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Learning About Whole Foods // WEEK 3
Time Topics Workbook Reference
5 min. Welcome and Introduction»» Students learn about today's workshop.
10 min. Taste Test SMART Goal Check-in, record on Goal Tracker
p. 6p. 9
15 min. Go, Slow, STOP!/Three Little Pigs»» Students differentiate between “whole foods” and “minimally processed” and “very processed” foods.
»» Students list reasons why whole foods and minimally processed foods are healthier.
»» Students equate low processing with high nutrition, and vice versa.
p. 24-25
20 min. Pick two of the following activities: Plant Parts We Eat »» Students understand how plants grow and where we get whole foods from.
Make Half Your Grains Whole»» Students learn the difference between whole grains and refined grains.»» Students learn nutritional benefits of choosing whole grains.
Grain Game»» Students learn how to identify various whole grains.
Bean Game»» Students learn to identify various beans.
p. 45
p. 28
p. 32
p. 33
10 min. Fueling Your Brain»» Students learn how to incorporate whole foods for good energy and mood.
p. 29
30 min. Recipe Demonstration or Activity (see EatFresh.org for ideas)Closing Question: Do you notice a connection between different foods you eat and how you feel after eating them?
Notes:
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mTaste Test
Materials » workbook page 6
» simple whole foods, cut or portioned into bite sizes; link to workshop recipe or theme if possible. Cut seasonal fruits or vegetables, unsalted nuts or seeds, plain tofu or yogurt are all good options.
Desired Outcomes » Students explore whole foods with their senses.
The aim of the taste test is multifold: to expose workshop participants to foods they may not have tried before, to raise awareness of the benefits and pleasure of eating seasonal fruits and vegetables, and to raise curiosity and interest in the abundant diversity of food. To this end, the taste test is meant to be an interactive and fun start to the class.
You may find it helpful to coordinate the taste tests with the recipe for each week; for example, if you are making hummus & veggie wraps for a class at the end of summer, you might provide a taste test of different kinds of tomatoes—different colors, heirloom varieties, etc.—and you can then use those same kinds of tomatoes for the recipe, bringing the class full circle.
Directions1. At the beginning of class, provide bite-sized sample portions of your taste test item.
2. Ask participants eat slowly and not comment on the food immediately, but rather observe it using their senses: Sight: What color is the food? Does it look appealing? Can you tell what it is? Smell: What does it smell like? Touch: What is the temperature like? Is the food soft or hard? Wet or dry? Sound: Does it make a sound when you eat it? Taste: Does it remind you of any other foods? How would you describe the taste? Does the taste change as it’s in your mouth?
3. Once everyone has had a chance to try the item, invite students to share their observations.
Additional Information: » Spring: greens: spinach, chard, dandelion, different varieties of lettuce, asparagus » Summer: berries: strawberries, raspberries, blackberries, blueberries, gooseberries, tomatoes, corn,
cherries » Fall: pumpkin, squashes, apples, pears, grapes » Winter: citrus fruits: clementines, mandarins, satsumas, persimmons: fuyu and ripe hachiya,
pomegranates, berries: strawberries, raspberries, blackberries, blueberries, gooseberries, tomatoes, corn, cherries
» Year-round: milks: skim, low-fat, whole, soy, rice, and almond beverages, nuts: raw almonds, cashews
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Taste Test r Describe the foods in the taste test—be as descriptive as you can!
A
B
C
Smell Sight Touch Taste Texture
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EatFresh.org Recipe & Taste Test Combination Suggestions
Berries, Fruits Fruit and Yogurt Parfaits
Tomatoes Hummus & Veggie Wraps
Vegetables Pita Pizzas
Tomatoes Tabbouleh
Persimmons Spinach & Persimmon Salad
Apples Curried Waldorf Salad; Spicy Sweet Potato & Apple Soup
Avocados Avocado & Orange Soup
Beans, Vegetables Black Bean Soup
Tomatoes, Mangoes Salsa Two Ways
Fruits, Grains Oat Bran Banana Muffins
Berries, Tofu, Soy Milks Tofu Berry Smoothie
Taste Test (CONTINUED)
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Taste Test r Describe the foods in the taste test—be as descriptive as you can!
