Team

Nutrition

Cooks!

ACTIVITY

GUIDE
USDA 

iifillll United States Department of Agriculture 

In accordance with Federal civil rights law and U.S. Department of Agriculture (USDA) 

civil rights regulations and policies, the USDA, its Agencies, offices, and employees, and 

institutions participating in or administering USDA programs are prohibited from discriminating 

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expression), sexual orientation, disability, age, marital status, family/parental status, income 

derived from a public assistance program, political beliefs, or reprisal or retaliation for prior civil 

rights activity, in any program or activity conducted or funded by USDA (not all bases apply to 

all programs). Remedies and complaint filing deadlines vary by program or incident.

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information (e.g., Braille, large print, audiotape, American Sign Language, etc.) should contact 

the responsible Agency or USDA’s TARGET Center at (202) 720-2600 (voice and TTY) or 

contact USDA through the Federal Relay Service at (800) 877-8339. Additionally, program 

information may be made available in languages other than English.

To file a program discrimination complaint, complete the USDA Program Discrimination 

Complaint Form, AD-3027, found online at How to File a Program Discrimination Complaint

and at any USDA office or write a letter addressed to USDA and provide in the letter all of 

the information requested in the form. To request a copy of the complaint form, call (866) 

632-9992. Submit your completed form or letter to USDA by: (1) mail: U.S. Department of 

Agriculture, Office of the Assistant Secretary for Civil Rights, 1400 Independence Avenue, SW, 

Washington, D.C. 20250-9410; (2) fax: (202) 690-7442; or (3) email: program.intake@usda.gov.

USDA is an equal opportunity provider, employer, and lender.
Team Nutrition Cooks! 

PAGE 1 

Welcome to Team Nutrition 

Cooks!

Team Nutrition Cooks! (TNC) is a series of cooking-based nutrition activities for out-of-school and afterschool

programs, for children around ages 8 to 12 years old. These activities can spark children’s interest in trying new

foods and help empower them with skills for independence. Cooking can also help kids become more interested

in making healthy food choices that can help build and support good eating habits throughout their lifetime.

Team Nutrition Cooks! contains five modules, and each module is centered around a kid-friendly recipe that 

can be prepared at your afterschool or out-of-school program site. Step-by-step instructions for each module 

are included in this Activity Guide. Modules can be done in any order you choose, and you can spread them 

out over the course of a week, month, or year. 

Each module has an accompanying Family Handout that can be sent home so that children can continue to

practice their cooking skills at home. Family Handouts include the recipe, instructions for how kids and families

can cook together, and worksheets and activities to reinforce healthy habits. All materials can be viewed and

downloaded at https://www.fns.usda.gov/tn/cooks.

Team Nutrition Cooks! Menu of Modules 

Applesauce p. 15

This is a great place to start! Using only two 

ingredients—apples and water—children learn to 

peel, core, dice, measure, simmer, and mash while 

making a familiar favorite. A perfect way to give kids 

a taste for healthy cooking! 

Scrambled Eggs p. 43

With Spinach

Stir up some fun with this breakfast—or anytime—

dish! Kids will have an “eggscellent” time learning 

how to chop, measure, crack an egg, whisk, 

scramble, and more. 
Team Nutrition Cooks! 

PAGE 2 

Corn and Zucchini p. 71

Pancakes

Pancakes aren’t just for breakfast! Skills such as grating,

cracking an egg, whisking, chopping, and measuring

are used in making this savory vegetable dish.

Grain Bowls p. 99

These grain bowls let the goodness of whole grains 

shine while mixing them with vegetables, protein, 

fruit, and a light dressing. Measuring, chopping, 

simmering, and assembling the bowls are covered in 

this recipe. 

Salad With Vinaigrette p. 127

Dressing

Leafy greens, fresh fruits and vegetables, and a hint 

of cheese are tossed with a homemade dressing 

that children can make on their own. Children can 

practice measuring, whisking, mixing, and peeling in 

this “no-cook” recipe.
Team Nutrition Cooks! 

PAGE 3 

Recipe for Success!

Below are some tips to help make Team Nutrition Cooks! a success in your program. You 

may want to circle the options that you would like to try or check off the box after you have 

tried it. 

 Start Early—Before starting Team Nutrition Cooks!, you may find it helpful to look over the

calendar for the year, semester, or other period of time to see what dates or days of the week

would be best for these activities. You can think about other activities or occasions that are

held at your site, holidays or vacation days when your program might be closed, and other

events that you may want to schedule around. Many programs are very busy in the late fall or

early winter with holiday celebrations and in the late spring with end-of-school-year activities.

 Safety First—Before starting, be sure to review all of the policies related to your program 

or facility regarding food preparation. Check with your local health department about food 

safety requirements specific to your area. For general information on food safety and food 

allergies, see Food Safety/Food Allergies on page 5 of this guide. 

 Read Ahead—You may find it helpful to read through the entire module at least a day or 

2 before doing the activities. This will help you determine what ingredients you need, how 

much of each ingredient to buy, the materials and supplies you might need, and how to 

arrange the space at your site. You may also want to pay special attention to notes marked 

“Do Ahead,” “Safety Tip,” “Bright Idea,” or “Instructor Tip.”

 Attention to Allergies—Before starting Team Nutrition Cooks!, be sure to find out if any 

participants have food allergies. Let parents and families know their child will be making and 

tasting food in your program.

 Practice (If Possible)—If you have time, you may want to try the recipe before making it with 

the group or find a way to use the cooking tools in the room and area where you are holding 

the program. 

 Shop (or Ask!) Around—If you know of other programs in your community that have cooking 

activities for children, you may be able to borrow equipment or materials from them to use 

for Team Nutrition Cooks! Or, if appropriate, you can ask families to bring in cooking tools 

that can be used for each module. 

 Break It Up—Children may be coming to your program after a full day of sitting and learning 

in school. Including physical activity or breaks before Team Nutrition Cooks! can help with 

classroom management during the cooking activities. Or—you may choose to break up the 

activities in a module over 2 or more days. Each module provides tips on how activities can 

be reordered, rearranged, or modified to fit the needs of your group.

 Give It Time—The first time you cook with your group, activities may take longer than what is 

recommended in this guide. That is OK! Allow more time than you think you will need for the 

first module, and over time, you and the children will likely fall into a routine for cooking that 

will take less time and run more smoothly. 
Team Nutrition Cooks! 

PAGE 4 

Recipe for Success! continued

 Size Up or Down—Each recipe is written to yield 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. If you have larger groups, you may

want to try:

• Repeating the Activity: Divide the children into small groups and then repeat the 

activity throughout the day or week. 

• Showing the Skills: Demonstrate cooking skills in front of the group, and then have 

each small group practice one skill, such as grating or mixing.

 Take Advantage of Downtime—If your group has extra time during the session, such as 

when you are waiting for something to cook, you can have them do the worksheets in the 

Family Handout as part of the session. Each module also includes discussion questions that 

could be used during this time.

 Short on Time?—Focus on Handwashing, Ground Rules, Cooking and Eating, and Cleanup. 

Each module has a Quick Start Guide to give you all the important information you need to

quickly prepare and get cooking!
Team Nutrition Cooks! 

PAGE 5 

 

Team Nutrition Cooks!

FUNdamentals

Here are some important instructions and tips that will help you teach each lesson safely and smoothly.

Review this section before implementing Team Nutrition Cooks! in your program.

Food Safety

Specific food safety tips are included as part of each activity, including handwashing guides, 

proper temperatures for cooking and storing foods, and information about food allergies.

What do you need to know about handling fruits and vegetables safely?

• Fruits and vegetables should be kept separate from raw eggs, meat, poultry, and seafood while shopping,

preparing, and storing.

• Rinse fruits and vegetables well under running tap water before eating, cutting, or cooking with them. 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.

• Scrub firm produce, such as apples and cucumbers, with a clean produce brush. Dry produce with a clean

cloth towel or paper towel to further reduce bacteria that might be present.

• 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.

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 sometimes have 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 that 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.

Personal Health and Food Safety

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 he or she is 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 tasks that do not involve direct

contact with food.
Team Nutrition Cooks! 

PAGE 6 

Safe Food Handling

Handling and Cooking Eggs

• Do not taste raw eggs. Foods made with eggs should be fully 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 washed before being used again, including hands. Do not

mix a raw egg with the same fork you use for eating. Clean all kitchen counters, utensils, kitchen tools, and

surfaces that raw egg has touched with hot, soapy water.

• Do not leave eggs or egg-rich foods at room temperature for more than 2 hours total.

• Eggs should be eaten within 3 to 5 weeks of purchase.

• Serve egg dishes immediately after cooking.

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 can be life-threatening. 

