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Setting the Stage for Healthy Choices // WEEK 1

Time Topics Workbook Reference

15 min. Taste Test and Informal Introductions Pre-Workshop Survey (when applicable); Attendance

Welcome Question: What do you want to learn from this class?

15 min. Exploring Our Food History»» Students relax and talk about food and its connection to other parts of their lives.

»» Students begin the workshop by sharing, instead of listening to a presentation.

p. 6

Feeding Our Families »» Students identify the challenges of providing healthy meals for themselves and their family. Rephrase questions to refer to “you” or “yourself” if students are non-parenting.

»» Students integrate the idea of healthy nutrition into other areas of their and their family’s lives.

p. 7

20 min. Your Nutrition Goals»» Students identify a SMART nutrition goal. »» Students create one to two SMART nutrition goals for themselves or their family. Use one Goal Tracker per individual.

p. 9-10

10 min. Kitchen Safety Review»» Students learn the basics of kitchen safety.

p. 24

How to Read a Recipe»» Students identify the parts of a recipe.»» Students are able to double a recipe.»» Students identify ingredients that may be swapped for others in some recipes.

p. 30

30 min. Recipe Demonstration or Activity (see EatFresh.org for ideas)Closing Question: What is on a healthy plate?

Notes:

Adult, 6 week, 90 minutes

906

// LESSON PLANS

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Taste Test

Materials » simple whole foods, cut or portioned into bite sizes; link to workshop recipe or theme if possible. Cut

seasonal fruits or vegetables, unsalted nuts or seeds, plain tofu or yogurt are all good options.

Desired Outcomes » Students explore whole foods with their senses.

The aim of the taste test is multifold: to expose workshop participants to foods they may not have tried before, to raise awareness of the benefits and pleasure of eating seasonal fruits and vegetables, and to raise curiosity and interest in the abundant diversity of food. To this end, the taste test is meant to be an interactive and fun start to the class.

You may find it helpful to coordinate the taste tests with the recipe for each week; for example, if you are making hummus & veggie wraps for a class at the end of summer, you might provide a taste test of different kinds of tomatoes—different colors, heirloom varieties, etc.—and you can then use those same kinds of tomatoes for the recipe, bringing the class full circle.

Directions1. At the beginning of class, provide bite-sized sample portions of your taste test item.

2. Ask participants eat slowly and not comment on the food immediately, but rather observe it using their senses: Sight: What color is the food? Does it look appealing? Can you tell what it is? Smell: What does it smell like? Touch: What is the temperature like? Is the food soft or hard? Wet or dry? Sound: Does it make a sound when you eat it? Taste: Does it remind you of any other foods? How would you describe the taste? Does the taste change as it’s in your mouth?

3. Once everyone has had a chance to try the item, invite students to share their observations.

Additional Information: » Spring: greens: spinach, chard, dandelion, different varieties of lettuce, asparagus

» Summer: berries: strawberries, raspberries, blackberries, blueberries, gooseberries, tomatoes, corn, cherries

» Fall: pumpkin, squashes, apples, pears, grapes

» Winter: citrus fruits: clementines, mandarins, satsumas, persimmons: fuyu and ripe hachiya, pomegranates, berries: strawberries, raspberries, blackberries, blueberries, gooseberries, tomatoes, corn, cherries

» Year-round: milks: skim, low-fat, whole, soy, rice, and almond beverages, nuts: raw almonds, cashews

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EatFresh.org Recipe & Taste Test Combination Suggestions

Berries, Fruits Fruit and Yogurt Parfaits

Tomatoes Hummus & Veggie Wraps

Vegetables Pita Pizzas

Tomatoes Tabbouleh

Persimmons Spinach & Persimmon Salad

Apples Curried Waldorf Salad; Spicy Sweet Potato & Apple Soup

Avocados Avocado & Orange Soup

Beans, Vegetables Black Bean Soup

Tomatoes, Mangoes Salsa Two Ways

Fruits, Grains Oat Bran Banana Muffins

Berries, Tofu, Soy Milks Tofu Berry Smoothie

Taste Test (CONTINUED)

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Exploring Our Food History

Materials» workbook page 6

Desired Outcomes» Students relax and talk about food and its connecti on to other parts

of their lives.

