Attachment M Stimuli for IDIs - Team Nutrition Cooks! Activity Guides

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Attachment M Stimuli for IDIs - Team Nutrition Cooks! Activity Guides

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Team Nutrition Cooks!

Applesauce
ACTIVITY
GUIDE

Team Nutrition Cooks! Applesauce Activity Guide
PAGE 1

Applesauce Activity Guide
INTRODUCTION:
Why Teaching Children To Cook Matters

Preparation
• Before starting, be sure to review all policies
related to your program or facility regarding food
preparation. Check with your local health department
about food safety requirements specific to your area.
• Read this activity guide before you start. Pay
special attention to notes marked “Do Ahead,”
“Safety Tip,” “Bright Idea,” or "Instructor Tip.”
• Review the Ingredients and Supplies list on page
11. Make sure you have all the ingredients, materials,
and handouts needed.
• Practice preparing the recipe. Use all of the cooking
tools in the room and area where the session will take
place.
• Plan for the time you have. If your group has extra
time, do the activity worksheets in the Applesauce
Family Handout as part of the session (see pages
11 - 13 in the Applesauce Family Handout). If not,
offer these as take-home activities. This activity guide
includes discussion questions that you may use at the
beginning of the activity or during waiting times, such
as while waiting for something to cook. If you are short
on time, you may have to cut some sections short, or
skip a section entirely.
Activities
1. Introductions, Goals, and Ground Rules
(5 minutes)
2. Handwashing (5 minutes)
3. All About Apples (5 minutes)
4. Nutritious and Delicious MyPlate (5 minutes)
5. Taste Test (10 minutes)
6. How To Read a Recipe (5 minutes)
7. Cooking and Eating (35 minutes if using precooked
applesauce, 55 minutes if not)
8. Cleanup (15 minutes)
9. Wrap-Up and Summary (5 minutes)
Supervision and Room Management
The Applesauce recipe makes six servings. We
recommend having a group of five children and one
adult. This way, each child will prepare or have a part
in preparing the recipe and will be given a full serving.
The ratio of one adult for each group of five children will
help you manage preparation, instruction, and behavior
and avoid long waiting times and overcrowding of
cooking stations.

Team Nutrition Cooks! Applesauce Activity Guide
PAGE 1

Options for larger groups include:
• Repeat the Activity—Divide the children into small
groups and then repeat the activity throughout the day
or week.
• Demonstrate—Show cooking skills in front of the
group, and then have each small group practice one
skill, such as peeling or mashing.
• Use Volunteers—Teenagers can be a good resource
to help with the activities, particularly those who are in
a culinary arts or service learning program. They can
help you get ready for the session and help children
with reading recipes, mashing, stirring, and other
cooking skills that do not involve sharp knives. They
can also help with cleaning.
Additional Supplies Needed
In addition to this activity guide, you will need:
❏ A computer with speakers, a projector, and a screen
large enough for showing skill videos, or a DVD
player and television
❏ A chalkboard/whiteboard or large paper and markers
❏ Pens and pencils for each child
❏ Name tags and markers
❏ Copies of the Applesauce Family Handout, which you
can order or download at: http://www.fns.usda.gov/
tn/team-nutrition-cooks
❏ Ingredients and supplies listed on page 11

❏ Access to a
handwashing sink
and hand soap
❏ Access to a foodpreparation sink.
Having a foodpreparation sink
that is separate
from the
handwashing sink
is ideal. If this is
not possible, be
sure to clean out
the sink with hot
soapy water before rinsing apples.
❏ MyPlate poster
(free from http://TeamNutrition.usda.gov)

INSTRUCTOR TIP

Food Safety

Specific food safety tips are included as part of each activity, including handwashing guides, correct
temperatures at which to cook and store foods, and food allergy information.
No one who is feeling sick should handle food. If an adult or child has been sick with symptoms of
vomiting or diarrhea, he or she should not participate until symptom-free for at least 24 hours.
If an adult instructor’s hands have a cut or wound, the cut should be bandaged and clean disposable gloves
should be worn. If a child’s hand has a cut or wound, the child should be given jobs that do not involve direct
contact with food.
What do you need to know about handling fruit safely?
• Keep fruit separate from raw eggs, meat, poultry, and seafood while shopping, preparing, and storing it.
• Rinse raw fruit well under running tap water before eating or cooking with it. Rinse fruit even if you plan to
peel it before using it in the recipe. Do not use soap or detergent to clean fresh fruits.
• Rub firm-skinned fruit under running tap water or scrub the peel with a clean vegetable brush while rinsing
with running tap water. If using precut fruit labeled “ready-to-eat” or “washed,” you do not need to rinse it
again.
• Refrigerate fruit that has been cut. Never let cut fruit sit at room temperature more than 2 hours before
refrigerating. Use an appliance thermometer to be sure the temperature in your refrigerator is consistently
at 40°F or below.

Team Nutrition Cooks! Applesauce Activity Guide
PAGE 2

Symptoms of food allergies typically appear from within
a few minutes to a few hours after a person has eaten
the food to which he or she is allergic.
Allergic reactions can include:
• Hives
• Flushed skin or rash
• Tingling or itchy sensation in the mouth
• Swelling of the face, tongue, or lips
• Vomiting and/or diarrhea
• Abdominal cramps
• Coughing or wheezing
• Dizziness and/or light-headedness
• Swelling of the throat and vocal cords
• Difficulty breathing
• Loss of consciousness
Prompt emergency treatment is critical for someone
having a severe allergic reaction, called anaphylaxis.
For additional food allergy management and prevention
information, refer to the Centers for Disease Control
and Prevention’s Voluntary Guidelines for Managing
Food Allergies in Schools and Early Care and
Education Programs at: http://www.cdc.gov/
healthyyouth/foodallergies/pdf/13_243135_A_Food_
Allergy_Web_508.pdf.

Introductions, Goal, and Ground Rules (5 minutes)
OBJECTIVE: At the end of this activity, the children will be able to state the goal and ground rules.

Introductions

It is important to introduce yourself, the children, the activity, and the day’s plan so that everyone feels comfortable
and ready for the day’s activities.
❏ Ask children to make name tags. This will help everyone remember each other’s names. Make a name tag for
yourself and the other instructors too.
❏ Then, have the children sit facing one another in a circle or square, so that everyone can see each other. If the
space does not allow for this, have them face each other as much as possible.
❏ Start by introducing yourself: who you are, where you are from, and include a fun food fact about yourself, such
as your favorite food (or use the questions below). Then, have the children introduce themselves, adding a fun
food fact or an answer to one of the questions below.

• What do you like to eat for breakfast?
• What do you like to eat for a snack?

Once everyone has been introduced and is wearing a name tag, describe the plan for the day.

Team Nutrition Cooks! Applesauce Activity Guide
PAGE 3

COOKING SKILLS
The goal of this session is for the children to become
familiar with the skills necessary for following and
making a simple recipe, in this case, applesauce.
The activities in this session help children develop the
following skills:
•
•
•
•
•
•

How To Rinse an Apple
How To Peel
How To Core and Slice
How To Dice
How To Measure Wet Ingredients
How To Use a Stovetop Safely

•
•
•
•
•
•

How To Simmer
How To Stir
How To Mash
How To Cool Food Safely
How To Set a Table
How To Serve Family Style

Ask the children if they are familiar with any of these
skills. Ask questions such as, “Have you ever used a
peeler? Have you ever cooked anything on a stovetop?
Have you ever used an apple slicer?” This will give you
an idea of the skill level of the group and if there are
areas of the activity you can move through more quickly.

Ground Rules

Review and have the children agree to the Ground Rules before starting.
When reading the Ground Rules, remind the children why each rule exists, or ask them to explain the
reasoning behind each rule. Make sure everyone understands and agrees to the Ground Rules before
moving on. You can either get a “thumbs up” or have the children sign the rules as an agreement.
AHEAD: Write the Ground Rules on a chalkboard, white board, or large piece of paper so that
+DtheO children
can see them when you are reading them aloud. This will help visual learners, as well as
provide a reference point if a Ground Rule is broken.

• Clear the decks. Keep books, backpacks, electronics, and coats off the tables or counters where
food is prepared or served. Be sure bags are not in the aisle or in a place where people will trip over
them. Remind the children that this is for their safety and to keep germs out of the food.
• Wear sneakers. Wear closed-toed shoes, such as sneakers. Remind the children that this is for
their safety.

• Tie back long hair. Pull long hair into a ponytail or bun to prevent accidents and to minimize hair
getting into food. Remind the children that this is for their safety and to keep germs out of food.

• Scrub in and out. Wash your hands with warm water and soap for at least 20 seconds before and
after handling food and after using the bathroom. Need a timer? Hum the “Happy Birthday” song
from beginning to end twice.

• Be careful. Use the kitchen tools carefully and stay aware of where everyone is around you. Remind
the children that this is for their safety.
• No “ewwww’s.” You are going to try some new things and you may love them, but if you don’t: NO
“ewwww’s.” Remind the children that this helps everyone to keep an open mind. It is also a part of
practicing good manners.
• No “double-dipping.” Tasting utensils should never be used in shared food. Watch to make sure
that the children don’t put tasting utensils back into shared food and remind the children that this is
for their health and safety.
• Clean up your mess. Everyone will clean up his or her own mess. Remind the children that this is
practicing responsibility.
` BRIGHT IDEA: Ask the children to come up with more rules that they think are good for this class.
Add them to this list if they make sense.

Team Nutrition Cooks! Applesauce Activity Guide
PAGE 4

Handwashing (5 minutes)
OBJECTIVE: At the end of this activity, the children will
be able to wash their hands correctly.
DO AHEAD: Make sure hand soap and paper
+
towels are available. Locate the closest handwashing
sink, if not in the room, for the children to use.

Explain that everyone must wash their hands before any
cooking or tasting begins. Washing hands helps keep
food safe and prevents the spread of germs.
Remind the children to keep their clean hands away
from their mouth, nose, face, or other places on their
bodies.
1. Discuss necessary times to wash hands including:
• Before, during, and after preparing food
• Before eating food
• After using the bathroom
• After blowing your nose, coughing, or sneezing
• After touching garbage or other unclean surfaces
such as the floor
Team Nutrition Cooks! Applesauce Activity Guide
PAGE 5

2. Show the handwashing video at http://www.fns.
usda.gov/tn/team-nutrition-cooks.
Follow the steps listed below:
• Take off all jewelry on your arms and hands.
• Wet your hands with clean, running tap water.
• Apply soap.
• Scrub your hands for at least 20 seconds. Be
sure to lather the backs of your hands, your palms,
between your fingers, and under your fingernails.
• Rinse your hands well under clean, running tap
water.
• Dry your hands using a clean towel or air-dry them.
• Turn off the faucet with a paper towel, not bare
hands.
• Use a paper towel to open doors, if needed, to get
back to the cooking area.
3. Before the tasting or cooking activity, wash your
hands. Have the children and other helpers wash their
hands too.

All About Apples (5 minutes)
OBJECTIVE: At the end of this section, the children
will be able to describe where apples come from,
name 3 different types of apples, and list 3 different
ways to eat them.
To start the discussion, ask some questions:
• Do you eat apples at home?
• What do you like to eat with apples?
• Do you cook with apples?
• How are apples grown?
Use the discussion questions below
to help the children learn more
about apples.
How are apples used? What
are some ways to eat apples?
• Apples are used in many
ways. They are processed
to make applesauce, apple
juice, apple cider, dried
apples, apple butter, apple
jelly, vinegar, baby food,
frozen apples, and canned
apples.
• Apples can be eaten as a
snack, dessert, side dish, or
topping. They are naturally sweet
and make a great “to go” snack.
• Some popular ways to eat apples are in
slices, with peanut butter, in a fruit kabob,
in a salad, baked, with raisins, or just
whole.
• Applesauce can be eaten on top of potato
pancakes, also known as latkes, mixed into low-fat
plain yogurt, or paired with pork. Applesauce can be
eaten alone, as a snack, or for dessert.
Where and how are apples grown?
Apples are grown in every continental State of the United
States as well as in many countries around the world.
States that produce the most apples are Washington,
New York, Michigan, Pennsylvania, California, and
Virginia. Apples grow on trees, on farms called orchards,
and must be hand picked because they bruise easily.
Apple pickers use ladders to reach the apples at the top
of the tree.
In the United States, apples are in season from the end
of summer until early winter. Apples taste their best and
are the least expensive when they are in season, but
can be found at grocery stores all year long.

INSTRUCTOR TIP

Have a variety of apples for the children to
examine. Explain that there will be a taste test with
these apples in a few minutes.
What are some tips for buying apples?
You can buy apples at farmers’ markets and grocery
stores. When shopping for apples, select the best and
ripest ones:
• Pick firm, shiny, smooth-skinned apples with no
bruising.
• Make sure your apple isn’t mushy. Give it a little
squeeze, but don’t squeeze too hard or it will
bruise!
• Make sure the scent is fresh, not
vinegary.
• Refrigerate whole apples and use
them within 3 weeks.
In grocery stores, you can also buy
packaged applesauce, some of
which has added sugars. Added
sugars are sweeteners and
syrups that are added to foods
or beverages when they are
processed or prepared. This does
not include the sugars that are
naturally in fruit. Eating too many
added sugars can contribute to
tooth decay and make it hard to
keep a healthy weight. Choose
applesauce that do not have added
sugars.
Recommended kinds of apples
for Taste Test (page 8) include:
• Granny Smith—tart and firm, used for snacking and
sauces. Bright green.
• McIntosh—juicy, and tangy, great in applesauce.
Usually deep red in color. Discovered by John
McIntosh in 1811.

• Golden Delicious—sweet, most often used in baking
and salads. Pale yellow skin, sometimes with a red
blush.
• Gala—sweet, crispy, and juicy, used for snacking and
salads. Color ranges from cream to red and yellow
striped. Originated in New Zealand, but now also
grown in the United States.
• Fuji—sweet, crisp and firm, striped with yellow and
red. Developed in Japan and named after Mt. Fuji.

Team Nutrition Cooks! Applesauce Activity Guide
PAGE 6

Nutritious and Delicious MyPlate (5 minutes)
OBJECTIVE: At the end of this section, the children will be able to describe how apples fit into a healthy diet.
BRIGHT IDEA: Display the MyPlate icon in a place where everyone can see it.
OPTIONAL ACTIVITY: Decide if you want to do the Making a MyPlate Meal with Applesauce activity found
on page 13 of the Family Handout. If so, have copies of the Family Handout and pencils for each child.

Fruits are part of a healthy diet

Key Nutrition Messages:
The MyPlate icon reminds you to eat foods
from all five food groups. MyPlate's five food
groups are:
• Fruits
• Vegetables
• Grains
• Protein Foods
• Dairy
The MyPlate icon is also a reminder to make
half your plates fruits and vegetables. Eating
this way will help you get the nutrients you
need to feel and look your best. One way to
help you eat enough fruits and vegetables
each day is to choose fruits and vegetables
at each meal and as snacks.
Apples are fruits
Apples are part of the Fruit Group, which is
in the upper left, red section of the MyPlate
icon. All fruit, including fresh, canned, frozen,
dried, whole, cut-up, or pureed and 100%
fruit juice counts as part of the Fruit Group.
In general, 1 cup of fruit or 100% fruit juice,
or ½ cup of dried fruit, is considered 1 cup from the Fruit Group.
Apples provide fiber, vitamin A, and potassium
Fiber helps keep food moving through the digestive tract and can help you feel full. Juicing and peeling apples
removes much of their fiber, so apple juice and applesauce made with peeled apples contain less fiber than a
whole apple. Vitamin A helps protects your eyes and skin and helps you see at night. It also helps your body
fight off infections so you stay feeling your best. Potassium helps your body keep a healthy heartbeat. It’s
important to eat many different types of fruits. Different fruits often include different combinations of nutrients.
By eating many different fruits and a variety of foods from all five food groups, you can make sure you are getting
many of the nutrients you need to stay healthy.

INSTRUCTOR TIP

Remind the children that it's okay if the fruits you eat are mixed with other foods, such as low-fat yogurt or a
strawberry smoothie, or if you eat them in a bowl instead of on a plate. They still count as part of your MyPlate
meal. The exact amount of fruit you need to eat each day depends on your age, how active you are, and
whether you are a girl or a boy.
The children can use MyPlate’s Supertracker Web site to see how much of each food group they need to eat
each day: https://www.supertracker.usda.gov/.
Team Nutrition Cooks! Applesauce Activity Guide
PAGE 7

Taste Test (10 minutes)
OBJECTIVE: At the end of this activity, the children
will be able to describe the tastes of different kinds
of apples.
Taste testing is a fun way to try new foods. In this taste
test, the children will sample different kinds of apples
to find the ones they like best. The taste test can help
children decide which apples or spices to use in their
applesauce.
AHEAD: Prepare for the Taste Test (About
+D10Ominutes
of preparation)
• Pick a table or desks separate from the cooking area
to hold taste-test supplies.
• Wash tables with hot soapy water.
• Wash your hands before preparing the apple slices.
• Rinse apples under clean, running tap water and
rub gently with a vegetable brush to remove dirt and
germs. Dry with a clean paper towel.
• Cut apples into small slices. Do not cut the apples
more than a few minutes before the activity or they
will brown and the children may not want to eat them.
• Put each kind of apple on a serving plate for sampling
and label each serving plate with the type of apple.
BRIGHT IDEA: If apples have to be sliced in
advance, spray or coat apples with lemon, orange, or
pineapple juice to prevent browning. This may mask
some of the flavor of the apple though. If the apples do
brown, remind the children that they are still okay to
eat and that the color naturally changes when oxygen
touches the inside of the apple.
INGREDIENTS

(This is for a group of 6 — 5 children and 1 instructor)
❏ 4 to 5 apples of different types
❏ lemon juice (optional)

SUPPLIES
❏ 6 plates or bowls for eating
❏ 4 to 5 serving plates (1 for each variety of apple)
❏ 6 napkins
❏ 6 forks
❏ 1 set of tongs or 1 serving fork
❏ knife and cutting board for cutting apples (for
instructor)
❏ labels for apples (1 for each plate of apples)
❏ pen or marker

INSTRUCTOR TIP

Do not force anyone to taste something. Encourage
them, but let them make their own decision. When
a child sees other children enjoying the taste test,
he or she will likely join in.
INSTRUCTIONS
1. Have everyone wash their hands.
2. Seat the children around desks or tables so that they
can all see each other, and put the apple slices within
easy reach.
3. Give each child a fork and a plate, and put a piece of
each kind of apple on it using a serving fork or tongs.
Depending on the number and age of the children,
you may want to have the children try one type of
apple together before another type of apple is put on
their plates.
4. Have the children look at and taste each apple
sample. Remind the children that these are all apples
but different types. Each type has a different name
and may taste different too. Everyone should try
the same kind of apple at the same time to make
discussion and tracking of each type easier. Repeat
until everyone has tried every variety.
5. Discuss and compare the different colors,
tastes, textures, smells, and uses of each apple.
Discussion questions are included on page 9.
Survey the children to find out which apple they
liked the best and record the results on a white
board or poster paper.
6. Have the children help clean up leftovers and trash.
➤ SAFETY TIP: Make sure the children wash their
hands again after eating and before cooking.

Team Nutrition Cooks! Applesauce Activity Guide
PAGE 8

Taste Test Discussion Questions:

Discuss the different tastes of each apple:
• Which apple did you like the most? Why?
• What did the apples taste like? Did some of the apples
taste sour? Did some of the apples taste sweet?

• Have you ever eaten any of these apple types
before?
• What kind of apples do you want to use to make
applesauce?

How To Read a Recipe (5 minutes)
OBJECTIVE: At the end of this section, the children will be able to read and describe the steps in a
recipe.
AHEAD: Provide each child with a copy of the Applesauce Family Handout and ask the children
+DtoOturn
to the recipe on page 2. Copies of the Family Handout can be downloaded and ordered from
http://www.fns.usda.gov/tn/team-nutrition.

Explain how to read a recipe:
• A recipe lays out directions for cooking. It's important
to read through the entire recipe.
Read the whole recipe first:
Read through the entire recipe from start to finish so that
you can make sure you have everything you will need. The
recipe will tell you:
• How much time it will take you to
make the dish
• How many servings it will make
• The size of each serving
• Which ingredients (food) you need and in what
amounts
Plan Ahead:
Explain that "Total Time" is the total amount of time the
recipe takes to make from start to finish. “Hands-on Time”
is the amount of time spent on preparing the food, such
as rinsing, dicing, peeling, etc. For example, if something
is baking in the oven for 30 minutes, that’s part of the total
time, but not the hands-on time, since you’re just waiting
for the oven to do the work. This time is perfect for doing
something else in the kitchen, like cleaning up!
After looking at the “Total Time,” decide when you want
to eat or serve the dish. For example, if a recipe takes 30
minutes to prepare and you want to eat at 5:00 p.m, you
need to start cooking at 4:30 p.m. If it is your first time cooking something, you may want to add a bit
more time to the total time listed.
Read through the recipe together and answer any questions the children may have about the directions,
ingredients, or kitchen tools.

Team Nutrition Cooks! Applesauce Activity Guide
PAGE 9

Applesauce Recipe and
Instructor Notes
Total Time: 55 minutes
Hands-on Time: 20 minutes
Yield: 6 servings
Serving Size: ¾ cup
INGREDIENTS
❏ 6 apples, any variety, rinsed
❏ ½ cup water
❏ optional: dried spices such as nutmeg, cinnamon,
cloves, and ginger

INSTRUCTOR TIP

2. Use the apple slicer to remove the core and slice the
apples. If you don’t have an apple slicer, have an
adult use a chef’s knife to cut the apple into quarters
and remove the core and seeds of the apple. Then
the children can use the butter knife to cut the apple
into smaller slices.
3. The children can dice the apple slices.
4. The children can put the apples and water in the pot,
cover and put on the stove. Have an adult turn the
heat to medium-low and cook until the apples are
tender, about 25 minutes. Set the apples aside to
cool, about 10 minutes. Ask children to stir to help
spread the heat and help the applesauce cool faster.
5. Have the children mash the apples.
6. Put applesauce in serving bowls.
7. Serve right away using serving spoons. Pass
around the dried spices for the group to add to their
applesauce as they’d like. If you are not serving the
applesauce right away, put it in lidded containers and
refrigerate. The applesauce will keep, covered and
refrigerated, up to 4 days.
Applesauce: Servings per recipe: 6

Nutrients per serving: Calories 62; Total Fat: 0 g; Saturated
Fat: 0 g; Sodium: 4 mg; Potassium: 102 mg; Total Carbohydrate:
16 g; Dietary Fiber: 3 g; Protein: 0 g; Vitamin A: 51 IU (3 RAE);
Vitamin C: 0 mg; Vitamin D: 0 mg; Calcium: 8 mg; Iron: 0 mg.
Crediting Information for the Child and Adult Care Food
Program (CACFP): One portion of applesauce provides
¾ cup of fruit.
Team Nutrition Cooks! Applesauce Activity Guide
PAGE 10

INGREDIENTS AND SUPPLIES CHECKLISTS
Use these checklists to make sure you have all of the ingredients supplies for the activities in this session.
INGREDIENTS
For Taste Test and Cooking and Eating
Activities (for a group of 6)
❏ 16 apples:
❏ 4 to 5 apples for taste test activity: 1 of each
different variety of apple. Some suggestions
include: Granny Smith, Mcintosh, Golden
Delicious, Gala, and Fuji.
❏ 6 apples for Cooking and Eating Activity
❏ 6 apples for pre-made applesauce
(optional; see “DO AHEAD” on page 12 for
more details)
❏ water
❏ dried spices, such as ground cinnamon,
nutmeg, cloves, and ginger (optional; see
“Spice Up Your Applesauce” on page 19)
SUPPLIES
For Taste Test Activity
❏ 2 vegetable scrub brushes
❏ chef’s knife or apple slicer (for instructor
preparation)
❏ 1 cutting board (for instructor preparation)
❏ 1 set of tongs or 1 serving fork
❏ 4 to 5 serving plates
❏ 6 small plates
❏ napkins
❏ labels
❏ pen or marker

For Cooking, Eating, and Cleanup
For Cooking
The number of kitchen tools listed in the Cooking
section is based on a group of six. This includes
one adult instructor to demonstrate the skills
and everyone in the group getting a chance to
practice most of these skills. These numbers may
be different for your session, depending on how
the cooking stations are set up. See “Instructor
Tips for Teaching Cooking Skills” on page 13
for more information.
❏ 6 cutting boards
❏ 1 chef’s knife (for instructor preparation, if not
using apple slicer)
❏ 1 liquid measuring cup

Team Nutrition Cooks! Applesauce Activity Guide
PAGE 11

For Cooking, continued

❏ 1 set of pot holders
❏ 2 vegetable scrub brushes
❏ 6 apple slicers
❏ 6 butter knives
❏ 6 peelers (optional)
❏ 1 wooden spoon
❏ 1 potato masher or fork
❏ 1 medium-sized pot with lid
❏ 1 cooktop
❏ 6 lidded “to-go” containers (optional)
For Eating

❏
❏
❏
❏
❏
❏

1 to 2 serving bowls
1 to 2 serving spoons
6 individual bowls
6 sets of silverware
napkins
⅛-teaspoon measuring spoon for spices
(optional; one for each spice)

For Cleanup

❏
❏
❏
❏
❏
❏

trash bags
dish cloths and dish soap
paper towels
sponges
hand soap
broom and dustpan

For Other Activities

name tags
markers
6 pens or pencils
chalkboard/whiteboard or paper, markers, and
tape for Ground Rules list
❏ a computer with speakers, a projector, and a
screen large enough for showing skill videos,
or a DVD player and television
❏ MyPlate poster (free from
http://TeamNutrition.usda.gov)
❏ Copies of Team Nutrition Cooks! Applesauce
Family Handout (free from
http://TeamNutrition.usda.gov)
❏
❏
❏
❏

Cooking and Eating (35 minutes)
OBJECTIVE: At the end of this section, the children will have made applesauce.
➤ SAFETY TIP: Be sure the children wash their hands again before they start cooking.
The children will practice different skills as they prepare the applesauce. Each recipe provides enough servings
so that the adult instructors can eat as well. There should be one adult for every five children. Recipes are made
and eaten “family style,” so after cooking, the entire group, children and instructors, will serve themselves and eat
together at the table. If one group finishes first, they can clean up or work on optional activities.
The recipe in this activity works well with many different kinds of apples. You can use whatever kind of apples may
be on sale. Some recommended apple varieties for applesauce are Fuji, Granny Smith, Golden Delicious, McIntosh,
Honeycrisp, Winesap, and Pink Lady.
BRIGHT IDEA: The hands-on portion of cooking is the part of the activity that the children will be most excited
about, other than eating. It’s important to supervise and keep as much control as possible so that the classroom
remains safe and everyone gets a chance to participate. Again, to help ensure a successful learning experience,
we recommend you have one adult instructor for every five children.
Ingredient List Per Group (5 children, 1 adult)
❏ 6 apples
❏ ½ cup water
❏ 1 batch unmashed applesauce (optional; see below)
O AHEAD: Make sure all adult instructors are
+Dcomfortable
using all the required tools and have

practiced before the class. Watch each video, and,
if possible, practice the required skills in advance.
Applesauce takes a long time to cook and cool so you may
want to have a precooked (but unmashed) batch to mash. If
so, you will have to prepare an unmashed batch of applesauce
before this session. See Bright Ideas on page 17 for more
details.
Skills that will be covered during this activity:
❏ How To Rinse an Apple
❏ How To Peel
❏ How To Core and Slice
❏ How To Dice
❏ How To Measure Wet Ingredients
❏ How To Use a Cooktop Safely
❏ How To Simmer
❏ How To Stir
❏ How To Mash
❏ How To Cool Food Safely
❏ How To Set a Table
❏ How To Serve Family Style
How To Set a Table and How To Serve Family Style are not
shown in the video.

Team Nutrition Cooks! Applesauce Activity Guide
PAGE 12

KEY SKILLS

Cooking Skills
❏ How To Rinse an Apple (p. 14)
❏ How To Peel (p. 14)
❏ How To Core and Slice (p. 14)
❏ How To Dice (p. 15)
❏ How To Measure (p. 15)
❏ How To Use a Cooktop Safely (p. 16)
❏ How To Simmer (p. 16)
❏ How To Stir (p. 17)
❏ How To Cool Food Safely (p. 17)
❏ How To Mash (p. 17)
Serving Skills
❏ How To Set a Table (p. 18)
❏ How To Serve Family Style (p. 18)

• Designate a table or desk for each station that
won’t be used or touched before it is time to cook.
• In order to let the children practice their skills with
enough supervision, divide into groups of five
children for every one adult.
• Once divided into groups, each group will use
each skill to make their own applesauce. In
Options One and Two (below), children will
practice some, but not all skills used in the recipe.

Options One and Two should be used if groups are
large or if you’re short on time. In Option Three, all
the children will practice the same skills. You can
decide the best way to set up the cooking stations;
some recommendations are below. At each station,
have an adult show children how to use each tool
before allowing them to try.
Options for practicing cooking skills
at stations:
• Option One: All the skills are practiced at each
station, but each child contributes to only one part
of the recipe. For instance, at each station, one
child can do the measuring, another child may
dice, and another child may stir, etc.
• Option Two: Each station focuses on a single
skill: at one station, children may do all of the
measuring; at another station, children may do all
of the dicing, etc. This method works especially
well for large groups. Children will practice fewer
skills, but everyone will have a chance to do
something.
• Option Three: Each station focuses on a single
skill but children may rotate through all the
stations, trying all the skills. This is another way to
manage groups that are large.
Stations and Supplies for
Option Two and Option Three:
The number of each tool needed will depend on the
size and number of each group.

Team Nutrition Cooks! Applesauce Activity Guide
PAGE 13

The Stations:
Peeling
❏ peelers
❏ cutting boards
❏ trash or compost bin

Coring, Slicing and Dicing
❏ cutting boards
❏ butter knives
❏ apple corers

Measuring
❏ liquid measuring cups

Simmering and Cooling
❏ cooktop
❏ pot with lid
❏ wooden spoon
❏ pot holders or oven mitts

Stirring and Mashing
❏ potato mashers or forks
❏ precooked applesauce in large bowls (optional)

How To Rinse an Apple

1. Rinse apples under cold running tap water. Scrub the peel with a clean vegetable brush while rinsing the fruit.
Rub the apples gently so they don’t get bruised.
2. Make sure to rinse and scrub the whole apple.
3. Dry with a paper towel.