Before beginning Team Nutrition Cooks!, review your program’s food allergy and food safety policies and let 

parents and families know that their child will be tasting and making foods in your program. Be sure to find 

out if any of the children have 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, Brazil nuts)

8. Soybeans
Team Nutrition Cooks! 

PAGE 7 

 

Allergic reactions can include:

• Hives

• Flushed skin or rash

• Tingling or itchy sensations

• 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

Symptoms of food allergies typically appear within a 

few minutes to a few hours after a person has eaten 

the food to which he or she is allergic.

Call for emergency medical help quickly if someone 

is having a severe allergic reaction (anaphylaxis).

For additional food allergy management and 

prevention information, refer to the Centers for 

Disease Control and Prevention’s Food Allergies in

Schools at:

https://www.cdc.gov/healthyschools/foodallergies/.

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.

 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 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.

 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 “ewwwws”—You are going to try some new things and you may love them, but if you do

not, no “ewwwws.” 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 do not put tasting utensils back into shared food. 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.
Team Nutrition Cooks! 

PAGE 8 

Scrambled Eggs INSIBUCTOR TIP 

Below is the recipe as it~ i1 

the Family Handout. lips for program 

With Spinach operators have been added in italics or in boxes with INSmUCTOR TIP 

as a head ing. These tips are not on the the recipe n Famiy Handout. 

Try this traditional breakfast cish any time of day! 

Total Troe: 15 minutes • Hands-on Time: 15 minutes • Yiekt 6 servings • Serving Size: 2 Eggs with Spinach 

one egg by hitting its midpoint quickly against 

rim of a small bowt or cup. 

Break the egg into the bowl or cup. Pour the egg into a larger bowl. Repeat 'Nith the remaining egg(s). 

7. Whisk the eggs in the larger bow1 until they are pale 

Y<'low- 8. Put the skillet on the stove or cook:top and tum the 

heat to medium. When the skillet is hot , add the oil. If 

using a nonstick skillet, you may to need add oil the 

before healing. 

9. Carefully pou- the eggs into the skillet. 

10. Add the spinach to the eggs. 

11. Drag the spatula across the OOttom of the skillet to 

evenly scramble aOO cook the eggs and spinach . 

12. Season the saambled eggs with spinach by sprinklng 

with pepper or olhef spices. Sefve and er10','! 

Amount per serving: Calories: 19'2;Total Fat: 14g; 

Sallxated Fat 4 g; Soot.m: 189 mg: Total Cat:d,yaate: 

3 g; Dietay Fiber: O g; Sugcws: 2 g; Protein: 13 g; 'Jitanin A:. 2112 IU; Vitamin C: 4 mg: Calcit.m:95 mg; Iron: 2 mg. 

Crediting Information: Two eggs with 1⁄2 cup spinach 

provide 4 oz. equivalent meat alternate. One slice 

of bread (at least 1 oz. or 28 grams in weight) will 

provide 1 serving/oz. equivalent grain. 

INSmUCTOR TIP 

The 19Cipe in the Famity Handout also includes Optional Add-In Ingredients that can be ack1ed to 

this dish. If you have lime, encourage ch~dren to See Ingredients and &Jpplies Checklists on page read these ideas out loud as a group and try them 56 for amounts needed for you- group. athome! 

TNim Nlltrlllo n Gooks! Scr am bled Eggs With Spin ach Activi ty Gul de 

PAGESS 

How to Read a Recipe

DO AHEAD: Give each child a copy of the Family

Handout for the module and have the children turn

to the recipe. Copies of the Family Handout can be

found at https://teamnutrition.usda.gov.

Explain how to read a recipe:

• A recipe lays out directions for cooking. It is

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

• What ingredients (food) you need and how much

• How many servings it will make

• The size of each serving

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 is part of the total time, but not the hands-on time, since 

you are 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.

Look and Cook Recipe:

Each Activity Guide and Family Handout also has a Look and Cook Recipe next to the written recipe that 

uses pictures to show the steps of the recipe. The children can also use these cards to help them learn how 

to make the recipe. 
Team Nutrition Cooks! 

PAGE 9 

Handwashing

Explain that everyone must wash his or her hands before

any cooking or tasting begins. Washing hands helps

keep food safe and stops germs from spreading. 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

https://www.fns.usda.gov/tn/cooks.

Follow the steps listed below:

1. Take off all jewelry on your arms and

hands.

2. Wet your hands with clean, running water

and apply soap.

3. Lather your hands by rubbing them

together with the soap. Be sure to lather

the backs of your hands, your palms,

between your fingers, and under your

fingernails.

4. Scrub your hands for at least 20 seconds.

Need a timer? Hum the “Happy Birthday”

song from beginning to end twice.

5. Rinse your hands well under clean,

running water.

6. Dry your hands using a clean towel or

air-dry them.

7. Turn off the faucet with a paper towel, not

your bare hands.

If needed, remind the children to use a paper

towel instead of their clean, bare hands, to get

back into 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! 

PAGE 10 

How to Set a Table

When teaching students 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, to the right 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 individuals can help themselves, 

this is called “family style.” 

• Make sure to use clean serving utensils. • Everyone will have his or her own plate and

eating utensil. • Remind the children that they should eat only

from his or her own plates, never directly from the • Uneaten food should never be returned to the

serving dish, to avoid spreading germs. No one serving dish.

should touch the food with his or her fingers when • Make sure that each child is offered one full

serving or holding the serving dish. serving of food, as written in the recipe. However,

the children do not have to take their full portion all

at once and can take more later if they’d like.

Cleanup

It is important to let the children know that cleaning up is an important part of cooking. 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.

• Show the children 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 cannot see the bottom. There may be sharp tools or utensils under the water.

• 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 th e

inside and outside and the top and bottom of each. Since utensils go directly into our mouths, be sure the y

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 the 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.
Team Nutrition Cooks! 

PAGE 11 

Get Families Involved!

Getting parents or other family members involved will make it more fun for kids and will help bring the cooking 

lesson home. Encourage the kids to use the Look and Cook Recipe found in the Family Handout. Copies of 

the Family Handouts can be downloaded or ordered from https://www.fns.usda.gov/tn/cooks. Encourage 

the kids to go online to access the videos and try cooking at home. 

Consider hosting a “Family Day” when students prepare and then eat a meal with their families using recipes 

learned in this program. This is another good way to engage parents and other caregivers. Planning an event 

where families can experience their children’s enthusiasm and creativity is another way to get keep families 

interested and involved in their children’s cooking and eating habits.

Serving For the Seasons

In many parts of the United States, some foods may be fresher and cost less depending on time of the year. Below are

suggestions for times of the year when you may want to try out a particular module. Remember that Team Nutrition Cooks!

activities can be done in any order you choose, and you can begin the program in any month of the year.

Winter

• Scrambled Eggs With Spinach – Spinach and eggs are available in many places year-round.

Warm up with this nourishing dish on cold winter days.

Spring

• Salad With Vinaigrette Dressing – Take advantage of the freshness of greens in the spring and give this

recipe a spin.

Summer

• Corn and Zucchini Pancakes – Fresh corn and zucchini are easy to find in the summer, making this recipe

a great one to try in June, July, or August.

Autumn

• Applesauce – Apples are everywhere in autumn; use your favorite types in this easy, two-ingredient recipe.

• Grain Bowls – This versatile recipe is great year-round! Try it with turkey and cranberries for a festive

fall meal.

Recipes for Special Days

• National Apple Day – October 21

• National Apple Week – the second week in August

• National Apple Month – October

• National Egg Day – June 3

• National Salad Month – May

• National Spinach Day – March 26

• National Corn Fritter Day – July 16
Team Nutrition Cooks! 

PAGE 12 

Teen Talk: Opportunities for Service Learning...and Beyond!

Does your program work with teens in an afterschool or out-of-school time setting? Working with Team

Nutrition Cooks! can be a wonderful opportunity for teen volunteers to gain service learning experience, to 

serve as role models to younger children, and to sharpen leadership, communication, and organizational skills 

while helping activities run smoothly in your program. Depending on the age and time commitment of the 

teens, they might be able to help you with tasks such as:

• Preparing shopping lists and shopping for food

• Gathering materials and supplies

• Setting up before activities begin

• Cleaning up after activities end

• Demonstrating cooking skills

• Supervising small groups of children

• Testing and preparing recipes ahead of time and adapting, as needed, to the needs of the group

• Selecting books or creating and leading healthy eating activities that also relate to the theme of the recipes

• Decorating the room to support healthy eating behaviors

Finally, involving teens with Team Nutrition Cooks! activities may encourage them to think more about their 

eating and health behaviors or how they may improve their own habits. This experience may also whet their 

appetite for working in culinary arts, nutrition, or with children as a future career. You can make a difference!
Team Nutrition Cooks! 

PAGE 13 

Team Nutrition Cooks! Recipes: Crediting Information

Recipe Name Food Component(s) Crediting Information

Applesauce Fruit 3⁄4 cup of applesauce provides

3⁄4 cup fruit.

