Transcript Planning a Healthy Cuisine for Kids Workshop

Healthy Cuisine for
Kids Seminar
Improving Culinary Skills in
Child Nutrition Programs
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“The goal of school nutrition professionals
must be to teach children eating skills.”--“There’s a leadership role inherent in
providing for children and eating. You have
much to offer, not only to children, but to
their families and teachers as well.”
Ellyn Satter. (1995). How school foodservice
can help develop children’s eating skills.
School Foodservice & Nutrition. Alexandria,
VA. School Nutrition Association.
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Children Buy With
Their Eyes First
“ High quality, flavor, and attractiveness
should be the keynotes of the CNP food
policy”
Mary de Garmo Bryan-The School Cafeteria.1936
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Purpose of the Healthy Cuisine for
Kids Seminar
• Prepare and serve nutritious, high quality
meals that appeal to the customer
• Promote healthy eating behaviors
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Seminar Objectives
1. Describe the importance of preparing
and serving nutritious, high quality
meals.
2. Demonstrate an understanding of the
nutrition principles related to preparing
– fruits and vegetables,
– meats and meat alternates, and
– grains and breads.
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Seminar Objectives, continued
3. Identify quality standards for fruits and
vegetables, meats and meat alternates,
and grains and breads.
4. Identify basic culinary skills required to
prepare and serve nutritious, high quality
meals that appeal to the customer.
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Seminar Objectives, continued
5. Demonstrate and apply the culinary
basics presented in the seminar.
6. Explain how meals support the Dietary
Guidelines for Americans and follow
nutrition guidance.
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Expectations of HCK Seminar Participants
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Participate in HCK.
Perform the assigned tasks.
Practice the content presented.
Participate effectively as a team member to
– organize for each assignment in the laboratory.
– prepare and evaluate the assigned food products.
– prepare products to appear on the serving line,
using garnishes and considering food placement.
– present the products for tasting and evaluation.
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Healthy Cuisine for Kids
Seminar Modules
Module Name
Schedule
Culinary Basics
Day 1
Fruits and Vegetables
Day 1
Meats and Meat Alternates
Day 2
– Part 1, Meats
– Part 2, Meat Alternates
Breads and Grains
Day 3
– Part 1, Breads
– Part 2, Grains
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The Three-Part Plan for Each
Module
1. Lesson – a discussion of the nutrition
contribution and requirement of the meal
component to healthy meals
2. Culinary Demonstration – a demonstration of
culinary practices that will be used in the
culinary laboratory
3. Culinary Laboratory – a hands-on
experience of working as a team to prepare,
present, and evaluate food items
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Areas of Emphasis in Modules
Module
Name
Nutrition
Focus
Basic
Skills
Culinary
Techniques
Flavoring
and
Seasoning
Presentatio
n and
Evaluation
Culinary
Basics
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Fruits and
Vegetables
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Meats /Meat
Alternates
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Grains and
Breads
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Culinary Basics
Building a Nutrition Foundation
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Healthy school nutrition environment
Dietary Guidelines for Americans
Recommended Dietary Allowances
Dietary Guidance
School nutrition program standards and
guidelines
• Fat, Carbohydrate, and Protein
• Vitamins and Minerals
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Culinary Basics
Foundation in Culinary Techniques
• Function of fat, sugar, and salt in healthy
cooking
• Standardized recipes
• Accurate weighing and measuring
• Production records
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Culinary Basics, continued
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Basic preparation
Healthy cooking methods
Flavoring and seasoning
Presentation and garnishing
Evaluating food products
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Culinary Basics, continued
• Mise en Place
• Food Safety
• Equipment Review
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Objectives:
Module 1 Culinary Basics
1. Briefly describe how healthy cooking
techniques help to create a healthy school
nutrition environment.
2. State the school nutrition program standards
for recommended levels of fat and sodium.
3. List the names of key nutrients required in
school lunch menus at a specific level.
4. Briefly state how the dietary guidance materials
are useful tools in planning and preparing
school meals.
1. Dietary Guidelines for Americans
2. Recommended Dietary Allowances
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Objectives, Culinary Basics, continued
5. Explain the importance of using standardized
recipes and following correct procedures when
preparing school meals.
6. Explain the function of fat, sugar, and salt in
food preparation.
7. Explain the importance of flavor enhancers in
preparing healthy and appealing foods.