A
B
C
Smell Sight Touch Taste Texture
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mDesigning SMART Goals & Goal Tracker
Materials » workbook pages 8 and 9
Desired Outcomes » Students create three SMART goals.
» Students identify SMART goals, and improve vague goals.
DirectionsHave students follow directions to imagine their healthy futures. They can make notes in the workbook. Then:
» Explain “SMART” goals and work with the class to find some examples.
» Help each individual create at least one SMART goal they will try to achieve during the course of the workshop. See the back of the goal tracker for examples.
» Record each student’s goal on the goal tracking worksheet and follow up each week.
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See also Goal Tracker Handout.
Designing SMART Goals r How can you help your family be healthy? Set goals that are SMART.
» Specific—Avoid words like “more,” “less” or “better.”
» Measurable—Will you know when you’ve achieved it?
» Action Based—Not everything is in your control; choose goals that relate to your actions.
» Realistic—Choose goals you’re likely to accomplish. Start small.
» Time Frame—Set a goal to achieve this week.
Your Family’s Goals
r Some examples: » I will drink water with my lunch at school this week.
» I will ride my bike on Saturday for half an hour.
» I will help cook a meal with my family one time this week.
Write down several things you would like to change about your family’s food choices or lifestyle. After you’ve finished, circle the three things that are most important to you.
In this box, rewrite the ideas you circled above as SMART goals.
1.
2.
3.
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Goal Tracker r Make a SMART Goal that you can work on for a few weeks.
I will _______________________________ _____________________________ this week. (action) (how often)
To track your progress each week, ask yourself:
» Did I meet my goal this past week? Why or why not?
» What was hard about my goal?
» What was easy?
» Should I stay with this goal or create a new one? If so, what is it?
Week (end of) My Progress
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2
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5
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Adapting for Younger KidsYounger kids may not understand abstract differences between vague goals and specific ones, and they don’t have much control over food that is offered to them. Instead, consider setting a group goal that can be accomplished in the context of the class. For example:
» I will drink a cup of water every afternoon with my snack. » I will try one new food today.
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See also Goal Tracker Handout.
Designing SMART Goals r How can you help your family be healthy? Set goals that are SMART.
» Specific—Avoid words like “more,” “less” or “better.”
» Measurable—Will you know when you’ve achieved it?
» Action Based—Not everything is in your control; choose goals that relate to your actions.
» Realistic—Choose goals you’re likely to accomplish. Start small.
» Time Frame—Set a goal to achieve this week.
Your Family’s Goals
r Some examples: » I will drink water with my lunch at school this week.
» I will ride my bike on Saturday for half an hour.
» I will help cook a meal with my family one time this week.
Write down several things you would like to change about your family’s food choices or lifestyle. After you’ve finished, circle the three things that are most important to you.
In this box, rewrite the ideas you circled above as SMART goals.
1.
2.
3.
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pGoal Tracker r Make a SMART Goal that you can work on for a few weeks.
I will _______________________________ _____________________________ this week. (action) (how often)
To track your progress each week, ask yourself:
» Did I meet my goal this past week? Why or why not?
» What was hard about my goal?
» What was easy?
» Should I stay with this goal or create a new one? If so, what is it?
Week (end of) My Progress
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mGo, Slow, STOP! and Three Little Pigs
Materials » examples of foods in various stages of processing (oranges, orange
juice; corn, tortillas, corn flakes, etc.)
» workbook pages 24 and 25
Desired Outcomes » Students are able to differentiate between “whole foods” and
“minimally processed” and “overly processed” foods.