Scrambled Eggs With Spinach Meat/Meat Alternate, Two scrambled eggs with spinach 

Grain (optional) provide 4 ounce equivalents (oz. 

eq.) meat/meat alternate. 

Corn and Zucchini Pancakes Vegetable, Meat/Meat Two corn and zucchini pancakes 

Alternate, Grain provide 3⁄4 cup vegetable, 1 oz. 

eq. meat/meat alternate, and 11⁄4 

serving/oz. eq. grain*.

Grain Bowls Vegetable, Fruit, Meat/Meat 11⁄2 cups of grain bowls provide 

Alternate, Grain 1⁄2 cup vegetable, 1⁄2 cup fruit, 1 

oz. eq. meat/meat alternate, and 1 

serving/oz. eq. grain*.

Salad With Vinaigrette Dressing Vegetable, Fruit Two cups of salad with vinaigrette 

dressing provide 1 cup vegetable 

and 1⁄4 cup fruit.

* Grains in this recipe are credited based on oz. eq. of grains. Oz. eq. may be substituted for servings of grains/breads

because an oz. eq. of grain contains slightly more creditable grains (16 grams) than is required for a grain/bread serving

(14.75 grams).

Team Nutrition Cooks! Applesauce Activity Guide 

PAGE 15 

USDA 

iiiillll United States Department of Agriculture 

Team Nutrition Cooks!

Applesauce
 

 

 

� Ingredients List

____apples for recipe

____apples for taste test*

Optional

____apples for premade

applesauce

____ground dried spices

such as cinnamon,

nutmeg, cloves, or

ginger

Use the Ingredient

Conversion Chart to

figure out the amount of

ingredients you will need

for your group size. Fill in

the ingredients list with

the amounts you need,

such as “6 apples for

recipe” or “5 apples for

taste test.”

*	For the taste test, try different kinds of

apples. You could try Granny Smith,

McIntosh, Golden Delicious, Gala, or Fuji.

 Instructions for Program Operators

1. Have adults and children wash his or the stove. Have an adult turn the heat

her hands with soap and water. to medium-low and cook until the

2. If you want to peel the rinsed apples, apples are tender, about 25 minutes.

then have the children peel them now. 6.Set the apples aside to cool, about 10

3. Use the apple slicer or have an adult minutes.

remove the core and slice each apple 7. Have the children mash the apples.

with a chef's knife. Have the children stir the applesauce

4. Have the children place the sliced to help it cool more quickly.

apples on a cutting board, and dice 8.Serve right away using serving

the apple slices with a butter knife. spoons. Pass around the dried

5. The children can put the apples and spices for the group to add to their

water in the pot, cover it, and put it on applesauce as they would like.

Ingredient Conversion Chart

6 

people

12

people

18

people

Apples for

recipe 6 12 18

Apples for

taste test 4–5 8–10 12–15

Spices

(optional) 1⁄2 tsp 1 tsp 11⁄2 tsp

Safety Tips

Peelers, apple slicers, and knives are sharp!

Remind children to avoid touching the

blade.

Use potholders, not towels, when moving a

hot skillet, pan, or lid.

Never walk away from food cooking on a

burner.

Rinse raw fruit well under running tap water

before eating or cooking it.

� Supplies

____cutting board(s)

____liquid measuring cup(s)

____pot holder(s)

____apple slicer(s)

____butter knife/knives

____wooden spoon(s)

____potato masher(s) or fork(s)

____medium-sized pot with lid

____cooktop(s)

____serving bowl(s)

____serving spoon(s)

____bowl(s)

____napkin(s)

____utensil(s)

Optional: vegetable scrub brushes,

chef's knife, peeler(s), serving plates,

small plates, lidded containers,

teaspoon measuring spoon

Amount needed of each item

will depend on the size of your

group and the layout of your

room. See page 28 for details.

Applesauce

Quick Start Guide

Total Time for Activity: 55 minutes

Serving Size: 3⁄4 cup

Crediting Information: 3⁄4 cup of applesauce provides 3⁄4 cup fruit.
Team Nutrition Cooks! Applesauce Activity Guide 

PAGE 17 

Applesauce Activity Guide

All About Applesauce Preparation

This simple recipe uses only two ingredients while • Before starting, be sure to review all policies

getting kids excited about cooking and healthy eating! It related to your program or facility regarding

can be enjoyed warm or cold and topped with a variety food preparation. Check with your local health

of spices. department about food safety requirements specific

to your program.

Overview • Read this module before you start. Pay special

Remember that the Team Nutrition Cooks! recipes can attention to notes marked “Do Ahead,” “Safety

be made in any order, and recipes can be made over Tip,” “Bright Idea,” or “Instructor Tip.”

a period of days, weeks, or the entire year. Each Team • Review the Ingredients and Supplies Checklist on Nutrition Cooks! session is meant for children ages 8 page 28. Make sure you have all the ingredients, to 12 years old, and takes about 1 hour of preparation materials, and handouts needed. time and 11⁄2 hours to complete. Each recipe also has

a Family Handout that the children can use during and • Practice preparing the recipe. Use all of the

after the cooking activity to learn about healthy foods cooking tools in the room and area where the

and practice their cooking skills. There is also a short session will take place.

video that shows the cooking skills needed for this • Plan for the time you have. If your group has extra

recipe. The Activity Guide, Family Handouts, and videos time, do the worksheets in the Applesauce Family

can be found at Handout as part of the session (see pages 12–14

https://www.fns.usda.gov/tn/cooks. in the Applesauce Family Handout). If not, let the

children know they can use these worksheets at

home. This guide includes discussion questions that

you may use at the beginning of the activity or during

times that you are waiting. If you are short on time,

you may have to shorten or skip some sections.

Activities

1. Introductions, Goals, and Ground Rules (5 minutes)

p. 19

2. All About Apples (5 minutes) p. 21

3. Nutritious and Delicious MyPlate (5 minutes) p. 22

4. Taste Test (10 minutes) p. 23

5. Cooking and Eating (35 minutes if using precooked

applesauce, 55 minutes if not) p. 24

6. Spice Up Your Applesauce (5 minutes) p. 33

7. Cleanup (15 minutes) p. 33

8. Wrap-Up and Summary (5 minutes) p. 34

Supervision and Room Management

The Applesauce recipe makes six servings. We

recommend having five children and one adult per

group. 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.

INSTRUCTOR TIP

If you are short on time, then focus on Handwashing, 

Ground Rules, Cooking and Eating, and Cleanup.
Team Nutrition Cooks! Applesauce Activity Guide 

PAGE 18 

Options for Large Groups  Name tags and markers (optional, if you are not

If you have a large group, you may want to try some of already familiar with the children)

the ideas below to help the activities run smoothly:  Copies of the Applesauce Family Handout, which you

can order or download at: https://www.fns.usda. • Repeat the Activity—Divide the children into small gov/tn/cooks groups and then repeat the activity throughout the

day or week.  Ingredients and supplies listed on page 28

• Demonstrate—Show cooking skills in front of the  Access to a handwashing sink and hand soap

large group, and then have each small group practice  Access to a food preparation sink. Having a

one skill, such as peeling or mashing. food preparation sink that is separate from the

• Use Volunteers—Teenagers can help with the handwashing sink is ideal. If this is not possible, be

activities, particularly those who are in a culinary arts sure to clean out the sink with hot soapy water before

or service learning program. They can help you get rinsing apples.

ready for the session and help children with reading  MyPlate poster (free from https://teamnutrition.usda.gov)

recipes, mashing, stirring, and other cooking skills

that do not involve sharp knives. They can also help

with cleanup. For more ideas of how to get teens

involved, see Teen Talk: Opportunities for Service

Learning on page 12.

Additional Supplies INSTRUCTOR TIP

Remember, cooking can be messy and hectic.

Try to encourage 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.

In addition to this activity guide, you will need:

 A computer with speakers, a projector, and a screen

large enough for showing skill videos

 A chalkboard/whiteboard or large paper and markers

 Pens and pencils for each child
Team Nutrition Cooks! Applesauce Activity Guide 

PAGE 19 

Introductions, Goals, and Ground Rules (5 minutes)

OBJECTIVE: At the end of this activity, the children will

be able to state the goals and ground rules.

Introductions

If you are not familiar with the children, you may want to

introduce yourself, and have them introduce themselves

at the beginning of the session. Let the children know

about the recipe they are making today, and the activities

involved in making the recipe.

1. If needed, have children make name tags. Make a

name tag for yourself and other instructors or staff too.

This will help everyone remember each other's names.

2. 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.

3. 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.

Questions

• 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?