8. Briefly discuss how accurate weighing and
measuring and production schedules impact the
quality and nutritional value of food.
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Nutrition Focus
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Five Steps to Healthy Cooking Food must be …
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purchased by specification number
received correctly and stored properly,
handled safely,
prepared using healthy cooking techniques,
served in a healthy and appealing manner
and,
• served in a safe and attractive dining area.
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A Healthy School Nutrition
Environment
Gives Student Customers
• Clear and consistent messages that
reinforce healthy eating and physical
activity habits.
• Opportunities to learn to make healthy
choices.
• Opportunities to practice healthy habits.
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Dietary Guidelines for
Americans
The national nutrition policy
reviewed and updated
every five years
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It’s the Law!
The Richard B. Russell National School
Lunch Act as amended in 1994 states
“Schools participating in the school
lunch or school breakfast programs
shall serve lunches and breakfasts
under the program that are consistent
with the Guidelines.”
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Key Messages
Dietary Guidelines for Americans
1. Consume a variety of foods within and
among the basic food groups while staying
within energy needs.
2. Control calorie intake to manage body
weight.
3. Be physically active every day.
4. Increase daily intake of fruits and
vegetables, whole grains, and nonfat or lowfat milk and milk products.
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Key Messages
Dietary Guidelines for Americans,
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6.
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8.
9.
continued
Choose fats wisely for good health.
Choose carbohydrates wisely for good
health.
Choose and prepare foods with little salt.
If you drink alcoholic beverages, do so in
moderation.
Keep foods safe to eat.
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Dietary Guidelines for Child
Nutrition Programs
• Offer a variety of foods within each of the food
groups.
• Serve meals that help maintain a healthy body
and weight.
• Promote the need for physical activity every day
• Serve plenty of vegetables, fruits, and whole
grain products.
• Serve a variety of nonfat and low-fat milk and
milk products.
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Dietary Guidelines for Child
Nutrition Programs, continued
• Offer meals low in fat, saturated fat, cholesterol,
and trans fat.
• Select foods with natural sweeteners and use
sugars only in moderation.
• Choose and prepare foods with little salt.
• Promote an alcohol and drug-free lifestyle.
• Practice safe food handling from receiving
through clean-up.
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The Food Groups Provide Important Nutrients
Food Group
Fruits
Nutrients Provided
carbohydrate, fiber, potassium, folate, vitamin A,
vitamin C
complex carbohydrate, fiber, vitamin A, vitamin C,
Vegetables
folate, potassium, iron, magnesium, vitamin E
complex carbohydrate, fiber, riboflavin, niacin, thiamin,
Grains
folate, iron, vitamin E (whole grains)
Milk, Yogurt, and protein, calcium, phosphorus, vitamin A, vitamin B-12
Note: Foods in this group contain tat, trans fat, saturated fat, and
Cheese
cholesterol
Meat, Poultry,
Fish,
Dry Beans, Eggs,
and Nuts
protein, iron, phosphorus, potassium, magnesium,
vitamin E
Note: Meat, poultry, fish, and eggs may contain saturated fat, trans
fat, and cholesterol
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Recommended Dietary
Allowances (RDA)
“ the average daily amounts of
nutrients considered adequate to
meet the known nutrient needs of
practically all healthy people."
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Nutrient Standards in School Meals
Nutrient
Major Menu Source of Nutrient
Calorie
Calcium
Iron
Protein
Vitamin A
Vitamin C
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Menu Planning Systems
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Traditional Food-Based Menu Planning
Enhanced Food-Based Menu Planning
Nutrient Standard Menu Planning
Assisted Nutrient Standard Menu Planning
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Getting Customer Acceptance
Sight
Smell
Touch
Taste
Sound
Customers eat with their eyes first.
The food must look good to be acceptable.
Good food has a pleasing aroma.
How it feels in the mouth.
Food flavors should appeal to students’
taste.
The crunch of celery or a fresh apple
helps to whet the appetite.
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Ideas for Getting Customer
Acceptance
• Introduce new foods
– gradually along with old favorites for greater
acceptance.
– by offering a small taste with the meal.
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Provide a high-quality, nutritious product.
Observe, ask, and listen to customers.
Create a dining experience.
Understand and respect differences
among students.
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Calories
• What is a calorie?
• Why should we count calories?
• Where do calories come from?