» Students begin the workshop by sharing, instead of listening to a presentati on.

Directi onsBreak the students up into groups of two or three and have them discuss the questi ons on the slide. Walk around during the discussions and listen to what others are saying. Only comment if a group is having trouble getti ng started. Consider suggesti ng questi ons if you feel members of your group might be uncomfortable talking about their past.

End the acti vity by summarizing what you’ve heard, or asking students to comment.

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Exploring Our Food History

Consider these questions on your own or in a group.1. Which foods do you associate with your childhood?

-Are these foods everyday meals or meals served on special occasions? -Do you make any of these meals for yourself now?

2. Who taught you about cooking, diet, and nutrition? Who have you taught about cooking, diet, and nutrition?

3. What are your comfort foods? What foods do you crave when you are tired, cold, or sick?

4. What are your favorite foods to eat?

5. What are some reasons people eat?

6. Why do you eat? Have these reasons changed over the course of your lifetime?

7. Do you know where your food comes from?

8. Do you trust grocery stores, restaurants, and advertisements with regard to the information they give you about food?

9. What information would you like to learn from this class?

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Exploring Our Food History

Consider these questions on your own or in a group.1. Which foods do you associate with your childhood?

-Are these foods everyday meals or meals served on special occasions? -Do you make any of these meals for yourself now?

2. Who taught you about cooking, diet, and nutrition? Who have you taught about cooking, diet, and nutrition?

3. What are your comfort foods? What foods do you crave when you are tired, cold, or sick?

4. What are your favorite foods to eat?

5. What are some reasons people eat?

6. Why do you eat? Have these reasons changed over the course of your lifetime?

7. Do you know where your food comes from?

8. Do you trust grocery stores, restaurants, and advertisements with regard to the information they give you about food?

9. What information would you like to learn from this class?

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Feeding Our Families

Materials» workbook page 7

Desired Outcomes» Students identi fy the challenges of providing healthy meals for their

family.

» Students integrate healthy nutriti on into other areas of their family’s lives.

Directi onsThe fi rst goal of this discussion is to identi fy the challenges families encounter when trying to provide healthy meals for their family. Paying close att enti on to this informati on, and asking appropriate follow up questi ons, will help you understand how best to present informati on throughout the course. Also, hearing other families voice similar concerns will make each parti cipant feel more comfortable at expressing challenges in future discussions.

Second, families are encouraged to link the quality of their nutriti on to other aspects of their lives. These aspects include (but are not necessarily limited to) sleep patt erns, ability to concentrate during the day, energy levels, stress, ability to learn, ability to cooperate with each other, ability to overcome challenges, etc.

By positi oning nutriti on as a central role in these factors, and then providing families with straightf orward and practi cal suggesti ons at improving their nutriti on, we empower families to make healthy changes with far-reaching consequences.

Lastly, beginning the class with this discussion shows the parti cipants that you are interested in what they have to say and are not making assumpti ons. Developing a rapport is essenti al in encouraging change.

You may want to break the group up into pairs and have them answer questi ons on their own. Discussion questi ons are found in the Adult Workbook.

Discussion Questi onsOpen-ended questi ons» What are/have been/will be the most challenging aspects of feeding your family healthy meals?

» What are the biggest concerns about your children’s eati ng habits?

» Who taught you about nutriti on and cooking?

» In what ways do you noti ce that what you eat aff ects how you feel during the day? How your children act during the day?

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Feeding Our Families

Do you provide meals for your family? Discuss these questions in pairs or groups.

1. What are the most challenging aspects of feeding your family healthy meals?

2. What are the biggest concerns about your children’s eating habits?

3. What are your mealtime rituals?

4. What prevents your family from eating together?

5. Does your family plan meals out in advance? Who does the planning?

6. How frequently do you eat take-out or fast food? Home-cooked meals?

7. Do you prohibit your children from eating certain foods?

8. How do you encourage your children to eat?

9. Do certain foods give you more energy?

10. What foods are your “comfort foods”?

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Feeding Our Families (CONTINUED)

Specific questionsNote: some of these questions may or may not be appropriate/applicable for your participants.