How To Peel

Peeling removes most of the apple’s
fiber, which is a very nutritious part of the
apple. Demonstrate and practice peeling
to help the children learn the skill, but
encourage them to leave the peels on the
apple when making the applesauce.
1. Rinse the apples before peeling them.
2. Peel the apples over a clean cutting
board, bowl, or sink. Don’t peel over
the garbage can in case the apple is
dropped!
3. Keep your hand on the handle at the
bottom of the peeler and avoid the
blade.
4. Peel away from you.
5. Peel from top to bottom, in strips,
working around the apple until the
entire peel is gone.
6. Throw away or compost the peel.
➤ SAFETY TIP: A peeler is sharp—avoid
touching the blade!
BRIGHT IDEA: If you are leaving the
apple peel on in this activity, you can
have the children take turns peeling one
apple, and leave the peels on the rest
of the apples. This way less food will be
wasted.

How To Core and Slice

Remind children that they should always use a nonslip cutting board
for safety and to avoid damaging the counter or table.
1. Stand an apple with the stem facing up on a cutting board. Put the
apple slicer on top of the apple, with the center of the apple in the
circular part of the slicer.
2. Keep your fingers wrapped around the handle, and away from the
blades on the bottom of the slicer. Push straight down, hard, with
both hands.
3. If the apple or any apple slices get stuck in the slicer, do not flip the
slicer upside down or bang it on a table. Ask an adult to use a knife
to push or cut the apple out of the slicer.
➤ SAFETY TIP: The slicer is sharp. Avoid touching the blade.
BRIGHT IDEA: If you’re using an apple slicer, have small children
stand on a stool so that they can get plenty of leverage. You can
explain that being higher up will help them push down harder. Ask
them to push hard and straight down.

INSTRUCTOR TIP

If you do not have an apple slicer, an adult instructor can use a
knife to core and slice the apple. The children can then use the
apple slices to practice dicing the apple.

Team Nutrition Cooks! Applesauce Activity Guide
PAGE 14

How To Dice

“Dicing” means cutting foods into pieces
about the size of dice. In this activity, the
children will use butter knives. Butter
knives are safe for the children to use
because they are not sharp but will still cut
through an apple.
Remind them that they should always cut
on a cutting board for safety and to avoid
damaging the counter or table.
1. Hold the knife in the hand you use to
write with, and grip it firmly around the
handle.
2. Dice one apple slice at a time by
placing the flat side on the counter. This
way the apple won’t roll when you cut it.
3. Use your other hand to steady the
apple slice, keeping your fingers curled
under, away from the knife, so only your
knuckles show. Pay attention to where
the knife is; as it moves forward, your
hand holding the apple should move
backward. The distance between the
knife and the hand holding the apple
should always stay the same.
4. Cut the apples into pieces the size of
dice.

¼ cup or ½ cup) on the cup’s side. The spout on the liquid measuring
cup helps prevent spills. The applesauce recipe uses a liquid
measurement for water.

How To Measure Liquids

It is important to measure correctly so
that the recipe will work. The measuring
tools the children will be learning about
today are liquid measuring cups.
Liquid measuring cups are usually made
of clear glass or plastic, and sometimes
have a pour spout. They are filled even
with the measurement line (such as

How To Measure the Water

1. Put the liquid measuring cup on a flat surface.
2. Fill the measuring cup until the liquid reaches the ½-cup line on the
side of the cup.
3. Lean down to get eye-level with the measurement lines. The line of
the water will have a slight curve. The bottom of the curve should
touch the measurement line.

Team Nutrition Cooks! Applesauce Activity Guide
PAGE 15

How To Use a
Cooktop Safely

This skill should be demonstrated by
an adult, with the children watching.
The adult should explain each step
to the children, emphasizing the
steps needed to stay safe when
using a stove or cooktop.
1. Have the cooktop ready and
plugged in.
2. Different cooktops have different
ways to turn on the heat. If the
cooktop uses gas, you have to
turn the knob to light the burner
before choosing the temperature.
On a gas cooktop, you will see a
flame on the burner. For electric
and induction cooktops, turn the
knob directly to the temperature
you want. You will not see a flame.
3. When cooking, make sure the pot
handle is turned inward, toward
the center of the stove. Otherwise,
you could accidentally knock the
pot off the stove, causing serious
burns.
➤ SAFETY TIP: Never walk away
from food cooking on a burner.

➤ SAFETY TIP: Use pot holders, not towels which can catch fire, when moving a hot skillet, pan, or lid.

➤ SAFETY TIP: Keep your cooking area neat. Do not keep flammable items, like dish towels, papers, or cardboard
packages, near the stove.

INSTRUCTOR TIP

Unlike gas or electric burners, induction burners only work if the pot or pan you are using contains steel
or iron, and the burner itself will not become hot, even when it’s on. However, an induction burner that has
recently been used for cooking might get and stay hot from the cooking pot or pan that has been on top of
it—so be careful! Copper, aluminum, or glass cookware that does not contain steel or iron will not work on
an induction burner.

How To Simmer

“Simmering” means cooking foods in liquid that is hot
but just below the boiling point. This is how the
applesauce is cooked.
1. Put the water and apples into the pot. It is important
to use a large enough pot to hold the food and water
without any overflowing and with enough space that
the food can move and be stirred.

2. Turn the cooktop to medium-high and watch for
bubbles breaking all over the water’s surface, which
means that the water is boiling.
3. Turn down the temperature to medium-low so that the
bubbles almost stop. Cover and cook until the apples
are tender, about 25 minutes.
4. Set aside to cool, about 10 minutes.

BRIGHT IDEA: While the applesauce is simmering, encourage children to clean up or fill out the activity sheets in
the Family Handout. Be sure an adult stays by the cooktop to keep an eye on the applesauce.
Team Nutrition Cooks! Applesauce Activity Guide
PAGE 16

How To Cool Food Safely

It is important to let the food you have just cooked cool before eating it to avoid the risk of burns.
1. Sometimes food cools enough to be eaten, but the dish, pot, or pan that the food was cooked in stays hot. Use
potholders or oven mitts when handling the pan so you don’t burn yourself.
2. An adult should remove hot food and kitchen tools from the cooktop.

How To Stir

Stirring helps the heat from the bottom and sides of the pot spread out evenly. This helps the apples cool quickly.
1. Put the wooden spoon in the pot. Move the spoon in a circle, slowly, so nothing in the pot spills.
2. Make sure the spoon goes all the way to the bottom so everything in the pot is stirred and nothing sticks to the
side of the pot.

How To Mash

Mashing applesauce helps control its texture. To leave applesauce chunky, mash it for a short amount of time with a
fork or potato masher. To make applesauce smooth, mash longer.
1. Make sure to mash all the apples equally so they all end up being the same texture.
2. Work in a circle, mashing around the edges, and then mash into the middle.
3. Stop mashing when the applesauce is the texture you want.
BRIGHT IDEA: Applesauce takes a long time to cook and cool, so you may want to have a precooked but
unmashed batch to mash. The applesauce that the children make can be sent home for their families to try. This will
save time. Instructors can monitor the simmering applesauce while the children eat.
BRIGHT IDEA: Experiment with differences in texture and temperature. Leave some of the applesauce chunky
and some of it smooth and serve the two in separate bowls. Or, serve separate bowls of warm and cold applesauce.
Let the children try the different options and discuss their preferences.

Team Nutrition Cooks! Applesauce Activity Guide
PAGE 17

How To Set a Table

Ask each child to prepare his or her own place setting. Have a sample place setting that the children can refer to as
an example.
In a standard American place setting, the napkin and fork are on the left side of the plate, with the fork lying on top
of the napkin. The knife goes next to the plate on the right side, with the blade facing the plate. The spoon is also on
the right side of the plate, on the right side of the knife. The cup goes above the knife and the spoon.

How To Serve Family Style

Food is not usually cooked in individual servings. Most dishes are made in a large batch and then divided into
portions. When a large serving dish is passed around the table from which diners can help themselves, this is called
“family style.”
• When serving family style, make sure to use a clean serving utensil.
• Remind the children that they should eat only from their own plates, never directly from the serving dish, to avoid
spreading germs. No one should touch the food with his or her fingers when serving or holding the serving dish.
• Everyone will have their own plate and eating utensil.
• Uneaten food should never be returned to the serving dish.
• Make sure that each child is offered one full serving of food, as written in the recipe. However, they do not have to
take their full portion all at once and can go back for seconds if they want.
BRIGHT IDEA: Have take-home containers available for bringing applesauce samples home. Label and date the
containers so families can identify the contents. Let the children and parents know that leftover applesauce needs
to be refrigerated. It should be used within 4 days.
Team Nutrition Cooks! Applesauce Activity Guide
PAGE 18

Spice Up Your Applesauce
Spices—such as cinnamon, nutmeg, cloves, and ginger—can give the applesauce great flavor. They pair well with
the tartness of the apples and are often used in apple recipes.
•
•
•
•

Give each child his or her own plate and spoon.
Ask the children to taste their applesauce as prepared according to the recipe.
Invite the children to add a bit of a spice (or spices) to their applesauce. It only takes a little!
Leave each spice in its original container for the children to identify and sprinkle onto their applesauce, or put the
ground spices into small bowls with ⅛-teaspoon measuring spoons.
• Have the children compare the different colors, tastes, textures, smells, and uses of each spice. Take a poll to see
which one they like best.
If possible, have an adult or older child supervise this area so children do not add too much spice.
Discussion Questions:
• Which spice(s) did you taste?
• What did they taste like?
• Which did you like best?

Cleanup (15 minutes)
OBJECTIVE: By the end of this activity, the children will be able to demonstrate how to clean dishes, kitchen tools
(not sharp items), and table surfaces.
It is important to let the children know that cleaning up is an important part of the activity. Some children may not
know the correct way to clean dishes, counters, and floors, so showing them what you expect is recommended.
Have the children use hot water to wash dishes. Show them the correct amount of soap to put on the dish cloth:
a drop or two should be enough for a few pots and pans.
Have dish soap, dish cloths, and dish towels on hand. The children can also use rubber dish gloves when
washing dishes.
• Soak dishes: If food is baked on or stuck to the dishes, soak them in warm water to loosen it.
• Wash dishes: Show the children how to scrub dishes, pots, and pans. Make sure that they wash both the inside
and outside, and top and bottom of each. Since utensils go directly into our mouths, be sure they are washed
well. It is important to wash all parts of every item, including the handles.
• Dry dishes: Show the children where they can leave dishes to dry, or how to dry them with a dish towel. Have
them check to make sure there are no remaining grease streaks or traces of food stuck on the pots and pans.
• Put away kitchen tools: Show where kitchen tools belong so that they can help put them away.
• Wash surfaces: Wash all surfaces that were used for cooking with hot, soapy water.
• Clean and dry sink: Wash out the sink with hot, soapy water and dry it with a clean dish towel.
• Sweep floor: Show how to sweep into a dustpan and throw away the waste.
➤ SAFETY TIP: When washing dishes, never swirl your hands around the bottom of the sink, especially if you can’t
see the bottom. There may be sharp tools or utensils under the water.

INSTRUCTOR TIP

Wash dish cloths in the hot cycle of the washing machine after each cooking activity. Kitchen sponges are
potential sources of bacteria and are difficult to clean. If you use sponges, replace them with new ones frequently.

Team Nutrition Cooks! Applesauce Activity Guide
PAGE 19

Wrap-Up and Summary (5 minutes)
OBJECTIVE: At the end of this section, the children will be able to list five facts or skills they learned from the
activity.
This is a great time to have a group discussion about the activities. This can be done in a few different ways:
• Ask for volunteers to name something that they learned.
• In groups, the children can create a 30-second commercial advertising homemade applesauce.
• The children can make a 30-second “fast forward” skit about everything they did during the activity, including five
facts or skills that they learned.
• Read aloud the "My Applesauce Story" on page 21 and have children follow along on page 11 of their Family
Handout. Ask them to write their answers as you go along. At the end, have a child share their applesauce story
with the group. An answer key is provided for instructors on page 22 of this guide.
• Have the children complete the Kitchen Tools activity sheet on page 12 of the Family Handout to test their
knowledge. An answer key is provided for you on page 24 of this guide.

Additional Wrap-Up Items:
• Review the Family Handout that the children will bring home to their families.
• Review and answer any questions about the day.
• Thank the children for being such good cooks today and have them give themselves a round of applause.

Team Nutrition Cooks! Applesauce Activity Guide
PAGE 20

My Applesauce Story
Fill in the blanks and bring this home to share with your family.

Today, we made ( _________________ ). Its main ingredient is ( _________________ ), which belongs in
MyPlate’s ( _________________ ) group. Instead of adding sugar to flavor my applesauce, I used
( _________________ ). Cutting back on added sugar helps us eat smart to play hard! We tasted different
types of apples today, too. My favorite was ( _________________ ). In my applesauce, I used
( _________________ ) apples.
The applesauce we made needs to be kept in the refrigerator and eaten within (_________) days. We made
the applesauce on ( _________________ ), so we will need to eat it by ( _________________ ). Some ways
to enjoy applesauce include eating it with ( _________________ ).
While making the applesauce, we also learned how to measure. We used a ( _________________ )
measuring cup to measure the ( _________________ ) for the applesauce.
Today, we also learned how to read a recipe. It’s important to read the recipe all the way through first so that
you know what ( _________________ ) and kitchen ( _________________ ) you will need, what the steps are,
and how much time it will take.
When we made the applesauce, we learned to use new tools. Some of these tools were a ( ______________),
which is used for peeling. We used a ( _________________ ), which is used to remove the apple’s core and
seeds and cut the apple into slices.
We cooked the apples by ( ___________________ ) them. After the
apples were cooked, we used a ( ___________________ ), which is
used to make the applesauce smooth.
At the end, we had a chance to taste our creation. It was delicious!
Word Bank: Fruit, slicer, ingredients, tools, applesauce, four, peeler, masher, simmering, potato pancakes, oatmeal,
pork, water, apples, yogurt, liquid
Team Nutrition Cooks! Applesauce Activity Guide
PAGE 21

My Applesauce Story
Read this story out loud, and ask the children to fill in the blanks on the sheet in their Family Handout.
You can then share the answers from the answer key below with them.
Today, we made ( applesauce ). The main ingredient is ( apples ), which belong in MyPlate’s ( Fruit )

group. Instead of adding sugar to flavor my applesauce, I used ( depended on child’s experience, some
include: cinnamon / nutmeg / cloves / ginger ). Cutting back on added sugar helps us eat smart to play
hard! We tasted different types of apples today, too. My favorite was ( dependent on child’s opinion ). In my
applesauce, I used ( dependent on child’s experience ) apples.
The applesauce we made needs to be kept in the refrigerator and eaten within ( four ) days. We made the
applesauce on ( date of activity ) so we will need to eat it by ( 4 days after date of activity ). Some ways
to enjoy applesauce include eating it with ( many options, some include: yogurt, oatmeal, potato
pancakes, pork ).
While making the applesauce, we also learned how to measure. We used a ( liquid ) measuring cup to
measure the ( water ) for the applesauce.
Today, we also learned how to read a recipe. It’s important to read the recipe all the way through first so that
you know, what ( ingredients ) and kitchen ( tools ) you will need, what the steps are, and how much time it
will take.
When we made the applesauce, we learned to use new tools. Some of these tools were a ( peeler ), which is
used for peeling. We used a ( slicer ), which is used to remove the apple’s core and seeds and cut the apple
into slices.
We cooked the apples by ( simmering ) them. After the apples were cooked, we used a ( masher ), which is
used to make the applesauce smooth.
At the end, we had a chance to taste our creation. It was delicious!

Word Bank: Fruit, slicer, ingredients, tools, applesauce, four, peeler, masher, simmering, potato pancakes, oatmeal,
pork, water, apples, yogurt, liquid
Team Nutrition Cooks! Applesauce Activity Guide
PAGE 22

Kitchen Tools

These are the tools we need to make
applesauce. Can you name them all?

optional

WORD BANK: medium-sized pot, lidded container, apple slicer, liquid measuring cup,
potato masher, peeler, wooden spoon, cutting board, measuring spoons

Team Nutrition Cooks! Applesauce Activity Guide
PAGE 23

Kitchen Tools

These are the tools we need to make
applesauce. Can you name them all?

liquid measuring cup
peeler

apple slicer

cutting board

lidded container
medium-sized pot

potato masher
wooden spoon
measuring spoons
optional

WORD BANK: medium-sized pot, lidded container, apple slicer, liquid measuring cup,
potato masher, peeler, wooden spoon, cutting board, measuring spoons
Team Nutrition Cooks! Applesauce Activity Guide
PAGE 24

Discover other nutrition education materials developed under the
U.S. Department of Agriculture's Team Nutrition initiative at
http://teamnutrition.usda.gov.

United States Department of Agriculture – Food and Nutrition Service – April 2016 • FNS-511
USDA is an equal opportunity provider and employer.

Team Nutrition Cooks!

Scrambled Eggs
With Spinach

ACTIVITY
GUIDE

Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide
PAGE 1

Scrambled Eggs With Spinach
Activity Guide
Why Teaching Children To Cook Matters

Preparation
• Before starting, be sure to review all policies
related to your program or facility regarding food
preparation. Check with your local health department
about food safety requirements specific to your area.
• Read this activity guide before you start. Pay
special attention to notes marked “Do Ahead,”
“Safety Tip,” “Bright Idea,” or "Instructor Tip.”
• Review the Ingredient and Supplies lists on
page 11. Make sure you have all the ingredients,
materials, and handouts needed.
• Practice preparing the recipe. Use all of the
cooking tools in the room and area where the session
will take place.
• Plan for the time you have. If your group has extra
time, do the worksheets in the Family Handout as
part of the session (see pages 11-13 of the Family
Handout). If not, offer these as take-home activities.
This activity guide includes discussion questions that
you may use at the beginning of the activity or during
waiting times, such as while waiting for something to
cook. If you are short on time, you may have to cut
some sections short, or skip a section entirely.
Activities
1. Introductions, Goals, and Ground Rules
(5 minutes)
2. Handwashing (5 minutes)
3. All About Eggs and Spinach (10 minutes)
4. Nutritious and Delicious MyPlate (5 minutes)
5. How To Read a Recipe (5 minutes)
6. Cooking and Eating (35 minutes)
7. Cleanup (15 minutes)
8. Wrap-Up and Summary (5 minutes)
Supervision and Room Management
The Scrambled Eggs With Spinach recipe makes one
serving, with ingredient and kitchen tools lists provided
for a group of five children and one adult. This ratio of
one adult for each group of five children will help you
manage preparation, instruction, and behavior and
avoid long waiting times and overcrowding of cooking
stations. Each child will help prepare the recipe and be
able to eat a full serving.

Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide
PAGE 1

❏ Copies of the Scrambled Eggs With Spinach Family
Handout, which you can order or download at:
http://www.fns.usda.gov/tn/team-nutrition-cooks
❏ Ingredients and supplies listed on page 11
❏ Access to a handwashing sink and hand soap
❏ Access to a food-preparation sink. Having a
food-preparation sink that is separate from the
handwashing sink is ideal. If this is not possible,
be sure to clean out the sink with hot soapy water
before rinsing the spinach.
❏ MyPlate poster
(free from http://TeamNutrition.usda.gov)

INSTRUCTOR TIP

❏ A computer with speakers, a projector, and a screen
large enough for showing skill videos, or a DVD
player and television
❏ A chalkboard/whiteboard or large paper and markers
❏ Pens and pencils for each child
❏ Name tags and markers

Food Safety

Specific food safety tips are included as part of each activity, including handwashing guides, correct
temperatures at which to cook and store foods, and food allergy information.
No one who feels sick should handle food. If an adult or child has been sick with symptoms of vomiting or
diarrhea, he or she should not participate until symptom-free for at least 24 hours.
If an adult instructor’s hands have a cut or wound, the cut should be bandaged and clean disposable gloves
should be worn. If a child’s hand has a cut or wound, the child should be given jobs that do not involve direct
contact with food.
What do you need to know about handling vegetables safely?
• Keep vegetables separate from raw eggs, meat, poultry, and seafood while shopping, preparing, and
storing it.
• Rinse raw vegetables well under running tap water before eating or cooking with them. Rinse vegetables
even if you plan to peel them before using them in the recipe. Do not use soap or detergent to clean fresh
vegetables.
• Rub firm-skinned vegetables under running tap water or scrub the peel with a clean vegetable brush while
rinsing with running tap water. If using pre-cut vegetables labeled “ready-to-eat” or “washed,” you do not
need to rinse them again.
• Refrigerate cut vegetables and bagged salad greens, including bagged spinach. Never let cut vegetables
sit at room temperature more than 2 hours before refrigerating. Use an appliance thermometer to be sure
the temperature in your refrigerator is consistently at 40°F or below.
What do you need to know about handling raw eggs safely?
Raw eggs must be handled carefully to avoid the possibility of foodborne illness, often called
“food poisoning.” Even eggs with clean, uncracked shells may occasionally contain bacteria called
Salmonella that can cause diarrhea, fever, stomach cramps, and vomiting. Salmonella is killed by the
heat of cooking. Follow the safe food handling steps on page 3 to help prevent foodborne illness.

Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide
PAGE 2

Safe Food Handling

Buying:
• Only buy refrigerated eggs with clean, unbroken
shells.
• Open the carton and check to see that the
eggs are clean and the shells are not cracked.
Bacteria can enter the egg through cracks in the
shell.
Storing:
• Store raw eggs in their original carton and on an
inside shelf of a refrigerator.
• Throw away eggs left at room temperature after
2 hours, or 1 hour in warm weather.
• Use a thermometer to make sure that the
refrigerator temperature is consistently 40°F or
below.

Food Allergies
Each year, millions of Americans have allergic
reactions to food. Although most food allergies cause
relatively mild symptoms, some can cause severe
reactions and be life-threatening. There is no cure for
food allergies. Strict avoidance of food allergens and
early recognition and management of allergic reactions
are important measures to prevent serious health
consequences.
Review your program’s food allergy policy and
inform parents of your intent to have children
participate in this food preparation activity. Ask
parents of the children in your care about any food
allergies.
The eight foods that most commonly trigger an
allergic reaction are:
1. Fish
2. Shellfish
3. Eggs
4. Milk
5. Wheat
6. Peanuts
7. Tree nuts (e.g., walnut, almond, hazelnut, cashew,
pistachio, and Brazil nuts)
8. Soybeans
Symptoms of food allergies typically appear from within
a few minutes to a few hours after a person has eaten
the food to which he or she is allergic.

Handling and cooking eggs:
• Do not eat raw eggs. Foods containing eggs
should be thoroughly cooked before eating.
• Do not rinse USDA-graded eggs. They are
ready-to-use and prerinsed. Rinsing eggs may
increase the risk of contamination, as water can
enter the egg through the pores in the shell.
• Clean all kitchen counters, utensils, kitchen
tools, and surfaces that raw egg touches with
hot, soapy water.
• Wash your hands with warm soapy water after
touching raw eggs or items that contain raw
eggs.
• Eat eggs within 3 to 5 weeks of purchasing.
Check the date stamped on the carton for help.
• Serve egg dishes immediately after cooking.
Do not leave eggs or egg-rich foods at room
temperature for more than two hours total.
Allergy notes for this session:
This recipe contains eggs.
If using vegetable oil, make sure that the source
is specified and that there is no peanut allergy
warning on the label. Find out if any of the children
participating in the activity have a peanut allergy.
If including toast, this recipe will include wheat.

Allergic reactions can include:
• Hives
• Flushed skin or rash
• Tingling or itchy sensation in the mouth
• Swelling of the face, tongue, or lips
• Vomiting and/or diarrhea
• Abdominal cramps
• Coughing or wheezing
• Dizziness and/or light-headedness
• Swelling of the throat and vocal cords
• Difficulty breathing
• Loss of consciousness
Prompt emergency treatment is critical for someone
having a severe allergic reaction, called anaphylaxis.
For additional food allergy management and prevention
information, refer to the Centers for Disease Control
and Prevention’s Voluntary Guidelines for Managing
Food Allergies in Schools and Early Care and Education
Programs at: http://www.cdc.gov/healthyyouth/
foodallergies/pdf/13_243135_A_Food_Allergy_
Web_508.pdf.

Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide
PAGE 3

Introductions,
Goal, and Ground
Rules (5 minutes)
OBJECTIVE: At the end of this
activity, the children will be able
to state the goal and ground
rules.

Introductions

It is important to introduce
yourself, the children, the
activity, and the day’s plan
so that everyone feels
comfortable and ready for the
day’s activities.
❏ Ask children to make name
tags. This will help everyone
remember each other’s
names. Make a name tag
for yourself and the other
instructors too.
❏ Then, have the children sit
facing one another in a circle
or square, so that everyone
can see each other. If the
space does not allow for this, have them face each other as much as possible.
❏ Start by introducing yourself: who you are, where you are from, and include a fun food fact about yourself, such
as your favorite food (or use the questions below). Then, have the children introduce themselves, adding a fun
food fact or an answer to one of the questions below.

• What do you like to eat for breakfast?
• What do you like to eat for a snack?

Once everyone has been introduced and is wearing a name tag, describe the plan for the day.
COOKING SKILLS
The goal of this session is for the children to become
familiar with the skills necessary for following and
making a simple recipe, in this case, scrambled eggs
with spinach. The activities in this session help children
develop the following skills:
• How To Chop Spinach
• How To Crack an Egg
• How To Measure Wet and Dry Ingredients
• How To Whisk
• How To Use a Stovetop Safely

•
•
•
•

How To Scramble
How To Cool Food Safely
How To Season
How To Set a Table

Ask the children if they are familiar with any of these
skills. Ask questions such as, “Have you ever cracked
an egg? Have you ever cooked anything on a stovetop?
Have you ever used a whisk?” This will give you an idea
of the skill level of the group and if there are areas of the
activity you can move through more quickly.

Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide
PAGE 4

• Clear the decks. Keep books,
backpacks, electronics, and coats off
the tables or counters where food is
prepared or served. Be sure bags are
not in the aisle or in a place where
people will trip over them. Remind the
children that this is for their safety and
to keep germs out of the food.
• Wear sneakers. Wear closed-toed
shoes, such as sneakers. Remind the
children that this is for their safety.

• Tie back long hair. Pull long hair into
a ponytail or bun to prevent accidents
and to minimize hair getting into food.
Remind the children that this is for their
safety and to keep germs out of food.

• Scrub in and out. Wash your hands
with warm water and soap for at least
20 seconds before and after handling
food and after using the bathroom. Need a timer? Hum the “Happy Birthday” song from beginning to
end twice.

• Clean up your mess. Everyone will clean up his or her own mess. Remind the children that this is
practicing responsibility.
BRIGHT IDEA: Ask the children to come up with more rules that they think are good for this class.
Add them to this list if they make sense.

Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide
PAGE 5

handwashing sink, if not in the room, for the children to use.
Explain that everyone must wash their hands before any
cooking or tasting begins. Washing hands helps keep
food safe and prevents the spread of germs.
Remind the children to keep their clean hands away
from their mouth, nose, face, or other places on their
bodies.
1. Discuss necessary times to wash hands including:
• Before, during, and after preparing food
• Before eating food
• After using the bathroom
• After blowing your nose, coughing, or sneezing
• After touching garbage or other unclean surfaces
such as the floor.

2. Show the handwashing video at http://www.fns.
usda.gov/tn/team-nutrition-cooks. Follow the steps
listed below:
• Take off all jewelry on your arms and hands.
• Wet your hands with clean, running tap water.
• Apply soap.
• Scrub your hands for at least 20 seconds. Be
sure to lather the backs of your hands, your palms,
between your fingers, and under your fingernails.
• Rinse your hands well under clean, running tap
water.
• Dry your hands using a clean towel or air-dry them.
• Turn off the faucet with a paper towel, not bare
hands.
• Use a paper towel to open doors, if needed, to get
back to the cooking area.
3. Before the tasting or cooking activity, wash your
hands. Have the children and other helpers wash their
hands too.

Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide
PAGE 6

All About Eggs and Spinach (10 minutes)
OBJECTIVE: At the end of this section, the children will be able to describe where eggs and vegetables come from,
ways they are eaten together, and name 3 facts about eggs and spinach.
To start the discussion, ask:
• Where do eggs come from?
• Does your family make eggs at home? How do you
prepare them?
• What do you eat with your eggs?
• What are some things we need to do to cook safely
with eggs?
• Where do vegetables come from?
• What vegetables go well with eggs?
• What vegetable are we using in our scrambled eggs
today?
Use the discussion questions below to help the children
learn more about eggs and vegetables.
Where do eggs come from?
Eggs come from birds, and in United States, most of
the eggs we eat are laid by hens, which are female
chickens. Eggs are gathered, rinsed, sorted by size and
quality, and then packed into cartons and refrigerated.
Other kinds of eggs eaten include those from quails,
ducks, geese, ostrich, and emu.
What are some of the ways that people eat eggs?
Eggs can be prepared many different ways. In a
scrambled egg dish, eggs are cracked into a bowl and
can be mixed together with seasonings. They are then
cooked by pushing the whisked egg mixture around a
hot skillet with a spatula until the mixture becomes firm.
Eggs can also be hard cooked by boiling the whole egg
in water until the white and the yolk become very firm
inside the egg. The eggshell is then cracked and peeled
off the cooked egg before eating.
Eggs are eaten many different ways around the world.
Because they are so tasty together, vegetables and
eggs are often combined in dishes. In France, omelets,
quiche, and crêpes are filled with a variety of different
vegetables, such as spinach, broccoli, asparagus,
potatoes, or cauliflower. In Mexico, huevos rancheros
is a popular egg dish that contains beans and other
vegetables and is served on top of tortillas. These dishes
taste different, and they all use eggs as their base and
are a great way to include vegetables in a meal.
What vegetables go well with eggs?
Vegetables that go well with eggs include spinach, kale,
asparagus, tomatoes, onions, bell peppers, broccoli,

mushrooms, scallions, zucchini, and chopped fresh
herbs, especially basil, chives, and parsley.
What vegetable is being used with eggs in this
recipe?
This recipe includes spinach, which is a dark green,
leafy vegetable. Spinach can be eaten raw or cooked by
steaming, boiling, microwaving, sautéing, or stir-frying.
Spinach can be bought fresh, canned, or frozen. When
buying fresh spinach, look for green leaves without spots
or damage. When using a fresh vegetable like spinach, we must first rinse it under cool, running tap water,
unless it comes in a bag that says it is “washed” and
“ready-to-eat.” When buying canned spinach, look for
“low sodium” or “no salt added” on the can.

Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide
PAGE 7

Nutritious and Delicious MyPlate
(5 minutes)
OBJECTIVE: At the end of this section, the children will be
able to describe how eggs and spinach fit into a healthy
diet.
BRIGHT IDEA: Display the MyPlate icon in a place
where everyone can see it.
OPTIONAL ACTIVITY: Decide if you want to do the
Making Half Your Plate Fruits and Vegetables activity
found on page 13 of the Family Handout. If so, have
copies of the Family Handout and pencils for each child.

Protein foods and vegetables are part of a
healthy diet.