» Students lists reasons why whole foods and minimally processed foods are healthier for themselves and our environment.
» Students equate low processing with high nutrition, and vice versa.
Directions1. Line up several different types of foods that fall into “whole
foods,” “minimally processed,” and “overly processed” categories. Alternatively, use the Go, Slow, STOP! worksheet to introduce the concept.
2. Ask participants what the differences are between these foods. How are they made? Could they be made at home? How many ingredients does each have?
3. Define whole foods: natural, unprocessed.
» Whole foods benefits:
» original nutrients intact
» less processing means less energy to produce = better for the earth
» nothing added - no salt, sugar, chemicals, colorings, etc.
» less processing usually means less packaging = less waste
4. Brainstorm different ways to process food.
» How are bread and cereal made? Soft drinks? Hot chips?
» When we make the recipes for our class, we are processing the food.
» Consider healthy ways to process food, additives to limit, etc.
5. Have students complete page 16 with new examples they can think of.
Options » Give each table a whole food and have them list different processed foods that come from that whole
food. For example: apples are the whole food, processed foods are: apple juice, apple pie, apple sauce, etc. » Give examples of highly processed food and try and think what the original whole foods might be.
Chewing gum? Hot chips? Soda?
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Go, Slow, STOP! r Which foods are healthy to eat every day? Which are best to avoid?
» A Go food is a fresh, whole food. We want to eat mostly Go foods.
» A Slow food is minimally processed, and can often be a healthy choice.
» A STOP! food is a highly processed food that we should avoid eating.
What examples would you add to each group?
Go! » Corn on the cob
» Brown Rice
» An Orange
» Milk
More examples: _____________________________________________________________________
Slow » Canned corn
» White rice
» Orange juice
» Yogurt
More examples: _____________________________________________________________________
STOP! » Corn Flakes (or another generic cereal
made from corn)
» Rice Cereal Treats
» Orange soda
» American cheese slices
More examples: _____________________________________________________________________
SODA
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Three Little Pigs r What foods can we eat to make our bodies as strong and healthy as
possible? Eating unhealthy foods is like having a house made of hay (too many STOP! foods), eating slightly better foods is like having a house made of sticks (a mixture), and eating the healthiest foods makes our bodies as strong as a house of bricks (lots of GO! foods).
Draw pictures of foods that belong to each category.
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Go, Slow, STOP! r Which foods are healthy to eat every day? Which are best to avoid?
» A Go food is a fresh, whole food. We want to eat mostly Go foods.
» A Slow food is minimally processed, and can often be a healthy choice.
» A STOP! food is a highly processed food that we should avoid eating.
What examples would you add to each group?
Go! » Corn on the cob
» Brown Rice
» An Orange
» Milk
More examples: _____________________________________________________________________
Slow » Canned corn
» White rice
» Orange juice
» Yogurt
More examples: _____________________________________________________________________
STOP! » Corn Flakes (or another generic cereal
made from corn)
» Rice Cereal Treats
» Orange soda
» American cheese slices
More examples: _____________________________________________________________________
SODA
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pThree Little Pigs r What foods can we eat to make our bodies as strong and healthy as
possible? Eating unhealthy foods is like having a house made of hay (too many STOP! foods), eating slightly better foods is like having a house made of sticks (a mixture), and eating the healthiest foods makes our bodies as strong as a house of bricks (lots of GO! foods).
Draw pictures of foods that belong to each category.
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Plant Parts We Eat
Materials » workbook page 35
Desired Outcomes » Students learn about different plant parts and which ones we eat.
DirectionsWorking alone or with partners, have kids complete the workbook page. You may wish to prompt them by providing a few more examples for each part, such as:
» Roots and bulbs: onion, yam, carrot, radish, ginger, garlic, beet, potato
» Leaves: all green leafy vegetables such as spinach, cabbage, kale, lettuce; herbs such as mint, basil
» Fruits: peppers, tomato, squash, cucumber, apple, peach, etc.