Family Meals » Describe how your family eats. Do you eat together? How frequently? Are there regular meal times? Do

people watch TV or use phones during meals?

» What are things that prevent your family from eating together?

Meal Planning » Does your family plan meals out in advance? Who does the planning?

» How frequently do you eat take-out or fast foods? Home-cooked meals?

» Does your family have any weekly dinner routines, such as eating the same type of meal on a specific day every week?

Kids and Food » What words would you use to describe your children’s eating habits: picky, adventurous, limited, etc.?

» Do you prohibit your children from eating certain foods?

» How do you encourage your children to eat? Bribes, punishments, nagging, setting a good example, etc.

» Do you find feeding your children stressful?

Eating and Energy, Concentration, and Sleep » Do certain foods give you more energy?

» What foods are your “comfort foods?”

» What is your typical breakfast?

» Do you have trouble concentrating or staying awake during the day?

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.Feeding Our Families

Do you provide meals for your family? Discuss these questions in pairs or groups.

1. What are the most challenging aspects of feeding your family healthy meals?

2. What are the biggest concerns about your children’s eating habits?

3. What are your mealtime rituals?

4. What prevents your family from eating together?

5. Does your family plan meals out in advance? Who does the planning?

6. How frequently do you eat take-out or fast food? Home-cooked meals?

7. Do you prohibit your children from eating certain foods?

8. How do you encourage your children to eat?

9. Do certain foods give you more energy?

10. What foods are your “comfort foods”?

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Your Nutriti on Goals & Goal Tracker

Materials» workbook pages 9-11

Desired Outcomes» Students create three SMART goals.

» Students identi fy SMART goals, and improve vague goals.

Directi onsHave students follow directi ons to imagine their healthy futures. They can make notes in the workbook. Then:

» Explain “SMART” goals and work with the class to fi nd some examples.

» Help each individual create at least one SMART goal they will try to achieve during the course of the workshop. See the back of the goal tracker for examples.

» Record each student’s goal on the goal tracking worksheet and follow up each week.

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Your Nutrition Goals

Have you ever set a health goal and achieved it? How? Try this approach: Dream Big

First, sit quietly for a moment with your eyes closed. Imagine yourself one year from now, living a healthier life. Let yourself dream big even if you don’t know how to achieve your dream! How is your dream life different from your life now? Where are you? Who are you with? What words or pictures come to mind? Make notes here.

[content continues on next page...]

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Fill in the blanks to create two SMART Goals you might set for the coming week. Then choose one to track using the following page.

I will _________________________ _________________________ this week.

(action) (how often)

I will _________________________ _________________________ this week.

(action) (how often)

Your Nutrition Goals (CONTINUED)

Then: Start Small

Now try to think of one small goal for this week to move towards your dream. Your goal should be SMART:

» Specific—Avoid words like “more,” “less” or “better.”

» Measurable—Will you know when you’ve achieved it?

» Action Based—Not everything is in your control; choose goals that relate to your actions.

» Realistic—Choose goals you’re likely to accomplish. Start small.

» Time Frame—Set a goal to achieve this week.

Some examples » I will switch from white rice to brown rice twice this week.

» I will eat a piece of fruit with my breakfast every morning this week.

» I will cook a hot dinner three times this week.

» I will try two new foods this week.

How could the following goals be improved?

1. I will lose weight.

2. I will eat less saturated fat and more fiber.

3. I will never eat fast food again.

TRY IT!

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Goal Tracker

What keeps you motivated? Choose a SMART goal from page 10 to work on for a few weeks. Then, each week, reflect on your goal and your progress.

I will ________________________ ________________________ this week. (action) (how often)

To gauge your progress, ask yourself:

» Did I achieve my goal this past week? Why or why not?

» What was challenging about my goal?

» What was easy?

