CHAPTER 29 CHAPTER 29 Chapter Overview Vegetables · CHAPTER 29 Writing Activity CLASSROOM Solutions Chapter Overview Introduce the Chapter In this chapter, students learn about the

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CHAPTER

Writing Activity

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Increasing Interest Many children mistakenly believe that all vegetables taste bad. Imagine you

have a young sibling who refuses to eat vegetables. What steps will you take to increase her interest in veg-etables and motivate her to eat them? Write a step-by-step guide that explains your ideas.

Writing Tips Follow these steps to write a step-by-step guide:

Consider what steps are necessary to achieve a desired outcome.Present steps in chronological order with an introduction and conclusion.Explain the purpose of each step.

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Vegetables

Step-By-Step Guide

Activate Prior KnowledgeExplore the Photo Vegetables are versatile as main dishes, sides, and snacks. What is your favorite way to prepare vegetables?

CHAPTER 29

Writing Activity

CLASSROOM Solutions

Chapter Overview Introduce the Chapter In this chapter, students learn about the variety of vegetables, how they contribute to good health, and how they add fl a-vor, color, and texture to meals. Students examine how to select, store, and prepare vegetables.

Build BackgroundAsk students to name their favorite vegetable. Ask volun-teers to share their responses with the class and explain how they like their favorite vegeta-ble prepared.

Step-by-step guides will vary. For example, one step-by-step guide may include the follow-ing: 1. Prepare colorful vegeta-bles that your younger sibling has not tried and present them in an appealing way. This will teach your sibling about variety and appeal. 2. Eat the vegeta-bles you prepare in front of your younger sibling. This will set a positive example. 3. Talk about how good the vegetables taste. This will increase your sibling’s curiosity.

Step-By-Step Guide

Student Edition Teacher Wraparound Edition Student Activity Workbook Student Activity Workbook Teacher

Annotated Edition

Presentation Plus! provides visual teaching aids for every section.

Online Learning Center includes resources and activities for students and teachers.

TeacherWorks Plus is an electronic lesson planner

that provides instant access to complete teacher resources in one convenient package.

Print Resources Technology Resources

Activate Prior

KnowledgeExplorethe Photo

Caption Answer Answers will vary but may include fry-ing, grilling, or served raw.Discussion Ask students: How does the way a veg-etable is prepared aff ect the fl avor, texture, and nutritional value? (Answers will vary but may include: When vegeta-bles are cooked they tend to lose some of their nutrients. Cooked vegetables are still good for you, but fresh veg-etables generally have more nutrients.)

http://www.glencoe.com

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Chapter 29 Vegetables 449

Reading Guide

Academic Standards

Graphic Organizer Go to this book’s Online Learning Center at glencoe.com to print out this graphic organizer.

Signs of Quality

Before You ReadPreview Examine the photos in this chapter. How many of the vegetables pictured have you tried? Make a list.

English Language Arts

NCTE 8 Use information resources to gather informa-tion and create and communi-cate knowledge.

MathematicsNCTM Data Analysis and Probability Formulate ques-tions that can be addressed with data and collect, orga-nize, and display relevant data to answer them.NCTM Problem Solving Build new mathematical knowledge through problem solving.

ScienceNSES B Develop an under-standing of the structure and properties of matter.

Social StudiesNCSS VIII A Science, Technology, and Society Identify and describe both current and historical exam-ples of the interaction and interdependence of science, technology, and society in a variety of cultural settings.

NCTE National Council of Teachers of English

NCTM National Council of Teachers of Mathematics

NSES National Science Education Standards

NCSS National Council for the Social Studies

Read to LearnKey Concepts

List the nutrients found in vegetables. Identify the eight types of vegetables.Explain how to store fresh vegetables.Describe how to prepare fresh vegetables.Describe methods for cooking vegetables.Identify the types and uses of convenience forms of vegetables.

Main IdeaVegetables contribute to good health, can be prepared in many ways, and add flavor, color, and texture to meals.

Content VocabularyYou will find definitions for these words in the glossary at the back of this book.■■ tuber ■■ solanine■■ salad greens ■ ■ crudités■■ cooking greens ■ ■ aromatic vegetable■■ sea vegetables

Academic VocabularyYou will find these words in your reading and on your tests. Use the glossary to look up their definitions if necessary.● dainty● compound

Graphic OrganizerUse a graphic organizer like the one below to note signs of quality to look for when choosing vegetables.

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NCLB

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CHAPTER 29

Reading Guide

Before You ReadPoint out to students that eating a wide vari-ety of vegetables provides the body with a needed range of nutrients.

D Develop ConceptsMain Idea Discuss the main idea with stu-dents. Ask students: Do you think the fl avor, color, and texture of different vegetables infl u-ence a person’s tendencies to like or dislike certain vegetables? Explain. (Answers will vary depending upon students’ experiences.)

PreteachingVocabularyPreview the content vocabu-lary with students. Remind them to use context clues to unlock the meaning of new vocabulary words.

FOCUSFOCUS

Bell Ringer Activity

Preference for Peas?Point out to students that a lot of people have strong feelings, whether practical or emotional, for liking or dislik-ing vegetables. Ask students: Are there some vegetables that you like now that you disliked as a child? Ask stu-dents why they select certain vegetables over others. What are the reasons you choose to eat the vegetables that you eat? Why might you be more likely to eat more veg-etables as you grow older? Ask them to explain.

Mini ClipFluencyDevelop-ment

A teacher uses three different instructional strategies to develop her students’ reading fl uency.

Graphic OrganizerThe graphic organizer is

also on the TeacherWorks CD.(The fi ve signs of quality are ripeness, color and texture, shape, size, and condition.)

NCLB

NCLB connects academic correlations to book content.


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Nutrients In Vegetables

There are countless ways to prepare and serve vegetables as main dishes, side dishes, appetizers, and snacks. Vegetables add flavor, color, and texture to meals. They also contrib-ute to your health.

Vegetables are rich in many vitamins and minerals, making them among the most nutri-tious foods. For example, bell peppers, toma-toes, and raw cabbage are good sources of vitamin C. Leafy green vegetables provide folic acid, vitamin K, calcium, and magnesium.

Vegetables are also an important source of fiber, carbohydrates, and phytochemicals. They contain no cholesterol, and most are low in calories, fat, and sodium. Many vegetables contain antioxidants, including vitamins A and C and lycopene, that may lower your risk of some cancers and heart disease.

Identify Which vegetables are good sources of vitamin C?

Types of VegetablesDifferent vegetables come from different

plant parts as shown in Figure 29.1. There are eight types of vegetables:

Flowers Broccoli and cauliflower are the flowers of a plant. They can be eaten raw or cooked.

Fruits Most vegetables from the fruit part of a plant, such as tomatoes, cucumbers, and pep-pers, can be eaten raw. Eggplant and squash are usually cooked.

Seeds High in nutrients and requiring minimal cooking, seeds are the plant part that grows new plants. Beans, corn, and peas are seeds.

Stems Edible stems are tender and need very little cooking. Some stems, such as celery, onions, and leeks can be eaten raw. Some veg-etables, such as asparagus, have both the stem and the flower.

Leaves Leaf vegetables include cabbage, let-tuce, Brussels sprouts, and spinach. Most leaves are tender and can be eaten raw or with just a little cooking.

Figure 29.1 Types of Vegetables

Many Choices Vegetables come from different parts of plants, from the roots to the flowers. What vegetables can you name that come from each of these parts?

Fruits

Roots

Stems

Tubers

Leaves

BulbsFlowers

Seeds

Caption Answer Answers will vary but stu-dents may say that okra and peppers are fruit vegetables; that carrots and parsnips are root vegetables; asparagus and celery are stem vegetables; potatoes and beets are tuber veg-etables; lettuce and collard greens are leaves; onions and garlic are bulbs; corn and beans are seed vegetables and broccoli and caulifl ower are fl owers of a plant.

Discussion Ask students: What types of veg-etables can be eaten raw? What are some exam-ples of each type? (Answers will vary, but may include: fl owers, such as broccoli and caulifl ower; fruits, such as tomatoes, cucumbers, and pep-pers; stems, such as celery; leaves, such as cab-bage, lettuce, and spinach; roots, such as carrots and radishes; bulbs, such as onion and garlic.)

Figure 29.1 Types of Vegetables

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CHAPTER 29

Discussion StarterHealthy Snacks Ask stu-dents: Do you consider veg-etables to be an enjoyable, quick snack? Why or why not? (Students may say they like vegetables for a snack. Others may say that they prefer chips and cookies for snacks even though they know that they are not a healthy snack.)

W Writing SupportResearch Nutrients Ask students: Do you know what nutrients are in the vegetables you eat? Have students con-duct research to fi nd out more about the vitamins and miner-als provided by specifi c raw vegetables. Students should list six vegetables and identify the nutrients each provides. Have students prepare a one-page report illustrating their fi ndings. (Answers will vary, depending on the vegetables students selected.)

U Universal AccessVisual/Spatial LearnersGrouping Vegetables Ask stu-dents to think about the similar-ities between the different types of vegetables that they eat. Have students brainstorm different ways of grouping these vegeta-bles, such as green, yellow, sum-mer, winter, and so on. Ask stu-dents: What vegetables fall into each group? (List their answers on the board. Refer students to Figure 29.1 and explain that grouping vegetables by the part of the plant they come from will help them to recall their structure and help them know how to prepare them.)

Answer Bell peppers, tomatoes, and raw cabbage are good sources of vitamin C.

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Roots A plant’s food supply is stored in its roots. The purpose of a plant’s roots are to absorb water and nutrients and anchor the plant to the ground. Many roots can be eaten raw, but others must be cooked. Carrots, beets, turnips, and radishes are roots.