» Stems and stalks: celery, asparagus, some herbs (like cilantro stems)
» Seeds: corn, peas, beans, sunflower seeds, pumpkin seeds, sesame seeds, peanuts; some fruits/vegetables with edible seeds such as strawberries and cucumbers; some “seed grains” such as quinoa
» Flowers: broccoli, cauliflower
Also help them identify the common spice we use that comes from tree bark: cinnamon.
Discussion Questions » Which plant parts do you think you eat the most?
» What plants have more than one part you can eat? (examples: fruits and vegetables with edible seeds, carrots and carrot tops, celery, and celery root)
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Plant Parts We Eat r Think of your favorite plant foods. Which parts of the plant do they
come from? Try and fill in the boxes with foods from each part.
r We even eat the bark of some trees! Can you name the common brown spice that comes from tree bark? Hint: it is used in desserts like apple pie.
Stems Roots
FlowersFruit
LeavesSeeds
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pPlant Parts We Eat r Think of your favorite plant foods. Which parts of the plant do they
come from? Try and fill in the boxes with foods from each part.
r We even eat the bark of some trees! Can you name the common brown spice that comes from tree bark? Hint: it is used in desserts like apple pie.
Stems Roots
FlowersFruit
LeavesSeeds
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mMake Half Your Grains Whole
Materials » workbook page 28
» package samples from products that contain grains, including some whole grain products
Desired Outcomes » Students identify some differences between whole grains and
refined grains.
» Students learn some benefits of consuming whole grains.
» Students practice using food labels to identify whole grain products.
Directions1. Review the handout and diagram with the whole group.
2. Pass out the packaging samples to individuals or pairs.
3. Explain that they should try to find products that have whole grains as a first ingredient. These usually have “whole” or “whole grain” in the name, such as “whole wheat” or “whole grain oats.”
Discussion Questions » What whole grains do you like? How often do you eat them?
» What whole grains have you heard about or seen that you’d like to try?
» Which of your products contained whole grains? How do you know?
» Were you surprised by any of the products?
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Make Half Your Grains Whole r Why choose whole grains? Find ways to add whole grains to your
meals. Whole grains offer many health benefits that refined grains and flours do not. Whole grains are usually darker in color and stronger in flavor than refined grains and flours.
To choose whole grain products, check the ingredient list to make sure you’re getting a truly whole grain product: the first ingredient should list something like “whole wheat” and not just “wheat.”
A diet rich in fiber, as found in whole grains and beans, aids digestion and keeps you full for longer. Make sure to get 3 servings of whole grains and 41/2 cups of fruits and veggies each day for the recommended amount of fiber.
DID YOU KNOW?
REFINED GRAIN FOODS (endosperm only)
» White pasta » White bread » Most cakes, cookies, and pastries
WHOLE GRAINS (bran + endosperm + germ)
» Oats » Farro » Brown rice » Spelt » Whole wheat » Quinoa » Barley » Millet » Buckwheat » Teff
Bran: protects the seed
» Fiber » B vitamins » Minerals
Endosperm: energy for the seed
» Carbohydrates » Some protein » Some B vitamins
Germ: nourishment for the seed
» B vitamins » Vitamin E » Minerals » Phytochemicals
Adapting for Younger Kids » Display a sample of whole wheat berries in an unmarked container or baggie. (Rye berries, farro,
oat groats, and whole barley are an acceptable substitute.) Have kids observe the grain up close with a magnifying glass, if possible. Can they identify what it is? Explain: this is what our favorite white bread, noodles, and cakes are usually made from!
» Then display unmarked samples of white flour and whole wheat flour. Again, ask kids to observe and guess what these are.
» Finally, explain how the flours are made by grinding the wheat berries and, in the case of white flour, removing some parts.
» Ask: Which do you think takes the most work for your body to break down? Which do you think has the most nutrients in it? The least? Why?