» Should I continue working on this goal or create a new one? If so, what is it?

Week (end of) My Progress

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.Your Nutrition Goals

Have you ever set a health goal and achieved it? How? Try this approach: Dream Big

First, sit quietly for a moment with your eyes closed. Imagine yourself one year from now, living a healthier life. Let yourself dream big even if you don’t know how to achieve your dream! How is your dream life different from your life now? Where are you? Who are you with? What words or pictures come to mind? Make notes here.

[content continues on next page...]

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Fill in the blanks to create two SMART Goals you might set for the coming week. Then choose one to track using the following page.

I will _________________________ _________________________ this week.

(action) (how often)

I will _________________________ _________________________ this week.

(action) (how often)

Your Nutrition Goals (CONTINUED)

Then: Start Small

Now try to think of one small goal for this week to move towards your dream. Your goal should be SMART:

» Specific—Avoid words like “more,” “less” or “better.”

» Measurable—Will you know when you’ve achieved it?

» Action Based—Not everything is in your control; choose goals that relate to your actions.

» Realistic—Choose goals you’re likely to accomplish. Start small.

» Time Frame—Set a goal to achieve this week.

Some examples » I will switch from white rice to brown rice twice this week.

» I will eat a piece of fruit with my breakfast every morning this week.

» I will cook a hot dinner three times this week.

» I will try two new foods this week.

How could the following goals be improved?

1. I will lose weight.

2. I will eat less saturated fat and more fiber.

3. I will never eat fast food again.

TRY IT!

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.Goal Tracker

What keeps you motivated? Choose a SMART goal from page 10 to work on for a few weeks. Then, each week, reflect on your goal and your progress.

I will ________________________ ________________________ this week. (action) (how often)

To gauge your progress, ask yourself:

» Did I achieve my goal this past week? Why or why not?

» What was challenging about my goal?

» What was easy?

» Should I continue working on this goal or create a new one? If so, what is it?

Week (end of) My Progress

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Kitchen Safety Review

Why is it important to practice good food safety? Follow these tips to create a safer kitchen.

1. Keep food preparation surfaces (cutting boards, counters, etc.) clean, since these are breeding grounds for bacteria.

» If you use a cutting board and knife to cut raw meat, fish or poultry, be sure to clean and sanitize the surface before using it again. Some people keep two cutting boards: one for raw foods and one for ready-to-eat foods.

2. Cook foods thoroughly.

» When meat is exposed to air, bacteria immediately begins to develop. For that reason, hamburgers must always be cooked through, while a steak is safe to eat medium rare.

» To be safe, invest in a meat thermometer and test the meat for doneness.

3. Store raw meat and uncooked food on a lower shelf of your refrigerator.

» Also, keep eggs off the door and near the back where temperatures remain the coldest.

» Your refrigerator should be kept at 40º F or less.

4. Refrigerate prepared foods within two hours of cooking or buying them.

» Properly refrigerated food can be eaten for 3-5 days. When in doubt, throw it out!

5. There are four ways to safely defrost foods:

» Overnight in the refrigerator.

» In a bowl of cold water, with the water changed every 30 minutes.

» In the microwave.

» During cooking.

Note: It is NEVER safe to leave frozen meat out on the counter top to defrost.

6. To ensure you have clean hands, wash them in hot, soapy water for at least 20 seconds. When teaching kids, have them sing the ABCs while washing.

7. When you wash dishes, either use an automatic dishwasher or wash them in the sink and allow to air dry.

» Damp dish towels can harbor bacteria.

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How to Read a Recipe

Materials» EatFresh.org or Leah’s Pantry recipe booklet

» workbook page 30

Desired Outcome» Students identi fy the parts of a recipe.

» Students are able to double a recipe.

» Students identi fy ingredients that may be swapped for others in some recipes.

Directi onsReading the RecipeUsing this session’s recipe, or the sample provided, read through the recipe as a class, making a note of the ti tle, ingredient list, directi ons, yield, and other informati on provided. Then, using the Leah’s Pantry recipe booklet or EatFresh.org, have each student select a recipe, and go around the class asking students about the parts of their recipes. You may also ask students to interview each other about their recipes.