Tubers A tuber is a large underground stem that stores nutrients. This part of the plant must be cooked. The potato is the most pop-ular tuber. Other tubers include yams and jicama.

Bulbs Found in the underground part of the stem, bulbs are fleshy structures surrounded by layers of fleshy leaves. They can be eaten raw or cooked and used in many recipes. Onions and garlic are bulbs.

Identifying VegetablesVegetables come in an incredible array of

shapes and sizes, from the dainty, or deli-cate, green pea to the hefty orange pumpkin. Figure 29.2 describes nearly three dozen veg-etables and their uses.

Vegetables that come from leaves are called leafy greens. Leafy greens that are eaten raw are called salad greens. Many lettuce varieties are salad greens. Leafy greens that are eaten cooked are called cooking greens. Cooking greens are usually tougher and thicker than salad greens. Cooking greens can be added to soups, sauces, and other recipes. Cooking greens include collards, dandelion greens, kale, mustard greens, chard, and spinach.

Figure 29.2 Vegetables and Their Uses

Plant Parts Vegetables come from many different plant parts, including leaves, stems, fruit, and seeds. Which vegetables shown here are types of cabbage? Which vegetable is a type of fungus?

Artichokes Large, unopened fl ower bud of a plant in thistle family with thick, green, compact scales. Nutty fl avor.Pull off outer leaves.Use raw with dip.Use cooked in appetizers, salads, and entrées.

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Asparagus Green stem vegetable. Tall stalks with closed, compact, rich green tips. Related to onions, garlic, and leeks.Comes in green, purple, and white varieties.Use raw with dip.Use cooked in salads, pasta dishes, and as a side dish.

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Beans Seed vegetable. Young and tender, with fi rm, crisp pods. Varieties include yellow wax beans and snap beans (also known as green beans or string beans). Beans are fresh if they make a snapping sound when bent. Choose unblemished beans with a bright appearance and good color. Avoid wilted, fl abby, or tough pods. Use raw plain or with dip. Use cooked in salads, stir-fries, and as a side dish.

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Beets Root vegetable. Firm, round, and smooth, with deep red color and a slender tap root. Crisp with sweet fl avor. Color bleeds into other foods. Avoid elongated or wilted beets. Beet greens are the crisp, dark green leaves of beets, used as cooking greens.Use cooked in salads and as a side dish.

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CHAPTER 29

R Reading StrategyCreate a Slogan Ask students to think about the various pictures and slogans in ads that they have seen for food products. Ask students: What makes the slogan appealing or catchy? Have students imag-ine that they work for an ad agency and are in charge of creating a slogan designed to encourage people to eat more vegetables. Ask students to work with a partner to write and design an ad for one of the vegetables in Figure 29.2. Encourage students to use the information given in Figure 29.2 to write an inviting slogan for the vegetable and its uses. (Slogans and ads will vary, but should be catchy, descrip-tive and about one of the veg-etables listed in Figure 29.2. Ask students to share their ads with the class.)

TEACHTEACH cont.

Caption Answer Broccoli, cabbage, cauli-fl ower are types of cabbages. Mushrooms are a type of fungus.Discussion Ask students: Which type of pota-toes make good French fries and why? (New, white, and Round Red potatoes because they keep their shape.)

Figure 29.2 Vegetables and Their Uses

Mini ClipELL:Elaboratingon Student Responses

A teacher elaborates on a student response using explanatory language.

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Figure 29.2 Vegetables and Their Uses (continued)

Bok Choi Head of dark green leaves on thick, crisp, edible white stalks. Mild fl avor like cabbage.Use raw in salads. Use cooked in stir-fries and as a side dish.

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Broccoli Type of cabbage. Related to caulifl ower. Firm, compact cluster of tiny buds on stout, edible stems. Deep emerald green, with possible purple tinge. Avoid yellowing or open buds, watery spots on cluster, and very thick stems.Use raw with dip or in salads. Use cooked as a side dish.

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Brussels

Sprouts

Enlarged buds cut from tall stem. Look like small cabbages. Bright green color, com-pact leaves, and a fi rm body. Avoid wilted leaves or yel-low or black spots.Use raw with dip. Use cooked in soups and stews and as a side dish.

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Cabbage Leaf vegetable with a short, broad stem and a compact, heavy head of leaves or fl owers. Strong fl avor. Varieties include green, red, savoy (milder fl avor), kale. Napa cabbage has elongated head and thick-veined, cream-colored crinkly leaves with a mild fl avor.Use raw, shredded, in salads or slaws. Use cooked in stir-fries and as a side dish. Use leaves to wrap meat fi llings.

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Carrots Root vegetable. Lacy greens and long, slen-der, orange root.Crunchy.Avoid wilted, fl abby carrots. Baby variety is available.Use raw as crudités or shred-ded or sliced in salads. Use cooked in breads, soups, stews, roasts, and as a side dish.

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Caulifl ower Type of cabbage. Compact, tiny white or creamy white fl orets in clusters on stalks surrounded by green leaves. Avoid brown spots.Use raw with dip or in pasta salad. Use cooked in stir-fries and soups.

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Celery Stem vegetable. Green stalk containing individual ribs with green leafl ets. Crisp; bitter to slightly sweet fl avor. “Hearts” are innermost tender ribs. High water content.Use raw with dip. Use cooked in soups, stews, stir-fries, and stuffi ng.

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Collards Large, dark green leaves on tall stems. Flavor is a cross between cab-bage and kale.Use raw, shredded, in salads or slaws. Use cooked in stir-fries and as a side dish. Use leaves to wrap meat fi llings.

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S Skill Practice Guided Practice Name Ask students to name four vegetables that are types of cabbage. (Broccoli, Brussels sprouts, caulifl ower, cabbage) L1

Create Ask students to create a graphic organizer illustrat-ing which of the vegetables on this page can be used as a side dish, in soups, and as wraps? (Answers should note that bok choi, broccoli, Brussels sprouts, cabbage, carrots, and collard greens may be served as a side dish; Brussels sprouts, carrots, and celery go well in soups; and cabbage and collard greens make good wraps.) L2 ELL

Apply Have students write a paragraph in which they describe a complete and healthful meal or dish that includes both using one veg-etable as a wrap and another as a side dish. What are some of the nutrients that the vari-ous foods in this meal will provide? (Paragraphs will vary, but should answer the above questions and be well orga-nized. Students may say that they would serve a wrap using chicken and spices wrapped in cabbage with a side dish of glazed carrots. Students should note the nutrients available in each vegetable they choose.) L3

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Jicama Tuber shaped like a turnip. Tough brown skin. White fl esh. Slightly sweet fl avor, crunchy texture, juicy. Peel before using.Use raw as a snack and in salads. Use cooked in stir-fries.

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Kohlrabi Short, white stem shaped like a globe with green leaves.Tastes like a mild, sweet turnip.Use cooked in soups, stews, stir-fries, and as a side dish.

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Leeks Related to onion and gar-lic, with a milder, sweet fl avor.Thick, short white stalks with crisp, blue-green leaves.Use raw in thin slices in salads. Use cooked in casseroles, soups, stews, and a side dish.

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Mushrooms Type of fungus. Many edible varieties, includ-ing white, portobello, and shiitake. Short stem with pink or light-tan gills and a white, creamy, or light brown cap. Moist with mild to bold fl avor.Use raw as a snack, in salads, or stuff ed.Use cooked in soups, stews, omelets, and stir-fries, or marinated.

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Corn Seed vegetable. Ears of plump kernels enclosed in green husks with moist, golden silk.Kernels may be yellow, white, or both. Sweet and juicy. Silk ends should not be decayed or have worm injury.Use cooked, on the cob or as loose kernels.

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Cucumbers Fruit vegetable related to pumpkins, watermelon, and squash. Deep green skin covering cool, moist, whitish fl esh with edible seeds. Often waxed to keep in moisture. Avoid cucumbers with an overly large diameter or shriv-eled ends.Use raw, plain or with dip, or sliced or shredded in salads.

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Eggplant Fruit vegetable related to tomatoes and potatoes.Many varieties. Most common is dark purple, elongated, and rounded horn-shaped. Firm, smooth, and glossy, with meaty fl esh.Use cooked in stir-fries, stews, and baked dishes.Often stuff ed.

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Garlic Bulb vegetable related to onions and leeks. Plump white bulbs made of several small cloves encased in thin skin. Strong fl avor mellows with cooking but becomes bitter when overcooked.Use raw in oils, dressings, and spreads. Use cooked in soups, stews, and roasts, or baked whole.

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CHAPTER 29

C Critical ThinkingEvaluate Substitutes Reiterate that different veg-etables have different struc-tures because they come from different plant parts. Based on this information, ask stu-dents what they would do if they planned to make stuffed eggplant but realized right before dinner that they do not have an eggplant on hand. Ask students: What vegetable(s) could you use in the recipe as a subtitute for the egg-plant? What factors would you consider when choosing a substitute? Ask students to share their responses with the class. (Answers will vary, but students may suggest mush-rooms. The factors to consider may include: The substitute’s sturdiness, size, fl avor, and cooking time. The yield of the recipe or some of its ingredi-ents may change to accommo-date the substitute vegetable.)

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Peppers Fruit vegetable. Sweet (bell, banana, pimiento) or hot (chile). Bell peppers are bright and glossy and may be green, red, yellow, orange, or purple. Bell-shaped, fi rm, and hollow, with a short, thick stem and three to four lobes.