» If possible, provide small samples of 100% whole wheat bread vs. soft white bread to taste test. Encourage kids to observe that the white bread has less taste and texture than the whole wheat because some parts have been removed.
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Make Half Your Grains Whole r Why choose whole grains? Find ways to add whole grains to your
meals. Whole grains offer many health benefits that refined grains and flours do not. Whole grains are usually darker in color and stronger in flavor than refined grains and flours.
To choose whole grain products, check the ingredient list to make sure you’re getting a truly whole grain product: the first ingredient should list something like “whole wheat” and not just “wheat.”
A diet rich in fiber, as found in whole grains and beans, aids digestion and keeps you full for longer. Make sure to get 3 servings of whole grains and 41/2 cups of fruits and veggies each day for the recommended amount of fiber.
DID YOU KNOW?
REFINED GRAIN FOODS (endosperm only)
» White pasta » White bread » Most cakes, cookies, and pastries
WHOLE GRAINS (bran + endosperm + germ)
» Oats » Farro » Brown rice » Spelt » Whole wheat » Quinoa » Barley » Millet » Buckwheat » Teff
Bran: protects the seed
» Fiber » B vitamins » Minerals
Endosperm: energy for the seed
» Carbohydrates » Some protein » Some B vitamins
Germ: nourishment for the seed
» B vitamins » Vitamin E » Minerals » Phytochemicals
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Grain Game, Bean Game
Materials » small amount of each grain and bean in the quiz—put in individual, small, numbered baggies
» workbook pages 32 and 33
» pens
Desired Outcomes » Students learn to identify various whole grains and beans.
Directions1. In pairs, have students pass around the bag and try to identify the names of each food by placing the
corresponding number from the baggie in the space provided on the workbook page.
2. Go over answers and explain different ways of cooking the beans and grains.
EatFresh.org Integration » Show participants how to search for a particular bean or grain. These pages include information on
storage and cooking, as well as links to related recipes.
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Grain Game r Can you identify different whole grains? Whole grains have more
nutrients than refined grain foods such as white pasta. Use them in soups or as salad bases, breakfast cereals, or side dishes.
Ȫ AMARANTH: Combine 1 cup amaranth with 21/2 cups of water in a pot and bring to a boil. Cover and simmer for 20 minutes, until water is absorbed. Amaranth can also be popped like popcorn in a skillet.
Ȫ BARLEY: Add 1 cup of barley to 3 cups of boiling water, cover and cook for 45 minutes or until barley is tender and water is absorbed. Choose whole barley instead of pearled for more nutrients.
Ȫ BUCKWHEAT (or kasha): Place 1 cup of buckwheat in a pot and cover with 2 cups of water. Cover and boil for 15-20 minutes, or until all the water is absorbed. Buckwheat is gluten-free.
Ȫ BULGUR WHEAT: The finer ground the bulgur, the shorter time it needs to be cooked. For a medium grind, pour 2½ cups of boiling water over 1 cup of bulgur. Cover and let stand for 30 minutes, or until the water is absorbed. Bulgur wheat is a great option for a limited kitchen.
Ȫ COUSCOUS: Bring 1½ cups of water to a boil in saucepan, take off the heat, add 1 ½ cups of couscous, cover and let sit for 5-10 minutes, then fluff with a fork. Couscous is a great option for a limited kitchen. Choose whole wheat couscous for more nutrients.
Ȫ MILLET: Add 1 cup millet to 2½ cups water in a saucepan. Bring to a boil, cover and simmer for 25 minutes. Make it creamier by adding more water and stirring frequently while cooking.
Ȫ OATS: Cook 1 cup of oats in 2 cups of water. For rolled oats, cook 15 minutes and for steel-cut oats, cook for 30 minutes.
Ȫ QUINOA: Bring 1½ cups of water to a boil and add 1 cup of rinsed quinoa. Cover and cook for 15 minutes. Quinoa is gluten-free.