This goal of this session is for the children to become Ask the children if they have ever tried or heard of any

familiar and comfortable with following a recipe and of these skills before. You can ask questions such

making applesauce. The activities in this session give as “Have you ever used a peeler? Raise your hand if

the children a chance to learn and practice the following you've ever stirred something on the stove. How about

skills: if you've helped a grown-up cook breakfast or lunch or

dinner, or if you've cooked a meal yourself?” This will let • How to Rinse

you know how familiar and comfortable the group might • How to Peel be with cooking, and what sections and skills you might • How to Core and Slice need to spend more or less time on. • How to Dice

• How to Measure Liquids

• How to Use a Cooktop Safely

• How to Simmer

• How to Cool Food Safely

• How to Stir

• How to Mash

Once everyone has had a chance to speak, thank everyone for sharing his or her thoughts. Let the group know

what activities they will be doing today.

 DO AHEAD: Decide which questions you will ask to help the children share a fun food fact.

Goals
Team Nutrition Cooks! Applesauce Activity Guide 

PAGE 20 

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.

 DO AHEAD: Write the Ground Rules on the chalkboard, white board, or large piece of paper so that 

the children can see them when you are reading them out loud. This will help visual learners and 

remind everyone of the rules they should follow during the session.

You can decide if you want to write only the words that are in bold below, or if you want to write the

additional text that explains the rule in more detail. The text in italics are reminders that you and the other

adults can use to help children understand why it's important to follow that rule.

• Clear the desks. 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

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.

• 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 “ewwwws.” You are going to try some new things and you may love them, but if you don’t, no

“ewwwws.” 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 21 

All About Apples (5 minutes) INSTRUCTOR TIP:

Show the group many different kinds of apples.

If you are doing the Taste Test on page 23, you

can let them know that they will be doing a taste

test with the apples.

OBJECTIVE: At the end of this section, the children

will be able to describe where apples come from,

name three different types of apples, and list three different

ways to eat them.

To start the discussion, ask the children:

• 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 on

this page to help the children

learn more about apples.

You can ask the group the

questions written in bold

green text, and then fill in with

the answers in black text as

needed. Or, you can choose

a few facts about apples and

share them with the group.

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 eating them whole.

• Applesauce can be eaten on top of potato pancakes,

also known as latkes, mixed into low-fat plain yogurt,

or paired with pork.

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 located 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 may be

found at grocery stores all year long.

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!

• Choose apples that are fresh.

• Refrigerate whole apples and use them

within 3 weeks.

In grocery stores, you can also buy

packaged applesauce, which may

have 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

an applesauce that does not have

added sugars.

Recommended kinds of apples

for the Taste Test activity on

page 23 include:

• Granny Smith—tart and firm, used for

snacking and sauces. Bright green.

• McIntosh—juicy and tangy, great in applesauce.

Usually deep red. 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 Mount Fuji.
Team Nutrition Cooks! Applesauce Activity Guide 

PAGE 22 

Nutritious and Delicious MyPlate (5 minutes)

BRIGHT IDEA: Display the MyPlate icon in a place where everyone can see it.

OBJECTIVE: At the end of this section, the children will be able to describe how apples fit into a healthy diet.

To start the discussion about MyPlate, ask the group if anyone has seen the MyPlate icon before, and what

MyPlate tells us about healthy eating. Then, use the bold green points below to lead a discussion about how

apples fit into MyPlate, and the nutrients in apples that our bodies need to be healthy and strong.

Fruits are part of a healthy diet

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

of your plate fruits and vegetables. This 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 Fruits Food 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,

count as part of the fruit group. In general, 1 cup of

fruit or 100% fruit juice, or 1⁄2 cup of dried fruit, is

considered 1 cup from the Fruits Group.

Apples provide fiber 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. 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.

OPTIONAL ACTIVITY: Decide if you want to do the Making a MyPlate Meal with Applesauce activity found on

page 14 of the Applesauce Family Handout. If so, have copies of the Family Handout and pencils for each child.

INSTRUCTOR TIP

Remind the children that it’s okay if the fruits they eat are mixed with other foods, such as low-fat yogurt or

in a strawberry smoothie, or if they eat them in a bowl instead of on a plate. These fruits would still count as

part of their MyPlate meal. To see how much fruit to eat every day, visit Choose MyPlate’s “All About the Fruit

Group” webpage at https://www.choosemyplate.gov/fruit.
Team Nutrition Cooks! Applesauce Activity Guide 

PAGE 23 

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 try different kinds of apples to find

the ones they like best. This taste test can help children

decide which apples to use in their applesauce.

9 SAFETY TIP: Make sure the children wash their

hands again after eating and before cooking.

minutes of preparation).

• Pick a table or desks separate from the cooking area

to hold 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 slices of each apple on its own serving plate for

sampling. Label each serving plate with the name of

the apple, such as “Fuji,” “McIntosh,” etc.

BRIGHT IDEA: If apples have to be sliced in advance,

lightly spray or coat the slices with lemon juice to

prevent browning. Too much juice may make it hard to

taste the flavor of the apple. 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.

DO AHEAD: Prepare for the taste test (about 10

INGREDIENTS

(This is for a group of six— five children and one

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

the children, 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 his or her 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 have the

children put a slice of each apple on their plates,

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 putting another kind of apple on their plates.

4. Ask the children to look at, touch, and taste the apple

slices. Remind the children that these are all apples

but different types. Each type has a different name

and may taste different too. Have everyone in the

group 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 apple.

5. Discuss and compare the different colors, tastes,

textures, smells, and uses 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 apples before?

• What kind of apples do you want to use to make

applesauce?

6. Have the children help clean up leftovers and trash.
Team Nutrition Cooks! Applesauce Activity Guide 

PAGE 24 

Cooking and Eating (35 minutes)

OBJECTIVE: At the end of this section, the children will have made applesauce.

9	SAFETY TIP: Be sure the children wash their hands before they start cooking. If they washed their hands before

the Taste Test, they will still need to wash their hands before 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. This recipe is meant to

be served family style, meaning everyone will eat together as a group, and will serve himself or herself as much

or as little applesauce as he or she likes. For more information, see How to Serve Family Style on page 10. Those

who finish their activities early can help with cleanup or work on the activity worksheets in the Family Handout.

This applesauce recipe works well with many different kinds of apples. You can use familiar favorites, or try

something new! Some types of apples that work well in applesauce include 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 is important to supervise and keep as much control as possible so that everyone stays

safe and gets a chance to participate. We recommend having at least one adult instructor for every five children.

Ingredient list per group (5 children, 1 adult)

 6 apples

 1⁄2 cup water

 1 batch unmashed applesauce (optional; see below)

 1 teaspoon of cinnamon (optional)

using all of the tools. Watch each video, and, if possible,

practice the cooking skills in advance. Videos can be viewed

at https://www.fns.usda.gov/tn/cooks.

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 32 for more details.

Skills that will be covered during this activity:

• How to Rinse

• How to Peel

• How to Core and Slice

• How to Dice

• How to Measure Liquids

• How to Use a Cooktop Safely

• How to Simmer

• How to Cool Food Safely

• How to Stir

• How to Mash

DO AHEAD: Make sure all adult instructors are comfortable
Team Nutrition Cooks! Applesauce Activity Guide 

PAGE 25 

I --, 

INSTRUCTOR TIPS FOR TEACHING COOKING SKILLS

Watch the skills videos with the children at https://www.fns.usda.gov/tn/cooks. If your group is new to

cooking, you may want to talk to them about how to read a recipe. See How to Read A Recipe on page

8. The recipe and Look and Cook Recipe are included in the Family Handouts, so you can give each child

a copy of the Family Handout to use during this session. This Activity Guide includes the Look and Cook

Recipe and Instructor's version of the recipe on pages 26 and 27. The Look and Cook Recipe is the same

as the one in the Family Handout. The Instructor's version of the recipe is similar to the one in the Family

Handout, with text in italics to show tips for instructors.

Set up stations for children to practice their cooking skills:

• Designate a table or desk for each station that will not be used

or touched before it is time to cook.

• In order to let the children practice their skills with enough

supervision, divide them into groups of five children for every adult.

• Once divided into groups, each group will use each skill to

make its 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 are short on time. In Option Three, all of 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 it.

Options for practicing cooking skills at stations:

• Option One: All the skills are practiced at each

station, with each child practicing one skill. 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 practice

a skill several times.

• 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.

Suggested 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.

KEY SKILLS

• How to Rinse p. 29

• How to Peel p. 29

• How to Core and Slice p. 29

• How to Dice p. 30

• How to Measure Liquids p. 30

• How to Use a Cooktop Safely p. 31

• How to Simmer p. 31

• How to Cool Food Safely p. 32

• How to Stir p. 32

• How to Mash p. 32

The stations:

Peeling

 peelers

 cutting boards

 trash or compost bin

Coring, Slicing, and Dicing

 cutting boards

 butter knives

 apple corers or a chef's knife (for adult use only)

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)
Team Nutrition Cooks! Applesauce Activity Guide 

PAGE 26 

Look and Cook Recipe:

Applesauce

Ingredients

Water Apples Cinnamon

(Optional)

Directions

1

Wash your hands. 