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Green peppers are less sweet. Hot chile peppers include jalapeño, cayenne, and habanero.Use raw as a snack or sliced or chopped in salsa and salads. Use cooked in stir-fries, soups, stews, and chili. Often stuff ed with cooked rice and meats.

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Potatoes Tubers. Varieties include: Idaho or russet (dark brown), new (freshly harvested), white, round red, and blue or purple. Firm, heavy, round to oval, with thin skin. White, starchy fl esh. Purple has purple fl esh. Texture varies with type. New, whites, and Round Reds keep their shape, making them good for boiling, frying, and salads. Russets loosen up easily and bake well.Use cooked in soups, stews, cold salads, and as a side dish.

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Okra Fruit vegetable. Tapered, oblong fuzzy pods with a taste similar to eggplant.When cut, gives off a sticky substance that thickens soups. Dark green and red varieties. Bends with slight pressure.Use raw, marinated, in salads. Use cooked in soups and stews, or breaded and fried.

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Onions Bulb vegetable. Green (scallions) are mild young onions with long, straight green leaves a small white bulb. Yellow, white, and red onions are fi rm, round, and dry with small necks, juicy fl esh sur-rounded by papery skin, and mild to strong fl avor. Vidalia onions are crisp, juicy, and sweet.Use raw, chopped, in salads and as fi llings. Use cooked in soups, stews, stir-fries and roasts.

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Parsnips Root vegetable. Whitish color, similar in shape to carrots. Firm with a sweet, nutty fl avor.Use cooked, mashed, or added to stews.

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Peas Crisp, bright green pods fi lled with small, sweet peas.Snow pea pods are fl at. Sugar snap pea pods are plump.Use raw as a snack or in salads.Use cooked in pasta dishes, baked dishes, soups, and as a side dish.

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CHAPTER 29cont.

S1 Skill Practice Guided Practice List Ask students to list fi ve vegetables that are useful in stews and identify what part of the plant they come from. (Answers will vary, but may include: Brussels sprouts, root; okra, fruit; peppers, fruit; sweet potatoes, root; and onions, bulb.) L1

Explain Ask students to write a paragraph about okra, describing it and telling what part of the plant it comes from. In their paragraphs, have students explain what makes okra particularly use-ful in stews. (Answers will vary, but should include that okra is a fruit. It has a sticky substance that thickens liq-uids, which makes it useful for stews.) L2

Apply Have students write a short story about a stew they would like to cook for dinner one night next week. In the story students should describe the types of vegeta-bles they would use and why. Encourage students to include details about characteristics of the vegetables they would choose. (Students should indi-cate how the vegetables they choose contribute to the over-all makeup of the stew. For example: I added the chopped tomatoes, knowing that they would soak up the fl avor of the stew and thicken it.) L3

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Squash Fruit vegetable. Varieties include winter, summer, and spaghetti. Use winter and summer squash cooked in casse-roles and as a side dish. Use summer squash raw as a snack or shredded in slaws. Use spaghetti squash cooked in place of pasta.

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Sweet Potatoes Root vegetable. Pale-skinned variety has light-colored, thin skin and pale yellow, dry fl esh. Dark-skinned variety (called “yam” but not related to the true yam) has thicker, dark orange skin with sweet, moist orange fl esh.Use cooked in soups, stews, and as a side dish.

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Tomatoes Fruit vegetable. Juicy fl esh with seeds. Varieties include vine, plum, cherry, and beefsteak. Fully ripe tomatoes are bright red and slightly soft.Use raw in salads, sand-wiches, and salsa. Use cooked in sauces, cas-seroles, and for canning.

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Turnips Root vegetable. Smooth, fairly round, fi rm, and small to medium in size. White skin with purple tinge and white fl esh. Turnip greens can be cooked.Use cooked, mashed or puréed.

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Pumpkins Fruit vegetable. Large, round, orange gourd, related to squash. Sweet, mild fl avor. Seeds can be husked and roasted. Nutty taste. Small pumpkins are best for cooking.Use cooked in soups, cas-seroles, and pies.

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Radishes Root vegetable. Plump, round, fi rm, often bright red with leafy green tops. Crunchy and fl avorful. May be spongy if very large and not fi rm.Use raw as a snack or garnish and in salads and sandwiches.

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Rutabagas Root vegetable related to turnips. Large, smooth, round or elongated; fi rm, dense. Sweet, yellow fl esh. Strong fl avor. Skin may be waxed to prevent the loss of moisture. Peel before cooking.Use cooked, mashed or puréed.

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Spinach Small, dark green, tender leaves with slightly bitter fl avor. Cooks quickly. Baby spinach has very small leaves.Use raw in salads and sandwiches. Use cooked in casseroles and as a side dish.

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R Reading StrategyCompare Squash Varieties Ask students: How is winter squash different from summer squash? What similarities exist between a sum-mer squash and spaghetti squash? How does acorn squash compare to zucchini? Have stu-dents use a chart to compare how squash vari-eties are similar and different. Ask students to

include specifi c examples of how each variety is prepared or served, such as spaghetti squash prepared as a main dish with sauce, or a side dish of steamed zucchini, seasoned as desired. (Charts will vary, but should compare several varieties of squash and include specifi c exam-ples of how each variety is prepared or served. Have students share their ideas and charts with the class.)

S2 Skill Practice Guided Practice Identify Ask students to identify how a winter squash is similar to a sweet potato. (Answers will vary, but may include: both squash and sweet potatoes have pale yel-low to orange fl esh, mild to sweet taste, and are used cooked and as a side dish. There are also different variet-ies of each type.) L1

Create Ask students to use a Venn diagram to illustrate the similarities and differences between winter squash and sweet potatoes. Can you eat both raw? Do they have the same vegetable type? (Answers will vary, but similarities may include: both squash and sweet potatoes have pale yel-low to orange fl esh, mild to sweet taste, several varieties, and are used cooked and as a side dish. Differences may include: squash is a fruit vege-table while sweet potatoes are root vegetables, and squash can be served raw, while yams are not.) L2 ELL

Describe Have students write a paragraph in which they describe the similari-ties and differences between squash and sweet potatoes and explain uses for each. What recipes include squash? What recipes include sweet pota-toes? Can you eat both raw? Is one better for baking than the other? Encourage students to include as many examples as they can. (Paragraphs will vary, but students may include any of the above similarities and differences, answer the above questions, and be well organized. Encourage students to share their paragraphs with the class.) L3

TEACHTEACH cont.

Caption Answer Most of the sea vegetables listed here, including arame, kombu, wakame, nori, and hijiki, have a generally mild or delicate fl avor. Two of the sea vegetables, laver and dulse, have a strong or tangy fl avor. Agar is tasteless.Discussion Ask students: Which sea veg-etables are common in soups? (Kombu, laver, wakame, dulse, hijiki, agar)

Figure 29.3 Common Sea Vegetables

Answer Answers will vary. Students may suggest incorporating chopped vegetables into their scrambled eggs, topping sand-wiches with assorted vegetables, eating raw vegetables and dip as a snack, and including a colorful mix of vegetables with dinner.

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Sea VegetablesSea vegetables are seaweeds used as veg-

etables. They have been used as food for cen-turies in coastal regions around the globe. Sea vegetables are more common than you might realize. Manufacturers use them as thickeners and stabilizers in such products as ice cream, pudding, salad dressing, and even toothpaste! Sea vegetables grow in water with filtered sun-light. Many are grown in Japan. Sea vegetables are actually algae, not plants. They are low in fat and a rich source of vitamins and miner-als. However, they contain more sodium than other vegetables. Figure 29.3 describes several varieties of sea vegetables.

Contrast What are the diff erences between a tuber and a bulb?

Colorful Vegetables

Vegetables play a key role in a healthful diet. In a diet of 1,800 to 2,000 daily calories, a person needs 2½ cups of vegetables each day. For 2,200 to 2,400 daily calories, 3 cups of vegetables are recommended. Eat 5 or 6½-cup servings of dif-ferent colored vegetables each day. Remember that raw vegetables like carrots and celery make convenient snacks. Different colored vegetables provide different nutrients. Choosing vegetables in all colors of the rainbow ensures you will con-sume a wide variety of nutrients.

Think About It What are some easy ways to increase vegetable servings in an eating plan? Make a list of your ideas.

Figure 29.3 Common Sea Vegetables

Under the Sea Sea vegetables are rich in minerals and add an interesting flavor to soups, salads, and stir-fries. What flavor do the sea vegetables shown here have?

Name Description Uses

Arame Dark brown with a mild, slightly sweet fl avor. Used without cooking in salads; sautéed.

Kombu, or kelp Dark brown or black with a delicate fl avor. Sold in sheets or strips. White powder covering the surface adds fl avor.

Used in soups, stews, stir-fries, and salads or cooked as a vegetable.

Carrageen Mossy with color ranging from yellow-green, through red to purplish-brown.

It is used as a thickener in ice cream and other milk products.

Laver Dark purple with a strong, tangy, slightly sweet fl avor. Sold in sheets.

Used in soups or deep-fried as an appetizer.

Wakame Deep green. Mild fl avor. Treated as vegetable. Adds richness to soups and salads.

Nori Dark green, dark purple, or black with a sweet fl avor. Comes in sheets.

Used to wrap seafood and rice rolls, sushi.

Dulse Dark pink to brick red with a pungent, salty fl avor. Used in soups or as a condiment. Also eaten like beef jerky.

Hijiki Black with a mild, salty, sea-like fl avor. Highest min-eral content of all sea vegetables.

Used as a vegetable in soups, stews, and stir-fries.

Agar Tasteless. Sold in blocks, fl akes, or powder. Can be used as a substitute for gelatin. Will set at room temperature.