Key Nutrition Messages:
The MyPlate icon reminds you to eat foods from all five
food groups. MyPlate’s five food groups are: Fruits,
Vegetables, Grains, Protein Foods, and Dairy.The
MyPlate icon is also a reminder to make half your plate
fruits and vegetables. Eating this way will help you get
the nutrients you need to feel and look your best. One
way to help you eat enough fruits and vegetables each
day is to choose fruits and vegetables at each meal and
as snacks.
Eggs are part of the Protein Foods Group, which is in
the lower right, purple section of the MyPlate icon. Eggs
can be eaten as part of a balanced meal or as a snack.
Protein foods help your body build healthy muscle, skin,
and tissue. Proteins are also one of three nutrients that
provide calories (or energy). Other foods in the Protein
Foods Group include meat, poultry, fish, beans and peas,
nuts, and seeds. Eating a variety of different types of
protein foods during the week helps you get the nutrients
you need for good health. It’s important to choose leaner
(lower fat) options more often, such as beans, peas, and
lean cuts of meat.
Many protein foods give your body B vitamins (niacin,
thiamin, riboflavin, and B6) and vitamin E, as well as the
minerals iron, zinc, and magnesium. These nutrients
help you to grow and be healthy. For example, the iron in

eggs helps your body carry oxygen in your blood. Eggs
also have vitamin D and calcium, which help build strong
bones and teeth, and vitamin A, which helps protect your
eyes and skin.
You may have heard that eggs are high in cholesterol
and that too much cholesterol in your blood increases
your risk of heart disease. It’s true that the egg yolk is a
source of dietary cholesterol, but today, scientists believe
that saturated fat and trans fat affect blood cholesterol
levels more than the cholesterol in your diet. This means
that eggs can be a part of a healthy diet, especially when
you eat many different kinds of protein foods in a week.
Spinach fits in the lower left, green section of the
MyPlate icon. This section is the Vegetables Group.
Spinach is an excellent source of vitamin A and also
has potassium and other nutrients. In addition to
protecting eyes and skin, vitamin A also helps the body
fight infections. Potassium helps muscles work properly
and also helps the body keep a normal heartbeat and
blood pressure.
It’s important to eat many of different types of vegetables.
Different vegetables often include different combinations
of nutrients. By eating many different vegetables and a
variety of foods from all five food groups, you can make
sure you are getting many of the nutrients you need to
stay healthy.

INSTRUCTOR TIP

Remind the children that it's okay if the vegetables you eat are mixed with other foods, like in scrambled eggs or
a soup. They still count as part of your MyPlate meal. The exact amount of vegetables you need to eat each day
depends on your age, how active you are, and whether you are a girl or a boy.
The children can use MyPlate’s Supertracker Web site to see how much of each food group they need to eat
each day: https://www.supertracker.usda.gov/.

Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide
PAGE 8

How To Read a Recipe (5 minutes)
OBJECTIVE: At the end of this section, the children will be able to read and describe the steps in a
recipe.
DO AHEAD: Provide each child with a copy of the Scrambled Eggs With Spinach Family Handout
+
and ask the children to turn to the recipe
on page 2. Copies of the Family
Handout can be downloaded and
ordered from http://www.fns.usda.gov/
tn/team-nutrition.

Explain how to read a recipe:
• A recipe lays out directions for
cooking. It's important to read through
the entire recipe.
Read the whole recipe first:
Read through the entire recipe from
start to finish so that you can make sure
you have everything you will need. The
recipe will tell you:
• How much time it will take you to
make the dish
• How many servings it will make
• The size of each serving
• Which ingredients (food) you need
and in what amounts
Plan Ahead:
Explain that “Total Time” is the total
amount of time the recipe takes to make
from start to finish. “Hands-on Time” is
the amount of time spent on preparing
the food, such as rinsing, dicing, peeling,
etc. For example, if something
is baking in the oven for 30 minutes,
that’s part of the total time, but not the
hands-on time, since you’re just waiting
for the oven to do the work. This time is
perfect for doing something else in the
kitchen, like cleaning up!
After looking at the “Total Time,” decide
when you want to eat or serve the dish. For example, if a recipe takes 30 minutes to prepare and you
want to eat at 5:00 p.m, you need to start cooking at 4:30 p.m. If it is your first time cooking something,
you may want to add a bit more time to the total time listed.
Read through the recipe together and answer any questions the children may have about the directions,
ingredients, or kitchen tools.

Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide
PAGE 9

Scrambled Eggs With Spinach
Recipe and Instructor Notes

For Cooking, continued
❏ 6 cutting boards

Total Time*: 10 minutes • Hands-on Time: 10 minutes
Yield: 1 serving • Serving size: 2 eggs with spinach

* INSTRUCTOR TIP

The total time for each child to make his or her
eggs is 10 minutes. However, because all of the
children are mixing, chopping, and prepping their
eggs together, but cooking one serving at a time,
the timing will be a bit different. Each serving takes
just about 3-4 minutes to cook completely. Using
two burners at once can speed up this process,
as long as the instructor is able to supervise both
children who are cooking at the same time.
INGREDIENTS
❏ 2 large eggs
❏ ½ cup chopped fresh or thawed frozen* spinach
❏ 1 slice whole-wheat bread, toasted (optional)
❏ 1 teaspoon olive, canola, or vegetable oil
❏ pinch of ground pepper or other spices (optional)
Allergy Notes:
• This recipe contains eggs.
• If using vegetable oil, make sure that the source
is specified and that there is no peanut allergy
warning on the label.
• If including toast, this recipe will include wheat.
SUPPLIES
The number of each tool needed in the cooking section
is based on six servings, with everyone in the group
getting a chance to practice most of the skills. These
numbers may be different for your session, depending
on how the cooking stations are set up. See “Instructor
Tips for Teaching Cooking Skills” on page 13 for
more information.
For Cooking
❏ 6 small bowls
❏ 6 forks or whisks
❏ 2 small skillets
❏ 2 heatproof spatulas
❏ 6 measuring spoons
❏ 6 ½ cup measuring cups
❏ 1 cooktop
❏ 2 pot holders
❏ 6 butter knives

For Eating
❏ 6 plates
❏ 6 forks
❏ napkins
INSTRUCTIONS FOR CHILDREN
1. Have them wash their hands with soap and water,
then gather all kitchen tools and ingredients and put
them on a clean counter or table.
2. Crack the eggs, one at a time, into a bowl or mug.
Crack the egg at the midpoint between the two ends of
the egg by hitting it quickly against the rim of the bowl.
3. P
our the single egg into a larger bowl. Repeat with the
second egg by first cracking it into the smaller cup or
bowl, and then pouring it into the larger bowl.
4. W
hen both of the eggs are in the larger bowl, beat or
whisk the eggs until the mixture is pale yellow.
5. P
ut the skillet on the stove and turn the heat
to medium. When the skillet is hot, add the oil. If
using a nonstick skillet, follow the manufacturer’s
instructions on preheating the skillet, as the oil may
need to be added before the skillet is heated.
6. C
arefully pour the egg mixture into the skillet.
Add the spinach.
7. The egg on the bottom, closest to the heat, will cook
first. Drag the spatula across the bottom of the skillet
to move the cooked eggs aside so that the uncooked
eggs can move closer to the heat. Keep pulling the
cooked egg aside until the whole mixture is firm and
fully cooked. If you want to add herbs to your eggs,
you can add them when the eggs are almost finished
cooking.
8. Serve right away, with whole-wheat toast if you like.
*NOTES: If using frozen spinach, make sure to thaw it
before adding it to the eggs. Follow the directions on the
package for thawing. Use your clean hands to squeeze
out the excess liquid from the thawed spinach before
adding it to the eggs so that the eggs don’t end up watery.
Scrambled Eggs with Spinach: Servings per recipe: 1
Nutrients per serving: Calories 311; Total Fat: 19 g;
Saturated Fat: 5 g; Sodium: 326 mg; Potassium: 315 mg;
Total Carbohydrate: 17 g; Dietary Fiber: 3 g; Protein: 17 g;
Vitamin A: 2079 IU (265 RAE); Vitamin C: 0 mg;
Vitamin D: 2 mcg; Calcium: 135 mg; Iron: 3 mg.

Crediting Information for Child and Adult Care Food Program
(CACFP): One portion of eggs with spinach provides 4 oz
equivalent of meat alternate and ⅛ cup vegetable. 1 slice of
bread (at least .9 oz in weight) will credit an additional 1 oz
equivalent grains.

Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide
PAGE 10

❏ 1 cooktop
❏ 2 pot holders
❏ 6 butter knives
❏ 6 cutting boards
For Eating

Refrigerated Section
❏ 1 dozen eggs (10 eggs for 5 children (2 eggs
per person))

❏ 6 plates
❏ 6 forks
❏ napkins

Grocery Section
❏ 6 slices whole-wheat bread (optional)
❏ vegetable oil
❏ Seasonings such as black pepper, red pepper
flakes, dill, basil, parsley, tarragon, chives, or
cilantro (optional; see “How To Season” on
page 19)

For Cleanup

SUPPLIES
For How To Season Activity
❏ 4 to 5 small bowls (optional; one for each spice)
❏ ⅛ teaspoons (optional; one for each spice)
For Cooking, Eating and Cleanup
For Cooking

The number of kitchen tools listed in the Cooking
section is based on a group of six, with everyone
in the group getting a chance to practice most of
the skills. These numbers may be different for your
session, depending on how the cooking stations
are set up. See “Instructor Tips for Teaching
Cooking Skills” on page 13 for more information.
❏ 6 small bowls
❏ 6 fork or whisks
❏ 2 small skillets
❏ 2 heatproof spatulas
❏ 6 measuring spoons
❏ 6 ½- cup measuring cups

❏ trash bags
❏ dish cloths and dish soap
❏ paper towels
❏ sponges
❏ hand soap
❏ broom and dustpan
❏ gloves for dishwashing (optional)
For Other Activities

name tags
markers
6 pens or pencils
chalkboard/whiteboard or paper, markers, and
tape for Ground Rules list
❏ a computer with speakers, a projector, and a
screen large enough for showing skill videos, or
a dvd player and television
❏ MyPlate poster (free from
http://TeamNutrition.usda.gov)
❏ Copies of Team Nutrition Cooks! Scrambled
Eggs with Spinach Family Handout (free from
http://TeamNutrition.usda.gov)
❏
❏
❏
❏

Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide
PAGE 11

Cooking and Eating (35 minutes)
OBJECTIVE: At the end of this section, the children will have made scrambled eggs with spinach.
➤ SAFETY TIP: Be sure the children wash their hands again before they start cooking.
Each child will make an individual serving of scrambled eggs with spinach. Adult instructors will make their own
serving after the children are done. The children who finish cooking can eat their eggs and then help with cleanup or
work on optional activities.
BRIGHT IDEA: The hands-on portion of cooking is the part of the activity that the children will be most excited
about, other than eating. It’s important to supervise and keep as much control as possible so that the classroom
remains safe and everyone gets a chance to participate. Again, to help ensure a successful learning experience, we
recommend you have one adult instructor for every five children.

DO AHEAD: Rinse the spinach before the children arrive to save time, or buy prewashed spinach. If you are
+
using bagged spinach and the package indicates that the contents are washed and ready-to-eat, you do not need to
rinse the spinach again before using. If using frozen spinach, read the package directions to see how and when to
thaw the spinach.
Ingredient List Per Person
❏ 2 large eggs
❏ ½ cup fresh or frozen spinach
❏ 1 slice whole-wheat bread (for toast; optional)
❏ 1 teaspoon vegetable oil
❏ Pinch of ground pepper or other spices
(optional; See “How to Season” on page 19)

INSTRUCTOR TIP

If you’re short on time, space or kitchen tools, skip the
chopping station and have the children tear the rinsed
spinach into small pieces.

Ingredient List Per Group (5 children,
1 instructor)
❏ 1 dozen eggs
❏ 3 cups fresh spinach (7.2 ounces)
❏ 6 slices whole-wheat bread (for toast; optional)
❏ vegetable oil
❏ Ground black pepper or other spices (optional:
See “How to Season” on page 19)
DO AHEAD: Make sure all adult instructors
+
are comfortable using all the required tools and

have practiced before the class. Watch each
video, and, if possible, practice the required skills
in advance. Videos can be viewed at http://www.
fns.usda.gov/tn/team-nutrition-cooks.
Skills that will be covered during this activity
❏ How To Chop Spinach
❏ How To Crack an Egg
❏ How To Measure Wet and Dry Ingredients
❏ How To Whisk
❏ How To Use A Cooktop Safely
❏ How To Scramble
❏ How To Cool Food Safely
❏ How To Set a Table
How To Set a Table is not shown in the video.
Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide
PAGE 12

• Options One and Two should be used if groups
are large or if you’re short on time. In Option Three,
all the children will practice the same skills.
• You can decide the best way to set up the
cooking stations; some recommendations are below.
At each station, have an adult remind children how
to use each tool before allowing them to try.

Options for practicing skills at stations:
• Option One: Each child will prepare the scrambled
eggs recipe and get to crack his or her own eggs,
whisk, chop and add in his or her own spinach, and
scramble the eggs in the skillet on the cooktop. In
this option, eggs are made in individual servings.
(Recommended)
• Option Two: All the skills are practiced at each
station, but each child contributes to only one part
of the recipe. For instance, at each station one child
may do the measuring, another may whisk, and
another may scramble, etc. In this option, eggs are
made together instead of in individual servings.
• Option Three: Each station focuses on a single
skill, but children may rotate through all the stations, trying all the skills. Groups rotate through
cooking stations, cracking their eggs and whisking
at the first table, and then continuing on to the
measuring table, and then to a scrambling
station. If you have a large group, this may lead to
a bottleneck at the scrambling station. Use this with
small groups only. In this option, eggs are made
together instead of in individual servings.
NOTE: When using Options Two or Three, you can
use the recipe provided in the Family Handout, which
makes 6 servings. This lets everyone eat a full serving
of the eggs as a snack or part of a meal. Alternatively,
an adult can make the larger batch of eggs beforehand
for the eating portion of the session.

KEY SKILLS

Cooking Skills
❏ How To Chop Spinach (p. 14)
❏ H
ow To Measure Wet and
Dry Ingredients (p. 14)
❏ How To Crack an Egg (p. 15)
❏ How To Whisk (p. 15)
❏ How To Use A Cooktop Safely (p. 16)
❏ How To Scramble (p. 17)
❏ How To Toast (optional) (p. 17)
❏ How To Cool Food Safely (p. 18)
❏ How To Season (p. 19)
Serving Skills
❏ How To Set a Table (p. 18)
Stations and Supplies for
Option Two and Option Three:
The number of each tool needed will depend on the
size and number of each group.

The Stations:
Chopping
❏ cutting board
❏ butter knives

Cracking and Whisking
❏ bowls or mugs
❏ trash
❏ forks or whisks
Measuring
❏ ½-cup dry measuring cup
❏ 1 teaspoon measuring spoon
Scrambling
❏ cooktop
❏ spatula
❏ skillet
❏ plates
❏ potholders

Toasting (optional)
❏ toaster
❏ tongs for removing toast (if necessary)
❏ plates

Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide
PAGE 13

How To Chop Spinach

If using fresh spinach, the spinach needs to be chopped before measuring. In this activity, the children will use
butter knives. Butter knives are safe for the children to use because they are not sharp but will still cut through
spinach. Remind the children that they should always cut on a cutting board for safety and to avoid damaging the
counter or table. If time, space, or kitchen tools are limited, the spinach can also be ripped.
1. Stack the spinach leaves on top of each other,
so you can cut several leaves at once. You
can also roll the stack of leaves into a log and
cut the log into shorter pieces. This method is
called chiffonade.
2. Hold the knife in the hand you use to write
with, and grip it firmly around the handle.
3. Use your other hand to steady the spinach,
keeping your fingers curled under, away from
the knife. Pay attention to where the knife is;
as it moves forward, your hand holding the
spinach should move backward. The distance
between the knife and hand holding the
spinach should always stay the same.
4. Chop the spinach into small pieces.

How To Measure

It is important to measure correctly so the recipe will work. The measuring tools the children will be learning about
today are dry measuring cups and measuring spoons.
Dry measuring cups are meant to be filled to the top and then leveled off using the straight edge of a knife or
fork. “Leveled off” means that the dry ingredients are made even with the top of the measuring cup so that the
measurement is accurate.
Measuring spoons can be used for dry or liquid measurements. Level off dry ingredients on a measuring spoon
the same way you would on a measuring cup.

How To Measure Spinach
(dry measurement)

1. Fill the ½-cup dry measuring cup with chopped
spinach. Push the spinach down to make sure there
are no air pockets.
2. Level off the spinach to make sure the measurement
is correct.

How To Measure Oil
(liquid measurement)

1. Fill the teaspoon until the liquid reaches the edges.
Pour the oil into the teaspoon while holding it over a
bowl or other container that can catch any extra liquid.
2. Pour the oil into the skillet.

Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide
PAGE 14

How To Crack an Egg

1. Make sure the eggs are not broken or cracked
2. Crack the eggs, one at a time, into a bowl or mug. It's important to crack eggs into their own bowl, separate
from other ingredients, and not directly into the pan. This is so that any shell that falls into the bowl can be
easily removed.
3. Crack the egg at the midpoint between the two ends of the egg by hitting it quickly against the rim of the bowl.
4. Try to crack the egg in one hit so that there are fewer eggshell pieces that may fall into the bowl. There should
be one big crack. If it doesn't work the first time, that's okay!
5. Hold the egg over the bowl with the cracked part facing up.
6. Put your thumbs on either side of the crack and gently pull the shell apart to allow the egg to slide into the bowl.
7. Pour the egg from its mug into the larger bowl where the other ingredients will go. You should do this after
each egg.
8. Make sure to thoroughly wash everything that the raw egg touches with hot, soapy water. Wash your hands after
touching raw eggs too.

How To Whisk

Whisking means beating or
stirring quickly to combine
ingredients.
1. When all the eggs are in the
bowl, use your wrist to move
the fork or whisk quickly in a
circular motion.
2. Stop whisking when the eggs
are blended together and the
mixture is pale yellow.

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How To Use a Cooktop Safely

This skill should be demonstrated by an adult, with the children watching. The adult should explain each step to the
children, emphasizing the steps needed to stay safe when using a stove or cooktop.
1. Have the cooktop ready and plugged in.
2. Different cooktops have different ways to turn on the heat. If the cooktop uses gas, you have to turn the knob
to light the burner before choosing the temperature. On a gas cooktop you will see a flame on the burner. For
electric and induction cooktops, turn the knob directly to the temperature you want. You will not see a flame.
3. Make sure the handle of the skillet is turned inward, toward the center of the stove. Otherwise, you could
accidentally knock the skillet off the stove, causing serious burns.
➤ SAFETY TIP: Never walk away from food cooking on a burner.

➤ SAFETY TIP: Use pot holders, not towels which can catch fire, when moving a hot skillet, pan, or lid.

➤ SAFETY TIP: Keep your cooking area neat. Do not keep flammable items, like dish towels, papers, or cardboard
packages, near the stove.

INSTRUCTOR TIP

Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide
PAGE 16

How To Scramble

1. Put the skillet on the stove and turn the heat to
medium. When the skillet is hot, add the oil. (If using a
nonstick skillet, follow the manufacturer’s instructions
on preheating. For nonstick skillets, the oil should be
added before the skillet is heated.) The oil will help the
eggs to cook and keep it from sticking to the skillet.
2. Pour the whisked eggs into the skillet. Add the
chopped spinach.
3. The eggs on the bottom, closest to the heat, will cook
first.
4. Drag the spatula across the bottom of the skillet to
move the cooked eggs aside so that the uncooked
eggs can move closer to the heat.

5. Keep pulling the cooked eggs aside until the whole
mixture is firm and fully cooked.
6. Serve right away. Eggs left in a hot skillet will continue
cooking even if the stove is turned off. Overcooked
eggs will be rubbery in texture.
BRIGHT IDEA: The skillet will not need to be washed
or prepped in between each use, but it may be helpful to
have a few skillets on hand in case egg buildup occurs
on one. This will save time instead of washing the skillet
between each use.

BRIGHT IDEA: Because the cooked eggs may cool quickly, you may want to let the children to eat their food
when it is done, instead of waiting to eat together as a group. Or, cover the cooked eggs with foil to keep them warm
until everyone has finished cooking. The children can help set the table while they wait.

How To Toast (optional)

1. Plug in the toaster.
2. Put the bread into the slot on the top of the
toaster.
3. Select how much you would like the
bread to be toasted, using the knob. Most
toasters have either numbers or markings
labeled light to dark. Light means the
bread is only a little toasted, while dark
means the bread is very toasted.
4. Push the lever down to start toasting.
5. Keep an eye (and nose) out to make sure
the toast isn’t burning.
6. When the toast is done, it will pop up.
Use non-metal tongs to remove the toast
safely.

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How To Cool Food Safely

It is important to let the food you have just cooked cool
before eating it to avoid the risk of burns.
1. Sometimes food cools enough to be eaten, but the
dish, pot, or pan that the food was cooked in stays
hot. Use potholders or oven mitts when handling the
pan so you don’t burn yourself.
2. An adult should remove hot food and kitchen tools
from the cooktop.

➤ SAFETY TIP:
Put hot kitchen tools on a trivet
or cooling rack so that they don’t
damage the counter or table.

How To Set a Table

Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide
PAGE 18

Cleanup (15 minutes)
OBJECTIVE: By the end of this activity, the children
will be able to demonstrate how to clean dishes,
kitchen tools (not sharp items), and table surfaces.

How To Season

Seasoning food means adding herbs or spices to food
to add flavor. You don’t need to add much seasoning
because eggs already have their own flavor. There are
many herbs, like basil, chives, and parsley, that can give
eggs great flavor. Normally these seasonings would be
added while the egg is cooking, rather than after.
• Set up a station or an area on the table with spices as
black pepper, cumin, and paprika, and/or fresh and
dried herbs like chopped parsley, dill, chives, basil, or
cilantro.
• Leave each seasoning in its original container for
the children to identify and sprinkle onto their eggs.
Or, you can put the seasonings into small bowls with
⅛-teaspoon measuring spoons.
• Ask the children to taste their eggs as prepared
according to the recipe.
• Invite the children to add a bit of one or two herbs or
spices to their eggs. It only takes a little!
• Have the children compare the different colors,
tastes, textures, smells, and uses of each seasoning.
Take a poll to see which seasoning they like best.
Use the discussion questions provided (below), if
needed.
• Have the children help clean up leftovers and trash.
• If possible, have another adult or older child help you
supervise this area so that children do not add too
much seasoning.
DISCUSSION QUESTIONS
• Which seasoning(s) did you taste today?
• Which herbs or spices have you tasted before?
• Which seasoning(s) did you like the best?
• Were there any tastes that you didn’t like as
much?
• Are there any other seasonings, fillings, or
toppings that taste good on eggs?

It is important to let the children know that cleaning up
is an important part of the activity. Some children may
not know the correct way to clean dishes, counters,
and floors, so showing them what you expect is
recommended. Have the children use hot water to
wash dishes. Show them the correct amount of soap
to put on the dish cloth: a drop or two should be
enough for a few pots and pans.
Have dish soap, dish cloths, and dish towels on hand.
The children can also use rubber dish gloves when
washing dishes if you like.
• Soak dishes: If food is baked on or stuck to the
dishes, soak them in warm water to loosen it.
• Wash dishes: Show the children how to scrub
dishes, pots, and pans. Make sure that they wash
both the inside and outside and top and bottom of
each. Since utensils go directly into our mouths, be
sure they are washed well. It is important to wash
all parts of every item, including the handles.
• Dry dishes: Show the children where they can
leave dishes to dry, or how to dry them with a dish
towel. Have them check to make sure there are no
remaining grease streaks or traces of food stuck on
the pots and pans.
• Put away kitchen tools: Show where kitchen tools
belong so that they can help put them away.
• Wash surfaces: Wash all surfaces that were used
for cooking with hot, soapy water.
• Clean and dry sink: Wash out the sink with hot,
soapy water and dry it with a clean dish towel.
• Sweep floor: Show how to sweep into a dustpan
and throw away the waste.
➤ SAFETY TIP: When washing dishes, never
swirl your hands around the bottom of the sink,
especially if you can’t see the bottom. There may
be sharp tools or utensils under the water.

Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide
PAGE 19

INSTRUCTOR TIP

Wash dish cloths in the hot cycle of the
washing machine after each cooking activity.
Kitchen sponges are potential sources of
bacteria and are difficult to clean. If you use
sponges, replace them with new ones frequently.

Which step of the recipe was your favorite?
What did you learn to do today that you didn’t know how to do before?
Could you teach someone in your family a skill you learned today?
Ask for volunteers to name something that they learned.
In groups, the children can create a 30-second commercial “advertising” scrambled eggs with spinach.
The children can make a 30-second “fast forward” skit about everything they did today during the activity,
including five facts or skills that they learned from it.
• Read aloud the “My Scrambled Egg Story” on page 21 and have the children follow along on page 11 of their
Family Handout. Ask them to write their answers as you go along. At the end, have a child share their Scrambled
Egg Story with the group. An answer key is provided for instructors on page 24 of this guide.
• Have the children complete the Kitchen Tools activity sheet on page 12 of the Family Handout to test their
knowledge. An answer key is provided for you on page 24 of this activity guide.

Additional Wrap-Up Items
• Review the Family Handout that the children will bring home to their families.
• Review and answer any questions about the day.
• Thank the children for being such good cooks today and have them give themselves a round of applause.
Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide
PAGE 20

My Scrambled Eggs Story
Fill in the blanks and bring this home to share with your family.
Today, we made ( _________________ ). The main ingredient is ( _________________ ), which are part of the
( _________________ ) food group of MyPlate. Foods in this group are high in ( _________________ ), which
is used by our bodies to build ( _________________ ). We also added ( _________________ ) to our eggs.
Spinach is in the ( _________________ ) food group of MyPlate. Dark-green vegetables like spinach include a lot
of nutrients needed for good health, like vitamin ( _________________ ) and ( _________________ ). We learned
that making ( _________________ ) of our plates fruits and vegetables helps us get the nutrition we need.
We also learned some things about where eggs come from. Most of the eggs that Americans eat come from
( _________________ ), but people around the world eat eggs that come from other animals too, such as
( _________________ ).
Today, we also learned how to read a recipe. It’s important to read a recipe all of the way through first so that we
know what ( _________________ ) and ( _________________ ) we will need, what all of the steps are, and how
much time it will take to make.
When we made the scrambled eggs, we learned to use some new tools. One of these tools was a
( _________________ ), which we used for mixing the eggs. We can also use a fork if we don’t have a
( _________________ ) at home. We used an ( _________________ ) to cook our eggs.
We also learned how to measure and learned about two different kinds of measuring tools. One was measuring
( _________________ ) and the other was measuring ( _________________ ). For our scrambled egg dish, we
measured spinach in a measuring ( _________________ ). To measure the oil, we used a ( _________________ ).
After the scrambled eggs were cooked, we got to eat them. We added some seasonings including
( _________________ ). We didn’t need too much though, because eggs are tasty on their own and the spinach
gave it a lot of flavor too. It was delicious!
WORD BANK: bones, muscles, skin, and tissues, teaspoon, kitchen tools, quail / ostriches / ducks / geese, protein, scrambled
eggs with spinach, cooktop, spoons, cup, potassium, Protein Foods, chickens / hens, whisk, spinach, eggs, half, A, cups, whisk,
ingredients, Vegetable
Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide
PAGE 21

My Scrambled Eggs Story

Read this story out loud and ask the children to fill in the blanks on the sheet in the Family Handout.
You can then share the answers from the answer key below with them.
Today, we made (Scrambled Eggs With Spinach). The main ingredient is (eggs), which are part of the
(Protein Foods) food group of MyPlate. Foods in this group are high in (protein), which is used by our bodies to
build (bones, muscles, skin, and tissues.) We also added (spinach) to our eggs. Spinach is in the (Vegetable) food
group of MyPlate. Dark-green vegetables like spinach include a lot of nutrients needed for good health, like vitamin
(A) and (potassium). We learned that making (half) of our plates fruits and vegetables helps us get the nutrition
we need.
We also learned some things about where eggs come from. Most of the eggs that Americans eat come from
(chickens/hens), but people around the world eat eggs that come from other animals too, such as
(quail/ostriches/ducks/geese/etc.).
Today, we also learned how to read a recipe. It’s important to read a recipe all of the way through first so that we
know what (ingredients) and (kitchen tools) we will need, what all of the steps are, and how much time it will
take to make.
When we made the scrambled eggs, we learned to use some new tools. One of these tools was a (whisk), which
we used for mixing the eggs. We can also use a fork if we don’t have a (whisk) at home. We used a (cooktop) to
cook our eggs.
We also learned how to measure and learned about two different kinds of measuring tools. One was measuring
(spoons) and the other was measuring (cups). For our scrambled egg dish, we measured spinach in a measuring
(cup). To measure the oil, we used a (teaspoon).
After the scrambled eggs were cooked, we got to eat them. We added some seasonings including (dependent on

child’s experience). We didn’t need too much though, because eggs are tasty on their own and the spinach gave
it a lot of flavor too. It was delicious!
WORD BANK: bones, muscles, skin, and tissues, teaspoon, kitchen tools, quail / ostriches / ducks / geese, protein, scrambled
eggs with spinach, cooktop, spoons, cup, potassium, Protein Foods, chickens / hens, whisk, spinach, eggs, half, A, cups, whisk,
ingredients, Vegetable
Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide
PAGE 22

Kitchen Tools

These are the tools we need to make
applesauce. Can you name them all?

WORD BANK: spatula, whisk, dry measuring cups, cutting board,
bowl, fork, measuring spoons, skillet, butter knife
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PAGE 23

Kitchen Tools

These are the tools we need to make
applesauce. Can you name them all?
skillet

butter knife
fork

spatula

bowl

measuring spoons
dry measuring cups

whisk

cutting board
WORD BANK: spatula, whisk, dry measuring cups, cutting board,
bowl, fork, measuring spoons, skillet, butter knife
Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide
PAGE 24

Discover other nutrition education materials developed under the U.S. Department
of Agriculture's Team Nutrition initiative at
http://teamnutrition.usda.gov.

United States Department of Agriculture – Food and Nutrition Service – April 2016 • FNS-519
USDA is an equal opportunity provider and employer.

Team Nutrition Cooks!