– Fat
– Protein
– Carbohydrate
– Alcohol
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Maximum
Recommended Fat Intake
Age
Child
Total Daily Total Daily Fat
Calories
Grams (gm)
Fat Grams Per
Meal (gm)
1800
60 gm
20 gm
2000
67 gm
22 gm
2500
83 gm
28 gm
2200
73 gm
24 gm
3000
100 gm
33 gm
4-6
Child
7-10
Male
11-14
Female
11-18
Male
15-18
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Fiber
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Fiber Facts
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Fiber may be lost in peeling as it is often
concentrated in the skin and other outer layers
of fruits and vegetables.
Processing methods frequently reduce fiber
content; for example, white flour and white rice
have less fiber than whole-grain flour and
brown rice.
Research indicates possible protective effects
of dietary fiber against colon cancer, heart
disease, and diabetes.
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Fiber Facts, continued
• Plants contain different kinds and amounts of
fiber components.
• Foods containing soluble fiber may help reduce
blood cholesterol levels.
• Eating foods containing insoluble fiber is
important
• for proper bowel function and
• can reduce symptoms of chronic
constipation, diverticular disease, and
hemorrhoids.
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Functions of Protein
1. Growth and maintenance
2. Helps maintain fluid and acid base
balance
3. Can supply calories for energy
4. Helps fight infections and build immunity
5. Aids in blood clotting
6. Other: Serves as a transportation system
in the body for other nutrients and
replacing body tissues and cells.
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Building Blocks of Protein
Amino Acids
ESSENTIAL AMINO ACIDS
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Complementary Proteins
Meat Alternates
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Bread and Peanut Butter
Rice and Beans
Tofu and Rice
Pasta and Beans
Corn and Lima Beans
Hummus and Pita Bread
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Vitamins and Minerals
• Vitamins
– Fat and Water Soluble
• Minerals
– Sodium and Calcium
• Food Groups
• Missing Nutrients
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Fat in the Menu
• Fat is used in baking for tenderizing,
adding flakiness, flavor, and other
reasons.
• Fat is used to emulsify or thicken sauces
and gravies.
• Is used in cooking to transfer heat to
foods.
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Functions of Sugar in Foods and
Cooking
• Sugar tastes good and adds flavor
• Sugar preserves foods
• Sugar is a tenderizer and adds volume
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Functions of Sugar in Foods and
Cooking, continued
• Sugar adds color by aiding in browning
• Sugar provides thickening to food products
• Sugar feeds the yeast during the
fermentation process in yeast breads
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Functions of Sugar in Foods and
Cooking, continued
• Sugar helps to retain moisture
• Sugar discourages browning, adds
firmness, and retards flavor loss in canned
fruit
• Sugar adds firmness to cooked fruits
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Function of Salt in Foods and
Cooking
• Salt adds flavor
• Salt and other sodium-containing
ingredients act as preservatives in many
processed foods
• Salt aids in the control of the rate of yeast
fermentation in bread making
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Hidden Sources of Sodium
Product
Function
Baking powder
Leavening agent
Baking soda
Leavening agent
Monosodium glutamate Flavor enhancer
Sodium benzoate
Preservative
Sodium caseinate
Thickener and binder
Sodium phosphate
Emulsifier, stabilizer
Sodium propionate
Mold inhibitor
Sodium saccharin
Artificial sweetener
Sodium citrate
Added to soft drinks and fruit
drinks
Sodium nitrite
Curing agent in meat, provides
color, prevents botulism
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Standardized Recipes
A standardized recipe is one that has been tried,
adapted, and retried several times for use by a
given food service operation and has been
found to produce the same food results and
yield every time when the
• exact procedures are used,
• with the same type of equipment, and
• the same quantity and quality of ingredients.
Source: A Menu Planner for Healthy School Meals (1998). USDA.
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Why Use A Standardized Recipe?
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Quality Control
Portion Control
No Substitutions
Cost Control
Time Savings
Inventory Control
Consistent Results
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Parts of a Standardized Recipe
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Recipe Title
Recipe Category
Ingredients
Weight/Volume of Each Ingredient
Nutrients per Serving
Variations
Critical Control Points
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Parts of a Standardized Recipe,
continued
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Preparation Instructions
Cooking Temperatures and Time
Serving Size
Recipe Yield
Equipment and Utensils to be Used
Marketing Guide for Selected Ingredients
Nutrient Analysis
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Steps in Using a Recipe
1.