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S Skill Practice Guided Practice Identify Ask students to iden-tify two ways that manufac-turers use sea vegetables in food products. (Answers may include: Manufacturers use sea vegetables as thickeners and stabilizers in such prod-ucts as ice cream, pudding, and salad dressing, and to add interesting fl avor to soups, sal-ads, and stir-fries.) L1

Explain Ask students to iden-tify two ways that manufactur-ers use sea vegetables in food products and explain how sea vegetables grow. (Answers will vary but may include: Manufacturers use sea veg-etables as thickeners and sta-bilizers in such products as ice cream, pudding, and salad dressing, and to add interest-ing fl avor to soups, salads, and stir-fries. Sea vegetables grow in water with fi ltered sunlight.) L2

Describe Have students write one or two paragraphs in which they describe sea veg-tables and their nutritional value. What are some of the common types of sea vegeta-bles. Why do you think they contain more sodium than other vegetables? (Paragraphs may include: Sea vegetables, known as seaweeds, are a type of algae that grow in water with fi ltered sunlight. Sea vegetables are low in fat and a rich source of vitamins and minerals, but contain more sodium than other vegetables because they grow in salt water.) L2

Contrast A tuber is a stem, and a bulb is a part of a stem. Unlike tubers, bulbs are fl eshy and surrounded by layers of fl eshy leaves.

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Selecting and Storing Fresh Vegetables

Fresh vegetables taste good, look appealing, are full of nutrients, and can be used in count-less ways. The quality of fresh vegetables gen-erally peaks during the summer months, and prices are typically lower then, too. Exploring seasonal vegetables is a good way to try new flavors and get the benefits of fresh vegetables throughout the year.

Many people grow their own vegetables. Growing vegetables saves money and helps you enjoy the freshest produce. For informa-tion on starting a vegetable garden, visit agarden center, consult gardening books or Web sites, or visit the Web site of your local Coop-erative Extension office.

Choosing Quality VegetablesDepending on where you shop, fresh veg-

etables may be available loose, in a plastic-covered tray, or pre-packaged in a plastic bag.

Some vegetables, such as broccoli and parsley, usually come in bunches held together with a rubber band or plastic tie. When you buy vegetables, look for these signs of quality:

Ripeness Vegetables are harvested when ripe, so buy only what you can use during the storage life of the vegetable. Most fresh veg-etables should be used within two to five days, although root vegetables last from one to sev-eral weeks. Underripe vegetables have poor texture and flavor.

Color and Texture Vegetables should have a bright color and crisp texture. Avoid green potatoes. The green color, which is usually caused by exposure to light, may indicate the presence of a bitter, toxic compound called solanine. A compound is a combination of two or more substances. If green parts develop on potatoes during storage, cut them away before cooking.

Shape Each type of vegetable has its own characteristic shape. Misshapen vegetables usually have poor flavor and texture.

Size A vegetable should be heavy for its size. Avoid very large or very small vegetables. Extra-large vegetables may be overripe, tough, and have poor flavor. Extremely small vegeta-bles may be immature and lack flavor.

Condition Choose crisp, fresh vegetables and avoid wilted, decayed, or damaged ones. Unless you plan to use the tops of root veg-etables, such as carrots and beets, buy them without the tops. The tops draw moisture from root vegetables, making them wilt. Root veg-etables, bulbs, and tubers should not have any sprouts (new growth in the form of offshoots). Sprouts indicate that the vegetables have been stored too long.

Sea vegetables, sometimes called seaweeds, are often used in Asian dishes. Seaweeds are used both fresh and dried. What moss is sometimes used in ice cream and other creamy foods? Why?

Ocean Food

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C Critical Thinking Evaluate Information Ask students: Why might it be a good idea to understand the difference between various signs of quality in vegetables? How would you benefi t from this information? (Answers will vary, but students may say that it can help you decide when or whether to purchase vegetables, based on their quality and how long they will last after purchase. It would also help to ensure that you avoid underripe and overripe vegetables that may have poor texture and lack fl avor.) L3

W Writing SupportStep-By-Step GuideSizing Up Quality Ask stu-dents: What do you look for when buying vegetables? How do you know when a tomato is ripe for picking? How would you select an eggplant or a mushroom? What steps will you take to choose quality veg-etables? Write a step-by-step guide that explains your ideas. (Step-by-step guides will vary. For example, one step-by-step guide may include the fol-lowing: 1. Look for ripeness. Vegetables are harvested when ripe, so buy only what you can use during the storage life of the vegetable. 2. Check color and texture. Vegetables should have a bright color and crisp texture. 3. Examine the shape and size. Each type of vegeta-ble has its own characteristic shape and should be heavy for its size. 4. Evaluate condition. Choose crisp, fresh vegetables and avoid wilted, decayed, or damaged ones.)

TEACHTEACH

Explore the Photo

Caption Answer Carrageen. It helps to pro-duce a creamy consistency in processed foods.Discussion What sea vegetable is commonly used when making sushi? (nori)

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Activity correlated toMathematics standards.

Describe Vegetables should have a bright color and a crisp texture.

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Storing Fresh VegetablesExcept for roots, tubers, and bulbs, most

vegetables are highly perishable and should be refrigerated as soon as you bring them home. Only wash vegetables before refrigerating them if dirt is visible. Moisture can encourage bacte-ria to grow, and the vegetables may spoil faster or get moldy. If you do wash vegetables before storing them, dry them thoroughly.

To maintain the freshness of vegetables, store them according to their type:

Potatoes Store potatoes, including sweet potatoes, in a cool, dark, dry place. Storing potatoes in a dark place prevents them from turning green. If you do not have a dark stor-age area, put potatoes in a paper bag. If you must store potatoes at room temperature, buy only what you can use within a few days.

Do not refrigerate potatoes. Humidity can cause mold and spoilage, and the cold temper-ature turns the starch in potatoes into sugar, making them slightly sweet.

Onions Store onions in a cool, dry place. Place them in a basket or loosely woven bag so air can circulate around them. Do not refrigerate onions or store them in plastic bags, because they will get moldy. Do not store onions in the same bag or bin with potatoes. The onions will absorb moisture from the potatoes and become moldy, and the potatoes will sprout faster.

Other Vegetables Most vegetables should be stored in the refrigerator in plastic bags, air-tight containers, or the refrigerator crisper. This will keep them fresh longer. Use perfo-rated plastic bags to allow moisture to escape. Some vegetables, like tomatoes, should be rip-ened before refrigerating.

Describe When choosing vegetables, what is the ideal color and texture?

Preparing Fresh and Raw Vegetables

Most fresh vegetables are easy to prepare. First wash the vegetables, then prepare them for serving raw or cooking.

Washing Fresh VegetablesWash vegetables even if you are planning

to peel or cook them. Most vegetables grow close to the ground, so they may carry dirt and harmful bacteria.

Wash tender vegetables under cool, run-ning water. Scrub potatoes, root vegetables, and thick-skinned vegetables, such as winter squash, with a stiff brush to remove dirt. Wash salad greens by the leaf and pat them dry with a clean towel.

Do not soak vegetables in water, because soaking causes nutrient loss. Do not use deter-gents, because detergents may react with pes-ticides and waxes on the vegetables to create harmful compounds.

Track Your Vegetable Consumption

Do you know which vegetables are part of your diet? For three days, write down every vegetable that you eat, making a tally mark next to the veg-etable name for every serving of that vegetable that you have. Then, create a table that shows the names of the vegetables and the number of serv-ings that you had of each one.

Create a Table A common method of displaying data is a table. Each row and column in a table should be carefully labeled to explain what data is being displayed.

Starting Hint Label your first column “Vegetables” and the second column “Number of Servings,” then list out your results below the headings, using one row for each vegetable. Order your table in a logi-cal way, such as in alphabetical order by vegetable name, or ranked from most-consumed to least-consumed. At the bottom, provide a total of all vegetable servings eaten during the three days.

Appendix For math help, go to the Math Appendix at the back of the book.

Math ConceptMath ConceptMath ConceptMath Concept

NCTM Data Analysis and Probability Formulate ques-tions that can be addressed with data and collect, organize, and display relevant data to answer them.

NCTM Data Analysis and Probability Formulate ques-tions that can be addressed with data and collect, organize, and display relevant data to answer them.

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S1 Skill Practice Guided Practice List Ask students to list three types of vegetables that do not have to be refrigerated. (Roots, tubers, and bulbs do not have to be refrigerated.) L1

Explain Ask students to explain how roots, tubers, and bulbs, such as potatoes, and onions, should be stored and explain why they should not be refrigerated. (Answers will vary, but may include: to maintain the freshness of roots, tubers, and bulbs, such as potatoes and onions, store them in a cool, dark, dry place. Potatoes should not be refrigerated because humid-ity can cause mold and spoil-age, and the cold temperature turns the starch in potatoes into sugar, making them slightly sweet. Onions should not be refrigerated or stored in plastic bags, because they will get moldy.) L2

Apply Have students imagine that they have just returned form the farmer’s market where they purchased the fol-lowing: onions, potatoes, and fresh spinach. Have students write one or two paragraphs in which they describe how they would store each one. Which should be refrigerated? Which should not be stored in a plas-tic bag? Why should onions be stored separate from pota-toes? (Paragraphs will vary, but should describe how to store each vegetable, answer the above questions, and be well organized. Students may say that they would wash, dry, and refrigerated the spinach, and that onions should not be stored in the same bag or bin with potatoes because the onions will absorb moisture from the potatoes and become moldy, and the potatoes will sprout faster.) L3

TEACHTEACH cont.