Ȫ WHEAT BERRIES: Bring 3 cups of water to a boil and add 1 cup of wheat berries. Simmer uncovered for 45 minutes and drain before serving.
Ȫ BROWN RICE: Boil 2 cups water and add 1 cup rice. Cover and cook for about 45 minutes.
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Bean Game r Beans are good for you! They contain protein and fiber. Use beans
in soups, salads, burritos or tacos, or mash them to make a dip. What beans do you know?
Ȫ SOY BEANS: Used to make soy milk, tofu, and tempeh. Soak for 8 hours or overnight. The water will rise while cooking soybeans, so make sure that the dried beans only come up to one fourth of the height of the pot, and the water should come up to one third of the height of the pot. Cook for 3 hours.
Ȫ GARBANZO BEANS (or chickpeas): Used to make hummus and falafel, in addition to being a great addition to soups and salads. Soak overnight, then drain and cover with twice the amount of water than beans. Cover and cook for 1 hour.
Ȫ BLACK BEANS: Soak overnight, then drain and cover with 3 cups of water for each cup of beans. Cook for 45 minutes to 1 hour.
Ȫ GREEN SPLIT PEAS: There is no need to soak split peas, just bring to a boil 1 cup of peas with 3 cups of water and simmer for 30-45 minutes.
Ȫ RED “CHILI” BEANS: Soak overnight, drain and cover 1 cup of beans with 2 cups of fresh water. Boil for 1½ -2 hours.
Ȫ LENTILS: A quick and versatile ingredient full of healthy protein. There are many different varieties, but they can all be cooked the same way. There is no need to soak lentils, simply simmer 1 cup of lentils with 2 cups of water for 20-45 minutes, depending on their size.
Ȫ KIDNEY BEANS: Soak overnight, drain the water, and cover 1 cup of beans with 3 cups water. Cook for 1-1½ hours.
Ȫ BLACK-EYED PEAS (or “cow-peas”): Often used in Southern cooking. No need to soak black-eyed peas, just cover 1 cup of the black-eyed peas with 3 cups of water in a big pan and boil for 45 minutes to 1 hour.
Ȫ PINTO and ͟ NAVY BEANS: Soak overnight, drain the water and cover 1 cup of beans with 3 cups of water. Cook for 1-1½ hours.
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Grain Game r Can you identify different whole grains? Whole grains have more
nutrients than refined grain foods such as white pasta. Use them in soups or as salad bases, breakfast cereals, or side dishes.
Ȫ AMARANTH: Combine 1 cup amaranth with 21/2 cups of water in a pot and bring to a boil. Cover and simmer for 20 minutes, until water is absorbed. Amaranth can also be popped like popcorn in a skillet.
Ȫ BARLEY: Add 1 cup of barley to 3 cups of boiling water, cover and cook for 45 minutes or until barley is tender and water is absorbed. Choose whole barley instead of pearled for more nutrients.
Ȫ BUCKWHEAT (or kasha): Place 1 cup of buckwheat in a pot and cover with 2 cups of water. Cover and boil for 15-20 minutes, or until all the water is absorbed. Buckwheat is gluten-free.
Ȫ BULGUR WHEAT: The finer ground the bulgur, the shorter time it needs to be cooked. For a medium grind, pour 2½ cups of boiling water over 1 cup of bulgur. Cover and let stand for 30 minutes, or until the water is absorbed. Bulgur wheat is a great option for a limited kitchen.
Ȫ COUSCOUS: Bring 1½ cups of water to a boil in saucepan, take off the heat, add 1 ½ cups of couscous, cover and let sit for 5-10 minutes, then fluff with a fork. Couscous is a great option for a limited kitchen. Choose whole wheat couscous for more nutrients.
Ȫ MILLET: Add 1 cup millet to 2½ cups water in a saucepan. Bring to a boil, cover and simmer for 25 minutes. Make it creamier by adding more water and stirring frequently while cooking.