2

Optional: 

Peel the apples. 

3

Core and slice the 

apples. 

4

Dice the apples. 

5

Measure the water 

and pour into the pot. Cook the apples. 

8

Mash the apples. 

Add spices (optional). 

7

Cool and stir the 

apples. 

9

Enjoy the 

applesauce! 

6
Team Nutrition Cooks! Applesauce Activity Guide 

PAGE 27 

Applesauce INSTRUCTOR TIP

Below is the recipe as it appears in the

Family Handout. Tips for program operators

have been added in italics or in boxes with

INSTRUCTOR TIP as a heading. These tips

Eat this by itself as a snack, spoon it into yogurt for breakfast, are not on the recipe in the Family Handout.

or eat it with potato pancakes, French toast, chicken, or pork.

Total Time: 55 minutes • Hands-on Time: 20 minutes • Yield: 6 servings • Serving Size: 3⁄4 cup

INSTRUCTOR TIP

Don't forget to review the Food Safety (page

5) and Handwashing (page 9) sections with

the group before cooking.

INGREDIENTS

6 apples, any variety, rinsed

1⁄2 cup water

1⁄2 teaspoon of cinnamon (optional)

INSTRUCTIONS

1. Wash your hands with soap and water, then

gather all your kitchen tools and ingredients

and put them on a clean counter or other

cooking surface.

2. Optional: Peel the apples.

Note: Applesauce with the peel left on is faster to make

and healthier. The apple peel has fiber, which helps you

feel full and has many other benefits for our health.

3. Use the apple corer or slicer to remove the core

and cut the apple into slices. If you do not have

a slicer, have a helper use a chef’s knife to take

out the core and cut the apple into slices.

4. Dice the apple slices.

5. Measure the water and pour the water in the pot.

6. Add the diced apples to the pot with water,

cover, and put the pot on the stove. Turn the

heat to medium-low and cook until the apples

are tender, about 25 minutes.

7. Take pot off the stove and set aside to cool a

bit, about 10 minutes. Once it has cooled a bit,

stir it to help the applesauce cool faster.

8. Mash the apples using a potato masher or fork.

If you'd like to add cinnamon or other spices,

stir them in now.

9. Serve and enjoy the applesauce right away or

store in the refrigerator in a lidded container.

The applesauce will keep, covered and

refrigerated, for up to 4 days.

SHOPPING LIST

See Ingredients and Supplies Checklists on page 28 for

amounts needed for your program.

 6 apples (any variety, such as Fuji, Granny Smith,

Golden Delicious, Honeycrisp, McIntosh, Red Delicious,

Winesap, and Pink Lady)

 Cinnamon

 Dried spices, such as nutmeg, ginger, or cloves (optional)

Amount per serving: Calories: 94; Total Fat: 0.5 g; Saturated

Fat: 0 g; Sodium: 2 mg; Total Carbohydrate: 24 g; Dietary Fiber:

4 g; Sugars: 19 g; Protein: 0 g; Vitamin A: 78 IU; Vitamin C: 0 mg;

Calcium: 12 mg; Iron: 0 mg.

Crediting Information: 3⁄4 cup of applesauce provides 3⁄4 cup fruit.
Team Nutrition Cooks! Applesauce Activity Guide 

PAGE 28 

INGREDIENTS AND SUPPLIES CHECKLISTS

Use these checklists to make sure you have all of the ingredients and supplies for the activities in this session.

INGREDIENTS

For Taste Test and Cooking and Eating Activities

(for a group of six)

	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 premade applesauce (optional;

see DO AHEAD on page 24 for more details)

 1⁄2 cup water

 1 teaspoon of cinnamon or other spices (optional;

see Spice Up Your Applesauce on page 33)

 BRIGHTIDEA: Buying apples when they are in 

season in the fall or buying them in bulk can help 

you save money!

SUPPLIES

For Taste Test Activity

 2 vegetable scrub brushes (optional)

 chef’s knife or apple slicer (for instructor preparation)

 1 cutting board (for instructor preparation)

 4 to 5 serving plates

 4 to 5 sets of tongs or serving forks (1 for each

type of apple)

 6 small plates

 napkins

 labels

 pen or marker

For Cooking

The number of kitchen tools listed in this 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 25 for more information.

 6 cutting boards

 1 chef’s knife (for instructor preparation, if not

using an apple slicer)

 1 liquid measuring cup

 1 set of pot holders

 6 apple slicers

 6 butter knives

 1 wooden spoon

 1 potato masher or fork

 1 medium-sized pot with lid

 1 cooktop

 6 lidded “to-go” containers (optional)

 2 vegetable scrub brushes (optional)

 6 peelers (optional)

For Eating

 1 to 2 serving bowls

 1 to 2 serving spoons

 6 small bowls

 6 spoons

 napkins

 1⁄8-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 videos

 MyPlate poster

(free from https://teamnutrition.usda.gov)

 copies of Team Nutrition Cooks! Applesauce Family

Handout (free from http://teamnutrition.usda.gov)
Team Nutrition Cooks! Applesauce Activity Guide 

PAGE 29 

How to Rinse

1. Rinse apples under cold running tap water. Optional: 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 from top to bottom, in strips,

working around the apple until the

entire peel is gone.

5. Throw away or compost the peel.

9	SAFETY TIP: A peeler is sharp—avoid

touching the blade!

BRIGHT IDEA: If you would like to

use unpeeled apples in this recipe,

have the children take turns peeling

one apple. That way children can still

practice their peeling skills, but most of

the apples will still have their peels on.

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.

9 SAFETY TIP: The slicer is sharp—avoid touching the blades.

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 on

the apple. 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 into 8 to 12 slices. The children can then

use the apple slices to practice dicing the apple. If needed, you can

also save time by cutting apples into slices before the session. Dip

or coat apples lightly with lemon juice to prevent browning.
Team Nutrition Cooks! Applesauce Activity Guide 

PAGE 30 

How to Dice

“Dicing” means cutting foods into small,

dice-shaped cubes. In this activity, the

children will use butter knives. Butter knives

are safe for the children to use because they

are not too 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 will not 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.

How to Measure Liquids

It is important to measure correctly when following a recipe. The measuring tools the children will be learning about

today are liquid measuring cups, as shown in the picture above. 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 1⁄4 cup

or 1⁄2 cup) on the cup’s side. The spout on the liquid measuring cup helps prevent spills.

1. Put the liquid measuring cup on a flat surface.

2. Fill the measuring cup until the liquid reaches the 1⁄2-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.
Team Nutrition Cooks! Applesauce Activity Guide 

PAGE 31 

 

~~-------

~ · · ffA~: ~ - .,,._, / f IO l\ •" 

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.

9 SAFETY TIP: Never walk away

from food cooking on a burner.

9 SAFETY TIP: When moving a hot skillet, pan, or lid, use a pot holder, not towels, which can catch fire.

9 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 32 

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 do not 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. For smoother applesauce, keep mashing until desired texture is reached.

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 may take some time to cook and cool, so if you are short on time, you may want

to prepare a precooked but unmashed batch of applesauce. That way, children can still practice their mashing

skills while making sure your session fits into the allotted time. The applesauce that the children make can be

enjoyed the next day, or sent home with their families*.

*If you are counting this applesauce towards a reimbursable meal or snack, make sure to follow all rules and

guidelines for taking food components off-site. Contact your State agency or sponsoring organization for more

information.

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, you can serve warm and cold applesauce in separate

bowls. Encourage the children to try the different options and discuss what they thought of each.
Team Nutrition Cooks! Applesauce Activity Guide 

PAGE 33 

Spice Up Your Applesauce (Optional)

Spices such as cinnamon, cloves, ginger, and nutmeg can be a fun way for kids to try other new flavors with their

applesauce. Have the children try different spices in their applesauce by following the steps below:

1. Put the ground spices in small bowls with 1⁄8-teaspoon measuring spoons.

2. Give each child his or her own spoon and plate or bowl. Have the children serve themselves as much or as little

applesauce as they'd like.

3. Ask the children to taste the applesauce before adding spices to their bowl.

4. After everyone has tasted his or her applesauce, pass around the spices and encourage students to add a little

bit to their bowl. Ask them to try the applesauce again, this time with the spices added.

5. Have the children talk about the different colors, tastes, textures, and smells of each spice, using the Discussion

Questions below.

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 try?

• 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.

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 the 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 the 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 the floor: Show the children how to sweep into a dustpan and throw away the waste.

9	SAFETY TIP: When washing dishes, never swirl your hands around the bottom of the sink, especially if you

cannot 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 can

sometimes hold on to bacteria and be hard to clean. If you use sponges, replace them with new ones frequently.
Team Nutrition Cooks! Applesauce Activity Guide 

PAGE 34 

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.

 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?