Grain Bowls

ACTIVITY
GUIDE

Grain Bowls Activity Guide
Why Teaching Children To Cook Matters

Team Nutrition Cooks! is a series of activities for
out-of-school and afterschool programs to teach children
basic cooking skills. There are many reasons to include
cooking activities in your program. Children love creating
and preparing new foods, and they will learn skills they’ll
use for life. Food preparation is also a great way to
get children interested in healthy food choices. When
children help to prepare fruits, vegetables, and whole
grains, they are more likely to try them.
Overview
You can use this Grain Bowls Activity Guide alone or
together with other Team Nutrition Cooks! activity guides
as a series. Each Team Nutrition Cooks! session is
designed for children 8 to 12 years old and takes 1 to
1½ hours to complete. Videos of key cooking skills are
provided at http://www.fns.usda.gov/tn/
team-nutrition-cooks and on the DVD that is included
with the printed activity guides. All activity guides include
handouts so that children can make the recipes at home
with their families.
Preparation
• Before starting, be sure to review all policies
related to your program or facility regarding food
preparation. Check with your local health department
about food safety requirements specific to your area.
• Read this activity guide before you start. Pay
special attention to notes marked “Do Ahead,”
“Safety Tip,” “Bright Idea,” or “Instructor Tip.”
• Review the Ingredients and Supplies list on
page 13. Make sure you have all the ingredients,
materials and handouts needed.
• Practice preparing the recipe. Use all of the
cooking tools in the room and area where the session
will take place.
• Plan for the time you have. If your group has extra
time, do the worksheets in the Family Handout as part
of the session. (See My Grain Bowl Story on page
10, Kitchen Tools on page 11, MyPlate, My Grains
on page 12.) If not, offer these as take-home activities.
This activity guide includes discussion questions that
you may use at the beginning of the activity or during
waiting times, such as while waiting for something to
cook. If you are short on time, you may have to cut
some sections short, or skip a section entirely.

Team Nutrition Cooks! Grain Bowls Activity Guide
PAGE 1

Activities
1. Introductions, Goals, and Ground Rules (5
minutes)
2. Handwashing (5 minutes)
3. All About Grains (5 minutes)
4. Nutritious and Delicious MyPlate (5 minutes)
5. Taste Test (10 minutes)
6. How To Read a Recipe (5 minutes)
7. Cooking and Eating (35 minutes)
8. Cleanup (15 minutes)
9. Wrap-Up and Summary (5 minutes)
Supervision and Room Management
The Grain Bowls recipe makes six servings. We
recommend having a group of five children and one
adult. This way, each child will prepare or have a part in
preparing the recipe, and will be given a full serving. The
ratio of one adult for each group of five children will help
you manage preparation, instruction, and behavior and
avoid long waiting times and overcrowding of cooking
stations.

Options for larger groups include:
• Repeat the Activity—Divide the children into small
groups and then repeat the activity throughout the day
or week.
• Demonstrate—Show cooking skills in front of the
group, and then have each small group practice one
skill, such as simmering or measuring.
• Use Volunteers—Teenagers, particularly those who
are in a culinary arts or service learning program,
can be a good resource to help with the activities.
They can help you get ready for the session and help
children with reading recipes, stirring, measuring, and
other cooking skills that do not involve sharp knives.
They can also assist with cleaning.
Additional Supplies Needed
In addition to this activity guide, you will need:
❏ A computer with speakers, a projector, and a screen
large enough for showing skill videos, or a DVD
player and television
❏ A chalkboard/whiteboard or large paper and markers
❏ Pens and pencils for each child

INSTRUCTOR TIP

Food Safety

using precut vegetables labeled “ready-to-eat” or
“washed,” you do not need to rinse them again.
• R
efrigerate vegetables that have been cut. Never
let cut vegetables sit at room temperature more
than 2 hours before refrigerating. Use an appliance
thermometer to be sure the temperature in your
refrigerator is consistently at 40°F or below.

Team Nutrition Cooks! Grain Bowls Activity Guide
PAGE 2

Food Allergies
Each year, millions of Americans have allergic reactions
to food. Although most food allergies cause relatively
mild symptoms, some can cause severe reactions and
be life-threatening. There is no cure for food allergies.
Strict avoidance of food allergens and early recognition
and management of allergic reactions are important
measures to prevent serious health consequences.
Review your program’s food allergy policy and
inform parents of your intent to have children
participate in this food preparation activity. Ask
parents of the children in your care about any
food allergies.
The eight foods that most commonly trigger an
allergic reaction are:
1. Fish
2. Shellfish
3. Eggs
4. Milk
5. Wheat
6. Peanuts
7. Tree nuts (e.g., walnut, almond, hazelnut, cashew,
pistachio, and Brazil nuts)
8. Soybeans
Symptoms of food allergies typically appear from within
a few minutes to a few hours after a person has eaten
the food to which he or she is allergic.
➤ SAFETY TIP: Discuss food allergies: ask if anyone
has allergies to grains or wheat. During class, make
sure to look for signs and symptoms or allergies.
Allergic reactions can include:
• Hives
• Flushed skin or rash
• Tingling or itchy sensation in the mouth
• Swelling of the face, tongue, or lips

CELIAC DISEASE
What is celiac disease?
Celiac disease is a digestive disease that damages
the small intestine and interferes with absorption of
nutrients from food. People who have celiac disease
cannot tolerate gluten, a protein found in some
grains such as wheat, rye, and barley. Although
people commonly confuse the two, celiac disease is
not the same thing as a wheat allergy.

Team Nutrition Cooks! Grain Bowls Activity Guide
PAGE 3

• Vomiting and/or diarrhea
• Abdominal cramps
• Coughing or wheezing
• Dizziness and/or light-headedness
• Swelling of the throat and vocal cords
• Difficulty breathing
• Loss of consciousness
Prompt emergency treatment is critical for someone
having a severe allergic reaction, called anaphylaxis.
For additional food allergy management and prevention
information, refer to the Centers for Disease Control
and Prevention’s Voluntary Guidelines for Managing
Food Allergies In Schools and Early Care and Education
Programs at:
http://www.cdc.gov/healthyyouth/foodallergies/
pdf/13_243135_A_Food_Allergy_Web_508.pdf.

What are the symptoms of celiac disease?
Symptoms of celiac disease vary from person to
person. Symptoms may occur in the digestive
system or in other parts of the body. Digestive
symptoms are more common in infants and young
children and may include:
• abdominal bloating and pain
• chronic diarrhea
• vomiting
• constipation

Introductions, Goal, and Ground
Rules (5 minutes)
OBJECTIVE: At the end of this activity, the children will
be able to state the goal and ground rules.

Introductions

It is important to introduce yourself, the children, the
activity, and the day’s plan so that everyone feels
comfortable and ready for the day’s activities.
❏ Ask children to make name tags. This will help
everyone remember each other’s names. Make a
name tag for yourself and the other instructors too.
❏ Next, have the children sit facing one another in a
circle or square, so that everyone can see each other.
If the space does not allow for this, have them face
each other as much as possible.
❏ Start by introducing yourself: who you are, where you
are from, and include a fun food fact about yourself,
such as your favorite food (or use the questions in
the next column). Then, have the children introduce
themselves, adding a fun food fact or an answer to
one of the questions in the next column.
O AHEAD: Decide what questions you will ask to
+Dhelp
the children share a fun food fact.

Some questions to get started:
• What does your family cook at home?
• What is your favorite fruit or vegetable?
• What do you like to eat for breakfast?
• What do you like to eat for a snack?
Once everyone has been introduced and is wearing a
name tag, describe the plan for the day.
COOKING SKILLS
The goal of this session is for the children to become
familiar with the skills necessary for following and making
a simple recipe, in this case, grain bowls. The activities in
this session help children develop the following skills:
• How To Chop
• How To Measure
• How To Use a Cooktop Safely
• How To Simmer
• How To Cool Food Safely
• How To Assemble Grain Bowls
• How To Set a Table
• How To Serve Family Style
Ask the children if they are familiar with any of these
skills. Ask questions such as, “Have you ever used
measuring cups? Have you ever cooked anything on a
stovetop?” This will give you an idea of the skill level of
the group and if there are areas of the activity you can
move through more quickly.
Team Nutrition Cooks! Grain Bowls Activity Guide
PAGE 4

Ground Rules
Review and have the children agree to the Ground Rules before starting.
When reading the Ground Rules, remind the children why each rule exists, or ask them to explain the
reasoning behind each rule. Make sure everyone understands and agrees to the Ground Rules before
moving on. You can either get a “thumbs up” or have the children sign the rules as an agreement.
AHEAD: Write the Ground Rules on a chalkboard, white board, or large piece of paper so that
+DtheO children
can see them when you are reading them aloud. This will help visual learners, as well
as provide a reference point if a
Ground Rule is broken.
• Clear the decks. Keep books,
backpacks, electronics, and coats
off the tables or counters where
food is prepared or served. Be
sure bags are not in the aisle or in
a place where people will trip over
them. Remind the children that
this is for their safety and to keep
germs out of the food.

• Wear sneakers. Wear closedtoed shoes, such as sneakers.
Remind the children that this is for
their safety.
• Tie back long hair. Pull long hair
into a ponytail or bun to prevent
accidents and to minimize hair
getting into food. Remind the
children that this is for their safety
and to keep germs out of the food.

• Scrub in and out. Wash your
hands with warm water and soap
for at least 20 seconds before and
after handling food and after using
the bathroom. Need a timer? Hum the “Happy Birthday” song from beginning to end twice.

• No “double-dipping.” Tasting utensils should never be used in shared food. Watch to make sure
that the children don’t put tasting utensils back into shared food and remind the children that this is
for their health and safety.

• Clean up your mess. Everyone will clean up his or her own mess. Remind the children that this is
practicing responsibility.

B
RIGHT IDEA: Ask the children to come up with more rules that they think are good for this class. Add
them to this list if they make sense.

Team Nutrition Cooks! Grain Bowls Activity Guide
PAGE 5

Handwashing (5 minutes)
OBJECTIVE: At the end of this activity, the children will
be able to wash their hands correctly.
O AHEAD: Make sure hand soap and
+Dpaper
towels are available. Locate the closest

handwashing sink, if not in the room, for the children
to use.

2. Show the handwashing video at http://www.fns.
usda.gov/tn/team-nutrition-cooks. Follow the
steps listed below:
• Take off all jewelry on your arms and hands.
• Wet your hands with clean, running tap water.
• Apply soap.
• Scrub your hands for at least 20 seconds. Be
sure to lather the backs of your hands, your palms,
between your fingers, and under your fingernails.
• Rinse your hands well under clean, running tap
water.
• Dry your hands using a clean towel or air-dry them.
• Turn off the faucet with a paper towel, not bare
hands.
• Use a paper towel to open doors, if needed, to get
back to the cooking area.
3. Before the tasting or cooking activity, wash your
hands. Have the children and other helpers wash
their hands too.

Team Nutrition Cooks! Grain Bowls Activity Guide
PAGE 6

All About Grains (5 minutes)
OBJECTIVE: At the end of this section, the children will be able to describe where grains come from, list at least
3 types of grain, discuss the difference between whole grains and refined grains, and describe different ways
to eat them.
To start the discussion, ask some
questions:
• Have you ever eaten grains?
• How do you eat grains at home?
• Do you cook with grains?
• Where do grains come from?
• What is a whole grain?
• What is a refined grain?
Use the discussion questions below
to help the children learn more about
grains.
What is a grain product?
Any food made from wheat, rice,
oats, cornmeal, barley, or another
cereal grain is a grain product.
Bread, pasta, oatmeal, breakfast
cereals, tortillas, and grits are
examples of grain products.
What is a whole grain?
There are two categories of grain:
whole grains and refined grains.
Whole grains are full of vitamins,
minerals, and fiber. Whole grains
get their name from the fact that they
contain the entire grain kernel—the
bran, germ, and endosperm.
What is a refined grain?
In refined grains, the bran and the
germ are removed. This process
is called “milling.” Refined grains
have a finer texture and a longer
shelf life, which means that you can
keep them in your pantry longer.
The milling process removes dietary
fiber, iron, and many B vitamins that
are found in whole grains.
Most refined grains are enriched.
This means certain vitamins and iron
are added back after milling. Fiber is
not added back to enriched grains,
so refined grains don’t contain fiber.

What are some commonly eaten
whole-grain products?
• brown rice
• buckwheat
• bulgur (cracked wheat)
• oatmeal
• popcorn
• rolled oats
• quinoa (pronounced “kin-wa”)
• whole-grain barley
• whole-grain cornmeal
• whole-wheat bread, sandwich
buns, and rolls
• whole-wheat crackers
• whole-wheat pasta
• whole-wheat or whole-grain
tortillas
• wild rice
• whole-wheat cereal flakes
• muesli

Team Nutrition Cooks! Grain Bowls Activity Guide
PAGE 7

Are all brown grains whole
grains?
Instructor Tip: This is important
to get across, because it’s easy for
children (and adults) to think that if
a grain product is brown instead of
white, that it is healthier.
Even though a lot of whole-grain
foods are brown, such as
whole-grain bread or brown rice,
color does not always indicate that
something is whole grain. Bread
can be brown because molasses or
other ingredients have been added.
It’s important to check the ingredient
list to make sure something is a
whole grain.

How are grains cooked?
Grain products that must be cooked before eating are
boiled or steamed in water or broth. Sometimes we boil
grains in lots of water and drain them—the way you’d
cook pasta. Other times just a little water is used, and
the grains simmer and absorb the liquid, like rice. The
amount of water used to cook grains is different for each
kind of grain. For quinoa, we use 2 cups of water to cook
1 cup of dry quinoa.
Different grains vary in cooking time. The best way to
know if they are done is to taste test. When grains are
tender, they’re done. If all of the water is absorbed and
the grains still aren’t tender, just add some more water
and continue cooking. If the grains are done before the
liquid is gone, use a colander to drain the extra water.

Below are estimated cooking times for common grains
and grain products, once the water is boiling. Check the
packaging for specific instructions.
• Barley: 40–60 minutes
• Buckwheat: 20 minutes
• Bulgur: 10–12 minutes
• Cornmeal: 25–30 minutes
• Oats, steel cut: 30 minutes
• Pasta, whole-wheat: 8–12 minutes
• Quinoa: 12–15 minutes
• Brown rice: 25–45 minutes
• Wild rice: 45–55 minutes
What are ways to include more whole grains in a
daily diet?
It’s easy to substitute a whole-grain product for a
refined-grain product. Eat 100% whole-wheat bread
or bagels instead of white bread or bagels, or brown
rice instead of white rice. Grains can be used in soups,
stews, chilies, and salads or eaten for a meal (oatmeal)
or snack (popcorn).

Team Nutrition Cooks! Grain Bowls Activity Guide
PAGE 8

Nutritious and Delicious MyPlate (5 minutes)
OBJECTIVE: At the end of this section, the children will
be able to describe how grains fit into a healthy diet.
B
RIGHT IDEA: Display the MyPlate icon in a place
where everyone can see it.
OPTIONAL ACTIVITY: Decide if you want to do the
MyPlate, My Grains activity found on page 12 of the
Family Handout. You can also do another activity during
this time. If so, have copies of the family handout and
pencils for each child.

Grains are part of a healthy diet

Key Nutrition Messages:
The MyPlate icon reminds you to eat foods from all
five food groups and to fill half your plate with fruits and
vegetables.
MyPlate’s five food groups are:
• Fruits
• Vegetables
• Grains
• Protein Foods
• Dairy

The MyPlate icon is also a reminder to fill half your plate
with fruits and vegetables. Eating this way will help you
get the nutrients you need to feel and look your best.
One way to help you eat enough fruits and vegetables
each day is to choose fruits and vegetables at each
meal and as snacks.
Grains are part of the Grains Group, which is in the
upper right, orange section of the MyPlate icon. Any
food made from wheat, rice, oats, cornmeal, barley, or
another cereal grain is a grain product. Bread, pasta,
oatmeal, breakfast cereals, tortillas, and grits are
examples of grain products.

INSTRUCTOR TIP

In general, 1 slice of bread, 1 cup of ready-to-eat cereal,
or ½ cup of cooked rice, pasta, or other cooked grains
(such as barley, bulgur, etc.) are considered a 1 ounce
equivalent from the Grains Group.
It’s important to eat whole grains whenever possible
and make at least half your grains whole grains. One
way to help you eat enough whole grains each day is
to make simple substitutions such as swapping brown
rice for white rice, and eating whole-wheat bread and
whole-wheat pasta.
Grains provide fiber, B vitamins, and minerals.
Whole grains have many nutrients, like dietary fiber,
several B vitamins, and minerals such as iron. Fiber
helps keep food moving through the digestive tract and
can help you feel full. B vitamins help your body use the
energy you get from the food you eat, while iron helps
carry oxygen from the lungs to the rest of the body.

Remind the children that it’s okay if the grains you eat are mixed with other foods, such as in a grain bowl with
vegetables and protein foods, or if you eat them in a bowl instead of on a plate. They still count as part of your
MyPlate meal. The exact amount of grains you need to eat each day depends on your age, how active you are,
and whether you are a girl or a boy.
The children can use MyPlate’s Supertracker Web site to see how much of each food group they need to eat
each day: https://www.supertracker.usda.gov/.

Team Nutrition Cooks! Grain Bowls Activity Guide
PAGE 9

Taste Test (10 minutes)
OBJECTIVE: At the end of this section, the children
should understand the importance of doing a taste
test, have tried something new, and understand how to
include grain foods as part of a healthy snack.
Taste testing is a fun way to try new foods. In this taste
test, the children will sample different kinds of grain
snacks to find the ones they like best.
O AHEAD: Prepare for the Taste Test (About 10
+Dminutes
of preparation)

• Pick a table or desks separate from the cooking area
to hold taste-test supplies.
• Wash tables with hot soapy water.
• Wash your hands before preparing the snacks.
• Put each kind of snack on a serving plate for sampling
and label each serving plate with the type of snack.
Three to four types of grain snacks is enough.
In this taste test, the different kinds of whole-grain
snacks that the children will try will be ready-to-eat, as
opposed to the whole grains the children will be cooking
later. Some options are below. This is not a complete
list. There are many other whole-grain snacks that could
work for this taste test. These snacks can be served
plain or with toppings (some recommended below):
• a variety of whole-grain crackers (with low-fat cheese,
if desired)
• toasted oat cereal
• oatmeal (with fruit topping, if desired)
• brown rice cake (with low-fat cottage cheese or
peanut butter, if desired)
• whole-grain tortillas (with peanut butter or
low-fat cheese, if desired)
INGREDIENTS
❏ If using whole-grain crackers: 1 cracker per child
❏ If using toasted oat cereal: ¼ cup per child
❏ If using oatmeal: ¼ cup per child
❏ If using graham crackers: 1 cracker per child
❏ If using brown rice cake: 1 rice cake per child
❏ If using whole-grain tortillas: ¼ tortilla per child
Supplies
❏ 6 plates or bowls for eating
❏ 3 to 4 serving plates (1 for each variety of grain snack)
❏ 6 napkins
❏ 1 set of tongs or 1 serving fork (1 for each variety of
grain snack)

❏ labels for snacks (1 for each plate of grains)
❏ pen or marker
INSTRUCTIONS
1. Have everyone wash their hands.
2. Seat the children around desks or tables so that they
can all see each other, and put the grain samples
within easy reach.
3. Give each child a plate, and put a sample of each
kind of snack on it using a serving fork or tongs.
Depending on the number and age of the children,
you may want to have the children try one type of
grain snack together before another type of snack is
put on their plates.
4. Have the children look at and taste each grain
sample. Remind the children that these are all foods
from the Grains group. Each food has a different
name and may taste different too. Everyone should
try the same kind of grain at the same time to make
discussion and tracking of each type easier. Repeat
until everyone has had a chance to try every kind.
5. Discuss and compare the different colors, tastes,
textures, smells, and uses of each grain snack.
Discussion questions are included below. Survey the
children to find out which snack they liked the best
and record the results on a whiteboard or poster
paper.
6. Have the children help clean up leftovers and trash.
➤ SAFETY TIP: Make sure the children wash their
hands again after eating and before cooking.
INSTRUCTOR TIP: Do not force anyone to taste
something. Encourage them, but let them make their
own decision. When a child sees other children enjoying
the taste test, he or she will likely join in.
Taste Test Discussion Questions
• What grain did you like the most? Why?
• Are these snacks you would eat after school?
• Have you ever eaten any of these grains before?
• Did you know these were whole-grain snacks?
• How do you eat grains at home?
INSTRUCTOR TIP: Make sure children wash their
hands again after eating and before cooking.

Team Nutrition Cooks! Grain Bowls Activity Guide
PAGE 10

How To Read a Recipe (5 minutes)
OBJECTIVE: At the end of this section, the children will be able to read and describe the steps in a recipe.
O AHEAD: Provide each child with a copy of the Grain Bowls Family Handout and ask the children to
+Dturn
to the recipe on page 2. Copies of the Family Handout can be downloaded and ordered from
http://www.fns.usda.gov/tn/team-nutrition.

Explain how to read a recipe:
• A recipe lays out directions for
cooking. It's important to read through
the entire recipe.
Read the whole recipe first:
Read through the entire recipe from
start to finish so that you can make sure
you have everything you will need. The
recipe will tell you:
• How much time it will take you to
make the dish
• How many servings it will make
• The size of each serving
• Which ingredients (food) you need
and in what amounts
Plan Ahead:
Explain that “Total Time” is the total
amount of time the recipe takes to make
from start to finish. “Hands-on Time” is
the amount of time spent on preparing
the food, such as rinsing, dicing, peeling,
etc. For example, if something is baking
in the oven for 30 minutes, that’s part of
the total time, but not the hands-on time,
since you’re just waiting for the oven
to do the work. This time is perfect for
doing something else in the kitchen, like
cleaning up!
After looking at the “Total Time,” decide
when you want to eat or serve the dish.
For example, if a recipe takes
30 minutes to prepare and you want
to eat at 5:00 p.m, you need to start
cooking at 4:30 p.m. If it is your first time cooking something, you may want to add a bit more time to the
total time listed.
Read through the recipe together and answer any questions the children may have about the directions,
ingredients, or kitchen tools.

Team Nutrition Cooks! Grain Bowls Activity Guide
PAGE 11

Grain Bowls Recipe
and Instructor Notes
Total Time: 35 minutes
Hands-on Time: 35 minutes
Yield: 6 servings
Serving Size: 1 ½ cups
INGREDIENTS
❏ 1 cup uncooked quinoa
❏ 2 cups water (Amount of water
may vary based on the grain.
Check the package of your grain
for details)
❏ ½ cup vinaigrette dressing:
1 tablespoon chopped basil
¼ cup olive oil
⅟ cup lemon juice or vinegar
⁸
¼ teaspoon salt
pinch black pepper
❏ 3 cups vegetables (combination
of 1 ½ cups cooked broccoli, and
1 ½ cups cut raw carrots)
❏ 1 ½ cups cooked chicken
(diced or small pieces)
❏ 1 ½ cups coarsely chopped fresh
herbs (¾ cup basil and ¾ cup
cilantro)
❏ 1 ½ cups raisins
SUPPLIES
For Cooking
❏ 1 set of dry measuring cups
(¼ cup, ½ cup, 1 cup)
❏ 1 liquid measuring cup
❏ 1-tablespoon measuring spoon
❏ 1 large pot with lid
❏ 1 mesh strainer
❏ 6 cutting boards
❏ 6 butter knives
❏ 1 large bowl
❏ 1 mixing spoon
❏ 1 fork for fluffing grains
❏ 1 jar with a lid or bowl with a whisk
or fork (for mixing the dressing)
For Eating
❏ 1 serving bowl for quinoa
❏ 1 serving spoon for quinoa

❏ 3 to 4 serving spoons for
vegetables and mix-ins
❏ 3 to 4 serving bowls for mix-ins
❏ 6 bowls
❏ 6 sets of eating utensils
❏ napkins
INSTRUCTIONS FOR CHILDREN
1. Have them wash their hands with
soap and water, then gather all
the kitchen tools and ingredients
and put them on a clean cooking
surface.
2. Put 2 cups of water in a pot, then
cover it and set it on the stove.
Turn the heat to high and bring
the water to a boil. (You’ll know
the water is boiling when you
see bubbles breaking all over
the surface.) Meanwhile put the
quinoa in the strainer and rinse it
under cool running water.
3. Add the quinoa to the boiling
water and then cover the

pot again. Turn the heat to
medium-low, and simmer the
quinoa for 15 minutes.
4. Let quinoa cool, for about
10 minutes.
5. Put the quinoa into a bowl and
fluff it with a fork.
6. Add dressing, chicken, herbs,
vegetables, and raisins into bowl
and mix well.
7. Serve right away, or cover and
refrigerate up to 2 days.
Grain Bowls: Servings per recipe: 6
Nutrients per serving: Calories: 368;
Total Fat: 12 g; Saturated Fat: 2 g;
Sodium: 154 mg; Potassium: 729 mg;
Total Carbohydrate: 60 g; Dietary Fiber:
7 g; Protein: 11 g; Vitamin A: 6,567 IU
(329 RAE); Vitamin C: 32 mg; Calcium:
83 mg; Iron: 3.5 mg.

Crediting Information for the Child and
Adult Care Food Program (CACFP):
One portion provides 2 oz meat or meat
alternate; ½ cup grain; ½ cup vegetables;
¼ cup fruit

Team Nutrition Cooks! Grain Bowls Activity Guide
PAGE 12

INGREDIENTS AND SUPPLIES CHECKLISTS
Use these checklists to make sure you have all of the ingredients supplies for the activities in this session.
INGREDIENTS
For Taste Test and Cooking and
Eating Activities
(for a group of 6)
Ingredients for Taste Test
Choose 3 to 4 types of grains
❏ whole-grain crackers:
1 cracker per child
❏ toasted oat cereal:
¼ cup per child
❏ oatmeal: ¼ cup per child
❏ graham crackers:
1 cracker per child
❏ brown rice cake:
1 rice cake per child
❏ whole-grain tortillas:
½ tortilla per child
Ingredients for Grain Bowls
❏ 3 cups cooked quinoa:
❏ 1 cup uncooked quinoa
❏ 2 cups water
❏ ½ cup vinaigrette dressing:
1 tablespoon chopped basil
¼ cup olive oil
⅟ cup lemon juice or vinegar
⁸
¼ teaspoon salt
pinch black pepper
Mix-ins:
❏ 3 cups vegetables (combination
of 1 ½ cups cooked broccoli
and 1 ½ cups cut raw carrots)
❏ 1 ½ cups cooked chicken (diced
or small pieces)
❏ 1 ½ cups coarsely chopped
fresh herbs (¾ cup basil and ¾
cup cilantro)
❏ 1 ½ cups raisins

SUPPLIES
For Taste Test Activity
❏ 6 plates or bowls for eating
❏ 3 to 4 serving plates (1 for each
variety of grain snack)
❏ napkins
❏ 1 set of tongs or 1 serving fork
❏ labels for snacks (1 for each
plate of grains)
❏ pen or marker

For Eating
❏ 1 large bowl
❏ 1 mixing spoon
❏ 1 serving bowl for quinoa
❏ 1 serving spoon for quinoa
❏ 3 to 4 serving spoons for mix-ins
❏ 3 to 4 serving bowls for mix-ins
❏ 6 bowls for eating
❏ 6 sets of eating utensils
❏ napkins

For Cooking, Eating, and
Cleanup
The number of kitchen tools in
the Cooking section is based
on a group of six. This includes
five children plus one adult
instructor to demonstrate the
skills, and everyone in the group
getting a chance to practice
most of these skills. These
numbers may be different for your
session, depending on how the
cooking stations are set up. See
Instructor Tips for Teaching
Cooking Skills on page 15 for
more information.

For Cleanup
❏ trash bags
❏ dish cloths and dish soap
❏ paper towels
❏ sponges
❏ hand soap
❏ broom and dustpan

For Cooking
❏ 1 set of dry measuring cups
(¼ cup, ½ cup, 1 cup)
❏ 1 liquid measuring cup
❏ 1-tablespooon measuring
spoon
❏ 1 large pot with lid
❏ 6 cutting boards
❏ 6 butter knives
❏ fork for fluffing grains
❏ kitchen timer

Team Nutrition Cooks! Grain Bowls Activity Guide
PAGE 13

For Other Activities
❏ name tags
❏ markers
❏ 6 pens or pencils
❏ chalkboard/whiteboard or paper,
markers, and tape for Ground
Rules list
❏ a computer with speakers, a
projector, and a screen large
enough for showing skill videos,
or a DVD player and television
❏ MyPlate poster (free from
http://TeamNutrition.usda.gov)
❏ Team Nutrition Cooks! Grain
Bowls Family Handout
(free from
http://TeamNutrition.usda.gov)

Cooking and Eating (40 minutes)
OBJECTIVE: At the end of this section, the children will have made grain bowls.

➤ SAFETY TIP: Be sure the children wash their hands again before they start cooking.
The children will practice different skills as they prepare the grain bowls. Each recipe provides enough servings
so that the adult instructors can eat as well. There should be one adult for every five children. Recipes are made
and eaten “family style,” so after cooking, the entire group, children and instructors, will serve themselves and eat
together at the table. If one group finishes first, they can clean up or work on optional activities.
B
RIGHT IDEA: The hands-on portion of cooking is the part of the activity that the children will be most excited
about, other than eating. It’s important to supervise and keep as much control as possible so that the classroom
remains safe and everyone gets a chance to participate. Again, to help ensure a successful learning experience,
we recommend you have one adult instructor for every five children.
Ingredient List Per Group (5 children, 1 adult)
❏ 3 cups cooked quinoa:
1 cup uncooked quinoa
2 cups water
❏ ½ cup vinaigrette dressing:
1 tablespoon chopped basil
¼ cup olive oil
⅟ cup lemon juice or vinegar
⁸
¼ teaspoon salt
pinch black pepper
❏ 3 cups vegetables (combination of 1 ½ cups cooked
broccoli and 1 ½ cups cut carrots)
❏ 1 ½ cups cooked chicken (diced or small pieces)
❏ 1 ½ cups coarsely chopped fresh herbs (basil or
cilantro)
❏ 1 ½ cups raisins
O AHEAD: Make sure all adult instructors are
+Dcomfortable
using all the required tools and have

practiced before the class. Watch each video and, if
possible, practice the required skills in advance.

AHEAD: Because some grains take so long
+DtoOcook,
you may want to have some precooked

for children to eat, and then each child can bring
home the grains they cook for his or her family. You
can also start cooking grains before the designated
cooking section.

