mitts or a towel to remove from the microwave.

5. Let stand for 5 minutes, then fluff with a fork and serve.

How to cook spaghetti noodles in a microwave to cook rice in a microwave 1. In a large microwave-safe bowl, add spaghetti noodles. Break them in half, or smaller, if

needed to fit in the bowl. Place the bowl on a plate.

2. Add enough boiling water to cover the noodles with an extra 5 cm (2 inches) above the noodles.

3. Add a dash of salt and 5 ml (1 tsp) oil. Stir so the noodles do not stick together.

4. Put in microwave uncovered. Heat on HIGH for 10 minutes.

5. Leave in microwave and cover with a lid for 3-5 minutes to finish cooking.

6. Use oven mitts or a towel to remove plate and bowl from the microwave.

7. Drain and serve with your pasta sauce.

How to cook a scrambled egg in a microwave

1. Mix 1 egg, 2 ml (1/2 tsp margarine or butter), and 15 ml (1 Tbsp) milk in a microwave-safe bowl.

2. Cook on HIGH for 30 seconds. Mix

3. Cook on HIGH for another 30 seconds until all the egg is solid.

4. Options to add: 10 ml of grated cheese, or chopped onion, or tomatoes, or 10 cut up spinach leaves. Cook another 30 seconds.

5. Use oven mitts or a towel to remove bowl from the microwave.

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How to cook a potato in a microwave

1. Wash a potato or sweet potato (about the size of tennis ball) and leave wet. Poke a fork through different places on the skin.

2. Wrap in a paper towel. Put on a plate. 3. Cook on HIGH for 6-7 minutes. 4. Use oven mitts or a towel to remove plate from the microwave. Potato will be hot. 5. Let stand for 5 minutes before serving.

Mexi melt (serves 1)

30 ml (2 Tbsp) canned fat free refried beans 1 slice whole-wheat bread, toasted 15 ml (1 Tbsp) salsa 15 ml (1 Tbsp) shredded cheese

1. Spread beans on toast. 2. Top with salsa, then cheese 3. Microwave on HIGH until the cheese is melted and the beans are hot, about 45 seconds.

Cinnamon Apples (serves 2) 2 Macintosh Apples 30 ml (2 Tbsp) raisins 15 ml (1 Tbsp) brown sugar 1 ml (1/4 tsp) ground cinnamon spice 10 ml (2 tsp) butter or margarine

1. Cut each apple in half. Scoop out seed from center with a spoon. 2. Place apples on a plate with the center facing up. 3. Mix the raisins, brown sugar, and cinnamon together and sprinkle evenly on the apple

centres. 4. Put 2 ml (1/2 tsp) butter or margarine on the raisin mixture. 5. Cover tightly with plastic wrap or a lid and microwave on HIGH until tender when pierced

with a fork, about 3-4 minutes. Acorn Squash Squash can be stored for a long time. Cook ½ of the squash now. Refrigerate the other half and cook at a later time. 1 acorn, butternut, or buttercup squash. Cut in half and scoop out seeds with a spoon. 7 ml (1/2 Tbsp) butter or margarine 15 ml (1 Tbsp) brown sugar salt and pepper

1. Put squash half into a microwave-safe bowl. Cut side facing up. 2. Mix butter or margarine and brown sugar together. Smear over the inside of the squash. 3. Cover bowl with plastic wrap and microwave on HIGH for 6-8 minutes, or until a fork

goes through the squash flesh easily. 4. Let stand for 5 minutes. 5. Season with salt and pepper, if desired.

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Appendix V

Beverage ideas: water water with lemon, mint or cucumber

Snack ideas:

1 medium fresh fruit (e.g. banana, apple or orange) 250 mL (1 cup) fresh, frozen or canned fruit (in water or light syrup) e.g. peaches,

mandarins, grapes, blueberries, strawberries or raspberries 1 large stalk of celery with 60 mL (¼ cup) low fat, low sodium cottage cheese 175 mL (¾ cup) low fat yogurt 500 mL (2 cups) air-popped or low fat microwave popcorn 3-4 plain cookies such as arrowroot, ginger snaps, or graham crackers Low salt pretzels (30 twists or 18 g) 250 mL (1 cup) of mini carrots, cut up cucumbers, zucchinis, cherry tomatoes or other

raw vegetables with low fat salad dressing or dip 30 mL (2 Tbsp) of nuts such as unsalted peanuts, almonds, hazelnuts, cashews walnuts

or soy nuts 50 mL (¼ cup) dried fruit (e.g. apricots, prunes, dates or raisins) 1 slice of whole grain or whole wheat bread or flat bread such as pita, naan, or roti with

15 mL (1 Tbsp) of hummus ½ whole grain or whole wheat bagel with 15 mL (1 Tbsp) of peanut butter or nut butter 250 mL (1 cup) fruit smoothie made with low fat yogurt, soy milk or low fat milk and a

blend of your favourite fruits 1 English muffin with 15 mL (1 Tbsp) of melted low fat cheese and apple slices 250 mL (1 cup) of low fat plain milk or chocolate milk and a banana 250 mL (1 cup) of unsweetened applesauce and 1 small bran muffin Unsalted nuts such as almonds or walnuts (60 mL or ¼ cup) Homemade trail mix (50 mL or ¼ cup) o Mix together dried whole grain cereal, dried fruit,

unsalted nuts or seeds. Whole grain crackers (approximately 4 to 6 crackers or 30 g) with cheese (50 g or 1½

ounces) or nut butter (30 mL or 2 tablespoons) Hardboiled egg (1) sliced and spread on whole grain toast (1 slice) Edamame (175 mL or ¾ cup) sprinkled with lemon juice Pudding made with milk (125 mL or ½ cup) Whole grain muffin (1 small)