• 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 My Applesauce Story on page 35 aloud and have the 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 his or her story with

the group. An answer key is provided for instructors on page 36 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 38 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 35 

My Applesauce Story

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

WORD BANK: Fruits, slicer, ingredients, tools, applesauce, four, peeler, masher, simmering, potato pancakes,

oatmeal, fork, water, apples, yogurt, liquid

Today, we made ( _________________ ). The main ingredient is ( _________________ ), which belongs in MyPlate’s

( _________________ ) Group. Instead of adding sugar to flavor my applesauce, I used ( _________________ ). Cutting

back on added sugars 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

( ___________________ ) or ( ___________________ ) to make the applesauce smooth.

At the end, we had a chance to taste our applesauce. It was delicious!
Team Nutrition Cooks! Applesauce Activity Guide 

PAGE 36 

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.

WORD BANK: Fruits, slicer, ingredients, tools, applesauce, four, peeler, masher, simmering, potato pancakes,

L oatmeal, fork, water, apples, yogurt, liquid I 

Today, we made ( applesauce ). The main ingredient is ( apples ), which belong in MyPlate’s ( Fruits ) Group.

Instead of adding sugar to flavor my applesauce, I used ( dependent on child’s experience, some include:

cinnamon / nutmeg / cloves / ginger ). Cutting back on added sugars 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).

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 ) or ( fork )

to make the applesauce smooth.

At the end, we had a chance to taste our applesauce. It was delicious!
Team Nutrition Cooks! Applesauce Activity Guide 

PAGE 37 

{ ________ ) 

( _____ ) 

{ ________ ) 

{ ________ ) 

) 

( ______ _ 

{ _______ _ 

) 

Kitchen Tools

These are the tools we need to make applesauce.

Can you name them all?

I 

{ _________ 

________ 

optional ( _________ ) 

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 38 

Kitchen Tools

These are the tools we need to make applesauce.

Can you name them all?

( __ ) liquid measuring cup

( apple slicer __ } ( peeler ) 

( ) lidded container

( ___ } 

( _____ measuring spoons } 

optional

cutting board

optional medium-sized pot

( wooden spoon

potato masher
Team Nutrition Cooks! Applesauce Activity Guide 

PAGE 39 

Notes
Team Nutrition Cooks! Applesauce Activity Guide 

PAGE 40 

Notes
Team Nutrition Cooks! Applesauce Activity Guide 

PAGE 41 

Notes

Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide 

PAGE 43 

USDA 

iiiillll United States Department of Agriculture 

Team Nutrition Cooks!

Scrambled Eggs

With Spinach
_____large eggs

_____cup(s) chopped

spinach

_____teaspoon(s) oil, any

kind

Optional

_____slice(s) whole-wheat

 bread

_____ground pepper or

other spices 

Use the Ingredient

Conversion Chart to figure

out the amount of ingredient

you will need for your group

size. Fill in the ingredients lis

with the amounts you need,

such as “2 large eggs” or

“ cups chopped spinach.

 Ingredients List Ingredient Conversion Chart

6 people 12 people 18 people

Eggs 12 24 36

Chopped spinach 3 cups 6 cups 9 cups

Oil 6 tsp 12 tsp 18 tsp

Whole-wheat 

bread 6 slices 12 slices 18 slices

(Optional)

____cutting board(s)

____whisk(s) or fork(s)

____small bowl(s)

____small skillet(s)

____measuring spoon(s)

____measuring cup(s)

____heatproof spatula(s)

____cooktop(s)

____pot holder(s)

____butter knife/knives

____plate(s)

____napkin(s)

____utensil(s)

Amount needed of each

item will depend on the

size of your group and

the layout of your room.

See page 56 for details.

Supplies

s

t Use pot holders, not hot towels, when moving a

hot skillet, pan, or lid. Towels can catch on fire.

When cooking, stand a safe distance from the

pan and pour oil slowly.

 Safety Tips

W ash everything raw eggs touch with hot soapy

water.

3 ”

1. Have adults and children wash his or her hands with soap and water.

2. Crack one egg into a small bowl.

3. Pour the egg into a larger bowl. Repeat with the second egg by first cracking it into

the small bowl, and then pouring it into the larger bowl.

4. When both of the eggs are in the larger bowl, beat or whisk the eggs until the mixture

is pale yellow.

5. Put the skillet on the stove and turn the heat to medium. When the skillet is hot,

add the oil.

6. Carefully pour the eggs into the skillet. Add the spinach.

7. The eggs that are 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 would like.

 Instructions for Program Operators

Scrambled Eggs with Spinach

Quick Start Guide

Total Time for Activity: 10 minutes

Serving Size: 2 eggs with spinach

Crediting Information: 2 eggs with spinach provide 4 oz. eq. meat/meat alternate.
Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide 

PAGE 45 

Activity Guide

Scrambled Eggs With Spinach

All About Scrambled Eggs With Spinach

Eggs aren't just for breakfast anymore! This quick-cooking • Before starting, be sure to review all policies

recipe lets kids practice their chopping, measuring, and related to your program or facility regarding

whisking skills as they prepare a simple and delicious food preparation. Check with your local health

dish that can be enjoyed any time of day! department about food safety requirements specific

to your program.

• Read this module before you start. Pay special

attention to notes marked “Do Ahead,” “Safety Tip,”

“Bright Idea,” or “Instructor Tip.”

• Review the Ingredient and Supplies Checklist on

page 56. 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 Scrambled Eggs

Overview

Remember that the Team Nutrition Cooks! recipes can

be made in any order, and recipes can be made over

a period of days, weeks, or the entire year. Each Team

Nutrition Cooks! session is meant for children ages 8

to 12 years old, and takes about 1 hour of preparation

time and 11⁄2 hours to complete. Each recipe also has a 

Family Handout that the children can use during and 

after the cooking activity to learn about healthy foods 

and practice their cooking skills. There is also a short 

video that shows the cooking skills needed for this 

recipe. The Activity Guide, Family Handouts and videos 

can be found at https://www.fns.usda.gov/tn/cooks.

Family Handout as part of the session (see pages

12–14 of the Family Handout). If not, let the children

know they can use these worksheets at home. This

guide includes discussion questions that you may

use at the beginning of the activity or during times

that you are waiting. If you are short on time, you may

have to shorten or skip some sections.

Activities

1. Introductions, Goals, and Ground Rules

(5 minutes) p. 47

2. All About Eggs and Spinach (10 minutes) p. 49

3. Nutritious and Delicious MyPlate (5 minutes) p. 50

4. Cooking and Eating (35 minutes) p. 51

5. Cleanup (15 minutes) p. 61

6. Wrap-Up and Summary (5 minutes) p. 62

Preparation

INSTRUCTOR TIP

If you are short on time then focus on

Handwashing, Ground Rules, Cooking and Eating, 

and Cleanup. 
Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide 

PAGE 46 

Supervision and Room Management Additional Supplies

This Scrambled Eggs With Spinach recipe makes one In addition to this activity guide, you will need:

serving, with ingredient and kitchen tools lists provided  A computer with speakers, a projector, and a screen for a group of five children and one adult. This ratio large enough for showing skill videos of one adult for each group of five children will help

you manage preparation, instruction, and behavior  A chalkboard/whiteboard or large paper and markers

and avoid long waiting times and overcrowding of  Pens and pencils for each child

the cooking stations. Each child will help prepare the  Name tags and markers (optional, if you are not recipe and be able to eat a full serving. already familiar with the children)

Options for Large Groups  Copies of the Scrambled Eggs With Spinach Family

Handout, which you can order or download at: If you have a large group, you may want to try some of https://www.fns.usda.gov/tn/cooks the ideas below to help the activities run smoothly:  Ingredients and supplies listed on page 56 • Repeat the Activity—Divide the children into small  Access to a handwashing sink and hand soap groups and then repeat the activity throughout the

day or week.  Access to a food preparation sink. Having a

food preparation sink that is separate from the • Demonstrate—Show cooking skills in front of the handwashing sink is ideal. If this is not possible, large group, and then have each small group practice be sure to clean out the sink with hot soapy water one skill, such as cracking eggs or whisking. before rinsing the spinach. • Use Volunteers—Teenagers can help with the  MyPlate poster (free from activities, particularly those who are in a culinary arts or https://teamnutrition.usda.gov) 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 cleanup.

For more ideas of how to get teens involved, see Teen

Talk: Opportunities for Service Learning on page 12.
Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide 

PAGE 47 

Introductions, Goals, and

Ground Rules (5 minutes)

OBJECTIVE: At the end of this activity, the

children will be able to state the goals and

ground rules.

DO AHEAD: Decide what questions you will

ask to help the children share a fun food fact.

Introductions

If you are not familiar with the children, you

may want to introduce yourself, and have them

introduce themselves at the beginning of the

session. Let the children know about the recipe

they are making today, and the activities involved

in making the recipe.

 

1. If needed, have children make name tags. Make a name tag for yourself and other instructors or staff too. This will

help everyone remember each other's names.