Skills that will be covered during the cooking
section:
❏ How To Chop
❏ How To Measure
❏ How To Use a Cooktop Safely
❏ How To Simmer
❏ How To Cool Food Safely
❏ How To Set a Table

❏ How To Serve Family Style
❏ How To Assemble Grain Bowls
How To Set a Table and How To Serve Family Style are
not shown in the video. How to Chop is not shown in the
Whole Grains video, but How to Dice is shown in the
Salad with Vinaigrette Dressing video.
INSTRUCTOR TIP: You can use a variety of grains for
this recipe. Some recommended grains are quinoa,
barley, oats, and brown rice. Most grains cook like rice,
where the dry grain absorbs the liquid. For grains such
as whole-wheat pasta, the extra liquid will have to be
drained. In this case, have an adult do the draining so the
children don’t burn themselves on hot water or steam.
Cooking times for grains
Grain cooking time varies depending on the variety
of grain. Because of the duration of this class, it is
recommended that you use fast-cooking grains so that
the children can finish cooking and eating during the
class. Two grains that cook quickly are bulgur, which
cooks in 10 to 12 minutes once water is boiling, and
quinoa, which cooks in 12 to 15 minutes, once water is
boiling.
➤ SAFETY TIP: Rinse vegetables under clean, running
tap water before preparing or eating them. Rub
vegetables briskly with your hands to remove dirt
and surface microorganisms. Dry with a clean cloth
towel or paper towel after rinsing. Keep vegetables
separate from raw meat, poultry, and seafood while
shopping, preparing, or storing.
B
RIGHT IDEA: Groups should prepare the grains
first and then, while the grains are cooking, prepare
the rest of the ingredients for the grain bowls. This will
keep them occupied while the grains cook. If desired,
groups can prepare different grains so that children
can try many kinds.
Team Nutrition Cooks! Grain Bowls Activity Guide
PAGE 14

INSTRUCTOR TIPS FOR TEACHING COOKING SKILLS
Watch the skills videos with the
children at: http://www.fns.usda.
gov/tn/team-nutrition-cooks.
Then, practice the cooking skills
with the children at stations:
• Designate a table or desk for
each station that won’t be used
or touched before it is time to
cook.
• In order to let the children
practice their skills with enough
supervision, divide into groups
of five children for every one
adult.
• Once divided into groups, each
group will use each skill to
make their own grain bowls. In
Options One and Two (below),
children will practice some, but
not all, of the skills used in the
recipe.
Options One and Two should be
used if groups are large or if you’re
short on time. In Option Three, all
the children will practice the same
skills. You can decide the best
way to set up the cooking stations;
some recommendations are below.
At each station, have an adult
show the children how to use each
tool before allowing them to try.
Options for practicing cooking
skills at stations:
• Option One: All the skills are
practiced at each station, but
each child contributes to only
one part of the recipe. For
instance, at each station one
KEY SKILLS

Cooking Skills:
❏ How To Chop (p. 16)
❏ How To Measure (p. 16-17)

child may do the measuring,
another may chop, and another
may simmer, etc.
• Option Two: Each station
focuses on a single skill: at
one station, children may do all
of the measuring; at another
station children may do all of
the simmering, etc. This method
works especially well for large
groups. Children will practice
fewer skills, but everyone will
have a chance to do something.
• Option Three: Each station
focuses on a single skill but
children may rotate through all
the stations, trying all the skills.
This is another way to manage
groups that are large.
Stations and Supplies for O
ption
Two and Option Three:
The number of each tool needed
will depend on the size and
number of each group.

The Stations:
Chopping
❏ cutting boards
❏ butter knives
❏ bowls for putting finished
chopped pieces in
❏ trash or compost bin

❏ How To Use a Cooktop Safely
(p. 18)
❏ How To Simmer (p. 18)
❏ How To Cool Food Safely
(p. 18)

Team Nutrition Cooks! Grain Bowls Activity Guide
PAGE 15

Measuring
❏ dry measuring cups (¼ cup,
½ cup, 1 cup)
❏ liquid measuring cups
❏ measuring spoons (tablespoon)
Simmering and Cooling
❏ cooktop
❏ pot with lid
❏ mixing spoons
❏ potholders or oven mitts

Serving Skills:
❏ How To Assemble Grain Bowls
(p. 19)
❏ How To Set a Table (p. 20)
❏ How To Serve Family Style (p. 20)

How To Chop

In this recipe, children will chop fruits, vegetables, and protein foods with butter knives. Butter knives are safe for
the children to use because they are not sharp but will still cut through many foods. Remind the children that they
should always cut on a cutting board for safety and to avoid damaging the countertop or table.
1. Hold the knife in the hand you use to write with, and grip it firmly around the handle.
2. Use your other hand to steady the food, keeping your fingers curled under, away from the knife, so that only your
knuckles show. Pay attention to where the knife is; as it moves forward, your hands holding the food should move
backward, exposing more of the food. The distance between the knife and the hand holding the food should
always stay the same.
3. Slice round shapes in half first so they can rest on their flat side instead of rolling around.
4. To chop the herbs, stack the leaves of the herbs on top of each other, so you can cut several leaves at once. You
can also roll the stack of leaves into a log and cut the log into shorter pieces. This method is called a chiffonade.

How To Measure

It is important to measure correctly when following a recipe so that it will work. The measuring tools the children
will be learning about today are measuring cups and measuring spoons.
•
•
•

•
•
•

Measuring cups are used for larger amounts and measuring spoons are used for smaller amounts.
Measuring cups are divided into fractions of cups—usually 1 cup, ½ cup, ⅟3 cup, ¼ cup.
There are two different kinds of measuring cups, one for measuring liquids and one for dry ingredients.
• Liquid measuring cups are usually made of clear glass or plastic, and sometimes have a pour spout.
They are filled even with the measurement line on the side of the cup.
• Dry measuring cups (usually shorter and not transparent) are meant to be filled to the top and then leveled
off using the straight edge of a knife or fork. “Leveled off” means that the dry ingredients are even with the
top of the measuring cup so that the measurement is accurate.
Measuring spoons are divided into fractions of tablespoons and teaspoons — usually ¼ teaspoon,
½ teaspoon, 1 teaspoon, and 1 tablespoon. Sometimes ⅟8 teaspoon and ½ tablespoon are included.
Tablespoons are abbreviated “TBSP” on the spoon and are bigger than teaspoons. Teaspoons are
abbreviated “TSP” on the spoon.
Measuring spoons can be used for dry or liquid measurements. Level off dry ingredients on a measuring
spoon the same way you would on a measuring cup.

Team Nutrition Cooks! Grain Bowls Activity Guide
PAGE 16

How To Measure Water

1. Put the liquid measuring cup on a flat surface.
2. Fill the measuring cup until the liquid reaches the
2-cup line on the side of the cup.
3. Lean down to get eye-level with the measurement
lines. The line of the water will have a slight
curve. The bottom of the curve should touch the
measurement line.

How To Measure Grains

1. Place the 1-cup dry measuring cup on a flat surface.
2. Fill the cup until the grains reach the top. Level off the
grains with the back of a butter knife.

How To Measure Vegetables

1. Place the 1-cup dry measuring cup on a flat surface.
2. Fill the cup until the vegetables reach the top. Push
down gently to make sure there are no air pockets.
3. Repeat 2 times.

How To Measure Dried Fruit

1. Place the ½-cup dry measuring cup on a flat surface.
2. Fill the cup until the fruit reaches the top. Push down
gently to make sure there are no air pockets.
3. Repeat 2 times.

Team Nutrition Cooks! Grain Bowls Activity Guide
PAGE 17

How To Measure Chicken

1. Place the ½-cup dry measuring cup on a flat surface.
2. Fill the cup until the chicken reaches the top. Push
down gently to make sure there are no air pockets.
3. Repeat 2 times.

How To Measure Chopped Herbs

1. Place the ½-cup dry measuring cup on a flat surface.
2. Fill the cup until herbs reach the top. Pack in the
herbs and push down gently to make sure there are
no air pockets.
3. Repeat 2 times.

How To Measure Oil and Vinegar

1. Place the liquid measuring cup on a flat surface.
2. Fill the cup until the vinegar reaches the ⅛-cup line on
the measuring cup.
3. Lean down to get eye level with the measurement
lines. The line will look like a curve. The bottom of the
arc should touch the line. Pour the vinegar into a bowl
or jar.
4. Repeat with the oil. Fill the cup until the oil reaches
the ¼-cup line on the measuring cup.
5. Pour the oil in the jar or bowl with the vinegar. Mix
the two with a fork or whisk, or put a lid on the jar
and shake.

How To Use a Cooktop Safely

This skill should be demonstrated by an adult, with the children watching. The adult should explain each step to the
children, emphasizing the steps needed to stay safe when using a stove or cooktop.
1. Have cooktop ready and plugged in.
2. Different cooktops have different ways to turn on the heat. If the cooktop uses gas, you have to turn the knob
to light the burner before choosing the temperature. On a gas cooktop you will see a flame on the burner. For
electric and induction cooktops, turn the knob directly to the temperature you want. You will not see a flame.
3. When cooking, make sure the pot handle is turned inward, toward the center of the stove. Otherwise, you could
accidentally knock the pot off the stove, causing serious burns.
➤ SAFETY TIP: Never walk away from food cooking on a burner.
➤ SAFETY TIP: Use pot holders, not towels which can catch fire, when moving a hot skillet, pan, or lid.
➤ SAFETY TIP: Keep your cooking area neat. Do not keep flammable items, like dish towels, papers, or cardboard
packages, near the stove.

INSTRUCTOR TIP

Unlike gas or electric burners, induction
burners only work if the pot or pan you
are using contains steel or iron, and the
burner itself will not become hot, even
when it’s on. However, an induction
burner that has recently been used for
cooking might get and stay hot from
the cooking pot or pan that has been
on top of it—so be careful! Copper,
aluminum, or glass cookware that does
not contain steel or iron will not work on
an induction burner.

How To Simmer

How To Cool Food Safely

“Simmering” means cooking foods in liquid that is hot but just below the
boiling point. This is how the grains are cooked.
1. Put the water and grains into the pot and put the pot on the cooktop.
When simmering or boiling, it is important to use a pot large enough
to hold the food and water without any overflowing and with enough
space that the food can move and be stirred. You may want to stir the
grain as soon as it's placed in the water.
2. Turn the temperature to medium-high and watch for bubbles breaking
all over the water’s surface, which means that the water is boiling.
3. Turn down the temperature to medium-low so that the bubbles almost
stop. Cook with the lid on until the grains have absorbed the liquid and
are tender. When you remove the lid, it’s important to lift it away from
your face, because the steam that will come out is really hot! Make
sure not to take the lid off too often during cooking since the steam,
which is what is cooking the food, will escape and the temperature of
the water will drop.
4. Set the grains aside to cool, about 10 minutes.

It is important to let the food you have just cooked cool before eating it to avoid the risk of burns.
1. Sometimes food cools enough to be eaten, but the dish, pot, or pan that the food was cooked in stays hot. Use
pot holders or oven mitts when handling the pan so you don’t burn yourself.
2. An adult should remove hot food and kitchen tools from the cooktop.
Team Nutrition Cooks! Grain Bowls Activity Guide
PAGE 18

How To Assemble Grain Bowls

There are two options:
1. Add all the mix-in ingredients to the grains and
serve each child from that mixture.
2. Let the children design their own grain bowls.
Put all of the ingredients in separate bowls, each with its
own serving utensil, lined up buffet style. This way, each
child can create his or her own grain bowl.
Have serving spoons in each bowl and let the children
serve themselves. Encourage each child to make a
MyPlate meal by adding ingredients from each food
group to his or her bowl.
B
RIGHT IDEA: Have measuring cups and spoons
as the serving spoons so the children can measure
ingredients to go into their bowls. Put a sign with
the amount of each ingredient that should go in
the bowl along with a measuring cup or spoon that
corresponds with that amount, to make putting
together bowls easy and consistent. This will help
with portion control.
You can set out the following measuring cup or spoons
for each ingredient:
• ½-cup measuring cup for cooked grains
• ½-cup measuring cup for vegetables
• ¼-cup measuring cup for chicken
• 1-tablespoon measuring spoon for dressing
• ¼-cup measuring cup for raisins
• ¼-cup measuring cup for chopped herbs

Team Nutrition Cooks! Grain Bowls Activity Guide
PAGE 19

B
RIGHT IDEA: If multiple grains were cooked in
class, encourage the children to try different kinds of
cooked grains in their bowls.
Use the discussion questions below to lead a discussion
about the grain bowls.

Discussion Questions:
•
•
•
•
•
•
•

What did you add to your grain bowl?
What did you like?
What did you taste?
Were there any tastes you didn’t like? Why?
What else could we serve with this dish?
Which step of the recipe was your favorite?
What did you learn to do today that you didn’t know
how to do before?
• Could you teach someone in your family a skill you
learned today?
➤ SAFETY TIP: Make sure children wash their hands
again after eating and before cooking.

How To Set a Table

How To Serve Family Style

Food is not usually cooked in individual servings. Most dishes are made in a large batch and then divided into
portions. When a large serving dish is passed around the table from which diners can help themselves, this is called
“family style.”
• Make sure to use clean serving utensils.
• Remind the children that they should eat only from their own plates, never directly from the serving dish, to avoid
spreading germs. No one should touch the food with his or her fingers when serving or holding the serving dish.
• Everyone will have their own plate and eating utensil.
• Uneaten food should never be returned to the serving dish.
• Make sure that each child is offered one full serving of food, as written in the recipe. However, they do not have to
take their full portion all at once and can go back for seconds if they want.

Team Nutrition Cooks! Grain Bowls Activity Guide
PAGE 20

Cleanup (15 minutes)

INSTRUCTOR TIP

Wash dish cloths in the hot cycle of the washing
machine after each cooking activity. Kitchen sponges are potential sources of bacteria and are difficult
to clean. If you use sponges, replace them with
fresh ones frequently.

OBJECTIVE: By the end of this activity, the children will
be able to demonstrate how to clean dishes, kitchen
tools (not sharp items), and table surfaces.
It is important to let the children know that cleaning up
is an important part of the activity. Some children may
not know the correct way to clean dishes, counters,
and floors, so showing them what you expect is
recommended. Have the children use hot water to wash
dishes. Show them the correct amount of soap to put on
the dish cloth: a drop or two should be enough for a few
pots and pans.
Have dish soap, dish cloths, and dish towels on hand.
The children can also use rubber dish gloves when
washing dishes if you like.
• Soak dishes: If food is baked on or stuck to the
dishes, soak them in warm water to loosen it.
• Wash dishes: Show the children how to scrub
dishes, pots, and pans. Make sure that they wash
both the inside and outside, and top and bottom of
each. Since utensils go directly into our mouths, be
sure they are washed well. It is important to wash all
parts of every item, including the handles.

• Dry dishes: Show the children where they can
leave dishes to dry, or how to dry them with a dish
towel. Have them check to make sure there are no
remaining grease streaks or traces of food stuck on
the pots and pans.
• Put away kitchen tools: Show where kitchen tools
belong so that they can help put them away.
• Wash surfaces: Wash all surfaces that were used for
cooking with hot, soapy water.
• Clean and dry sink: Wash out the sink with hot,
soapy water and dry it with a clean dish towel.
• Sweep floor: Show how to sweep into a dustpan and
throw away the waste.
➤ SAFETY TIP: When washing dishes, never swirl your
hands around the bottom of the sink, especially if you
can’t see the bottom. There may be sharp tools or
utensils under the water.

Wrap-Up and Summary (5 minutes)
OBJECTIVE: At the end of this section, the children will be able to
list five facts or skills they learned from the activity.
This is a great time have a group discussion about the activities. This
can be done in a few different ways:
• Ask for volunteers to name something that they learned.
• In groups, the children can create a 30-second commercial
advertising homemade grain bowls.
• The children can make a 30-second “fast forward” skit about
everything they did during the activity, including five facts or skills
that they learned.
• Read aloud the “My Grain Bowl Story” on page 22 and have
children follow along on page 10 of their Family Handout. Ask
them to write their answers as you go along. At the end, have a
child share their grain bowl story with the group. An answer key is
provided for instructors on page 23 of this guide.
• Have the children complete the Kitchen Tools activity sheet on page 11 of the Family Handout to test their
knowledge. An answer key is provided for you on page 25 of this guide.

Additional Wrap-Up Items:

• Review the Family Handout that the children will bring home to their families.
• Review and answer any questions about the day.
• Thank the children for being such good cooks today and have them give themselves a round of applause.
Team Nutrition Cooks! Grain Bowls Activity Guide
PAGE 21

My Grain Bowl Story
Fill in the blanks and bring this home to share with your family.
Today, we made ( _________________ ). The main ingredient is ( _________________ ), which belongs in the
( _________________ ) section of MyPlate. Whole grains have lots of ( _________________ ), which helps with
digestion. Grains also contain ( _________________ ) vitamins.
The type of grains we cooked today was ( _________________ ). Some other grains I learned about were
( _________________ ). There are two kinds of grains: ( ________________ ) grains and ( _________________ )
grains. The ones that are better to eat are ( _________________ ) grains, because they have all three parts of the
grain—the ( _________________ ), the ( _________________ ), and the ( _________________ ).
( ________________ ) grains are milled, which means that the ( _________________ ) and ( ________________ )
are removed. This gives the grain a longer shelf life, but it removes dietary fiber, iron, and many B vitamins. Some
simple switches I can make to eat more whole grains include choosing ( _________________ ) rice instead of
white rice or ( _________________ ) bread instead of white bread.
In class, we learned to measure and used two different kinds of tools. One was measuring ( _________________ )
and the other was measuring ( _________________ ). We also learned that with measuring cups there are
two kinds—one to measure ( _________________ ) ingredients and one to measure ( _________________ )
ingredients.
We also learned how to read a recipe. It’s important to read a recipe all of the way through so you know what
ingredients and kitchen tools you need, what the steps are, and how much time it will take to make.
When we made the grains, we learned to use new tools. Some of these tools were a ( _________________), which
we put the food on when we chop or slice and ( _________________ ), which are used to measure ingredients.
After the grains were cooked and cooled, we got to eat. We combined the grains and other ingredients into
grain bowls. We added some vegetables, fruits, nuts, and protein foods including ( _________________ ).
It was delicious!
WORD BANK: germ, refined, whole-grain, brown, bran, measuring cups, spoons, cutting board, B, cups, refined,
grain bowls, liquid, fiber, whole, chicken, bran, dry, germ, Grains, whole, grains, endosperm

Team Nutrition Cooks! Grain Bowls Activity Guide
PAGE 22

My Grain Bowl Story

Read this story out loud, and ask the children to fill in the blanks on the sheet in the Family Handout.
You can then share the answers from the answer key below with them
grain bowls
grains
Today, we made ( _________________
). The main ingredient is ( _________________
), which belongs in the
Grains
fiber
( _________________
) section of MyPlate. Whole grains have lots of ( _________________
), which helps with
B
digestion. Grains also contain ( _________________
) vitamins.
dependent on child's experience ). Some other grains I learned
The type of grains we cooked today was (_______________________________
dependent on child's experience ). There are two kinds of grains: ( ________________
whole
about were ( _______________________________
)
refined
whole
grains and ( _________________
) grains. The ones that are better to eat are ( _________________
) grains,
endosperm
bran
because they have all three parts of the grain—the ( _________________
), the ( _________________
), and the
germ
bran
Refined
( _________________
). ( ________________
) grains are milled, which means that the ( _________________
)
germ
and ( ________________
) are removed. This gives the grain a longer shelf life, but it removes dietary fiber, iron,
and many B vitamins. Some simple switches I can make to eat more whole grains include choosing

brown
whole-grain ) bread instead of white bread.
( _________________
) rice instead of white rice or ( _________________

spoons
In class, we learned to measure and used two different kinds of tools. One was measuring ( _________________
)
cups
and the other was measuring ( _________________
). We also learned that with measuring cups there are

dry
liquid
two kinds-one to measure ( _________________
) ingredients and one to measure ( _________________
)
ingredients.
We also learned how to read a recipe. It’s important to read a recipe all of the way through so you know what
ingredients and kitchen tools you need, what the steps are, and how much time it will take to make.

cutting board ), which
When we made the grains, we learned to use new tools. Some of these tools were a ( ________________
measuring cups ), which are used to measure ingredients.
we put the food on when we chop or slice and ( _________________
After the grains were cooked and cooled, we got to eat. We combined the grains and other ingredients into

chicken
grain bowls. We added some vegetables, fruits, nuts, and protein foods, including ( _________________
).
It was delicious!
WORD BANK: germ, refined, whole-grain, brown, bran, measuring cups, spoons, cutting board, B, cups, refined,
grain bowls, liquid, fiber, whole, chicken, bran, dry, germ, Grains, whole, grains, endosperm

Team Nutrition Cooks! Grain Bowls Activity Guide
PAGE 23

Kitchen Tools

These are some of the tools we need to make grain bowls. Can you name them all?

WORD BANK: Dry measuring cups,

large pot with lid, wooden spoon,
butter knife, cutting board, large bowl

Team Nutrition Cooks! Grain Bowls Activity Guide
PAGE 24

Kitchen Tools

These are some of the tools we need to make grain bowls. Can you name them all?

dry measuring cups

large pot with lid

cutting board
wooden spoon

WORD BANK: Dry measuring cups,

butter knife

Team Nutrition Cooks! Grain Bowls Activity Guide
PAGE 25

large bowl

large pot with lid, wooden spoon,
butter knife, cutting board, large bowl

MyPlate, My Grains
Your child learned about MyPlate
today. To remind us of how to
eat healthfully, the United States
Department of Agriculture created
MyPlate. Keep MyPlate in mind
when you're feeding your family so
you end up with a balanced meal.
Grains can be eaten as part of a
healthy meal or snack. Think about
foods you could eat with grains to
include two or more food groups
on your plate and fill them in on
the chart below. There are some
examples filled in to get you started.

Fruits

Protein

Vegetables

Dairy
Low-fat cheese with
whole-grain tortillas
for a quesadilla

Peanut butter on
whole-grain crackers
Wild rice and
vegetable soup

Apples with oatmeal

Turkey sandwich with
whole-grain bread

Team Nutrition Cooks! Grain Bowls Activity Guide
PAGE 26

MyPlate, My Grains

Instructors Guide
Your child learned about MyPlate
today. To remind us of how to
eat healthfully, the United States
Department of Agriculture created
MyPlate. Keep MyPlate in mind
when you're feeding your family so
you end up with a balanced meal.
Grains can be eaten as part of a
healthy meal or snack. Think about
foods you could eat with grains to
include two or more food groups
on your plate and fill them in on
the chart below. There are some
examples filled in to get you started.

*Answers are just
suggestions. There are
many options.
Fruits

Protein

Vegetables

Dairy

Muesli with bananas

Peanut butter on
whole-grain crackers

Vegetable wrap with
a whole-grain tortilla

Low-fat cheese with
whole-grain tortillas
for a quesadilla

Apples with oatmeal

Chicken salad with a
whole-grain roll

Wild rice and
vegetable soup

Grilled (low-fat)
cheese sandwich on
whole wheat bread

Whole-wheat crackers
with pear slices

Ham on whole-wheat
crackers

Whole-wheat pasta
with tomato sauce
and vegetables

Sliced low-fat cheese
on whole-wheat
crackers

Whole-wheat pita
with peanut butter
and apples

Turkey sandwich with
whole-grain bread

Brown rice with beans

Whole-wheat cereal
and low-fat milk

Rolled oats with
apples and cinnamon

Chicken stir-fry with
brown rice

Whole-grain barley
salad with vegetables

Team Nutrition Cooks! Grain Bowls Activity Guide
PAGE 27

Discover other nutrition education materials developed under
the U.S. Department of Agriculture's Team Nutrition Initiative at
http://teamnutrition.usda.gov.

United States Department of Agriculture – Food and Nutrition Service – April 2016 • FNS-513
USDA is an equal opportunity provider and employer.

Team Nutrition Cooks!

Corn and
Zucchini
Pancakes

ACTIVITY
GUIDE

Corn and Zucchini Pancakes
Activity Guide
Why Teaching Children To Cook Matters

Preparation
• Before starting, be sure to review all policies
related to your program or facility regarding food
preparation. Check with your local health department
about food safety requirements specific to your area.
• Read this activity guide before you start. Pay
special attention to notes marked “Do Ahead,”
“Safety Tip,” “Bright Idea,” or “Instructor Tip.”
• Review the Ingredients and Supplies list on
page 12. Make sure you have all the ingredients,
materials, and handouts needed.
• Practice preparing the recipe. Use all of the
cooking tools in the room and area where the session
will take place.
• Plan for the time you have. If your group has extra
time, do the worksheets in the Family Handout as part
of the session. (See My Pancake Story on
page 12, Kitchen Tools on page 13, and
My Pancakes, MyPlate on page 15). If not, offer
these as take-home activities. This activity guide
includes discussion questions that you may use at
the beginning of the activity or during waiting times,
such as while waiting for something to cook. If you
are short on time, you may have to cut some sections
short, or skip a section entirely.
Activities
1. Introductions, Goals, and Ground Rules (5
minutes)
2. Handwashing (5 minutes)
3. All About Corn and Zucchini (5 minutes)
4. Nutritious and Delicious MyPlate (5 minutes)
5. How To Read a Recipe (5 minutes)
6. Cooking and Eating (45 minutes)
7. Cleanup (15 minutes)
8. Wrap-Up and Summary (5 minutes)
Supervision and Room Management
The Corn and Zucchini Pancakes recipe makes six
servings. We recommend having a group of five children
and one adult. This way, each child will prepare or have
a part in preparing the recipe, and will be given a full
serving. The ratio of one adult for each group of five
children will help you manage preparation, instruction,
and behavior and avoid long waiting times and
overcrowding of cooking stations.

Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide
PAGE 1

Options for larger groups include:
• Repeat the Activity—Divide the children into small
groups and then repeat the activity throughout the day
or week.
• Demonstrate—Show cooking skills in front of the
group, and then have each small group practice one
skill, such as grating or mixing.
• Use Volunteers—Teenagers, particularly those who
are in a culinary arts or service learning program,
can be a good resource to help with the activities.
They can help you get ready for the session and help
children with reading recipes, grating, stirring, and
other cooking skills that do not involve sharp knives.
They can also help with cleaning.
Additional Supplies Needed
In addition to this activity guide, you will need:
❏ A computer with speakers, a projector, and a screen
large enough for showing skill videos, or a DVD
player and television
❏ A chalkboard/whiteboard or large paper and markers
❏ Pens and pencils for each child

Food Safety

INSTRUCTOR TIP

Remember, cooking can be messy and hectic. Try
to encourage the excitement and creativity while
still keeping control of the activities. Focus on one
activity at a time. Make sure all children understand
and have finished each activity before moving on.
❏ Name tags and markers
❏ Copies of the Corn and Zucchini Pancakes Family
Handout, which you can order or download at:
http://www.fns.usda.gov/tn/team-nutrition-cooks
❏ Ingredients and supplies listed on page 14
❏ Access to a handwashing sink and hand soap
❏ Access to a food-preparation sink. Having a
food-preparation sink that is separate from the
handwashing sink is ideal. If this is not possible,
be sure to clean out the sink with hot soapy water
before rinsing vegetables.
❏ MyPlate poster (free from
http://TeamNutrition.usda.gov)
using pre-cut vegetables labeled “ready-to-eat” or
“washed,” you do not need to rinse them again.
• Refrigerate vegetables that have been cut. Never
let cut vegetables sit at room temperature more
than 2 hours before refrigerating. Use an appliance
thermometer to be sure the temperature in your
refrigerator is consistently at 40°F or below.
What do you need to know about handling raw
eggs safely?
Raw eggs must be handled carefully to avoid the
possibility of foodborne illness, often called “food
poisoning.” Even eggs with clean, uncracked shells
may occasionally contain bacteria called Salmonella
that can cause diarrhea, fever, stomach cramps, and
vomiting. Cooking eggs kills Salmonella. Correctly
buying, storing, handling, and cooking eggs greatly
reduces this risk.
• Buying: When buying eggs, only buy refrigerated
eggs with clean, unbroken shells. Open the carton
and check to see that the eggs are clean and the
shells are not cracked. Bacteria can enter through
cracks in the shell. Check the expiration date
stamped on the carton as well.
• Storing: Store raw eggs inside of their original
carton and on an inside shelf of a refrigerator.
Eggs left at room temperature should be thrown
away after 2 hours, or 1 hour in warm weather. Use
a thermometer to ensure refrigerator temperature
is consistently 40 °F or below.

Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide
PAGE 2

Safe Food Handling

Handling and cooking eggs:
• Do not taste raw eggs. Foods containing eggs
should be thoroughly cooked before eating.
• There is no need to rinse USDA-graded eggs,
which are ready-to-use and prewashed at the
processing site. Rinsing eggs may increase the
risk of contamination, as water can enter the egg
through the pores in the shell.
• Anything that touches raw eggs needs to be
Food Allergies
Each year, millions of Americans have allergic reactions
to food. Although most food allergies cause relatively
mild symptoms, some can cause severe reactions and
be life-threatening. There is no cure for food allergies.
Strict avoidance of food allergens and early recognition
and management of allergic reactions are important
measures to prevent serious health consequences.
Review your program’s food allergy policy and
inform parents of your intent to have children
participate in this food preparation activity. Ask
parents of the children in your care about any food
allergies.
This Corn and Zucchini Pancake recipe includes eggs
as an ingredient. Eggs are among the eight foods that
most commonly trigger an allergic reaction.
The eight foods that most commonly trigger an
allergic reaction are:
1. Fish
2. Shellfish
3. Eggs
4. Milk
5. Wheat
6. Peanuts
7. Tree nuts (e.g., walnut, almond, hazelnut, cashew,
pistachio, and Brazil nuts)
8. Soybeans
Symptoms of food allergies typically appear from within
a few minutes to a few hours after a person has eaten
the food to which he or she is allergic.

washed before being used again, including
hands. Don’t mix a raw egg with the same fork
you use for eating. Clean all kitchen counters,
utensils, kitchen tools, and surfaces that raw egg
touches with hot, soapy water.
• Do not leave eggs or egg rich foods at room
temperature for more than two hours total.
• Eggs should be eaten within three to five weeks
of purchase. Check the date stamped on the
carton for a guideline.
• Serve egg dishes immediately after cooking.
• Vomiting and/or diarrhea
• Abdominal cramps
• Coughing or wheezing
• Dizziness and/or light-headedness
• Swelling of the throat and vocal cords
• Difficulty breathing
• Loss of consciousness
Prompt emergency treatment is critical for someone
having a severe allergic reaction, called anaphylaxis.
For additional food allergy management and prevention
information, refer to the Centers for Disease Control
and Prevention’s Voluntary Guidelines for Managing
Food Allergies in Schools and Early Care and Education
Programs at:
http://www.cdc.gov/healthyyouth/foodallergies/
pdf/13_243135_A_Food_Allergy_Web_508.pdf.

Allergic reactions can include:
• Hives
• Flushed skin or rash
• Tingling or itchy sensation in the mouth
• Swelling of the face, tongue, or lips

Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide
PAGE 3

Introductions, Goal, and Ground Rules (5 minutes)
OBJECTIVE: At the end of this activity, the children will be able to state the goal and ground rules.