Explain that the recipe is like a map, and that it is helpful to read the enti re recipe before beginning, so you know where to go!

Doubling the RecipeAsk students to double the recipe. Have the students fi gure out the measurements needed to double the yield.

Ingredient SwapsExplain that someti mes ingredients can be switched, and that these tricks can be helpful in a pinch or to make a recipe healthier. Review a few basic ingredient swaps.

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Per Serving: 150 calories, 2g total fat (1g sat), 30g carb, 2g fiber, 65mg sodium

SmoothiesPrep Time: 5 min Cook Time: 0 min Yield: 2 servings Ingredients:»» 4 frozen strawberries»» 1 cup low-fat plain yogurt»» ½ cup 100% orange juice»» 1 banana, cut into chunks»» 4 ice cubes

Directions:»» Place all ingredients in a blender. »» Cover and process until smooth.

How to Read a Recipe

What can go wrong if you don’t read a recipe well? It’s easy to miss details in a recipe. Perhaps you invent something new… or have to throw out your dinner!

1. Read the recipe well before starting.

» Make sure you have all the items you need, and enough time for the recipe.

» Look for any terms you don’t know; see page 29 for a guide.

» When an ingredient is optional, you don’t have to use it unless you want to.

» If necessary, preheat the oven while you prepare.

2. Prepare ingredients for the recipe.

» If a recipe calls for chopped onion, for example, do the chopping now. You might also need to bring ingredients to room temperature, melt them, or chill them before starting.

» To learn about ingredient substitutions, check EatFresh.org.

3. Measure carefully.

» It helps to know abbreviations: c. = cup, T. or tbsp. = tablespoon, t. or tsp. = teaspoon. It’s also helpful to know measurement shortcuts. For example:

» 4 Tablespoons = ¼ cup

» 3 teaspoons = 1 Tablespoon

4. Follow the steps in order!

5. If you make any changes to your recipe as you cook, make a note. That way you can prepare the dish exactly the same way next time—or not!

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Per Serving: 150 calories, 2g total fat (1g sat), 30g carb, 2g fiber, 65mg sodium

SmoothiesPrep Time: 5 min Cook Time: 0 min Yield: 2 servings Ingredients:»» 4 frozen strawberries»» 1 cup low-fat plain yogurt»» ½ cup 100% orange juice»» 1 banana, cut into chunks»» 4 ice cubes

Directions:»» Place all ingredients in a blender. »» Cover and process until smooth.

How to Read a Recipe

What can go wrong if you don’t read a recipe well? It’s easy to miss details in a recipe. Perhaps you invent something new… or have to throw out your dinner!

1. Read the recipe well before starting.

» Make sure you have all the items you need, and enough time for the recipe.

» Look for any terms you don’t know; see page 29 for a guide.

» When an ingredient is optional, you don’t have to use it unless you want to.

» If necessary, preheat the oven while you prepare.

2. Prepare ingredients for the recipe.

» If a recipe calls for chopped onion, for example, do the chopping now. You might also need to bring ingredients to room temperature, melt them, or chill them before starting.

» To learn about ingredient substitutions, check EatFresh.org.

3. Measure carefully.

» It helps to know abbreviations: c. = cup, T. or tbsp. = tablespoon, t. or tsp. = teaspoon. It’s also helpful to know measurement shortcuts. For example:

» 4 Tablespoons = ¼ cup

» 3 teaspoons = 1 Tablespoon

4. Follow the steps in order!

5. If you make any changes to your recipe as you cook, make a note. That way you can prepare the dish exactly the same way next time—or not!

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Food Demonstration Planning Template

Recipe Title: _________________________________________________________________________

EQUIPMENT/MATERIALS INGREDIENTS

Recipe Modifications to Suggest:

Healthy Nutrition Message to Highlight:

Culinary Skill to Demonstrate:

Food Bank-Friendly Items to Show:

Ingredients to Prep Ahead of Time (if any):