2. 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.

3. 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.

Questions

• 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 had a chance to speak, thank the group for sharing their thoughts. Let the group know what

activities they will be doing today.

Goals

The goal of this session is to get the children familiar Ask the children if they have ever tried or heard of any

and comfortable with following a recipe and making of these skills before. You can ask questions such

scrambled eggs with spinach. The activities in this as “Have you ever used a whisk? Raise your hand

session give the children a chance to learn and practice if you've ever scrambled eggs before. How about if

the following skills: you've helped a grown-up cook breakfast or lunch or

dinner, or if you've cooked a meal by yourself?” This • How to Chop will let you know how familiar and comfortable the

• How to Measure Wet and Dry Ingredients group might be with cooking, and what sections and

skills you might need to spend more or less time on. • How to Crack Eggs

• How to Whisk

• How to Use a Cooktop Safely

• How to Scramble

• How to Toast (Optional)

• How to Season (Optional)

• How to Set a Table (Optional)
Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide 

PAGE 48 

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.

DO AHEAD: Write the Ground Rules on the chalkboard, white board, or large piece of paper so that

the children can see them when you are reading them out loud. This will help visual learners and

remind everyone of the rules he or she should follow during the session.

You can decide if you want to write only

the words that are in bold below, or if

you want to write the additional text that

explains the rule in more detail. The text in

italics are reminders that you and the other

adults can use to help children understand

why it's important to follow that rule.

• Clear the desks. 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 “ewwwws.” You are going to try some new things and you may love them, but if you don’t, no

“ewwwws.” 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! Scrambled Eggs With Spinach Activity Guide 

PAGE 49 

 

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,

list ways they are eaten together, and name three 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 on this page to help

the children learn more about eggs and spinach. You

can ask the group the questions written in bold green

text, and then fill in with the answers in black text as

needed. Or, you can choose a few facts about eggs

and spinach and share them with the group.

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 that we can eat include those from

quails, ducks, geese, ostriches, and emus.

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 50 

 

 

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.

To start the discussion about MyPlate, ask the group if

anyone has seen the MyPlate icon before, and what

MyPlate tells us about healthy eating. Then, use the bold

green points below to lead a discussion about how eggs

and spinach fit into MyPlate, and the nutrients in eggs and

spinach that our bodies need to be healthy and strong.

Protein foods and vegetables are part of a healthy diet.

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. This 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.

Protein foods help your body build muscle

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 meal or as a snack.

Foods with protein help your body build healthy

muscle, skin, and tissue. 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-rich foods during the week helps

you get the nutrients you need for good health. It is

important to choose leaner (lower-fat) options more

often, such as beans, peas, and lean cuts of meat.

Protein foods have vitamins

Many protein foods give your body vitamins B (niacin,

thiamin, riboflavin, and B6) and 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 from your lungs to the

rest of the body. Eggs also have vitamin D and calcium,

which help build strong bones and teeth, and vitamin A,

which helps protect your eyes and skin.

Protein and your health

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-rich foods in a week.

Vegetables and your health

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 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.

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 14 of the Family Handout. If so, have

copies of the Family Handout and pencils for each child.

INSTRUCTOR TIP

Remind the children that it's okay if the protein foods or vegetables they eat are mixed with other foods, such as

an omelette or chicken vegetable soup. These foods would still count as part of their MyPlate meal. To see how

much of each food group to eat every day, visit Choose MyPlate's webpage at https://www.choosemyplate.gov.
Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide 

PAGE 51 

Cooking and Eating (35 minutes)

9 SAFETY TIP: Be sure the children wash their hands 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 everyone

stays safe and gets a chance to participate. We recommend having at least one adult instructor for every five

children.

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.

DO AHEAD: Rinse the spinach before the children arrive to save time or buy pre-washed spinach. If you are

OBJECTIVE: At the end of this section, the children will have made scrambled eggs with spinach.

Ingredient list per person

 2 large eggs

 1⁄2 cup fresh 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 61)

Ingredient list per group (5 children,

1 adult)

 1 dozen eggs

 3 cups fresh spinach

 6 slices whole-wheat bread (for toast; optional)

 vegetable oil

 ground black pepper or other spices (optional;

see How to Season on page 61)

are comfortable using all the tools. Watch each

video, and, if possible, practice the cooking

skills in advance. Videos can be viewed at

https://www.fns.usda.gov/tn/cooks.

Skills that will be covered during this activity:

y How to Chop Spinach

y How to Measure Wet and Dry Ingredients

y How to Crack Eggs

y How to Whisk

y How to Use a Cooktop Safely

y How to Scramble

y How to Toast (Optional)

y How to Season (Optional)

y How to Set a Table (Optional)

DO AHEAD: Make sure all adult instructors

INSTRUCTOR TIP

If you are short on time, space, or kitchen tools, have

the children tear the rinsed spinach into small pieces

instead of chopping.
Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide 

PAGE 52 

INSTRUCTOR TIPS FOR TEACHING COO

Watch the skills videos with the children at

https://www.fns.usda.gov/tn/cooks.

If your group is new to cooking, you may want to talk

to the group about how to read a recipe. See How to

Read A Recipe on page 8. The recipe and Look and

Cook Recipe are included in the Family Handouts, so

you can give each child a copy of the Family Handou

to use during this session. This Activity Guide include

the Look and Cook Recipe and Instructor's version o

the recipe on pages 54 and 55. The Look and Cook

Recipe is the same as the one in the Family Handout

The Instructor's version of the recipe is similar to the

one in the Family Handout, with text in italics to show

tips for instructors.

Set up stations for children to practice their cooking skill

• Designate a table or desk for each station that will

not be used or touched before it is time to cook.

• In order to let the children practice their skills

with enough supervision, divide them into groups

of five children for every one adult.

• Once divided into groups, each group will use

each skill to make its own scrambled eggs with

spinach. In Option Two, 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 are short on time. In Option Thre

all of the children will practice the same skills.

• You can decide the best way to set up the cookin

stations; some recommendations are below. At

each station, have an adult remind children how t

use each tool before allowing them to try.

Options for practicing skills at stations:

• Option One: Each child will prepare the scramble

eggs recipe and get to crack and whisk his or

her own eggs; chop, measure, and add his or her

own spinach, and scramble the eggs and spinach

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, egg

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

KING SKILLS

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: If using Option One, each child can use

two eggs and 1⁄2 cup of chopped spinach to make

individual servings.

Suggested 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 Measuring Scrambling

Spinach  cooktop

 cutting board  spatula

 butter knives  skillet

 1⁄2-cup dry measuring  plates cup  1 teaspoon measuring Cracking and Whisking spoon

 small bowl or mug  potholders  large bowl Toasting (optional)  forks or whisk  toaster  trash can

 plates

 tongs for removing

toast (optional)

t

s

f

.

s:

e, 

g

o

d

s

I

I 

KEY SKILLS

y How to Chop Spinach p. 57

y How to Measure Wet and Dry

Ingredients p. 57

y How to Crack Eggs p. 58

y How to Whisk p. 58

y How to Use A Cooktop Safely p. 59

y How to Scramble p. 60

y How to Toast (Optional) p. 60

y How to Season (Optional) p. 61

y How to Set a Table p. 10

, ..J 
Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide 

PAGE 53 

Notes
Wash your hands.

Crack the egg. 

5

Pour the eggs in the 

pan.

9

Add the spinach to the 

eggs.

10

Break the egg.

Optional: Toast the 

bread.

Whisk the eggs.

Scramble the spinach 

and eggs.

3

Measure the spinach.

Enjoy the scrambled 

eggs with spinach!

Chop the spinach. 

Add the oil to the pan. 

Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide 

PAGE 54 

Look and Cook Recipe: 

Scrambled Eggs With Spinach

Ingredients

Oil Whole-wheat 

bread

(Optional)

Ground pepper Spinach Eggs

Directions

7 8

11 12

1 2 4 

6
Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide 

PAGE 55 

Scrambled Eggs

With Spinach

INSTRUCTOR TIP

Below is the recipe as it appears in

the Family Handout. Tips for program

operators have been added in italics

or in boxes with INSTRUCTOR TIP

as a heading. These tips are not on

the recipe in the Family Handout.

Try this traditional breakfast dish any time of day!

Total Time: 15 minutes • Hands-on Time: 15 minutes • Yield: 6 servings • Serving Size: 2 Eggs with Spinach

INSTRUCTOR TIP

Don't forget to review the Food Safety (page 5)

and Handwashing (page 9) sections with the

group before cooking.

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.

INGREDIENTS*

1 teaspoon olive, canola, or vegetable oil

12 large eggs

3 cups rinsed chopped fresh spinach

6 slices whole-wheat bread, toasted (optional)

ground pepper or other herbs and spices (optional)

*NOTE: The amounts listed here are for a batch of

scrambled eggs with spinach that serves a group of

six. If each child is preparing his or her own serving of

scrambled eggs with spinach, then each child should

use two eggs and a 1⁄2 cup of chopped spinach.