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Study the recipe carefully.
Understand terms and definitions.
Ask questions to clarify information.
Check the yield, temperature, and
cooking time.
5. Assemble in order of use–
tools, utensils, and equipment.
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Steps in Using a Recipe, continued
6. Assemble ingredients.
7. Do prepreparation – grease pans, wash
and cut fruits/vegetables, preheat oven,
measure and weigh ingredients.
8. Follow the recipe exactly.
9. Cook for the time and at the temperature
stated in the recipe or procedure.
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Purpose of Production Schedules
They provide
• Information about the menu, foods and
recipes to use, and portion sizes.
• A systematic method and place for staff to
record information about amount prepared
and leftover.
• Documentation of quantities prepared and
served
• Information for forecasting.
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Measuring Tools
• Measuring Spoons
• Liquid Measuring Containers
• Dry Measuring Containers
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Seven Measures
Measuring Spoons
• Used for measuring small
quantities
• Available in variety of
styles
• 1/4 teaspoon
• 1/3 teaspoon
• 1/2 teaspoon
• 1 teaspoon
• 1 tablespoon
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Seven Measures
Ounce to Gallon Conversion
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Fluid ounce
Cup = 8 ounces
Pint = 2 cups or 16 ounces
Quart = 4 cups or 32 ounces or 2 pounds
Gallon= 4 quarts or 128 ounces or
8 pounds
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Common Conversions
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3 teaspoons
2 tablespoons
2 tablespoons
4 tablespoons
5 1/3 tablespoons
= 1 tablespoon
= 1 fluid ounce
= 1/8 cup
= 1/4 cup
= 1/3 cup
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Common Conversions, continued
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8 tablespoons
= 1/2 cup
10 2/3 tablespoons= 2/3 cup
12 tablespoons
= 3/4 cup
16 tablespoons
= 1 cup
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Common Conversions, continued
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8 fluid ounces
2 cups
4 cups
4 quarts
= 1 cup
= 1 pint
= 1 quart
= 1 gallon
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Liquid Measuring Containers
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Liquid Measuring Containers,
continued
• Available in metal and
plastic
• Plastic have
graduations on both
sides; more accurate
for liquid measuring
• Available in a variety
of sizes
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Dry Measuring Containers
• Usually metal for
durability
• Flat top edge for
leveling contents
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Weighing Tools
• Balance Scales
• Spring Scales
• Electronic Scales
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Balance Scales
• Balance product
weight against lead
weights
• Require several sizes
of lead weights as
co-balance
Edlund Company™
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Spring Scales
• Come in a variety of
sizes
• Dial may be fixed or
adjustable
• Pointer should be set to
zero before using
Edlund Company™
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Electronic Scales
• Digital read out
• Units of measure
changed easily by
flipping switch
• Should be reset after
each measurement
AJ A ntunes & Company™
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Portion Control Tools
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Scoops/Dishers/Dippers
Spoodles
Ladles
Spoons
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Scoops/Dishers/Dippers
• Often are color coded
• Range in size from 6 100
• Size = number of level
scoops/quart
• Size on blade or handle
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Spoodles
• Combination spoon
and ladle
• Available in sizes
from 2 oz to 8 oz
• May be solid or
perforated
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Ladles
• Available in sizes
from 2 oz to 8 oz
• Good for soups,
sauces, creamed
foods, or other similar
foods
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Serving Spoons
• Least accurate portion
tool
• Good for serving preportioned items
• May be solid, slotted, or
perforated
• Are not identified by a
number
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Basic Kitchen Skills
• Desirable work habits;
• Ability to organize the work to be doneMise en place;
• Correct use of standardized recipes,
weights, and measures;
• Proper use of equipment; and
• Strict adherence to rules of food safety
and sanitation.
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Basic Cooking Methods
• Moist Heat
– Poaching, simmering, boiling, steaming,
blanching, and shocking
• Dry Heat
– Roasting, baking, sautéing, and stir-frying
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Enhancing Flavors
Enhance flavor by
Examples
Adding spices
Nutmeg, Cinnamon, Cardamom
Adding herbs
Dill, Rosemary, Thyme, Cilantro,
Oregano
Adding seasoning foods
Garlic, Onion, Leek, Lemon,
Orange
Additional seasonings
Tabasco, Soy Sauce,
Worcestershire
Browning, grilling, marinating,
caramelizing
Cooking method
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