Introductions

It is important to introduce yourself, the
children, the activity, and the day’s plan
so that everyone feels comfortable and
ready for the day’s activities.
❏ Ask children to make name tags. This
will help everyone remember each
other’s names. Make a name tag for
yourself and the other instructors too.
❏ Next, have the children sit facing one
another in a circle or square, so that
everyone can see each other. If the
space does not allow for this, have
them face each other as much as
possible.
❏ Start by introducing yourself: who you
are, where you are from, and include
a fun food fact about yourself, such as
your favorite food (or use the questions
below). Then, have the children
introduce themselves, adding a fun
food fact or an answer to one of the
questions below.
Decide what questions
+youDOwillAHEAD:
ask to help the children share

a fun food fact.
Some questions to get started:
• What does your family cook at home?
• What is your favorite fruit or vegetable?
• What do you like to eat for breakfast?
• What do you like to eat for a snack?
Once everyone has been introduced and
is wearing a name tag, describe the plan
for the day.
COOKING SKILLS
The goal of this session is for the children to become
familiar with the skills necessary for following and
making a simple recipe, in this case, corn and zucchini
pancakes. The activities in this session help children
develop the following skills:
• How To Crack an Egg
• How To Whisk
• How To Measure Wet and Dry Ingredients
• How To Grate
• How To Stir

•
•
•
•

How To Use a Stovetop Safely
How To Cool Food Safely
How To Set a Table
How To Serve Family Style

Ask the children if they are familiar with any of these
skills. Ask questions such as, “Have you ever used a
grater? Have you ever cooked anything on a stovetop?
Have you ever used a whisk?” This will give you an idea
of the skill level of the group and if there are areas of the
activity you can move through more quickly.

Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide
PAGE 4

Ground Rules
Review and have the children agree to the Ground Rules before starting.
When reading the Ground Rules, remind the children why each rule exists, or ask them to explain the
reasoning behind each rule. Make sure everyone understands and agrees to the Ground Rules before
moving on. You can either get a “thumbs up” or have the children sign the rules as an agreement.
AHEAD: Write the Ground Rules on a chalkboard, white board, or large piece of paper so that
+DtheO children
can see them when you are reading them aloud. This will help visual learners, as well as
provide a reference point if a Ground Rule is broken.
• Clear the decks. Keep books,
backpacks, electronics, and coats
off the tables or counters where
food is prepared or served. Be
sure bags are not in the aisle or in
a place where people will trip over
them. Remind the children that
this is for their safety and to keep
germs out of the food.
• Wear sneakers. Wear closedtoed shoes, such as sneakers.
Remind the children that this is for
their safety.
• Tie back long hair. Pull long hair
into a ponytail or bun to prevent
accidents and to minimize hair
getting into food. Remind the
children that this is for their safety
and to keep germs out of the food.

• Scrub in and out. Wash your
hands with warm water and soap
for at least 20 seconds before
and after handling food and after
using the bathroom. Need a
timer? Hum the “Happy Birthday”
song from beginning to end twice.

• Clean up your mess. Everyone will clean up his or her own mess. Remind the children that this is
practicing responsibility.

B
RIGHT IDEA: Ask the children to come up with more rules that they think are good for this class. Add
them to this list if they make sense.

Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide
PAGE 5

2. Show the handwashing video at
http://www.fns.usda.gov/tn/team-nutrition-cooks.
Follow the steps listed below:
• Take off all jewelry on your arms and hands.
• Wet your hands with clean, running tap water.
• Apply soap.
• Scrub your hands for at least 20 seconds. Be
sure to lather the backs of your hands, your palms,
between your fingers, and under your fingernails.
• Rinse your hands well under clean, running tap
water.
• Dry your hands using a clean towel or air-dry them.
• Turn off the faucet with a paper towel, not bare
hands.
• Use a paper towel to open doors, if needed, to get
back to the cooking area.
3. Before the tasting or cooking activity, wash your
hands. Have the children and other helpers wash their
hands too.

Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide
PAGE 6

All About Corn and Zucchini (5 minutes)
OBJECTIVE: At the end of this section, the children will be able to describe where vegetables come from, name
3 facts about corn and zucchini, and list different ways to eat them.
To start the discussion, ask some
questions:
• How are corn and zucchini
grown?
• Have you ever had zucchini
before? What about squash?
• Do you like to eat corn and
zucchini?
• How do you eat corn and zucchini
at home? At school?
Most children will think of “breakfast”
when they hear the word “pancake.”
Today the children will be making
a pancake that doesn’t have to be
served for breakfast. Zucchini and
corn are the main ingredients in
these pancakes. They add color,
crunch, flavor, and nutrition. It may
sound unusual to think of corn and
zucchini in a pancake, but they
really are tasty. Try these pancakes
with plain low-fat yogurt. They can
be served as a side dish at a meal,
eaten as a snack, or even served for
breakfast.
Use the discussion questions below
to help the children learn more about
corn and zucchini.
What are some ways to cook and
use vegetables?
Different vegetables grow during
different seasons, so vegetables can
be found fresh in the grocery store
or farmers’ market all year long.
Many can be found frozen, canned,
or dried. Vegetables are versatile—
there are lots of different kinds, they
come in every color, and there are
many different ways to prepare
them.
• Some of the most popular ways to
prepare vegetables are: steamed,
grilled, sautéed, boiled, stir-fried,
baked, and of course, raw.
• Vegetables can be eaten on
sandwiches, in salads, with
pastas, with dips, as side dishes,

in soups and sauces, and even
in pancakes. When you think of
all the great ways you can eat
vegetables, it’s pretty easy to find
ways you like to include them at
meals and snacks.
Where do zucchini and corn come
from and how are they used?
Zucchini is a summer squash that
grows on a vine. It usually looks a
lot like a cucumber: long, cylindrical,
and green. The color varies between
dark and light green, and sometimes
includes streaks of yellow. There is
also golden zucchini, but most of the
zucchini in the store will be green.
The skin and seeds of zucchini
and other types of summer squash
are edible. Other types of summer
squash include yellow crookneck,
yellow straight neck, patty pans, and

Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide
PAGE 7

white scallop. These types of squash
cannot be substituted for zucchini in
the pancake recipe since they taste
different from zucchini. Zucchini and
other types of summer squash can
be eaten raw, but are usually cooked
before eating.
In many countries, corn is known as
maize. Ears of corn are grown on
corn stalks. The little round pieces
that we eat are called corn kernels.
Corn comes in a variety of colors,
but the one most common to us
is yellow corn. The United States
produces more corn than any other
country and has an area called the
“Corn Belt” made up of States where
the most corn is grown.
Corn can be eaten right off the cob,
or the kernels can be cut off of the
cob. It is most often cooked, but the
kernels can be eaten raw. Popular

ways to cook corn include grilling,
boiling, roasting, and steaming. Corn
is used in soups, breads, salads,
salsas, as pizza toppings, and more.
What kinds of foods are zucchini
and corn?
Zucchini and corn are vegetables.
Where do vegetables come from?
Vegetables come from plants.
What parts of a plant do we eat?
All of them—but not all parts of every
plant. Although fruits and vegetables
both come from plants, they come
from different parts of those plants.
Plants have seeds, stems, roots,
fruits, leaves, and flowers. Have
you ever eaten a flower (broccoli)?
A stem (celery)? These are all
examples of plant parts that you
have probably eaten, even if you
didn’t realize what they were!
• Leaves—provide energy for the
plant through a process called
photosynthesis.
• Fruit—forms after a flower is
pollinated. Inside of the fruit are
seeds that you can use to grow
more plants. If you’re eating a
plant part that has seeds in it, it’s
a fruit. This is why the tomato is
technically considered by many
scientists to be a fruit, though
nutritionists consider the tomato
to be a vegetable because of
how we eat it and the nutrients it
contains.
• Seeds—are planted to grow more
plants.
• Roots—grow underground and
absorb the water and nutrients
from the soil that a plant needs to
survive.
• Stems—hold up a plant’s leaves,
flowers, and fruit. They also
transport nutrients from the root to
the rest of the plant.
Note: It is important to explain that
not all plants or plant parts are
edible. Some plants are poisonous,
while others have parts that are
edible, as well as parts that are
not. For example, rhubarb stems

are edible, while the leaves are
poisonous.
What part of the plant is corn?
What part of the plant is zucchini?
We eat corn kernels, which are the
seeds of the corn plant. Zucchini is
the fruit of a plant. Nutritionists call
both corn and zucchini vegetables
because of the nutrients they contain
and how we eat them.
What are some tips for buying
corn and zucchini?
• In many parts of the United
States, corn and zucchini are both
grown and picked, or “in season,”
during the summer, and this is
when flavor is at its peak.
• When picking out zucchini at the
store or farmers’ market, look for
ones that are firm, not mushy, and
without any marks or decaying
areas. The skin should be shiny.
Zucchini can be frozen and used
later or stored in a refrigerator for
up to 5 days.
• When buying fresh corn, look

for bright green husks. Pull back
the husks slightly in the grocery
store to make sure the yellow
kernels are fresh and tight at the
top. Before eating fresh corn,
it needs to be shucked, which
means the green leaves (husks)
are removed, and the stem is
snapped off. The silk (the thin
hair-like pieces under the husk)
also need to be removed.
• Corn can also be bought yearround frozen (look for corn with
no sauce or seasoning added)
or canned. When buying canned
corn or other vegetables, try to
choose cans labeled “reduced
sodium,” “low sodium,” or “no
salt added.” If you can only
find regular versions of the
vegetables, drain and rinse the
vegetables under cool running
water to reduce the amount of
sodium in the food.
• Freshly shucked corn may be
stored in the refrigerator for up to
two days, and cooked corn may
be frozen for up to 6 months.

Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide
PAGE 8

Nutritious and Delicious MyPlate (5 minutes)
OBJECTIVE: At the end of this section, the children
will be able to describe how corn and zucchini fit into a
healthy diet.
BRIGHT IDEA: Display the MyPlate icon in a place
where everyone can see it.
OPTIONAL ACTIVITY: Decide if you want to do the
MyPancakes, MyPlate activity found on page 15 of
the Family Handout. If so, have copies of the Family
Handout and pencils for each child.

Vegetables are part of a healthy diet

Key Nutrition Messages:
The MyPlate icon reminds you to eat foods from all five
food groups.
MyPlate’s five food groups are: • Fruits
• Vegetables • Grains • Protein Foods • Dairy
The MyPlate icon is also a reminder to make half your
plate fruits and vegetables. Eating this way will help you
get the nutrients you need to feel and look your best.
One way to help you eat enough fruits and vegetables
every day is to choose fruits and vegetables at each
meal and as snacks.
Corn and zucchini are vegetables
Corn and zucchini fit in the Vegetables Group, which is
the lower left, green section of MyPlate. Any vegetable
or 100% vegetable juice counts as a member of the
Vegetable group. Vegetables may be raw or cooked;
fresh, frozen, canned, or dried/dehydrated; and may be
whole, cut-up, or mashed. Scallions, also called green
onions, are also used in a small amount in this recipe
and fit in the Vegetable group.

Corn and zucchini provide potassium and fiber
Most vegetables are low in fat, calories, and sodium
(salt). Zucchini also has potassium, which helps muscles
work properly and also helps the body keep a nornal
heartbeat and blood pressure. Some other vegetables
that have potassium include spinach, sweet potatoes,
and broccoli.
Vegetables also help add fiber to our diet, which makes
us feel full and helps keep our digestive tract working
well. Some vegetables, like scallions, and herbs, like
basil, add flavor to recipes. These flavorful herbs and
vegetables can help us prepare foods that taste good
without adding salt.

One serving of the Corn and Zucchini Pancakes recipe
provides 3/4 cup of vegetables.

INSTRUCTOR TIP

Remind the children that it's okay if the vegetables you eat are mixed with other foods, such as in a carrot-apple
soup or in a salad, or if you eat them in a bowl instead of on a plate. They still count as part of your MyPlate
meal. They do not have to be in separate portions on your plate, the way they appear in the MyPlate icon. The
exact amount of vegetables you need to eat each day depends on your age, how active you are, and whether
you are a girl or a boy.
The children can use MyPlate’s Supertracker Web site to see how much of each food group they need to eat
each day: https://www.supertracker.usda.gov/.

Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide
PAGE 9

How To Read a Recipe (5 minutes)
OBJECTIVE: At the end of this section, the children will be able to read and describe the steps
in a recipe.
Provide each child with a copy of the Corn and Zucchini Pancakes Family Handout and
+DaskO AHEAD:
the children to turn to the recipe on page 2. Copies of the Family Handout can be downloaded
and ordered from http://www.fns.usda.gov/tn/team-nutrition.

Explain how to read a recipe:
• A recipe lays out directions for
cooking. It's important to read through
the entire recipe.
Read the whole recipe first:
Read through the entire recipe from
start to finish so that you can make sure
you have everything you will need. The
recipe will tell you:
• How much time it will take you to
make the dish
• How many servings it will make
• The size of each serving
• Which ingredients (food) you need
and in what amounts
Plan Ahead:
Explain that “Total Time” is the total
amount of time the recipe takes to make
from start to finish. “Hands-on time” is
the amount of time spent on preparing
the food, such as rinsing, grating,
whisking, etc. For example, if something
is baking in the oven for 30 minutes,
that’s part of the total time, but not the
hands-on time, since you’re just waiting
for the oven to do the work. This time is
perfect for doing something else in the
kitchen, like cleaning up!
After looking at the “Total Time,” decide
when you want to eat or serve the
dish. For example, if a recipe takes 30
minutes to prepare and you want to eat
at 5:00 p.m, you need to start cooking at
4:30 p.m. If it is your first time cooking something, you may want to add a bit more time to the
total time listed.
Read through the recipe together and answer any questions the children may have about the directions,
ingredients, or kitchen tools.

Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide
PAGE 10

Zucchini-Corn Pancakes Recipe
and Instructor Notes
Total Time: 35 minutes • Hands-On Time: 35 minutes
Yield: 12 pancakes • Serving size: 2 pancakes
INGREDIENTS
❏ 3 medium-sized zucchini (about 21 ounces or
2 ¼ cups shredded zucchini)
❏ 1 ½ cups canned or frozen corn, thawed
❏ 3 large eggs, whisked
❏ 1 cup whole-wheat flour
❏ ¼ teaspoon salt
❏ ½ teaspoon baking powder
❏ 3 scallions, sliced
❏ 1 ½ tablespoons olive, vegetable, or canola oil
SUPPLIES
For Cooking
❏ 6 cutting boards
❏ 6 butter knives
❏ 2 whisks or forks
❏ 2 small bowls (for whisking)
❏ 1 medium bowl (for putting chopped and grated
ingredients into)
❏ 2 sets measuring spoons (including ½ teaspoon,
1 tablespoon, ½ tablespoon)
❏ 2 sets measuring cups (including ¼ cup, ½ cup,
1 cup)
❏ 1 heatproof spatula
Allergy Notes:
❏ 1 can opener
• This recipe
❏ 1 box grater
contains eggs.
❏ 2 large bowls
• This recipe
contains wheat
❏ 1 mixing spoon
(flour).
❏ 2 colanders/strainers
❏ 1 chef’s knife (adult use only) • If using vegetable
oil, make sure
❏ 1 large nonstick skillet
that the source
❏ 1 kitchen timer
is specified and
that there is no
❏ 2 pot holders
peanut allergy
For Eating
warning on the
label.
❏ 1 to 2 serving plates
❏ 1 to 2 serving utensils
❏ 6 plates
❏ 6 sets of eating utensils
❏ napkins

INSTRUCTIONS FOR CHILDREN
1. Have them wash their hands with soap and water,
then gather all the kitchen tools and ingredients and
put them on a clean counter.
2. Put the shredded zucchini, corn, and whisked eggs in
the large bowl and mix well.
3. Add the flour, salt, baking powder, and scallions and
mix well.
4. Put the skillet on the stove and turn the heat to
medium. When the skillet is hot, add the oil. If using
a nonstick skillet, follow manufacturer’s instruction
on preheating. For nonstick skillets, the oil should be
added before the skillet is heated.
5. Using the ¼-cup measuring cup, scoop the mixture
from the bowl and spread it into a flat circle on the
skillet. Repeat to fill the skillet, leaving some space
between pancakes.
6. Cook pancakes until bottoms are golden, about
5 minutes. Turn the pancakes over and cook
5 more minutes.
7. Repeat with the remaining mixture. You should end up
with 12 pancakes.
Corn and Zucchini Pancakes : Servings per recipe: 6
Nutrients per serving: Calories: 190; Total Fat: 8 g;
Saturated Fat: 2 g; Sodium: 176 mg; Potassium: 440 mg;
Total Carbohydrate: 26 g; Dietary Fiber: 4 g; Sugars: 3 g;
Protein: 8 g; Vitamin A: 601 IU (70 RAE); Vitamin C: 9 mg;
Vitamin D: 0.1 mcg; Calcium: 74 mg; Iron: 2 mg
Crediting Information for the Child and Adult Care Food
Program (CACFP): One portion of zucchini pancakes
provides ¾ cups vegetables, 1.0 oz equivalent meat/meat
alternate, 1 ¼ oz equivalent grains

Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide
PAGE 11

INGREDIENTS AND SUPPLIES CHECKLISTS
Use these checklists to make sure you have all of the ingredients and supplies for the activities in this session.
For Cooking, continued

INGREDIENTS
For Cooking and Eating Activities

(for a group of 6)

Produce Section
❏ 3 medium-sized zucchini
❏ 3 scallions
Frozen or Canned Section
❏ 1 (15.25 ounce) can of corn or 1 bag of frozen corn
(at least 6.5 ounces).
Refrigerated Section
❏ 3 large eggs
Baking Section
❏ 1 (2-lb) bag of whole-wheat flour. This will give you
a bit more than 6 cups of flour, which is enough
to make this recipe for 6 groups. If you have more
than 6 groups, you will need to buy more flour.
❏ salt
❏ olive, canola, or vegetable oil
❏ baking powder
SUPPLIES
For Cooking, Eating, and Cleanup
For Cooking
The number of kitchen tools listed in the Cooking
section is based on a group of six, with everyone
in the group getting a chance to practice most of
the skills. These numbers may be different for your
session, depending on how the cooking stations
are set up. See Instructor Tips for Teaching
Cooking Skills on page 14 for more information.
❏ 6 cutting boards
❏ 6 butter knives
❏ 1 whisk or fork
❏ 1 small bowl (for whisking)
❏ 1 set measuring spoons (including ½ teaspoon,
1 tablespoon, ½ tablespoon)
❏ 1 set measuring cups (including ¼ cup, ½ cup,
1 cup)

❏ 1 spatula
❏ 1 can opener
❏ 1 box grater
❏ 1 large bowl
❏ 1 mixing spoon
❏ 1 colander
❏ 1 chef’s knife (adult use only)
❏ 1 large nonstick skillet
❏ 1 kitchen timer
For Eating:
❏ 1 to 2 serving plates
❏ 1 to 2 serving utensils
❏ 6 plates
❏ 6 sets of eating utensils
❏ napkins
For Cleanup
❏ trash bags
❏ dish cloths and dish soap
❏ paper towels
❏ sponges
❏ hand soap
❏ broom and dustpan
For Other Activities
❏ name tags
❏ markers
❏ 6 pens or pencils
❏ chalkboard/whiteboard or paper, markers, and
tape for Ground Rules list
❏ a computer with speakers, a projector, and a
screen large enough for showing skill videos, or a
DVD player and television
❏ MyPlate poster (free from
http://TeamNutrition.usda.gov)
❏ Copies of Team Nutrition Cooks! Corn and
Zucchini Pancakes Family Handout (free from
http://TeamNutrition.usda.gov)

Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide
PAGE 12

Cooking and Eating (40 minutes)

OBJECTIVE: At the end of this section, the children will have made corn and zucchini pancakes.
➤ SAFETY TIP: Be sure the children wash their hands again before they start cooking.
The children will practice different skills as they prepare the pancakes. Each recipe provides enough servings so
that the adult instructors can eat as well. There should be one adult for every five children. Recipes are made and
eaten “family style,” so after cooking, the entire group will serve themselves and eat together at the table. If one
group finishes first, they can clean up or work on optional activities.
BRIGHT IDEA: The hands-on portion of cooking is the part of the activity that the children will be most excited
about, other than eating. It’s important to supervise and keep as much control as possible so that the classroom
remains safe and everyone gets a chance to participate. Again, to help ensure a successful learning experience,
we recommend you have one adult instructor for every five children.
Ingredient List Per Group (5 children, 1 adult)
❏ 3 medium-sized zucchini
(about 21 ounces, to yield 2 ¼ cups shredded
zucchini)
❏ 1 ½ cups canned or frozen corn, thawed
(1 can = 15.25 ounces)
❏ 3 scallions
❏ 3 large eggs
❏ 1 cup whole-wheat flour
❏ ¼ tsp salt
❏ ½ tsp baking powder
❏ 1 ½ tablespoons olive, vegetable, or canola oil

+DO AHEAD: Make sure all adult instructors are
comfortable using all the required tools and have

Skills that will be covered during this activity:
❏ How To Crack an Egg
❏ How To Whisk
❏ How To Measure
❏ How To Grate
❏ How To Stir
❏ How To Use a Cooktop Safely
❏ How To Cook the Pancakes
❏ How To Cool Food Safely
❏ How To Set a Table
❏ How To Serve Family Style
How to Set a Table and How to Serve Family Style are
not shown in the video.

practiced before the class. Watch each video and, if
possible, practice the required skills in advance.

Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide
PAGE 13

INSTRUCTOR TIPS FOR TEACHING COOKING SKILLS
Watch the skills videos with the
children at http://www.fns.usda.
gov/tn/team-nutrition-cooks.
Then, practice the cooking skills
with children at the stations:
• Designate a table or desk for
each station that won’t be used
or touched before it is time to
cook
• In order to let the children
practice their skills with enough
supervision, divide into groups
of five children for every one
adult.
• Once divided into groups, each
group will use each skill to make
their own pancakes. In Options
One and Two (below), children
will practice some, but not all
skills used in the recipe.
Options One and Two should be
used if groups are large or if you’re
short on time. In Option Three, all
the children will practice the same
skills. You can decide the best
way to set up the cooking stations;
some recommendations are below.
At each station, have an adult
show children how to use each tool
before allowing them to try.
Options for practicing cooking
skills at stations:
• Option One: All the skills are
practiced at each station, but
each child contributes to only one
part of the recipe. For instance,
at each station, one child can
do the measuring, another child
may dice, and another child may
stir, etc.
• Option Two: Each station
focuses on a single skill: at
one station, children may do all
of the measuring; at another
station children may do all of the
grating, etc. This method works
especially well for large groups.

KEY SKILLS

Kitchen Skills
❏ How To Crack an Egg (p. 15)
❏ How To Whisk (p. 15)
❏ How To Rinse a Zucchini (p. 15)
❏ How To Chop (p. 16)
❏ How To Grate (p. 16)
❏ How To Use a Can Opener (p. 17)
❏ How To Use a Colander (p.17)
❏ How To Measure (p. 18)
Children will practice fewer
skills, but everyone will have a
chance to do something.
• Option Three: Each station
focuses on a single skill but
children may rotate through all
the stations, trying all the skills.
This is another way to manage
groups that are large.
Stations and Supplies for Option
Two and Option Three:
The number of each tool needed
will depend on the size and
number of each group.

The Stations
Chopping and Grating
❏ cutting boards
❏ butter knives
❏ box grater
❏ bowls or containers for holding
the chopped and grated pieces

❏ How To Stir (p. 19)
❏ How To Use a Cooktop
Safely (p. 19)
❏ How To Cook the
Pancakes (p. 20)
❏ How To Cool Food
Safely (p. 20)
Serving Skills
❏ How To Set a Table (p. 21)
❏ How To Serve Family Style
(p. 21)
Mixing and Measuring
❏ 1 cup dry measuring cup
❏ ½ cup dry measuring cup
❏ 1 set of measuring spoons
❏ mixing bowl
❏ wooden spoon
Rinsing and Pressing
❏ colanders (separate ones for
corn and one for zucchini)
❏ can opener
❏ large bowl
❏ sink (optional)
❏ water source
Cooking
❏ cooktop
❏ skillet
❏ spatula
❏ pot holders or oven mitts

Cracking and Whisking
❏ bowls
❏ forks
❏ whisks
❏ trash

Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide
PAGE 14

How To Crack Eggs

There will not be enough eggs for everyone to crack, but all
children can take turns helping. For instance, one child can
crack the egg and another can whisk.
1. Make sure the eggs are not broken or cracked.
2. Crack the eggs, one at a time, into a bowl or mug. It’s
important to crack eggs into their own bowl, separate
from other ingredients, and not directly into the pan. This
is so that any shell that falls into the bowl can be easily
removed.
3. Crack the egg at the midpoint between the two ends of the
egg by hitting it quickly against the rim of the bowl.
4. Try to crack the egg in one hit so that there are fewer
eggshell pieces that may fall into the bowl. There should
be one big crack.
5. Hold the egg over the bowl with the cracked part facing up.
6. Put your thumbs on either side of the crack and gently pull
the shell apart to allow the egg to slide into the bowl.
7. If the shell falls in, use a fork to remove the eggshell.
8. Pour the egg from the bowl or mug into the larger bowl
that will hold the other ingredients. You should do this after
each egg.
➤ SAFETY TIP: Thoroughly wash everything that the raw
eggs touch with hot, soapy water. This includes hands,
counters, and surfaces, in case the cracked eggs drip
over the side of the bowl.

How To Whisk

Whisking is beating or stirring quickly to combine
ingredients.
1. When all the eggs are in the bowl, use your wrist
to move the fork or whisk quickly in a circular
motion.
2. Stop whisking when the eggs are blended
together and the mixture is pale yellow.

How To Rinse Zucchini

1. Rinse zucchini under cold running tap water and scrub the
peel with a clean vegetable brush while rinsing. Rub the
zucchini gently so they don’t bruise.
2. Dry with a paper towel.

Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide
PAGE 15

How To Chop

In this activity, the children will use butter knives to chop scallions. Butter knives are safe for the children to use
because they are not sharp but will still cut through scallions.
1. Hold the knife in the hand you use to write with, and grip it firmly around the handle. Chop one scallion at a time.
2. Use your other hand to steady the scallion, keeping your fingers curled under, away from the knife. Pay attention
to where the knife is; as it moves forward, your hand holding the scallion should move backward. The distance
between the knife and the hand holding the scallion should always stay the same.

How To Grate Zucchini

1. Cut off one end of the zucchini before
grating.
2. Place the box grater on a cutting board to
catch the grated zucchini.
3. Hold the grater firmly with one hand.
4. Hold the zucchini at the far end away from
the grater and keep fingers away from the
grater.
5. Use the side of the grater with the largest
holes to grate the zucchini.
6. Rub the zucchini up and down the grater,
moving slowly and safely. Stop 2 inches
from the end of the zucchini, so that your
fingers will not get too close to the grater.
Ask an adult to grate or cut up the last part.
Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide
PAGE 16

How To Use a Can Opener*

1. Set the can on a flat, hard surface. Clean off the top
of the can so that any dirt and dust on the lid won’t fall
into the food.
2. Pull apart the two handles of the can opener.
3. Flip the can opener over and look at the two wheels
on the bottom of the opener. One is jagged (bumpy
on the edges) and one is smooth on the edges.
4. With the help of an adult, place the smooth (cutting)
wheel against the inside of the rim at the top of the
can and close the two handles.
5. Hold both handles in one hand and place your other
hand on the wing or knob of the can opener.
6. Slowly twist the wing with one hand while squeezing
the handles closed with your other hand. This should
cut into the can’s lid and roll around its edge.
7. Continue turning the knob until the can opener has
gone all the way around the top of the can.
8. Pull apart the handles of the opener.
9. Very carefully lift the lid out of the can. You may need
to pry it out with a fork. Carefully rinse the lid, since it
will be sharp, and place it in your recycling bin.
*If using frozen corn, this step is not needed, as frozen
corn will come in a bag.

INSTRUCTOR TIP: This doesn’t need to be a station, as
there aren’t enough cans. A demonstration by an adult
will be fine.

How To Use a Colander

A colander is a metal or plastic bowl with holes in it to let
liquid drain out. We are using the colander to drain our
canned corn. Thawed frozen corn could also be drained
this way.
1. Pour the corn from the can or bag into the colander
and rinse the corn with cold running water.
2. Gently shake the colander to help the water drain.
3. Stop rinsing when the water runs clear. Note: If a food
prep sink is not available, drain corn into a colander
over a bowl or drain the corn in advance.
The colander is also used to get the water out of the
zucchini. Zucchini has a lot of water and too much water
would keep the pancakes from becoming crispy.
1. Let the shredded zucchini sit for 10 minutes in a
colander set over a bowl. Press the zucchini toward
the bottom of the colander to squeeze out any extra
water.
2. Pour the extra water into the sink.

Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide
PAGE 17

How To Measure

It is important to measure correctly when following a recipe so that it will work. The measuring tools the children
will be learning about today are measuring cups and measuring spoons.
•
•
•

•
•
•

How To Measure Flour:

1. Place the 1 cup dry measuring cup on a flat surface.
2. Use a spoon to scoop the flour from the bag or
container and fill the measuring cup.
3. Push down gently to make sure there are no air
pockets, but don’t pack the cup too solidly.
4. Level off using a straight edge.

How To Measure Corn:

1. Place the ½ cup dry measuring cup on a flat surface.
2. Use a spoon to scoop the corn from the colander and
fill the measuring cup.
3. Push down to make sure there are no air pockets.
Repeat 2 times.
4. Level off using a straight edge.

How To Measure Oil:

1. Pour the oil into the ½ tablespoon.
2. Repeat 2 times.

How To Measure Salt:

1. Pour salt from the container into the ¼ teaspoon.
2. Level off using a straight edge.

How To Measure Baking Powder:

1. Use the ½ teaspoon to scoop baking powder
from the can.
2. Level off using a straight edge.

Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide
PAGE 18

How To Use a Cooktop Safely

This skill should be demonstrated by an adult, with the children watching. The adult should explain each step to the
children, emphasizing the steps needed to stay safe when using a stove or cooktop.
1. Have the cooktop ready and plugged in.
2. Different cooktops have different ways to turn on the heat. If the cooktop uses gas, you have to turn the knob
to light the burner before choosing the temperature. On a gas cooktop you will see a flame on the burner. For
electric and induction cooktops, turn the knob directly to the temperature you want. You will not see a flame.
3. Make sure the handle of the skillet is turned inward, toward the center of the stove. Otherwise, you could
accidentally knock the pot off the stove, causing serious burns.
➤ SAFETY TIP: Never walk away from food cooking on a burner.
➤ SAFETY TIP: Use pot holders, not towels which can catch fire, when moving a hot skillet, pan, or lid.
➤ SAFETY TIP: Keep your cooking area neat. Do not keep flammable items, like dishtowels, papers, or cardboard
packages, near the stove.

INSTRUCTOR TIP

Unlike gas or electric
burners, induction burners
only work if the pot or pan
you are using contains steel
or iron, and the burner itself
will not become hot, even
when it’s on. However,
an induction burner that
has recently been used
for cooking might get and
stay hot from the cooking
pot or pan that has been
on top of it—so be careful!
Copper, aluminum, or glass
cookware that does not
contain steel or iron will not
work on an induction burner.

How To Stir

1. Put the mixing spoon
into the bowl, making
sure it reaches to the
bottom of the bowl.
2. Slowly move the spoon
in a circle. Make sure
the spoon touches the
food at the sides and
bottom of the bowl, so
that all the ingredients
are mixed together.

Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide
PAGE 19

How To Cook the Pancakes

1. Put the skillet on the cooktop and turn the heat to medium. When the skillet is hot, add the oil. If using nonstick
pans, follow manufacturers’ instruction on preheating. For nonstick pans, the oil should be added before the pan
is heated.
2. Using the ¼-cup dry measuring cup, scoop the zucchini mixture from the bowl and spread it into a flat circle on
the skillet, about 2 inches wide and ¼ inch thick. It will look more like a small silver-dollar pancake than a full-size
pancake. Repeat to fill the skillet, leaving space between pancakes.
3. Cook until the bottoms are deeply golden, about 5 minutes, then turn the pancakes over using the spatula and
cook 5 more minutes.
4. When both sides are golden, remove the pancakes with the spatula and put them on a plate. Repeat with the
remaining mixture until all pancakes are done.
➤ SAFETY TIP: Hot oil can splatter and cause burns. Be sure to stand a safe distance from the pan and pour the
oil slowly.

How To Cool Food Safely

It is important to let the food you have just cooked cool before eating it to avoid the risk of burns.
1. Sometimes food cools enough to be eaten, but the dish, pot, or pan that the food was cooked in stays hot. Use
pot holders or oven mitts when handling the pan so you don’t burn yourself.
2. An adult should remove hot food and kitchen tools from the cooktop.
Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide
PAGE 20

How To Set a Table

How To Serve Family Style

Food is not usually cooked in individual servings. Most dishes are made in a large
batch and then divided into portions. When a large serving dish is passed around
the table from which diners can help themselves, this is called “family style.”
• Make sure to use clean serving utensils.
• Remind the children that they should eat only from their own plates, never
directly from the serving dish, to avoid spreading germs. No one should touch
the food with his or her fingers when serving or holding the serving dish.
• Everyone will have their own plate and eating utensil.
• Uneaten food should never be returned to the serving dish.
• Make sure that each child is offered one full serving of food, as written in the
recipe. However, do not have to take their full portion all at once and can go
back for seconds if they want.
➤ SAFETY TIP: Have children wash hands after making pancakes and before
eating or setting the table since they have touched raw egg.
Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide
PAGE 21

Discussion
Questions
• Which recipe step was
your favorite?
• What did you learn to
do today that you didn’t
know how to do before?
• Could you teach
someone in your family a
skill you learned today?

Cleanup (15 minutes)

INSTRUCTOR TIP

Wash dish cloths in the hot cycle of the washing
machine after each cooking activity. Kitchen
sponges are potential sources of bacteria and
are difficult to clean. If you use sponges, replace
them with new ones frequently.

OBJECTIVE: By the end of this activity, the children will
be able to demonstrate how to clean dishes, kitchen
tools (not sharp items), and table surfaces.
It is important to let the children know that cleaning up
is an important part of the activity. Some children may
not know the correct way to clean dishes, counters,
and floors, so showing them what you expect is
recommended. Have the children use hot water to wash
dishes. Show them the correct amount of soap to put on
the dish cloth: a drop or two should be enough for a few
pots and pans.
Have dish soap, dish cloths, and dish towels on hand.
The children can also use rubber dish gloves when
washing dishes.
• Soak dishes: If food is baked on or stuck to the
dishes, soak them in warm water to loosen it.
• Wash dishes: Show the children how to scrub
dishes, pots, and pans. Make sure that they wash
both the inside and outside, and top and bottom of
each. Since utensils go directly into our mouths, be
sure they are washed well. It is important to wash all
parts of every item, including the handles.

Wrap-Up and Summary (5 minutes)
OBJECTIVE: At the end of this section, the children will be able to
list five facts or skills they learned from the activity.
This is a great time have a group discussion about the activities.
This can be done in a few different ways:
• Ask for volunteers to name something that they learned.
• In groups, the children can create a 30-second commercial
advertising homemade corn and zucchini pancakes.
• The children can make a 30-second “fast forward” skit about
everything they did during the activity, including five facts or skills
that they learned.
• Read aloud “My Pancake Story” on page 23 and have children
follow along on page 12 of their Family Handout. Ask them to
write their answers as you go along. At the end, have a child
share their pancake story with the group. An answer key is provided for instructors on page 24 of this guide.
• Have the children complete the Kitchen Tools activity sheet on page 13 of the Family Handout to test their
knowledge. An answer key is provided for you on page 26 of this activity guide.

Additional Wrap-Up Items:

My Pancake Story
Fill in the blanks and bring this home to share with your family.
Today, we made ( _________________ _________________ ). The main ingredients are ( _________________ ),
which belong in the ( _________________ ) Food Group. I learned that I should try to make
( _________________ ) of my plate fruits and vegetables. Vegetables are usually low in calories,
( _________________ ), and (_____________/_____________). They also have other nutrients that help me
grow, learn, play hard, and be healthy.
We learned that corn grows on ( _________________ ) and zucchini grows on ( _________________ ).
Farmers grow the corn and zucchini, which are then sold at ( _________________ ) or
( _________________ ). Fresh corn and zucchini are most plentiful in the United States during the
( _________________ ). However, corn can be found canned or frozen year-round. Zucchini can also be frozen.
Before we cooked, we ( _________________ ) and made sure our cooking area was ( _________________ ).
Before we ate, we also ( _________________ ).
We also learned how to read a recipe. It’s important to read it all of the way through so we know what ingredients
and kitchen tools we need, what the steps are, and how much time it will take.
When we made the pancakes, we learned to use new tools. Some of these tools were a ( _________________ ),
which is used for shredding the zucchini; a ( _________________ ), which is used to beat the eggs; and a
( _________________ ), which is used to drain liquids away from solids. With the help of the adults in the class, we
cooked the pancakes and even flipped them, once each side was golden brown. We used a tool called a
( _________________ ) to flip the pancakes.
After the pancakes were cooked and cooled, we got to eat them. They were delicious!
WORD BANK: vines, washed our hands, colander, Vegetable, fat, box grater, stalks, spatula, grocery stores,
corn and zucchini pancakes, summer, sodium/salt, clean, washed our hands, half, whisk, farmers’ markets, corn and zucchini

Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide
PAGE 23

My Pancake Story

Read this story out loud, and ask the children to fill in the blanks on the sheet in the Family Handout.
You can then share the answers from the answer key below with them
corn and zucchini
pancakes
and zucchini ),
Today, we made ( _________________
_________________
). The main ingredients are ( corn
_________________
Vegetable
which belong in the ( _________________
) Food Group. I learned that I should try to make
half
( _________________
) of my plate fruits and vegetables. Vegetables are usually low in calories,
fat
sodium salt
( _________________
), and (_____________/_____________).
They also have other nutrients that help me
grow, learn, play hard, and be healthy.

stalks
vines
We learned that corn grows on ( _________________
) and zucchini grows on ( _________________
).
grocery stores ) or
Farmers grow the corn and zucchini, which are then sold at ( _________________
farmers’ markets ). Fresh corn and zucchini are most plentiful in the United States during the
( _________________
summer
( _________________
). However, corn can be found canned or frozen year-round. Zucchini can also be frozen.
our hands ) and made sure our cooking area was ( _________________
clean
Before we cooked, we ( washed
_________________
).
our hands ).
Before we ate, we also ( washed
_________________
We also learned how to read a recipe. It’s important to read it all of the way through so we know what ingredients
and kitchen tools we need, what the steps are, and how much time it will take.

box grater
When we made the pancakes, we learned to use new tools. Some of these tools were a ( _________________
),
whisk
which is used for shredding the zucchini; a ( _________________
), which is used to beat the eggs; and a
colander
( _________________
), which is used to drain liquids away from solids. With the help of the adults in the class, we
cooked the pancakes and even flipped them, once each side was golden brown. We used a tool called a

spatula
( _________________
) to flip the pancakes.
After the pancakes were cooked and cooled, we got to eat them. They were delicious!
WORD BANK: vines, washed our hands, colander, Vegetable, fat, box grater, stalks, spatula, grocery stores,
corn and zucchini pancakes, summer, sodium/salt, clean, washed our hands, half, whisk, farmers’ markets, corn and zucchini

Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide
PAGE 24

Kitchen Tools

These are the tools we need to make Corn and
Zucchini Pancakes. Can you name them all?

WORD BANK: spatula, whisk, skillet, cutting board, measuring spoons,

butter knife, bowl, measuring cups

Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide
PAGE 25

Kitchen Tools

These are the tools we need to make Corn and
Zucchini Pancakes. Can you name them all?

whisk

skillet
measuring spoons

measuring cups
cutting board

butter knife
bowl
spatula

WORD BANK: spatula, whisk, skillet, cutting board, measuring spoons,

butter knife, bowl, measuring cups

Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide
PAGE 26

My Pancakes, MyPlate
Your child learned about MyPlate today. To remind us
of how to eat healthfully, the United States Department
of Agriculture created MyPlate. Keep MyPlate in mind
when you’re feeding your family so you end up with a
balanced meal.
The MyPlate picture reminds us to eat foods from all
five food groups for good health:
• Vegetables • Fruits • Grains • Protein Foods • Dairy.
Foods from each of these groups provide the nutrients
the body needs to stay healthy.
Most people do not eat enough fruits and vegetables.
Children and adults need to eat many types of
vegetables during the week. Eating many different fruits
and vegetables helps the body get the nutrition it needs
for good health.
The amount of fruits and vegetables a person needs to
eat each day depends on age, physical activity level,
and gender. A 10-year-old girl or boy who gets about 30
to 60 minutes of physical activity each day needs

2½ cups of vegetables and 1½ cups of fruit each day.
An active 11-year-old girl or boy who gets more than
60 minutes of physical activity each day needs more:
2½ to 3 cups of vegetables and 2 cups of fruit.
You can learn about how much of each food
group you or your family members need at
http://www.choosemyplate.gov. Remember
to “make half your plate fruits and vegetables
at meals” and you’ll be off to a good start!
Make half your plate fruits and vegetables, even on
a budget:
• Fresh, frozen, and canned fruits and vegetables are
all smart choices. Look for sales and buy some of
each to last until your next shopping trip.
• Choose frozen vegetables that do not have added fat,
salt, or sugars from creamy sauces.
• Buy canned fruits packed in “100% juice” or water.
• Look for canned vegetables that say “No added salt.”

Corn and Zucchini Pancakes
contain corn, zucchini, and
scallions, which are all vegetables.
They also contain whole-wheat
flour, which is a grain, and eggs,
which are protein foods. What food
groups are missing from your plate?

Use the lines below to write down what foods you can eat with your corn and zucchini pancakes to make a
MyPlate meal. Then draw your meal.
Fruits

Dairy

Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide
PAGE 27

*These are just suggestions.
There are many options.
Corn and Zucchini Pancakes
contain corn, zucchini, and
scallions, which are all vegetables.
They also contain whole-wheat
flour, which is a grain, and eggs,
which are protein foods. What food
groups are missing from your plate?
Use the lines below to write down what foods you can eat with your corn and zucchini pancakes to make a
MyPlate meal. Then draw your meal.
Fruits

Dairy

fruit salad, melon

low-fat milk

pear halves, unsweetened

low-fat plain yogurt

applesauce, orange slices

low-fat cheese stick

Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide
PAGE 28

Discover other nutrition education materials developed under
the U.S. Department of Agriculture's Team Nutrition Initiative at
http://teamnutrition.usda.gov.

United States Department of Agriculture – Food and Nutrition Service – April 2016 • FNS-517
USDA is an equal opportunity provider and employer.

Team Nutrition Cooks!

Salad With
Vinaigrette
Dressing

Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide
ACTIVITY
PAGE 1
GUIDE

Salad With Vinaigrette Dressing
Activity Guide
Why Teaching Children To Cook Matters

Preparation
• Before starting, be sure to review all policies
related to your program or facility regarding food
preparation. Check with your local health department
about food safety requirements specific to your area.
• Read this activity guide before you start. Pay
special attention to notes marked “Do Ahead,”
“Safety Tip,” “Bright Idea,” or “Instructor Tip.”
• Review the Ingredients and Supplies list on
page 14. Make sure you have all the ingredients,
materials, and handouts needed.
• Practice preparing the recipe. Use all of the
cooking tools in the room and area where the session
will take place.
• Plan for the time you have. If your group has extra
time, do the worksheets in the Family Handout as
part of the session. (See My Salad Story on page
10, Kitchen Tools on page 11, MyPlate Scavenger
Hunt on page 12, and Plant Parts on page 13). If not,
offer these as take-home activities. This activity guide
includes discussion questions that you may use at
the beginning of the activity or during waiting times,
such as while waiting for something to cook. If you
are short on time, you may have to cut some sections
short, or skip a section entirely.
Activities
1. Introductions, Goals, and Ground Rules (5 minutes)
2. Handwashing (5 minutes)
3. All About Salad (5 minutes)
4. Nutritious and Delicious MyPlate (5 minutes)
5. Taste Test (10 minutes)
6. How To Read a Recipe (5 minutes)
7. Cooking and Eating (35 minutes)
8. Cleanup (15 minutes)
9. Wrap-Up and Summary (5 minutes)

Supervision and Room Management
The Salad With Vinaigrette Dressing recipe makes six
servings. We recommend having a group of five children
and one adult. This way, each child will prepare or have
a part in preparing the recipe, and will be given a full
serving. The ratio of one adult for each group of five
children will help you manage preparation, instruction,
and behavior and avoid long waiting times and
overcrowding of cooking stations.
Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide
PAGE 1

INSTRUCTOR TIP

Additional Supplies Needed
In addition to this activity guide, you will need:
❏ A computer with speakers, a projector, and a screen large enough for showing skill videos, or a DVD player
and television
❏ A chalkboard/whiteboard or large paper and markers
❏ Pens and pencils for each child
❏ Name tags and markers
❏ Copies of the Salad With Vinaigrette Dressing Family Handout, which you can order or download at:
http://www.fns.usda.gov/tn/team-nutrition-cooks
❏ Ingredients and supplies listed on page 14
❏ Access to a handwashing sink and hand soap
❏ Access to a food-preparation sink. Having a food-preparation sink that is separate from the handwashing sink is
ideal. If this is not possible, be sure to clean out the sink with hot soapy water before rinsing fruits and vegetables.
❏ MyPlate poster (free from http://TeamNutrition.usda.gov)

Food Safety

Specific food safety tips are included as part of each activity, including handwashing guides, correct
temperatures at which to cook and store foods, and food allergy information.
No one who is feeling sick should handle food. If an adult or child has been sick with symptoms of vomiting
or diarrhea, he or she should not participate until symptom-free for at least 24 hours.
If an adult instructor’s hands have a cut or wound, the cut should be bandaged and clean disposable gloves
should be worn. If a child’s hand has a cut or wound, the child should be given jobs that do not involve direct
contact with food.
What do you need to know about handling fruits and vegetables safely?
• Keep fruits and vegetables, also known as produce, separate from raw eggs, meat, poultry, and seafood
while shopping, preparing, and storing.
• Rinse raw produce well under running tap water before eating or cooking with it. Rinse fruits and
vegetables even if you plan to peel them before using them in the recipe. Do not use soap or detergent to
clean fresh produce.
• Rub firm-skinned produce, like apples and cucumbers, under running tap water, or scrub the peel with
a clean produce brush while rinsing with running tap water. If using pre-cut fruit or vegetables labeled
“ready-to-eat” or “washed,” you do not need to rinse them again.
• Refrigerate produce that has been cut. Never let cut fruits or vegetables sit at room temperature more
than 2 hours before refrigerating. Use an appliance thermometer to be sure the temperature in your
refrigerator is consistently at 40°F or below.

Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide
PAGE 2

Symptoms of food allergies typically appear from within
a few minutes to a few hours after a person has eaten
the food to which he or she is allergic.
Allergic reactions can include:
• Hives
• Flushed skin or rash
• Tingling or itchy sensation in the mouth
• Swelling of the face, tongue, or lips
• Vomiting and/or diarrhea
• Abdominal cramps
• Coughing or wheezing
• Dizziness and/or light-headedness
• Swelling of the throat and vocal cords
• Difficulty breathing
• Loss of consciousness
Prompt emergency treatment is critical for someone
having a severe allergic reaction, called anaphylaxis.
For additional food allergy management and prevention
information, refer to the Centers for Disease Control
and Prevention’s Voluntary Guidelines for Managing
Food Allergies In Schools and Early Care and Education
Programs at:
http://www.cdc.gov/healthyyouth/foodallergies/
pdf/13_243135_A_Food_Allergy_Web_508.pdf.

Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide
PAGE 3

Introductions, Goal, and Ground Rules (5 minutes)
OBJECTIVE: At the end of this activity, the children will be able to state the goal and ground rules.

Introductions

It is important to introduce yourself, the
children, the activity, and the day’s plan
so that everyone feels comfortable and
ready for the day’s activities.
❏ Ask children to make name tags.
This will help everyone remember
each other’s names. Make a name
tag for yourself and the other
instructors too.
❏ Then, have the children sit facing
one another in a circle or square, so
that everyone can see each other.
If the space does not allow for this,
have them face each other as much
as possible.
❏ Start by introducing yourself: who
you are, where you are from, and
include a fun food fact about yourself,
such as your favorite food (or use
the questions below). Then, have
the children introduce themselves,
adding a fun food fact or an answer
to one of the questions below.

+DO AHEAD: Decide what questions you will ask to help the children share a fun food fact.
Some questions to get started:
• What does your family cook at home?
• What is your favorite fruit or vegetable?
• Who has eaten at least three different colors of fruits and vegetables so far today?
• What do you like to eat for dinner?
• Do you like to cook? Do you ever help your family cook at home?
Once everyone has been introduced and is wearing a name tag, describe the plan for the day.
COOKING SKILLS
The goal of this session is for the children to become
familiar with the skills necessary for following and
making a simple recipe, in this case, salad with
vinaigrette dressing. A vinaigrette is a sauce or dressing
made with oil, vinegar, herbs, spices, and other
seasonings. In this recipe, it will be used as a salad
dressing. The activities in this session help children
develop the following skills:
• How To Rinse Fruits and Vegetables
• How To Peel
• How To Slice

• How To Dice
• How To Measure Wet and Dry Ingredients
• How To Whisk
• How To Toss a Salad
• How To Set a Table
• How To Serve Family Style
Ask the children if they are familiar with any of these
skills. Ask questions such as, “Have you ever used a
peeler? Have you ever used a whisk?” This will give
you an idea of the skill level of the group and if there are
areas of the activity you can move through more quickly.

Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide
PAGE 4

• Clear the decks. Keep books,
backpacks, electronics, and coats
off the tables or counters where
food is prepared or served. Be
sure bags are not in the aisle or in
a place where people will trip over
them. Remind the children that
this is for their safety and to keep
germs out of the food.

• Scrub in and out. Wash your
hands with warm water and soap
for at least 20 seconds before and after handling food and after using the bathroom. Need a timer?
Hum the “Happy Birthday” song from beginning to end twice.

• Clean up your mess. Everyone will clean up his or her own mess. Remind the children that this is
practicing responsibility.
B
RIGHT IDEA: Ask the children to come up with more rules that they think are good for this class.
Add them to this list if they make sense.

Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide
PAGE 5

Handwashing (5 minutes)
OBJECTIVE: At the end of this activity, the children will
be able to wash their hands correctly.
O AHEAD: Make sure hand soap and paper
+Dtowels
are available for handwashing. Locate the
closest handwashing sink, if not in the room, for
the children to use.

2. Show the handwashing video at http://www.fns.
usda.gov/tn/team-nutrition-cooks. Follow the
steps listed below:
• Take off all jewelry on your arms and hands.
• Wet your hands with clean, running tap water.
• Apply soap.
• Scrub your hands for at least 20 seconds. Be
sure to lather the backs of your hands, your palms,
between your fingers, and under your fingernails.
• Rinse your hands well under clean, running tap
water.
• Dry your hands using a clean towel or air-dry them.
• Turn off the faucet with a paper towel, not bare
hands.
• Use a paper towel to open doors, if needed, to get
back to the cooking area.

3. Before the tasting or cooking activity, wash your
hands. Have the children and other helpers wash their
hands too.

Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide
PAGE 6

All About Salad (5 minutes)
OBJECTIVE: At the end of this section, the children will be able to describe where vegetables come from, be able
to list the parts of a plant, and be able to describe the different types of salad greens.
To start the discussion, ask some questions:
• Do you eat salad at home?
• What do you usually put in your salad?
• Have you ever eaten a salad with fruit in it?
• What are your favorite kinds of vegetables?
• How do you serve vegetables at home?
• Do you cook with vegetables?
• Where do vegetables come from?
Use the discussion questions below to help the children
learn more about vegetables.
What are some ways to cook and use vegetables?
Different vegetables grow during different seasons, so
vegetables can be found in the grocery store or farmers’
market all year long. Vegetables are versatile—there are
many different kinds, they come in every color, and there
are many different ways to prepare them.
• Some of the most popular ways to enjoy vegetables
are steamed, grilled, sautéed, boiled, stir-fried, baked,
and, of course, raw.
• V
egetables can be eaten on sandwiches, in salads,
with pastas, with dips, as side dishes, and in sauces.
When you think of all the great ways you can eat
vegetables, it's pretty easy to find ways to include
them in meals and snacks.
Where do vegetables come from?
Vegetables come from plants.
What parts of a plant do we eat?
All of them—but not all parts of every plant. Although
fruits and vegetables both come from plants, they come
from different parts of those plants. Plants have seeds,
stems, roots, fruits, leaves, and flowers. Have you ever
eaten a flower (broccoli)? A stem (celery)? What about
a root (sweet potato)? These are all examples of plant
parts that you have probably eaten, even if you didn’t
realize what they were.
• Leaves—provide energy for the plant through a
process called photosynthesis. Today we will use
Salad Greens, which are different types of leaves that
can be used in a salad. Look at the "Salad Greens"
chart for more examples of salad greens.
• Fruit—forms after a flower is pollinated. Inside of the
fruit are seeds that you can use to grow more plants.
If you’re eating a plant part that has seeds in it, it’s a
fruit. This is why the tomato is technically considered
by plant scientists to be a fruit, though nutritionists

Salad Greens

• Arugula—peppery and spicy; also known as
“rocket”
• Bibb lettuce—mild and sweet
• Boston lettuce—buttery; very soft leaves
• Chicory (curly endive)—has a nice bite but can
be slightly bitter to some
• Endive—sweet, bitter, crunchy
• Frisée—slightly sweet, slightly bitter; good
paired with nuts and cheese
• Green oak-leaf lettuce—mild and slightly
grassy
• Green chard—spinach-like; use baby leaves for
salad
• Iceberg lettuce—crisp, mild
• Kale—earthy and slightly bitter
• Mustard greens—crunchy, slightly bitter, with a
taste like cabbage
• Radicchio—beautiful deep red color; bitter and
slightly peppery
• Red chard (and beet greens)—slightly sweet
and grassy; use baby leaves in salad
• Romaine lettuce—very crunchy, slightly sweet,
slightly bitter
• Watercress—peppery and spicy; great with
citrus fruit

INSTRUCTOR TIP: If picking out separate

salad greens is too complicated (or expensive),
use a bag of mixed salad greens. It might be called
“spring mix” or “baby greens,” and it will include a
variety of lettuces and greens.
consider the tomato to be a vegetable because of
how we eat it and the nutrients it contains.
• Seeds—are planted to grow more plants.
• Roots—grow underground and absorb the water and
nutrients from the soil that a plant needs to survive.
• Stems—holds up a plant’s leaves, flowers, and fruit.
They also transport nutrients from the root to the rest
of the plant.

Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide
PAGE 7

It is important to explain that not all plants or plant parts
are edible. Some plants are poisonous, while others
have parts that are edible, as well as parts that are not.
What are some tips for buying vegetables?
Buying vegetables doesn’t always mean going to the
produce section of your grocery store. There are more
ways to buy vegetables than buying them in their whole
form. Of course, when you find fresh vegetables in
season at the grocery store or farmers’ market, buy
them! They cost less and are likely to be at their peak
flavor. But when they are not in season, there are some
other options.
• Canned vegetables: Buy canned vegetables labeled
“reduced sodium,” “low sodium,” or “no salt added.” If
you can only find regular versions of the vegetables,
drain and rinse the vegetables under cool running tap
water to reduce the amount of sodium in the food.
• Frozen vegetables: Stock up on plain, unseasoned
frozen vegetables for quick and easy cooking.
• Prerinsed and bagged vegetables: Buy vegetables
that are easy to prepare. Pick up prerinsed bags of
salad greens and add baby carrots or grape tomatoes
for a salad in minutes. Buy packages of veggies such
as baby carrots or celery sticks for quick snacks.
• Dried or dehydrated vegetables: You can find
vegetables such as sun-dried tomatoes on the
shelves at your grocery store. Look for dried
vegetables without added sugars or sodium.

What are some tips for buying vegetables for
this salad?
• When buying raw salad greens, look for fresh
and tender leaves with no yellowing, decay, or
insect or mechanical damage. Salad greens
should be stored in the refrigerator. Do not rinse
the greens before storing. Salad greens typically
last 10 to 14 days.
• Select bright, evenly green cucumbers without
blemishes or yellow spots. A good cucumber
should be firm so it will be crunchy. Cucumbers
can be stored in the refrigerator in a plastic bag.
Do not rinse before storing. Cucumbers typically
last one week.
• Choose tomatoes with a deep red skin without
bruises or blemishes. Test for ripeness by smelling
the tomato. Tomatoes should be firm and heavy.
• Tomatoes should not be refrigerated but should be
stored in a cool, dry place.
• Do not store tomatoes in a plastic bag; instead,
store them in a single layer, as stacking tomatoes
may cause them to become mushy.
• Fresh tomatoes may be frozen whole, chopped,
or sliced. Rinse tomatoes and remove the stem,
arrange them in a single layer in a tightly closed
plastic bag, then freeze up to eight months.

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PAGE 8

Nutritious and Delicious MyPlate (5 minutes)
OBJECTIVE: At the end of this section, the children will
be able to describe how salad vegetables fit into a healthy
diet.
B
RIGHT IDEA: Display the MyPlate icon in a place
where everyone can see it.
OPTIONAL ACTIVITY: Decide if you want to do the
MyPlate Scavenger Hunt activity sheet found on
page 12 of the Family Handout. If so, have copies
of the Family Handout and pencils for each child.

Fruits and vegetables are part of a healthy diet

Key Nutrition Messages:
The MyPlate icon reminds you to eat foods from all five
food groups. MyPlate’s five food groups are: • Fruits
• Vegetables • Grains • Protein Foods • Dairy. The
MyPlate icon is also a reminder to make half your plate
fruits and vegetables. Eating this way will help you get
the nutrients you need to feel and look your best. One
way to help you eat enough fruits and vegetables every
day is to choose fruits and vegetables at each meals
and snacks.

Salad Greens are vegetables
Salad greens are part of the Vegetable Group, which is
in the lower left, green section of the MyPlate icon. Any
vegetable or 100% vegetable juice counts as a member of the Vegetable Group. Vegetables may be raw
or cooked; fresh, frozen, canned, or dried/dehydrated;
and they may be whole, cut-up, or mashed. Based on
their nutrient content, vegetables are organized into five
subgroups:
• dark green vegetables,
• starchy vegetables,
• red and orange vegetables,
• beans and peas, and
• other vegetables.

Vegetables are important sources of nutrients
• Potassium helps your body keep a healthy
heartbeat.
• Dietary fiber may help lower risk of heart disease
and diabetes, and it keeps food moving through the
digestive tract. It also helps us to feel full after eating.
• Folate, or folic acid, helps the body form red
blood cells.
• Vitamin A helps protect your eyes and skin and helps
you see at night. It also helps your body to fight off
infections so you stay feeling your best.
• Vitamin C helps with the healing of cuts and wounds
and keeps teeth and gums healthy.
It’s important to eat many different types of vegetables.
Different vegetables often include different combinations
of nutrients. By eating many different vegetables, and a
variety of foods from all five food groups, you can make
sure you are getting many of the nutrients you need to
stay healthy.

INSTRUCTOR TIP

Remind the children that it’s okay if the vegetables you eat are mixed with other foods, such as in a carrot-apple
soup or in a salad, or if you eat them in a bowl instead of on a plate. They still count as part of your MyPlate
meal. They do not have to be in separate portions on your plate, the way they appear in the MyPlate icon. The
exact amount of vegetables you need to eat each day depends on your age, how active you are, and whether
you are a girl or a boy.
The children can use MyPlate’s Supertracker Web site to see how much of each food group they need to eat
each day: https://www.supertracker.usda.gov/.

Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide
PAGE 9

Taste Test (10 minutes)
OBJECTIVE: At the end of this activity, the children will
be able to describe the tastes of different kinds of salad
greens and vinegars.
Taste testing is a fun way to try new foods. In this taste
test, the children will sample different kinds of salad
greens and vinegars to find the ones they like best. The
taste test can help children decide which greens and
vinegars to use in their salad and vinaigrette dressing.
O AHEAD: Prepare for the Taste Test (about 10
+Dminutes
of preparation).

• Pick a table or desks separate from the cooking area
to hold taste-test supplies.
• Wash tables with hot soapy water.
• Wash your hands before preparing the salad greens.
• Rinse salad greens to remove dirt and germs. Under
clean, running water, rub greens briskly with your
hands to remove any dirt. Dry with a clean cloth
towel or paper towel after rinsing. Keep vegetables
separate from raw meat, poultry, and seafood while
shopping, preparing, or storing them.
• Cut or tear the salad greens into small bite-size
pieces.
• Put each kind of vinegar in a separate bowl and each
salad green on a different plate with its own serving
utensil for sampling. Label each serving plate with the
type of each salad green or vinegar.

INSTRUCTOR TIP

“Vinaigrette” is a mixture of vinegar and oil, sometimes with herbs or spices. Vinaigrette is used most
often as a salad dressing. It can also be used as
a marinade for meat, fish, or other foods, or as a
sauce for other foods, such as pasta. The children
will be tasting vinegar, which is the main ingredient
in vinaigrette.

INGREDIENTS
❏ 2 or 3 salad greens of different types (1 bunch of
each)
❏ 2 or 3 vinegars of different types (1 small bottle of
each)
See “Salad Greens” list on page 7 and “Beginner
Vinegar” list on page 11 for suggestions.

SUPPLIES
❏ 6 plates or bowls for eating
❏ 2
to 3 serving plates (1 for each variety of
salad green)
❏ 6 napkins
❏ 6 spoons
❏ 6 forks
❏ 1 set of tongs or 1 serving fork
❏ 5
to 6 labels (1 for each variety of salad green
and vinegar)
❏ pen or marker

Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide
PAGE 10

INSTRUCTIONS
1. Have everyone wash their hands.
2. Seat the children around desks or tables so that they
can all see each other, and put the greens within
easy reach.
3. Give each child a fork and a plate, and put a piece of
each variety of salad green on it using a serving fork
or tongs. If possible, have the children try one type of
green together before another type of green is put on
their plates.
4. Have the children look at and taste each green
sample, without vinegar. Remind the children that
these are all salad greens but different varieties. Each
variety has a different name and may taste different
too. Everyone should try the same kind of green at
the same time to make discussion and tracking of
each type easier. Repeat until everyone has tried
every variety.
5. Have the children put a spoonful of each type of
vinegar on their plates. Children can dip the salad
greens in each type of vinegar.
6. Discuss and compare the different colors, tastes,
textures, smells, and uses of each green and vinegar.
Discussion questions are found in the next column.
Survey the children to find out which green and
vinegar they liked the best and record the results
on a whiteboard or poster paper.
7. Have the children help clean up leftovers and trash.
➤ SAFETY TIP: Make sure the children wash their
hands again after eating and before cooking.