Answer Answers will vary depending on the vegeta-bles consumed. Each stu-

dent’s table should be labeled, with each row of the table showing the name of one veg-etable consumed, and the number of servings of that vegetable eaten during the three days. Ideally, the data should be listed in alphabeti-cal order by vegetable name, or in order from most- to least- consumed. Students should also provide a total number of vegetable serv-ings consumed during the three days.

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List Raw vegetables may be served in salads, as snacks, or as crudités on a relish tray.


Paring and Peeling Fresh Vegetables

After washing, remove any inedible parts of the vegetable, including stems and soft spots. A few vegetables, such as peppers, have ined-ible seeds that should be removed. Some reci-pes call for peeling vegetables with a vegetable peeler. To retain more nutrients, eat edible skins instead of peeling them away. You do not have to peel cucumbers, potatoes, or carrots, for example.

Preparing Raw VegetablesMany vegetables taste great and look appe-

tizing without cooking because of their bright colors and crunchy texture. You can serve many vegetables raw, including celery, cucum-bers, radishes, tomatoes, peppers, turnips, car-rots, cabbage, cauliflower, and broccoli.

Raw vegetables can be served in salads, as a snack, or as crudités on a relish tray. Crudités are sliced or small whole vegetables served raw, often with dip, as an appetizer. Ranch dressing is a popular choice for a crudité dip. Flavored yogurt also makes a simple tasty dip for vegetables.

To prepare crudités, cut vegetables into small pieces that can be picked up easily. Experiment with a variety of shapes for extra appeal. On a serving plate, you might arrange rings, wedges, and sticks in a design that shows off colors and shapes. When you are deciding what to serve on a vegetable plate, consider including a variety of tastes. Sweet cherry tomatoes, for example, nicely complement the mild flavor of green beans and a more distinc-tive tasting asparagus.

To keep a supply of nutritious vegetable snacks on hand, simply cut up raw vegetables and refrigerate them in a covered container or sealed plastic bag. Add a few ice cubes or a tablespoon or two of cold water to the con-tainer to keep the vegetables crisp. You can restore crispness to a vegetable like celery by placing it in ice water for a few minutes.

List What are three ways to serve raw vegetables?

Cooking Fresh Vegetables

Many vegetables, including most roots and tubers, must be cooked to make them edible and easy to digest. Fresh vegetables can be cooked several different ways. The method you choose and the length of cooking time depends on the vegetable, its tenderness, the size of the pieces, and your own taste preferences.

How Cooking Affects Vegetables

Cooking affects vegetables’ nutrient con-tent, texture, color, and flavor.

Nutrients Some nutrients dissolve in cooking water, are destroyed by heat, or both. Vitamin B is lost in water, for example, while vitamin C is lost in water and through heat.

Munchable MiniaturesTwo-inch ears of corn and egg-size eggplants are not agricultural accidents. They are “baby” vegetables. Some baby vegetables are regular vegetables picked while immature, but most are full-grown miniatures. First introduced in res-taurants, baby vegetables are now available in supermarkets, where consumers respond favor-ably to the “teardrop tomatoes,” “turnip pearls,” and other novelties. Baby vegetables are just as nutritious as regular varieties, but cook more quickly and must be used sooner. Given their small size, that is not difficult. You might eat half a dozen ears of baby corn, cob and all, in one serving.

Challenge Why do you think baby veg-etables may be more appealing to consumers than regular-sized vegetables? Conduct research about baby vegetables. Research the produc-tion and consumption of the vegetables. What does the research show about the appeal of baby vegetables? Learn about at least two types. Write a paragraph expressing your critical thinking and insights.

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Answer Answers should vary widely and display unique thinking about why one might prefer miniature vegetables to normal-sized vegetables.

S2 Skill Practice Guided Practice List Ask students to iden-tify fi ve vegetables that can be served and eaten raw. (Answers will vary, but may include: celery, cucumbers, radishes, tomatoes, peppers, turnips, carrots, cabbage, cau-lifl ower, and broccoli.) L1

Defi ne Ask students to defi ne crudités and expain how they should be prepared. (Answers will vary, but may include: cru-dités are sliced or small whole vegetables served raw, often with dip, as an appetizer on a relish tray. To prepare crudi-tés, cut vegetables into small pieces that will be easy to pick up. Experiment with a variety of shapes and arrangements, such as rings, wedges, and sticks in a design that shows off colors and shapes and adds extra appeal.) L2

Describe Have students write one or two paragraphs in which they describe how they would store cut up raw vegeta-bles for a quick healthy snack. (Paragraphs will vary, but may include: Store cut up raw vege-tables in a covered container or sealed plastic bag in the refrig-erator. Add a few ice cubes or a tablespoon or two of cold water to the container to keep the vegetables crisp.) L3

C Critical ThinkingEvaluate Safety Imagine that Lauren plans to bake acorn squash halves. Since the skin will not be eaten, Lauren decides not to wash the squash before preparing and bak-ing it. Did she make the right decision? Why or why not? (Answers will vary, but may include: Lauren’s decision is unwise. Even though the skin will not be eaten, when she cuts the squash in half, dirt and bacteria can be trans-ferred to the edible part of the squash.)

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in Food

Texture Heat softens the cellulose, or fiber, in cell walls of vegetables, making them ten-der. Cooked vegetables are most appealing and nutritious when they are still somewhat firm. Vegetables become mushy if overcooked. Cooking vegetables for a short time in a small amount of water usually gives the best results. The idea is to get the vegetables a bit more ten-der than when they are raw but still maintain some of the crispness.

Color Properly cooked vegetables are colorful. Green vegetables get their color from chloro-phyll, the chemical compound that plants use to turn the sun’s energy into food. Green veg-etables can turn an unpleasant olive color if overcooked. Heat does not destroy the caro-tene that gives some vegetables their yellow or orange color.

Flavor Cooking releases flavors, making veg-etables taste more mellow and delicious. Over-cooked vegetables become bland or may even develop an unpleasant flavor.

Simmering VegetablesSimmer vegetables by putting a small

amount of water in a medium-size saucepan, covering it, and bringing it to a boil. Add the vegetables, recover the pan, and bring the water to a boil again. Then lower the heat until the water simmers. Cook covered until the vegetables are tender, yet somewhat firm. Keep the heat low enough to prevent scorch-ing. Drain the vegetables before serving. Using a small amount of water helps keep nutrients from being lost.

To allow the true flavor of vegetables to come through, do not add salt during or after cooking. Instead, experiment with flavor by adding herbs or spices or use the cooking water to make a seasoned sauce. The cooking liquid contains nutrients. Serve it with the vegetables or save it to use in sauces, soups, or stews. Do not add water to cook greens such as spinach or chard. The water left from washing these leaves is enough to cook them.

Alex MillerGrocer/Produce Professional

Q: What is the difference between a green grocer and a grocer?

A: Grocers work with food that can last two years before it is no lon-ger usable. Green grocers work with fresh food that might not last two days.

Q: How are the two in common with each other?

A: Both involve stocking, and customer service—knowing what you have available to shoppers.

Q: How do you feel about working in a profession that helps

provide people with a basic staple of life?

A: There is a lot more involved in this job than most people realize, and it is very important that it be done right and consistently to a very high standard.

“ The joy I get from my job is

opening a box of cauliflower

and finding it fresh and alive.”

— Alex MillerMustard Seed Market & Café - Akron, OH

Education and Training

Experience is important. You can get a degree in management, but not in grocery store manage-ment or produce management. You have to learn by working under someone who has learned from someone else.

Qualities and Skills

Customer service skills are important. Paying attention to detail is important. A grocer has to learn what fruits and vegetables are in season and about subtle differences in produce from different regions.

Related Career Opportunities

People who have worked in produce can go on to working in produce distribution, sales, or gro-cery store management.

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C Critical ThinkingAnalyze Overcooking Point out to students that overcook-ing vegetables can affect the nutrient content, texture, color, and fl avor of vegetables. Ask students: How might over-cooking affect the odor of veg-etables? Explain. Ask students to share their responses with the class. (Answers will vary, but may include: overcooked vegetables, particularly veg-etables like broccoli, cabbage, caulifl ower, kale, and brus-sels sprouts, can produce sul-fur compounds that emit an unpleasant or foul odor.)

W Writing SupportStep-By-Step GuideSimmering Vegetables Ask students: How do you sim-mer vegetables? How can you ensure that you do not over-cook vegetables when you are simmering them? How and when would you season the vegetables? What steps will you take to simmer vegetables? Write a step-by-step tutorial for simmering vegetables. (Step-by-step guides will vary. For example, one step-by-step guide may include the follow-ing: 1. Put a small amount of water in a saucepan, cover, and bring to a boil. You only need a small amount of water because you do not want to boil the vegetables. 2. Add vegetables, recover, and bring back to a boil. Covering the pan will allow the water to heat faster. 3. Lower heat until the water simmers, or is just below boiling when air bub-bles rise slowly and just barely break the surface. 4. Cook cov-ered until vegetables are ten-der yet somewhat fi rm.)

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TECHNOLOGY FOR TOMORROW

In hard-water areas, minerals in cooking water can change the color of red vegetables, such as red cabbage, to purple or purplish-green. To prevent this undesirable color change, add a small amount of acid—vinegar or lemon juice—to the cooking water. Tomatoes retain their color when cooked because they have natural acid.

Simmering Root VegetablesPotatoes and beets take longer to cook than

many other vegetables. Cover them with water, put on the lid, and simmer until the vegetables are tender. To help retain nutrients, cook both potatoes and beets with skins on. If you prefer to eat them without the skins, peel them after the vegetables have been cooked.