Ȫ OATS: Cook 1 cup of oats in 2 cups of water. For rolled oats, cook 15 minutes and for steel-cut oats, cook for 30 minutes.
Ȫ QUINOA: Bring 1½ cups of water to a boil and add 1 cup of rinsed quinoa. Cover and cook for 15 minutes. Quinoa is gluten-free.
Ȫ WHEAT BERRIES: Bring 3 cups of water to a boil and add 1 cup of wheat berries. Simmer uncovered for 45 minutes and drain before serving.
Ȫ BROWN RICE: Boil 2 cups water and add 1 cup rice. Cover and cook for about 45 minutes.
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pBean Game r Beans are good for you! They contain protein and fiber. Use beans
in soups, salads, burritos or tacos, or mash them to make a dip. What beans do you know?
Ȫ SOY BEANS: Used to make soy milk, tofu, and tempeh. Soak for 8 hours or overnight. The water will rise while cooking soybeans, so make sure that the dried beans only come up to one fourth of the height of the pot, and the water should come up to one third of the height of the pot. Cook for 3 hours.
Ȫ GARBANZO BEANS (or chickpeas): Used to make hummus and falafel, in addition to being a great addition to soups and salads. Soak overnight, then drain and cover with twice the amount of water than beans. Cover and cook for 1 hour.
Ȫ BLACK BEANS: Soak overnight, then drain and cover with 3 cups of water for each cup of beans. Cook for 45 minutes to 1 hour.
Ȫ GREEN SPLIT PEAS: There is no need to soak split peas, just bring to a boil 1 cup of peas with 3 cups of water and simmer for 30-45 minutes.
Ȫ RED “CHILI” BEANS: Soak overnight, drain and cover 1 cup of beans with 2 cups of fresh water. Boil for 1½ -2 hours.
Ȫ LENTILS: A quick and versatile ingredient full of healthy protein. There are many different varieties, but they can all be cooked the same way. There is no need to soak lentils, simply simmer 1 cup of lentils with 2 cups of water for 20-45 minutes, depending on their size.
Ȫ KIDNEY BEANS: Soak overnight, drain the water, and cover 1 cup of beans with 3 cups water. Cook for 1-1½ hours.
Ȫ BLACK-EYED PEAS (or “cow-peas”): Often used in Southern cooking. No need to soak black-eyed peas, just cover 1 cup of the black-eyed peas with 3 cups of water in a big pan and boil for 45 minutes to 1 hour.
Ȫ PINTO and ͟ NAVY BEANS: Soak overnight, drain the water and cover 1 cup of beans with 3 cups of water. Cook for 1-1½ hours.
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pFuel Your Brain r How can eating whole foods help your brain? r Breakfast
A good breakfast may help you keep steady energy and stable moods later in the day. Choose to eat a healthy, balanced breakfast instead of sugar and caffeine.
Instead of... Try...
sugary cereal regular Cheerios or shredded wheat
breakfast bars string cheese
juice whole fruit or diluted juice
pastries, danishes, or donuts whole wheat toast w/cream cheese or peanut butter
skipping breakfast eating breakfast!
r LunchWhat do you eat for lunch? Do you bring it from home or get it at school? How do you feel before lunch—hungry or famished? How do you feel after lunch—energized or sleepy? Choose to eat a healthy, balanced lunch (and a mid-morning snack).
Instead of... Try...
potato chips almonds or sunflower seeds
soda water or milk
candy fruit
pizza or fast food veggie wrap or turkey sandwich
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Food Demonstration Planning Template
Recipe Title: _________________________________________________________________________
EQUIPMENT/MATERIALS INGREDIENTS
Recipe Modifications to Suggest:
Healthy Nutrition Message to Highlight:
Culinary Skill to Demonstrate:
Food Bank-Friendly Items to Show:
Ingredients to Prep Ahead of Time (if any):