Beginner Vinegar

Vinegar is made from fermenting different
ingredients, which gives it a sour taste.
• White vinegar is plain and slightly sweet
• Rice vinegar is mild and not too acidic
• Balsamic vinegar is dark and sweet
• Red wine vinegar or white wine vinegar is sharp
and flavorful
• Sherry vinegar is strong and nutty
• Apple Cider vinegar tastes a little bit like apple
Taste Test Discussion Questions
Discuss the different tastes of each salad green and
vinegar:
• Have you ever tasted any of these greens or vinegars
before?
• What did the different greens and vinegars taste like?
• Which did you like the most? Why?
• Were there any tastes you didn’t like? Why?
• Does this taste like anything you’ve ever eaten?
• What kinds of textures did you notice? Were the
salad greens chewy, crispy, and/or crunchy?
• Are there any other salad greens or vinegars you
have tasted before today that you think would go
well with your salad?
• Which vinegar would you like to put in your salad
dressing? (If desired, take a vote and let children
choose the vinegar they will use later.)

INSTRUCTOR TIP:

Do not force anyone to taste
something. Encourage them,
but let them make their own
decision. When a child sees
other children enjoying the
taste test, he or she will likely
join in.

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PAGE 11

How To Read a Recipe (5 minutes)
OBJECTIVE: At the end of this section, the children will be able to read and describe the steps in a
recipe.
Provide each child with a copy of the Salad With Vinaigrette Dressing Family Handout
+DandO AHEAD:
ask the children to turn to the recipe on page 2. Copies of the Family Handout can be downloaded and ordered from http://www.fns.usda.gov/tn/team-nutrition.

Explain how to read a recipe:
• A recipe lays out directions for
cooking. It's important to read through
the entire recipe.
Read the whole recipe first:
Read through the entire recipe from
start to finish so that you can make sure
you have everything you will need. The
recipe will tell you:
• How much time it will take you to
make the dish
• How many servings it will make
• The size of each serving
• Which ingredients (food) you need
and in what amounts
Plan Ahead:
Explain that “Total Time” is the total
amount of time the recipe takes to make
from start to finish. “Hands-on Time” is
the amount of time spent on preparing
the food, such as rinsing, dicing, peeling,
etc. For example, if something
is baking in the oven for 30 minutes,
that’s part of the total time, but not the
hands-on time, since you’re just waiting
for the oven to do the work. This time is
perfect for doing something else in the
kitchen, like cleaning up!
After looking at the “Total Time,” decide
when you want to eat or serve the
dish. For example, if a recipe takes 30
minutes to prepare and you want to eat
at 5:00 p.m, you need to start cooking at
4:30 p.m. If it is your first time cooking something, you may want to add a bit more time to the total
time listed.
Read through the recipe together and answer any questions the children may have about the directions,
ingredients, or kitchen tools.

Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide
PAGE 12

Salad With Vinaigrette Dressing
Recipe and Instructor Notes
Total Time: 30 minutes • Hands-on Time: 30 minutes
Yield: 6 servings • Serving Size: Vinaigrette:
2 teaspoons, Salad: 1 ¾- 2 cups

INSTRUCTOR TIP

The number of each tool needed in the cooking
section is based on a group of six, with everyone
in the group getting a chance to practice most of
the skills. These numbers may be different for your
session, depending on how the cooking stations
are set up. See “Instructor Tips for Teaching
Cooking Skills” on page 16 for more information.
For the Vinaigrette:
INGREDIENTS
❏ 1 tablespoon chopped fresh basil or parsley
❏ 2 tablespoons olive oil
❏ 1 tablespoon vinegar or lemon juice
❏ ¼ teaspoon salt
❏ Pinch of black pepper
SUPPLIES
❏ measuring spoons, including ¼ teaspoon and
1 tablespoon
❏ 1 glass jar with lid, or bowl and whisk
INSTRUCTIONS FOR CHILDREN
1. Have them wash their hands with soap and water,
then gather all the kitchen tools and ingredients and
put them on a clean counter or other cooking surface.
2. Put all the ingredients in a jar and shake until
vinaigrette looks fully blended. Or: Put all the
ingredients in a bowl and whisk until vinaigrette looks
fully blended.
3. Taste the vinaigrette on a leaf of lettuce. Does it need
more oil, more lemon juice or vinegar, or some pepper?
If so, add some in small amounts and taste again.
4. Use right away, or cover and refrigerate up to 3 days.
For the Salad:
INGREDIENTS
❏ 1 to 2 (7- to 8-ounce) bags of pre-mixed salad
greens, or 6 to 8 cups of mixed greens
❏ 1 tomato, cored and diced
❏ 1 cucumber, peeled and sliced
❏ 1 apple, scrubbed well, cored and diced
❏ ¼ cup shredded or crumbled low-fat cheese

SUPPLIES
❏ 6 cutting boards
❏ 6 peelers
❏ 6 butter knives
❏ 1 salad bowl
❏ 1 cup dry measuring cup
❏ ¼-cup dry measuring cup
For eating:
❏ 1 set of salad tongs
❏ 6 forks
❏ 6 plates
❏ 6 sets of silverware
❏ napkins
INSTRUCTIONS FOR CHILDREN
1. Put all the salad ingredients in the salad bowl.
2. Add vinaigrette.
3. Use the salad tongs to toss the lettuce leaves gently
until they are evenly covered with the vinaigrette.
4. Serve right away.
Salad: Servings per recipe: 6

Nutrients per serving: Calories 85; Total Fat: 6 g;
Saturated Fat: 1 g; Sodium: 166 mg; Potassium: 154 mg;
Total Carbohydrate: 8 g; Dietary Fiber: 2 g; Sugars: 4 g;
Protein: 3 g; Vitamin A: 3100 IU (161 RAE); Vitamin C: 21 mg;
Vitamin D : 0.02 mcg; Calcium: 78 mg; Iron: 2 mg
Crediting Information for the Child and Adult Care Food
Program (CACFP): One portion of Green Salad provides
1 cup vegetable

Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide
PAGE 13

INGREDIENTS AND SUPPLIES CHECKLISTS
Use these checklists to make sure you have all of the ingredients supplies for the activities in this session.
INGREDIENTS
For Taste Test
(For a group of 6)
❏ 2 or 3 salad greens of different types (1 bunch of
each)
❏ 2 or 3 vinegars of different types (1 small bottle of
each)
See list on pages 7 and 11 for suggestions of vinegar
and salad greens types.
For Cooking and Eating Activities
❏ 1 to 2 (7- to 8-ounce) bags of pre-mixed salad
greens, or 6 to 8 cups of mixed greens
❏ 1 tomato
❏ 1 cucumber
❏ 1 apple
❏ fresh herbs (fresh basil or parsley, 1 small bunch)
❏ 2 lemons (for lemon juice if using)
❏ ¼ cup shredded or crumbled cheese
❏ salt
❏ black pepper
❏ olive oil
❏ vinegar
SUPPLIES
For Taste Test Activity
❏ 6 plates or bowls for eating
❏ 2 to 3 serving plates (1 for each variety of green)
❏ napkins
❏ 6 spoons
❏ 6 forks
❏ 1 set of tongs or 1 serving fork
❏ labels
❏ pen or marker

For Cooking, Eating, and Cleanup
For Cooking
The number of kitchen tools listed in the Cooking
section is based on a group of six. This includes one
adult instructor to demonstrate the skills and everyone in the group getting a chance to practice most of
these skills. These numbers may be different for your
session, depending on how the cooking stations are
set up. See “Instructor Tips for Teaching Cooking
Skills” on page 16 for more information.

For Cooking, continued
❏
❏
❏
❏
❏
❏
❏
❏
❏
❏
❏
❏
❏
❏

1 chef’s knife (for instructor preparation)
6 cutting boards
1 salad bowl
1 mixing spoon
measuring spoons, including 1/4 teaspoon and
1 tablespoon
2 forks (for whisking)
1 small bowl (for whisking) OR 1 glass jar with lid
1 salad spinner (optional)
6 peelers (optional)
6 butter knives
2 large bowls for rinsing salad greens
2 vegetable scrub brushes
1-cup dry measuring cup
¼-cup dry measuring cup

For Eating
❏ 6 dinner plates or bowls
❏ 6 sets of silverware
❏ salad tongs or serving utensils
❏ napkins
For Cleanup
❏ trash bags
❏ dish cloths and dish soap
❏ paper towels
❏ sponges
❏ hand soap
❏ broom and dustpan

For Other Activities
❏ name tags
❏ markers
❏ 6 pens or pencils
❏ chalkboard/whiteboard or paper, markers, and
tape for Ground Rules list
❏ a computer with speakers, a projector, and a
screen large enough for showing skill videos, or a
DVD player and television
❏ MyPlate poster (free from
http://TeamNutrition.usda.gov)
❏ Copies of Team Nutrition Cooks! Salad with
Vinaigrette Family Handout (free from
http://TeamNutrition.usda.gov)

Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide
PAGE 14

Cooking and Eating (35 minutes)
OBJECTIVE: At the end of this section, the children will have made salad with vinaigrette dressing.

➤ SAFETY TIP: Be sure the children wash their hands again before they start cooking.
The children will practice different skills as they prepare the salad and vinaigrette. Each recipe provides enough
servings so that the adult instructors can eat as well. There should be one adult for every five children. Recipes are
made and eaten “family style,” so after cooking, the entire group, children and instructors, will serve themselves and
eat together at the table. If one group finishes first, they can clean up or work on optional activities.
B
RIGHT IDEA: The hands-on portion of cooking is the part of the activity that the children will be most excited
about, other than eating. It’s important to supervise and keep as much control as possible so that the classroom
remains safe and everyone gets a chance to participate. Again, to help ensure a successful learning experience,
we recommend you have one adult instructor for every five children.
Ingredient List Per Group (5 children, 1 adult)
❏ 1 to 2 bags of pre-mixed salad greens,
or 6 to 8 cups of mixed greens
❏ 1 tomato, cored and diced
❏ 1 cucumber, sliced
❏ 1 apple, scrubbed well, cored and diced
❏ ¼ cup shredded or crumbled low-fat cheese
❏ 1 tablespoon chopped fresh basil or parsley
❏ 2 tablespoons olive oil
❏ 1 tablespoon vinegar or lemon juice
❏ ¼ teaspoon salt
❏ pinch of black pepper

Skills that will be covered during this activity:

❏ How to Rinse Salad Greens
❏ How to Rinse Cucumbers, Apples, and Tomatoes
❏ How To Peel
❏ How To Slice
❏ How To Dice
❏ How To Measure Wet or Dry Ingredients
❏ How To Whisk
❏ How To Mix
❏ How To Set a Table
❏ How To Serve Family Style
How To Set a Table and How To Serve Family Style are
not shown in the video.

O AHEAD: Make sure all adult instructors are comfortable using all the required tools and have practiced
+Dbefore
the class. Watch each video and, if possible, practice the required skills in advance. Videos can be
viewed at: http://www.fns.usda.gov/tn/team-nutrition-cooks.

Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide
PAGE 15

Options One and Two should be used if groups are
large or if you’re short on time. In Option Three, all
the children will practice the same skills. You can
decide the best way to set up the cooking stations;
some recommendations are below. At each station,
have an adult show children how to use each tool
before allowing them to try.
Options for practicing skills at stations:
• Option One: All the skills are practiced at each station, but each child contributes to only one part of
the recipe. For instance, at each station, one child
can do the measuring, another child may dice, and
another child may whisk, etc.
• Option Two: Each station focuses on a single
skill: at one station, children may do all of the
measuring; at another station children may do all of
the dicing, etc. This method works especially well
for large groups. Children will practice fewer skills,
but everyone will have a chance to do something.
• Option Three: Each station focuses on a single
skill but children may rotate through all the stations,
trying all the skills. This is another way to manage
groups that are large.
Stations and Supplies for
Option Two and Option Three:
The number of each tool needed will depend on the
size and number of each group.

The Stations:
Peeling
❏ peelers
❏ cutting board
❏ trash or compost bin

KEY SKILLS

Cooking Skills
❏ How To Rinse Salad Greens (p. 17)
❏ How To Rinse Cucumbers, Apples, and
Tomatoes (p. 17)
❏ How To Peel (p. 17)
❏ How To Slice (p. 18)
❏ How To Dice (p. 18)
❏ How To Measure Wet or Dry Ingredients (p. 19)
❏ How To Whisk (p. 20)
❏ How To Toss the Salad (p. 20)
Serving Skills
❏ How To Set a Table (p. 21)
❏ How To Serve Family Style (p. 21)
Rinsing
❏ large bowls
❏ salad spinner (optional)
❏ towels
❏ vegetable brush

Dicing and Slicing
❏ cutting boards
❏ butter knives
❏ bowls to hold cut ingredients
Measuring
❏ measuring cups
❏ measuring spoons
Mixing
❏ large salad bowls
❏ tongs
❏ salad servers

Whisking/Shaking
❏ whisks or forks
❏ bowls
❏ glass jars with lids (if using jars with lids,
you will not need the whisks and bowls)

Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide
PAGE 16

How To Rinse Salad Greens or Herbs

1. Fill a large bowl three-quarters full with cold water.
You can also use a sink that has been cleaned and
sanitized for this purpose.
2. If your greens are held together with a twist tie or
rubber band, take it off. Put the greens in the bowl
or sink filled with cold water and swish them around.
3. Look at the greens. Sometimes they will just need
a good swishing around; other times, each leaf will
need to be rubbed by hand to get rid of all sand
and dirt.
4. Pull the greens out of the water and check to see if
there is dirt at the bottom of the bowl or sink. If so,
drain the sink or pour the water out of the bowl, and
repeat steps 1 through 3 until there is no longer dirt
at the bottom.
5. Put rinsed greens in a colander or salad spinner.
6. Dry greens well in a salad spinner or shake them
in the colander and then blot them dry with a clean
paper towel.

INSTRUCTOR TIP: If there is no sink available,

use prerinsed salad greens. You do not need to rinse
prerinsed salad greens.

How To Peel

How To Rinse Cucumbers, Apples, and
Tomatoes

It is important to rinse the cucumber, apple, and
tomato even if you are not eating the peel on the
produce. Rinsing removes dirt and prevents it from
traveling from the peel to the inside of the fruit or
vegetable when slicing it with a knife.
1. Rinse cucumbers, apples, and tomatoes under cold
running tap water.
2. Scrub the peel with a clean vegetable brush while
rinsing the fruit or vegetable, rubbing gently so they
don’t get bruised.
3. Dry with a paper towel.

Peeling is included as a skill for the children to learn;
however, peeling removes most of the cucumber’s fiber
and vitamin K, an important part of its nutritional value.
Demonstrate and practice peeling to help the children
learn the skill, but encourage them to leave the peel on
the cucumber when making the salad.
1. Rinse the cucumbers before peeling them.
2. Peel the cucumbers over a clean cutting board, bowl,
or sink. Don’t peel over the garbage can in case the
cucumber is dropped!
3. Keep your hand on the handle at the bottom of the
peeler and avoid the blade.
4.Throw away or compost the peel.
➤ SAFETY TIP: A peeler is sharp—avoid touching
the blade!
B
RIGHT IDEA: If you are leaving the cucumber
peel on in this activity, you can have the children
take turns peeling one strip each from a single
cucumber, leaving strips of peel in between to create
alternating strips of green and white. Leave the peels
on any remaining cucumbers.

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How To Slice

The children can use a butter knife to slice
and dice (below). Butter knives are safe for
children to use because they are not sharp
but will still cut through apple, tomatoes,
cucumbers, and herbs.
1. Hold the knife in the hand you use to write
with, and grip it firmly around the handle.
2. Use your other hand to keep the cucumber
steady by keeping your fingers curled
under, away from the knife. Pay attention
to where the knife is; as it moves forward,
your hand holding the cucumber should
move backward. The distance between the
knife and your hand holding the cucumber
should always stay the same.
3. Slice round shapes in half first so they
can rest on their flat side instead of rolling
around.

How To Dice and Chop

“Dicing” means cutting foods into pieces about the size
of dice.
1. Hold the knife in the hand you use to write with, and
grip it firmly around the handle.
2. Dice one apple or tomato slice at a time by placing the
flat side on the counter. This way the apple or tomato
won’t roll when you cut it.
3. Use your other hand to steady the apple or tomato
slice, keeping your fingers curled under, away from
the knife, so only your knuckles show. Pay attention
to where the knife is; as it moves forward, your hand
holding the apple or tomato should move backward,
exposing more of the apple or tomato. The distance
between the knife and the hand holding the apple or
tomato should always stay the same.
4. Cut the apple or tomato into pieces the size of dice,
first slicing in one direction, then turning the slices a
quarter-turn and slicing them again.
5. To chop the herbs, stack the leaves of the herbs on
top of each other, so you can cut several leaves at
once. You can also roll the stack of leaves into the
log and cut the log into shorter pieces. This method is
called a chiffonade.

Optional: How To Use a Salad Spinner

1. Remove the strainer (the plastic part in the center)
from the salad spinner.
2. Place clean, rinsed greens in the strainer, and put the
strainer in the spinner.

➤ SAFETY TIP: Remind children to take
their time and keep their eyes on the knife at
all times. Remind them they should always
cut on a cutting board to avoid damaging the
counter and use a non-slip cutting board for
safety.

3. Put the lid on the spinner.
4. Hold the spinner steady with one hand and press
down on the top part or pull the ripcord with your other
hand. Keep spinning about 15 seconds.
5. Test for dryness and then repeat if necessary.

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How To Measure

It is important to measure correctly when following a recipe so that it will work. The measuring tools the children
will be learning about today are measuring cups and measuring spoons.
•
•
•

•
•
•

How To Measure Salad Greens:

1. Place the 1-cup dry measuring cup on a flat surface.
2. Fill the measuring cup with the greens and pack
down tightly.
3. Repeat 6 to 8 times.

How To Measure Cheese:

1. Place the ¼-cup dry measuring cup on a flat surface.
2. Fill the measuring cup.
3. Level off using a straight edge.

How To Measure Oil:

How To Measure Vinegar or Lemon Juice:

1. Pour the vinegar or lemon juice into the 1-tablespoon
measuring spoon.

How To Measure Herbs:

1. Fill the 1-tablespoon measuring spoon with herbs and
pack down tightly.

How To Measure Salt:

1. Pour the salt into the ¼-teaspoon measuring spoon.
2. Level off using a straight edge.

1. Pour the oil into the 1-tablespoon measuring spoon.
2. Repeat once.

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How to Whisk

Whisking is beating or stirring quickly to
combine ingredients.
1. Put the ingredients for the vinaigrette
into the bowl.
2. Use your wrist to move the fork or whisk
quickly in a circular motion.
3. Stop whisking when the ingredients are
blended together.
4. Make sure not to whisk too fast, so that
the ingredients don’t spill over the side.

How to Use a Glass Jar to Shake
the Dressing (optional)

1. Put all of the vinaigrette ingredients in
the jar.
2. Screw on the lid and shake until the
vinaigrette looks blended.
If the vinaigrette sits for a while, make sure
to mix it again before serving.

How To Toss the Salad

Tossing helps the ingredients from the bottom and sides of the salad
bowl spread out evenly. Toss the salad to make sure all the salad
greens have an equal amount of dressing.
1. Put all of the salad ingredients into a large bowl.
2. Drizzle the vinaigrette onto the salad.
3. Use tongs or salad servers to gently mix the salad around and
make sure the ingredients are mixed and evenly coated with
vinaigrette.
If the salad sits for a while, make sure to toss it again before serving.

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How To Set a Table

How To Serve Family Style

Food is not usually cooked in individual servings. Most dishes are made in a large batch and then divided into
portions. When a large serving dish is passed around the table from which diners can help themselves, this is
called “family style.”
• Make sure to use clean serving utensils.
• Remind the children that they should eat only from their own plates, never directly from the serving dish, to avoid
spreading germs. No one should touch the food with his or her fingers when serving or holding the serving dish.
• Everyone will have their own plate and eating utensil.
• Uneaten food should never be returned to the serving dish.
• Make sure that each child is offered one full serving of food, as written in the recipe. However, they do not have to
take their full portion all at once and can go back for seconds if they want.

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Discussion Questions

You can ask these questions if there is time left after
making the salads, or you can use them while everyone
is eating their salads.
• What did you like?
• What did you not like?
• Which step of the recipe was your favorite?
• What did you learn to do today that you didn’t know
how to do before?
• Could you teach someone in your family a skill you
learned today?
• What would you add to your salad?
• What else could we serve with this dish?
• Use your five senses:
• What does this salad with vinaigrette smell like?
• What does this salad with vinaigrette look like?
• What does this salad with vinaigrette taste like?
• What is the texture/feel of the salad? Would it be
different without the vinaigrette on it?
• What sounds did you hear when we were making
this recipe?

• Soak dishes: If food is baked on or stuck to the
dishes, soak them in warm water to loosen it.
• Wash dishes: Show the children how to scrub
dishes, pots, and pans. Make sure that they wash
both the inside and outside, and top and bottom of
each. Since utensils go directly into our mouths, be
sure they are washed well. It is important to wash
all parts of every item, including the handles.
• Dry dishes: Show the children where they can
leave dishes to dry, or how to dry them with a dish
towel. Have them check to make sure there are no
remaining grease streaks or traces of food stuck on
the pots and pans.
• Put away kitchen tools: Show the children
where kitchen tools belong so that they can
help put them away.
• Wash surfaces: Wash all surfaces that were used
for cooking with hot, soapy water.
• Clean and dry sink: Wash out the sink with hot,
soapy water and dry it with a clean dish towel.
• Sweep floor: Show how to sweep into a dustpan
and throw away the waste.
➤ SAFETY TIP: When washing dishes, never
swirl your hands around the bottom of the sink,
especially if you can’t see the bottom. There may
be sharp tools or utensils under the water.

INSTRUCTOR TIP

Wash dish cloths in the hot cycle of the
washing machine after each cooking activity.
Kitchen sponges are potential sources of
bacteria and are difficult to clean. If you use
sponges, replace them with new ones frequently.

Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide
PAGE 22

about everything they did during the activity, including
five facts or skills that they learned.
• Read aloud the “My Salad Story” on page 24 and
have children follow along on page 10 of their Family
Handout. Ask them to write their answers as you
go along. At the end, have a child share their salad
story with the group. An answer key is provided for
instructors on page 25 of this guide.
• Have the children complete the Kitchen Tools
activity sheet on page 11 of the Family Handout to
test their knowledge. An answer key is provided for
you on page 27 of this activity guide.

Additional Wrap-Up Items
• Review the Family Handout that the
children will bring home to their families.
• Review and answer any questions about
the day.
• Thank the children for being such
good cooks today and have them give
themselves a round of applause.

Optional: Plant Part Activity
INSTRUCTOR TIP: Have a variety of vegetables out for the children to view. (You can use the ones that will be
used in the salad later, some additional ones, or just have some images printed out.) Have sticky notes and pencils
for the activity. You can also do this activity verbally as a class.
1. Set out various vegetables (and fruits if desired)
2. Discuss parts of the plant using the Plant Parts activity sheet on page 13 of the Family Handout.
3. Have the children use sticky notes and pencils to label which plant part they think each fruit or vegetable is.
(Example: for lettuce, the child will write “leaves” and stick the note onto the lettuce.)
4. Discuss each child’s guesses and give the correct answers.
5. Tell the children the Family Handout has another Plant Parts activity they can do at home with their families.
Some examples of vegetables to set out include:
Beet (root)
Cabbage (leaf)
Onion (root)
Spinach (leaf)
Carrot (root)
Collard greens (leaf)
Parsnip (root)
Kale (leaf)
Radish (root)
Chard (leaf)
Potato (root)
Lettuce (leaf)
Sweet potato (root)
Endive (leaf)
Brussels sprouts (leaf)
Asparagus (stem)
Parsley (leaf)
Celery (stem)
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PAGE 23

Beans (seed)
Peas (seed)
Corn (seed)
Avocado (fruit)
Cucumber (fruit)
Bell pepper (fruit)
Eggplant (fruit)
Tomato (fruit)
Broccoli (flower)

My Salad Story
Fill in the blanks and bring this home to share with your family.
Today, we made ( _____________________________________ ). The main ingredient is ( _________________ ),
which belongs in the ( _________________ ) section of MyPlate. Our class did a taste test where we got to try
different kinds of ( _________________ ) and ( _________________ ). I tried ( _________________ ).
My favorites were ( _________________ ).
We also learned to measure and used two different kinds of tools. One was measuring ( _________________ )
and the other was measuring ( _________________ ). We also learned that there are two kinds of measuring
cups—one to measure ( _________________ ) ingredients and one to measure ( _________________ )
ingredients.
We learned some things about different parts of plants. The six different parts of a plant are
( _________________ ), ( _________________ ), ( _________________ ), ( _________________ ),
( _________________ ), and ( _________________ ). I learned that when I eat lettuce, I am eating
( _________________ ); when I eat a tomato, I am eating ( _________________ ); and when I eat potatoes,
I am eating ( _________________ ).
We also learned how to read a recipe. It’s important to read it all of the way through so you know what
( _________________ ) and ( _________________ ) you will need, what all of the steps are, and how much time it
will take.
When we made the salad, we learned to use new tools. Some of these tools were a ( _________________ ),
which is used for mixing up the vinaigrette. We can also use a fork if we don’t have a ( _________________ )
at home. We can also use a ( _________________ ) and shake up the dressing inside.
I also practiced dicing, mixing, setting the table, and serving. After the salad was done, we got to try it. It was
delicious!
WORD BANK: fruit, jar with a lid, leaves, roots, Vegetable, vinegars, spoons, cups, dry, liquid, salad greens,
salad with vinaigrette dressing, fruits, stems, whisk, kitchen tools, salad greens, roots, ingredients, flowers,
leaves, whisk, seeds
Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide
PAGE 24

My Salad Story

Read this story out loud, and ask the children to fill in the blanks on the sheet in their Family Handout.
You can then share the answers from the answer key below with them.
salad with vinaigrette dressing
salad greens ),
Today, we made ( _____________________________________
). The main ingredient is ( _________________
which belongs in the ( _________________
) section of MyPlate. Our class did a taste test where we got to
Vegetable

salad greens
vinaigrettes
try different kinds of ( _________________
) and ( _________________
). I tried (dependent on child’s
experience). My favorites were (dependent on child’s experience).

spoons
We also learned to measure and used two different kinds of tools. One was measuring ( _________________
)
cups
and the other was measuring ( _________________
). We also learned that with measuring cups there are
dry
liquid
two kinds—one to measure ( _________________
) ingredients and one to measure ( _________________
)
ingredients.
We learned some things about different parts of plants. The six different parts of a plant are

seeds
fruits
stems
flowers
( _________________
), ( _________________
), ( _________________
), ( _________________
),
leaves
roots
( _________________
), and ( _________________
). I learned that when I eat lettuce, I am eating
( _________________
); when I eat a tomato, I am eating ( _________________
); and when I eat potatoes,
leaves
fruit
I am eating ( _________________
).
roots
We also learned how to read a recipe. It’s important to read it all of the way through so you know what

ingredients
kitchen tools ) you will need, what all of the steps are, and how much time it
( _________________
) and ( _________________
will take.
When we made the salad, we learned to use new tools. Some of these tools were a ( _________________
),
whisk
which is used for mixing up the vinaigrette. We can also use a fork if we don’t have a ( _________________
)
whisk
at home. We can also use a ( _________________
) and shake up the dressing inside.
jar with a lid
I also practiced dicing, mixing, setting the table, and serving. After the salad was done, we got to try it. It was
delicious!
WORD BANK: fruit, jar with a lid, leaves, roots, Vegetable, vinegars, spoons, cups, dry, liquid, salad greens,
salad with vinaigrette dressing, fruits, stems, whisk, kitchen tools, salad greens, roots, ingredients, flowers,
leaves, whisk, seeds
Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide
PAGE 25

Kitchen Tools

These are the tools we need to make a salad and
vinaigrette dressing. Can you name them all?

WORD BANK: glass jar with lid, whisk , salad bowl, fork, cutting board, peeler,

dry measuring cups, butter knife, liquid measuring cup, measuring spoons

Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide
PAGE 26

Kitchen Tools

These are the tools we need to make a salad and
vinaigrette dressing. Can you name them all?

whisk

fork
dry
measuring cups

peeler

butter knife

measuring spoons
liquid
measuring cup

salad bowl

glass jar with lid
cutting board

WORD BANK: glass jar with lid, whisk , salad bowl, fork, cutting board, peeler,

dry measuring cups, butter knife, liquid measuring cup, measuring spoons

Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide
PAGE 27

Plant
Parts
Have you ever eaten a flower?
How about a seed? What about
a root? These are three different
examples of plant parts that you
have probably eaten, even if you
didn’t know it.
All fruits and vegetables come
from plants. Can you label the
six parts on this plant: seed,
stem, root, fruit, leaf, and flower?
Which part of the plant do
we eat? Circle all the correct
answers.

a. stem

d. seed

b. leaf

e. flower

c. fruit

f. root

Eating the Different Parts of the Plant
What part of the plant are we eating when we eat:
Onions

Spinach

Potato

Brussels sprouts

Asparagus

Kale

Celery

Carrot

Beans

Lettuce

Tomato

Peas

Bell pepper

Cucumber

Corn

Eggplant

Broccoli

Avocado

Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide
PAGE 28

leaf
flower

a. stem

d. seed

b. leaf

e. flower

c. fruit

f. root

seed
fruit

stem

root

Eating the Different Parts of the Plant
What part of the plant are we eating when we eat:
Onions

root

Spinach

leaf

Potato

root

Brussels sprouts

leaf

Asparagus

stem

Kale

leaf

Celery

stem

Carrot

root

Beans

seed

Lettuce

leaf

Tomato

fruit

Peas

seed

Bell pepper

fruit

Cucumber

fruit

Corn

seed

Eggplant

fruit

Broccoli

flower

Avocado

fruit

Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide
PAGE 29

Discover other nutrition education materials developed under the
U.S. Department of Agriculture's Team Nutrition initiative at
http://teamnutrition.usda.gov.

United States Department of Agriculture – Food and Nutrition Service – April 2016 • FNS-515
USDA is an equal opportunity provider and employer.

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File Modified	2017-01-13
File Created	2016-06-08