Mashed is one favorite way to prepare pota-toes. After the potatoes are cooked, drain the water, add seasonings, and mash with an elec-tric mixer or by hand. A little butter adds rich flavor. Gradually adding a little milk as you beat produces a fluffy texture.

Steaming VegetablesSteaming helps vegetables retain their

water-soluble nutrients. Place a steamer bas-ket in a saucepan with a tight-fitting lid. Fill the pan with water to just below the bottom of the basket. Cover the pan and bring the water to a boil. Then add the vegetables to the steamer basket and re-cover then pan. Steam the vegetables until they are tender. Green beans and other tender vegetables steam more quickly than such firm vegetables as potatoes and carrots. Thicker pieces of vegetables also take longer to steam.

Pressure-Cooking VegetablesPressure-cooking is a handy way to prepare

vegetables that need a long cooking time, such as beets, turnips, whole carrots, and potatoes. These vegetables cook quickly under the high temperature in a pressure cooker. Like steam-ing, pressure-cooking preserves most of the nutrients in vegetables. Follow the manufac-turer’s directions carefully when using a pres-sure cooker.

Braising VegetablesBraising is similar to stewing but uses less

liquid. Braising vegetables develops greater nuances of flavor. It also preserves more color in vegetables. Onions, carrots, parsnips, and potatoes are often added to braised dishes, such as pot roast. You can also braise vegetables by themselves for a side dish. Carrots, potatoes, and eggplant work well braised. Celery hearts lose much of their bitter flavor when braised. Cut the vegetables into large pieces and place them in a heavy pan with a small amount of water or other liquid. Season them as you like. Cover tightly and bake in the oven at 375°F until the vegetables are tender and browned and the liquid is reduced to a sauce. Brais-ing times depend on the variety of vegetables used, their shape and size, and their maturity and tenderness.

Talented ‘TatersYou may have eaten potatoes today without even knowing it. Potatoes are a surprising ingredient in many processed foods. Technology aids in the processing of these potatoes. They are steam-peeled, machine-scrubbed, partially cooked, cooled, and then cooked again. The resulting mash is thinly spread onto a hot drum and dried. This sheet of pulverized potato is crumbled into fine flakes, which are used in breads, noodles, dry soup mixes, muffin mixes, meat and fish products, and many other foods. To make a vari-ety of crunchy snacks, bits of processed potato are forced from a high-pressure machine called an extruder. As each piece shoots out, it rapidly expands. This process is called “explosion puffing.”

Get Involved Examine the labels of ten different packaged foods. Which ones contain potatoes? In a paragraph, describe your findings and explain why you think the potatoes were included.

NCSS VIII A Science, Technology, and Society Identify and describe both current and historical exam-ples of the interaction and interdependence of science, technology, and society in a variety of cultural settings.

NCSS VIII A Science, Technology, and Society Identify and describe both current and historical exam-ples of the interaction and interdependence of science, technology, and society in a variety of cultural settings.

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U Universal AccessKinesthetic LearnersBraise Vegetables Have stu-dents work in groups of three and four to create and give a presentation illustrating changes that happen to veg-etables when they are braised. Then, ask students: What is the difference between brais-ing and stewing vegetables? What vegetables work well braised? (Presentations should illustrate the changes that hap-pen to vegetables when they are braised, including: devel-ops greater nuances in fl avor and preserves more color. Braising is similar to stewing but uses less liquid. Carrots, potatoes, and eggplant work well braised. Have groups share their presentations with the class.) ELL

QuizAsk students to answer the fol-lowing questions: 1. Defi ne both salad greens

and cooking greens. (Vegetables that are from leaves are called leafy greens. Leafy greens that are eaten raw are called salad greens. Leafy greens that are eaten cooked are called cooking greens.)

2. What is carrageen, and what is one common use for it? (Carrageen is a mossy sea vegetable that is often used as a thickener in ice cream and other milk products.)

3. Explain why you should avoid buying potatoes that are green or sprouting. (The green color may indicate the presence of solanine, a bitter toxic compound. Sprouts indicate that the potatoes have been stored too long.)

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TECHNOLOGY FOR TOMORROW

Answer Answers will vary depending on the foods students examine. For example, a student may fi nd potatoes in pack-aged dehydrated split pea soup, and infer that they add texture and thickness to the soup once it is cooked.

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Activity correlatedto Social Studiesstandards.

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Frying VegetablesVegetables can be sautéed, fried, stir-fried,

or deep-fried. Aromatic vegetables are often sautéed to bring out their flavor. Aromatic vegetables are vegetables such as onion, gar-lic, celery, and carrots, that add flavor and aroma to dishes.

Frying cooked vegetables in a small amount of butter or margarine gives them a tasty crust. Hash browns are made this way from shred-ded cooked potatoes. You can also fry raw vegetables, although they take longer to cook. To speed cooking time for raw vegetables, add a small amount of water to the pan and then cover it so the vegetables also cook in moist heat. Add the water carefully to prevent spatters.

Potatoes are often deep-fried. Eggplant, onion rings, zucchini, and mushrooms can be dipped in batter and then deep-fried as well.

Baking VegetablesBaking is a simple way to cook many

vegetables, including onions, tomatoes, winter squash, potatoes, and eggplant. You can cut winter squash in half, remove the seeds, and place the halves on a baking sheet. Bake the squash at 350°F until tender.

Baking potatoes makes them fluffy inside and crispy outside. Poke holes in potatoes before you bake them, to allow steam to escape and keep them from exploding. Place the potatoes directly on the oven rack. If you like crispy skin, rub them with oil before plac-ing in the oven. Potatoes can bake at any tem-perature between 300°F and 450°F, so you can bake them with other foods that require exact temperatures. For example, you can bake muf-fins at 375°F and bake potatoes at the same time. Baked potatoes are done when a fork easily pierces the potato.

Roasting VegetablesAny vegetable can be roasted. Brussels

sprouts, carrots, onions, turnips, and aspara-gus taste particularly good roasted. Cut the vegetables into pieces of similar size. Drizzle

with oil, sprinkle with seasonings, and toss lightly to coat. Then place them on a baking sheet in a single layer. Roast at 425°F until browned, tender, and caramelized. To assure even roasting, turn the vegetables over about halfway through the cooking time.

Potatoes, onions, and carrots can be roasted in the same pan with meat. Pare the vegetables and place them in the pan around the roast. Cut large vegetable pieces into halves or quar-ters. Turn them occasionally to moisten them with the meat drippings. This method adds fat to vegetables, but it browns them and pro-duces a tasty crust.

Grilling VegetablesFollow these guidelines for the best results

grilling vegetables:Brush the grate of the grill with oil to keep vegetables from sticking.To shorten grilling time, blanch less tender vegetables, such as carrots, before grilling.Marinate vegetables for added flavor.Keep vegetables from drying out by brush-ing them with an oil and herb mixture.When making skewers, group vegeta-bles that have similar cooking times. For example, make one skewer for onions and another for mushrooms.Use the center of the grill, the hottest part, for vegetables that take time to cook.Wrap large pieces of potatoes, and other vegetables that take time to cook, in heavy-duty foil before placing them on the grate. Grill small pieces in a vegetable basket or on skewers.

Microwaving VegetablesMicrowave ovens cook vegetables quickly,

using only a small amount of water. As a result, vegetables lose few nutrients and retain color, texture, and flavor.

Large vegetable pieces take longer to cook than small ones. Arrange the tender parts of the vegetable toward the center of the plate and the less tender parts toward the edge. For example, arrange broccoli spears so that the stems are pointing toward the edge.

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R Reading StrategyCompare Cooking Techniques Have students create a chart with columns for the following cooking techniques: frying, baking, roasting, grilling, and micro-waving. For each method, have students list three pros and cons. Then, have them study the chart and compare the different methods. Ask students: Which methods are best for preserving nutrients? Which require the most atten-tion from the cook and why? (Charts will vary, but should illustrate three pros and cons of the above cooking methods and be well organized. Ask students to share their charts and responses with the class.)

C Critical ThinkingProblem Solve Read stu-dents the following scenario: Harrison is cooking a pot roast. The roast only has 20 minutes left to cook when Harrison realizes that he for-got to roast the carrots and turnips with his pot roast. Ask students: How does roast-ing in a pan with a roast affect vegetables? What can Harrison do to achieve this fl avor and still have the meal ready as he had planned? (Answers will vary, but may include: Roasting vegetables in a pan with a roast, adds fat to the vegetables but browns them and gives them a tasty crust. Harrison can cut veg-etables into small pieces for faster cooking, microwave or pressure cook the vegetables until partially done, and then fi nish cooking the vegetables in the pan with the roast. Encourage students to share their responses with the class.)

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Cover the container to retain moisture, and stir or turn the vegetables during cooking to allow heat to reach all the parts so that the vegetables cook evenly. When cooking pota-toes, squash, and other whole vegetables that have a skin, first pierce the skin with a fork to keep the vegetables from bursting.

Follow the directions in the oven’s owner’s manual for cooking times, power settings, and any special instructions.

Using Leftover VegetablesLeftover vegetables, both raw and cooked,

have many uses in recipes. Marinate cold, cooked vegetables in a tangy salad dressing and serve them on a bed of lettuce. Add cooked vegetables to a stir-fry dish or mix them into a casserole. Add cooked vegetables to a soup, fold them into an omelet, or sauté them with garlic and onions for a side dish.

Explain How can you cook vegetables evenly in a microwave?

Using Convenience Forms of Vegetables

Vegetables come in many convenience forms, including canned, frozen, and dried. Convenience vegetables are handy and easy to use. They can be stored longer than fresh vegetables and can be prepared quickly. Con-venience vegetables are available all year long, often at a lower cost than fresh vegetables.

Canned and frozen vegetables may have a different texture and taste than fresh vegeta-bles, but they have about the same amount of vitamins and minerals as fresh vegetables.

Canned VegetablesVegetables are canned whole, sliced, or in

pieces. Most canned vegetables are packed in water. Some, such as Harvard beets and creamed corn, are packed in sauces. Salt is generally added to canned vegetables as a pre-servative, but you can also find no-salt and low-salt vegetables.

Canned, frozen, and dried vegetables make it easy to create nutritious soups, stir-fries, casseroles, and other tasty lunches and dinners. Why do canned and frozen vegetables take less time to cook than fresh vegetables?

Easy and Nutritious

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CHAPTER 29

Explore the Photo

Caption Answer Both are heated dur-ing processing. Canned vegetables are fully cooked, while frozen vegetables are partially cooked before being frozen.Discussion Ask students: How do fresh and convenience forms of vegetables compare in nutrition? (Answers will vary, but may include: They are similar; convenience forms may be more nutritious if fresh vegetables have been improperly handled, stored, or cooked.)

Explain Arrange tender parts toward the center of the plate and less tender parts toward the edge. Cover containers to retain moisture, and stir or turn vegetables during cooking.

W Writing SupportAssess Cooking Times Point out that canned and frozen vegetables cook more quickly than fresh vegetables. Ask stu-dents: Why might this be the case? How would you make necessary adjustments if you were to substitute fresh veg-etables for canned or frozen vegetables in a recipe? Ask students to write two or more paragraphs to answer those questions. (Answers will vary, but may include: Canned and frozen vegetables are often cooked or preheated during or before processing. Students may say that they may increase the cooking time for fresh vegetables.)

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Use canned vegetables the same way you use cooked fresh vegetables. Season them for a side dish, for example, or toss them in a salad. Canned vegetables are already cooked, so you only need to heat the vegetables in their liquid until they are heated through. Do not overcook cooked vegetables, because they will soften and lose nutrients and color.

Frozen VegetablesFrozen vegetables are closest in nutrients,

color, and flavor to fresh vegetables, although their texture may be different. Frozen vegetables are packaged whole or in pieces. You can also buy combinations of vegetables, such as peas and carrots, or vegetables packed in cheese or butter sauces. Frozen vegetables usually come in cartons or plastic bags. Remove what you need from the package and store the rest in the freezer. Some frozen vegetables can be heated in the microwave oven right in their container.

Frozen vegetables take less time to cook than fresh vegetables because they are pre-heated prior to freezing. To cook frozen veg-etables, follow the directions on the package. In general, it is best to use as little water as possible when preparing frozen vegetables. It is not necessary to thaw frozen vegeta-bles before cooking them. Frozen vegetables keep their flavor, color, and nutrients best if they are heated for the least amount of time necessary.

Dried VegetablesDried vegetables come in different forms.

Mushrooms, tomatoes, and potatoes are avail-able dried. You can add water to reconstitute them for use in recipes. Many vegetables, including onions, parsley, chives, and garlic, are dried for use as flavorings in entrées, side dishes, and soups. Follow package directions for use.

Vegetable Stir-Fry

Yield 4 Servings

Nutrition Analysis per

Serving

Calories 74Total fat 2 gSaturated fat 0 g

Cholesterol 0 mgSodium 129 mg

Carbohydrate 12 gDietary fiber 3 gSugars 6 g

Protein 4 g

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Ingredients 1 cup Julienned white onion 1 cup Julienned carrots 1 cup Julienned zucchini 1 cup Julienned green bell pepper 1½ tsp. Vegetable oil 1 cup Bean sprouts 2 tsp. Low-sodium soy sauce ¼ tsp. Ground ginger

Directions1. Heat a wok or large skillet over high heat. Add the oil, then the

onion and carrots. Stir-fry for 3 minutes.

2. Add the zucchini and bell pepper. Continue stir-frying for 1 minute.

3. Add the bean sprouts. Stir-fry for 45 to 60 seconds or until sprouts are heated through.

4. Turn off the heat. Add the soy sauce and ginger and mix gently. Serve immediately.

If served over rice,

this recipe provides

complete protein.

Apply Knowledge Have students apply what they have learned by creating a poster that illustrates how to select, store, prepare, and cook four different types of vegetables. Have students share their posters with the class.

CLOSECLOSERecipe Prep Tip Wok cooking is discussed in later chapters. Provide students with basic instructions on wok cooking: Turn the heat on high and add the oil, allowing it to heat as the wok heats. Cook the food fast while moving it around continuously. Do not allow food to sit in the wok once it is done as it will continue cooking and may burn. Be careful and atten-tive at all times.

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CHAPTER 29

W Writing SupportStep-By-Step GuideReconstitute Vegetables Ask students: What is meant by reconstituting vegetables? How and why would you reconstitute vegetables? What steps do you take to reconsti-tute vegetables? Encourage students to conduct research to fi nd out how to reconstitute dried vegetables. Write a step-by-step tutorial for reconstitut-ing a vegetable. (Step-by-step guides will vary. For example, one step-by-step guide may include the following: 1. Boil a small pot of water. 2. Add dried mushrooms, recover, and bring back to a boil. 3. Boil for two to fi ve minutes. Other vegetables may only need to be added to water and may take longer to recon-stitute. If they take longer, students may suggest recon-stituting the vegetables in the refrigerator to prevent growth of microorganisms.)

Study ToolsHave students go to the Online Learning Center at glencoe.com:

Take the Practice Test.Download Study-to-Go content.

Use the Student Activity Workbook for additional practice.

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Chapter 1 Student Activity Workbook1

Name _________________________________________ Date ____________ Class _______________

Chapter 1 The Amazing World of Food

Chapter1

Note Taking

Directions As you read, write notes, facts, and main ideas in the Note Taking column.

Write key words and short phrases in the Cues column. Then summarize the section in the

Summary box.

Cues

• nutrients are chemical

substances

• science in the kitchen

• connecting through food

• skill-building and

self-esteem

Note Taking

THE POWER OF FOOD

• Food is essential to survival and helps physical, mental and

emotional health.

THE ROLE OF SCIENCE IN FOOD

• Science helps in understanding the body’s use of food.

THE PLEASURES OF FOOD

• Food provides time for family and friends to strengthen bonds.

SKILLS YOU WILL BUILD WHILE LEARNING ABOUT FOOD

• Improving food preparation skills and building teams may

help self-esteem.

Summary

Food holds a great deal of power in its ability to sustain a healthy life though its chemical

properties and nutrition.

• nutrition is the study of

nutrients

• wellness, good health and

positive well-being

• science’s influence on

agriculture, food processing

and food safety

• comfort food

• stress hormones that are

released in the body

• food as fun

• testing the palate

• critical thinking

• verbal and nonverbal

communication

• leadership in the field of

nutrition

• handling resources wisely

• Food is made of life-sustaining nutrients.

• Good nutrition happens when food choices include nutrients

necessary for good health.

• Science provides proof to support making healthy food choices

and ensures the health of our food supply.

• Food provides comfort and makes people feel good.

• Food enhances social experiences.

• Food supplies adventure through experimenting with different

tastes and cultures.

• Food preparation can help you express creativity.

• Food provides careers for people in science, art, and agriculture.

• Building critical thinking skills will help you resist negative food

choices.

• Working in food labs builds communication skills.

• Learning about nutrition may improve leadership skills.

• Studying food helps build skills such as time management,

budgeting, meal planning, and organization.

It also provides pleasure and improves life skills. Science plays an

important role in helping us understand all of food’s properties.

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Chapter 29 Review & Applications 465

CHAPTER Review & Applications

After You ReadChapter Summary

Vegetables can be prepared and served in a variety of ways. They supply many nutrients. There are eight types of vegetables that come in an array of shapes and sizes. Select vegetables by looking for specific signs of quality. To maintain their freshness, store vegetables properly according to their type. Wash vegetables to ensure safety. Preparing vegetables may involve removing inedible parts, par-ing, or peeling. Vegetables may be eaten raw or cooked, which affects vegeta-bles’ nutrients, texture, color, and flavor. Vegetables may be cooked using several methods. Convenience forms of vegetables are handy and easy to use.

29

Content and Academic Vocabulary Review 1. Use these content and academic vocabulary words to create a crossword puzzle on graph paper.

Use the definitions as clues.

Content Vocabulary Academic Vocabulary■■ tuber (p. 451)■■ salad greens (p. 451)■■ cooking greens (p. 451)■■ sea vegetables (p. 456)■■ solanine (p. 457)■■ crudités (p. 459)■■ aromatic vegetable (p. 462)

● dainty (p. 451)● compound (p. 457)

Review Key Concepts 2. Describe the nutrients found in vegetables. 3. Identify the eight types of vegetables. 4. Explain how to store fresh vegetables. 5. Describe how to wash and prepare fresh vegetables. 6. Describe methods for cooking vegetables. 7. Identify the types and uses of convenience forms of vegetables.

Critical Thinking 8. Explain whether Denise’s statement is accurate: “I have a very well-

rounded diet. I get my daily recommended serving of vegetables by eating 3 cups of spinach every day.”

9. Compare and contrast salad greens and cooking greens. 10. Explain whether Jude should buy potatoes that the seller says “are green

because they are very fresh and still ripening.”

CHAPTER 29Content and Academic Vocabulary Review 1. Students should create a

crossword puzzle with the words as answers and the defi nitions as clues.

Review Key Concepts 2. Vegetables contain vitamin C,

folic acid, vitamin K, calcium, and magnesium. They also are an important source of fi ber, carbohydrates, phytochemi-cals, and antioxidants.

3. The eight types of vegetables are fl ower, fruits, seeds, stems, leaves, roots, tubers, and bulbs.

4. Store potatoes in a cool, dark, dry place, or in a paper bag. Store onions in a cool, dry place in a basket or woven bag to allow air circulation. Store other vegetables in the refrigerator in perforated plas-tic bags, airtight containers, or the refrigerator.

5. Wash vegetables even if you plan to peel or cook them. Wash tender vegetables under cool, running water. Scrub less tender vegetables with a stiff brush. To avoid nutrient loss, do not soak veg-etables in water. Avoid using detergents. Remove inedible parts of vegetables. If neces-sary, peel vegetables with a peeler.

6. Vegetables may be simmered, steamed in a steamer basket above water, pressure-cooked under high temperatures, braised by baking in the oven in a heavy pan with a small amount of liquid, fried in a small amount of fat in a frying pan, baked in an oven, roasted in an oven at higher tem-peratures until browned, tender, and cara-melized, cooked on a grill, or microwaved using a small amount of water.

7. Convenience forms of vegetables are canned, frozen, and dried. Canned veg-etables can be used in the same way as cooked fresh vegetables. Frozen vegeta-bles may be used in much the same way as fresh vegetables once they have been thawed. Dried vegetables can be reconsti-tuted with water and used in recipes

Critical Thinking 8. Denise’s diet is not as well rounded as it

could be. She should eat a variety of color-ful vegetables each day to ensure she gets an assortment of nutrients.

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Real-World Skills

11. Vegetable Recipes

There are thou-sands of vegetable recipes. You can let the plant part that you want to eat be your guide in choosing a recipe.

Procedure With your team, find a recipe that uses vegetables from the plant part assigned to you (for exam-ple, flower, stem, root, or bulb). Pre-pare the recipe.

Analysis Write answers to these ques-tions: How did the plant part used in the recipe react to the cooking method? Did the other ingredients complement or compete with the veg-etable? What changes might you make to this recipe? Do you think there is a batter method for cooking this type of vegetable?

12. Snack Solution After school, Jackie usu-ally reaches for unhealthy snacks, such as chips and cookies. “I would snack on veg-etables,” she says, “but it is never conve-nient to prepare them.” What advice would you give Jackie to help her make healthier choices? How can Jackie prepare vegetables suitable for quick snacking?

13. Nutrition Comparison Chart Using com-puter software, make a chart that com-pares the nutritional value of three of your favorite vegetables and three of your least favorite vegetables. Then evaluate the nutri-tional values of your favorite vegetables and determine what nutrients you are not get-ting from your favorite vegetables. Below the chart, summarize your conclusions in writing. Make suggestions for how you can add more variety to your eating plan to diversify your nutrient intake.

14. A Suitable Substitute Dario is a vegetarian who avoids gelatin because it is an animal product. However, he wants to prepare an appealing recipe that calls for gelatin. What vegetable substitute can he use?

15. Puppet Play Follow your teacher’s instructions to form groups. Work together to develop a puppet play for young children about the benefits of eating vegetables. Write the play and create the puppets. Perform the play for young children.

16. Cost Comparison Visit a supermarket and conduct a cost compari-son of fresh, canned, frozen, and dried forms of one type of vegetable. Which form is the least expensive? Why? Which form is the most expensive? Why? Report your findings and explain your insights in a paragraph.

Problem-SolvingSkills

Problem-SolvingSkills

Interpersonal and Collaborative Skills

Interpersonal and Collaborative Skills

Financial LiteracySkills

Financial LiteracySkills

29CHAPTER 29CHAPTER 29 9. Leafy greens that may be

eaten raw are called salad greens. Leafy greens that are eaten cooked are called cook-ing greens. Cooking greens are usually tougher and thicker than salad greens.

10. Jude should not buy the green potatoes. The green color may indicate the pres-ence of a bitter, toxic com-pound called solanine.

11. Each team should be assigned a diff erent type of vegetable (tuber, fl ower, stem). Analyses will vary. For example, if one team used the fruit part of a plant in a fresh tomato sauce recipe, they may note that the plant part became very soft and tender with cooking, that the other ingredients (herbs and spices) complemented the tomatoes well, and that in the future they might try add-ing chopped mushrooms and olives to the recipe.

12. Jackie should keep a supply of nutritious vegetable snacks on hand. Once a week, she can cut up an assortment of raw vegetables and refriger-ate them in a covered plastic container with a few ice cubes or a bit of cold water. This way, she will always have a healthy snack ready to eat.

13. Charts will vary depending on the vegetables students compare, but should clearly present the diff erences in nutritional values. For exam-ple, a chart may be formatted like a table with rows, listing six types of vegetables across the top, and several types of nutrients in the leftmost col-umn. Students can plug nutri-ent information in the appro-priate square.

Real-World SkillsProblem-Solving Skills 14. Dario can use agar, a tasteless sea vegetable that

acts as a vegetarian gelatin. It is sold in blocks, fl akes, or powder.

Interpersonal and Collaborative Skills 15. Plays will vary, but content should eff ectively

present the benefi ts of eating vegetables. In addition to off ering many health benefi ts, veg-etables add fl avor, color, and texture to meals.

Financial Literacy Skills 16. Paragraphs will vary but should compare the dif-

ferences in cost among four forms of one type of vegetable, noting the most and least expen-sive forms. Reasons for diff erences in cost will vary but may include: dried, canned, and frozen forms are more costly because of the process involved in processing and packaging them, or fresh forms are less costly because they are abundant and in season.

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STANDARDIZED TEST PRACTICE

Chapter 29 Review & Applications 467


Academic Skills

Food Science17. Onions and Tears Cutting an onion can be

a tearful experience because onions contain lacrimator, a chemical that causes the eyes to water.

Procedure Chill an onion for an hour in ice water. Then peel and dice it using a sharp knife. For comparison, peel and dice another onion without chilling. Was there a difference in the amount of irritation experienced?

Analysis How does chilling affect the onion’s chemistry? Do you think the sharp-ness of the knife matters?

NSES B Develop an understanding of the structure and properties of matter.NSES B Develop an understanding of the structure and properties of matter.

29

Mathematics18. Using a Pressure Cooker Leslie does not

eat artichokes as often as she would like because they take a long time to cook. As a solution, she purchased a pressure cooker that claims to cook vegetables 3½ times faster than regular cooking methods. If it typically takes Leslie about 40 minutes to cook an artichoke in boiling water, how long would it take in the pressure cooker?

Working with Time To convert decimal minutes (such as 14.87) into minutes and seconds, keep the whole number portion (as minutes), and multiply the decimal portion by 60 (which represents the seconds).

Starting Hint Find the new cooking time by dividing 40 minutes by 3½. Convert the decimal portion into seconds by multiplying by 60. Round to the nearest second.

Math ConceptMath ConceptMath ConceptMath Concept

NCTM Problem Solving Build new mathematical knowl-edge through problem solving.NCTM Problem Solving Build new mathematical knowl-edge through problem solving.

English Language Arts19. Vegetable Exploration Use three dif-

ferent resources, including two books, to research one of the following topics: baby vegetables, starting a vegetable garden, or production and distribution of less familiar vegetables (for example, fiddlehead ferns, celeriac, broccoflower, fennel). Write an informative report based on your research. Remember to cite all the sources you use in your report. Include pictures or drawings in your report to illustrate your topic.

NCTE 8 Use information resources to gather information and create and communicate knowledge. NCTE 8 Use information resources to gather information and create and communicate knowledge.

Test-Taking Tip Before deciding whether a statement is true or false, read it carefully, and recall what you have learned from reading the text. Does the statement reflect what you know? Pay close attention to individual words. One word can make the difference between a true statement and a false one.

TRUE OR FALSERead the statement and determine if it is true or false.

20. Of the three convenience forms of vegetables, canned vegetables are closest in nutrients, color, and fl avor to fresh vegetables.a. Trueb. False

NCLB

NCLB

NCLB

CHAPTER 29CHAPTER 29Academic Skills

Food Science 17. Chilling slows the chemical

activity. An uncut onion has the enzyme in a storage vacu-ole. It doesn’t react with the other chemicals until the cells are damaged by cutting. A sharp knife doesn’t crush, and exposes less surface area to the chemical reaction.

Mathematics 18. The artichoke will cook in 11

minutes and 26 seconds. Total cooking time in the pressure cooker is 40 minutes ÷ 3.5 = 11.42857 minutes. Since there are 60 seconds in a minute, the remainder portion of the answer can be converted to seconds by multiplying 0.42857 × 60 = 25.7142 sec-onds, which rounds up to 26 seconds. Thus, the cooking time is 11 minutes and 26 seconds.

English Language Arts 19. Students must use two books

as their resource material. A third resource may be the Internet, a fi lm or video, a magazine or newspaper arti-cle, or an interview with an expert on the subject. Reports will vary depending on the subject.

NCLB

NCLB connects academic correlations to book content.

STANDARDIZED TEST PRACTICE

Answer20. b. False

TECHNOLOGY Solutions

ExamView Assessment Suite CD allows you to create and

print out customized tests or ready-made unit and chapter tests, complete with answer keys.

Online Learning Center includes resources and activities for students

and teachers.

TeacherWorks Plus is an electronic lesson planner

that provides instant access to complete teacher resources in one convenient package.

Use these technology solutions to streamline chapter assessment!


Documents

CHAPTER 29 CHAPTER 29 Chapter Overview Vegetables · CHAPTER 29 Writing Activity CLASSROOM Solutions Chapter Overview Introduce the Chapter In this chapter, students learn about the