SHOPPING LIST

 12 large eggs

 3 cups fresh spinach

 olive, canola, or vegetable oil

 black pepper

 whole-wheat bread (optional)

INSTRUCTOR TIP

See Ingredients and Supplies Checklists on page

56 for amounts needed for your group.

INSTRUCTIONS

1. Wash your hands with soap and water, then gather

all your kitchen tools and ingredients and put them

on a clean counter or other cooking surface.

2. Chop the spinach.

3. Measure the chopped spinach and set aside.

4. Optional: If you'd like to make toast, put your bread

in the toaster now. That way, the toast will be done

at the same time as the eggs and you can eat them

together.

5. Crack one egg by hitting its midpoint quickly against

the rim of a small bowl or cup.

6. Break the egg into the bowl or cup. Pour the egg

into a larger bowl. Repeat with the remaining egg(s).

7. Whisk the eggs in the larger bowl until they are pale

yellow.

8. Put the skillet on the stove or cooktop and turn the

heat to medium. When the skillet is hot, add the oil. If

using a nonstick skillet, you may need to add the oil

before heating.

9. Carefully pour the eggs into the skillet.

10. Add the spinach to the eggs.

11. Drag the spatula across the bottom of the skillet to

evenly scramble and cook the eggs and spinach.

12. Season the scrambled eggs with spinach by sprinkling

with pepper or other spices. Serve and enjoy!

Amount per serving: Calories: 192; Total Fat: 14 g;

Saturated Fat: 4 g; Sodium: 189 mg; Total Carbohydrate:

3 g; Dietary Fiber: 0 g; Sugars: 2 g; Protein: 13 g; Vitamin

A: 2112 IU; Vitamin C: 4 mg; Calcium: 95 mg; Iron: 2 mg.

Crediting Information: Two eggs with 1⁄2 cup spinach

provide 4 oz. equivalent meat alternate. One slice

of bread (at least 1 oz. or 28 grams in weight) will

provide 1 serving/oz. equivalent grain.

I 

INSTRUCTOR TIP

The recipe in the Family Handout also includes

Optional Add-In Ingredients that can be added to

this dish. If you have time, encourage children to

read these ideas out loud as a group and try them

at home!
Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide 

PAGE 56 

INGREDIENTS AND SUPPLIES CHECKLISTS

Use these checklists to make sure you have all of the ingredients and supplies for the activities in this session.

INGREDIENTS For Eating

For Taste Test and Cooking and Eating  6 plates

Activities (for a group of six)  6 forks

 napkins Produce Section

 For Cleanup 3 cups chopped fresh spinach

 trash bags Refrigerated Section  dish cloths and dish soap

 1 dozen eggs  paper towels

 sponges Grocery Section  hand soap  6 slices whole-wheat bread (optional)  broom and dustpan

 vegetable oil  gloves for dishwashing (optional)

 seasonings such as black pepper, red pepper For Other Activities flakes, dill, basil, parsley, tarragon, chives, or

cilantro (optional: see How to Season on  name tags

page 61)  markers

 6 pens or pencils SUPPLIES  chalkboard/whiteboard or paper, markers, and For How to Season Activity tape for Ground Rules list

 4 to 5 small bowls (optional; one for each spice)  a computer with speakers, a projector, and a

 1⁄8 teaspoons (optional; one for each spice) screen large enough for showing videos

 MyPlate poster (free from

For Cooking https://teamnutrition.usda.gov)

The number of kitchen tools listed in this section is  copies of Team Nutrition Cooks! Scrambled

based on a group of six. This includes five children Eggs With Spinach Family Handout (free from

plus one adult instructor to demonstrate the skills, https://teamnutrition.usda.gov)

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 52 for more

information.

 6 small bowls

 6 fork or whisks

 2 small skillets

 2 heatproof spatulas

 6 measuring spoons

 6 1⁄2-cup measuring cups

 1 cooktop

 2 pot holders

 6 butter knives

 6 cutting boards
Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide 

PAGE 57 

How to Chop

If using fresh spinach, the spinach needs to be chopped before measuring. Butter knives can be used to chop

the spinach in this activity. They are safe for children to use because they are not too sharp but will still cut

through spinach leaves. 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 when following a recipe. 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 1⁄2-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 58 

How to Crack Eggs

1. Make sure the eggs are not broken or cracked.

2. Crack the eggs, one at a time, into a small bowl or mug. It is 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 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 small bowl into the larger bowl where the other eggs 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 mix 

ingredients. You can whisk 

using a fork or a tool called a 

whisk. The girl in the picture 

on the right is using a whisk to 

whisk her eggs.

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.

INSTRUCTOR

TIP

Cracking eggs can

be challenging for

kids! Plan to have

enough eggs in case

eggs are cracked or

dropped. Have kids

place the small bowl

or mug closer to the

edge of the table or

counter, which will

give them better

control of the eggs.
Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide 

PAGE 59 

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: When moving a hot skillet, pan, or lid, use a pot holder , not towels,

SAFETY TIP: 

towels, papers, or cardboard packages, near the stove.

INSTRUCTOR TIP

Some kids may be

nervous or afraid to

use the stovetop.

You can have the

older or more

confident children

model safety. If

needed, have a step

stool on hand for

children to stand

on if they need help

seeing over the top

of the cooktop or

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 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.
Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide 

PAGE 60 

How to Scramble

1. Put the skillet on the stove and turn the heat to 5. Keep pulling the cooked eggs aside until the whole

medium. When the skillet is hot, add the oil. (If using a mixture is firm and fully cooked.

nonstick skillet, follow the manufacturer’s instructions 6. Put eggs on a plate or serving bowl to cool slightly,

on preheating. For nonstick skillets, the oil should be and then serve while still warm. See BRIGHT IDEA

added before the skillet is heated.) The oil will help the below for more serving tips. Overcooked eggs will be

eggs to cook and keep them from sticking to the skillet. rubbery in texture.

2. Pour the eggs into the skillet. Add the chopped spinach.

3. The eggs on the bottom, closest to the heat, will cook BRIGHT IDEA: The skillet will not need to be washed

first. or prepped in between each use, but it may be helpful

4. Drag the spatula across the bottom of the skillet to to have a few skillets on hand in case buildup occurs

move the cooked eggs aside so that the uncooked on one. This will save time instead of washing the

eggs can move closer to the heat. skillet between each use.

BRIGHT IDEA: Because the cooked eggs may cool quickly, you may want to let the children 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 will be toasted slightly,

and “dark” means the bread will be very

well toasted.

4. Push the lever down to start toasting.

5. Keep an eye (and nose) out to make sure

the toast is not burning.

6. When the toast is done, it will pop up. If

needed, use nonmetal tongs to remove

the toast safely.
Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide 

PAGE 61 

How to Season

“Seasoning” means adding herbs or spices to bring out

the flavors in a food, or to give foods more flavor. There

are many herbs like basil, chives, and parsley that go well

with eggs. Seasonings are usually added while the eggs

are cooking, but in this activity, they will be added just

before eating.

1. Set up a station or an area with spices such as black

pepper, cumin, and paprika, and/or chopped fresh

and dried herbs like parsley, dill, chives, basil, or

cilantro.

2. Leave each seasoning in its container for the children

to identify and sprinkle onto their eggs. Or you can

put the seasonings into small bowls with 1⁄8-teaspoon

measuring spoons.

3. Ask the children to taste their eggs before adding any

seasonings. If possible, have another adult or older

child help you supervise this area so that children do

not add too much seasoning.

4. After everyone has tasted their eggs, encourage

children to add some seasoning(s) to their eggs and

taste again. It only takes a little! Ask them to try their

seasoned eggs.

5. Have the children talk about the different colors,

tastes, textures, and smells of each herb or spice,

using the Discussion Questions below.

6. Have the children help clean up leftovers and trash.

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?

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 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 the 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

the 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 the floor: Show the children how to

sweep into a dustpan and throw away the waste.

SAFETY TIP: When washing dishes, never

swirl your hands ar ound the bottom of the sink,

especially if you cannot see the bottom. Ther e

may be sharp tools or utensils under the water.

INSTRUCTOR TIP

If eating together as a group, check out How to

Set a Table on page 10.
Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide 

PAGE 62 

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. 

Some ideas are listed below:

• Ask the children:

– 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 63 and have the 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 his or her story

with the group. An answer key is provided for instructors on page 64 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 66 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.
h

WORD BANK: bones/muscles/skin/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, Vegetables

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 muc

time it will take to make the recipe.

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

a ( _________________ ) 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

Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide 

PAGE 63 

My Scrambled Eggs Story

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

gave it a lot of flavor too. It was delicious!
Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide 

PAGE 64 

~~ =------------~ 

~ ' If ID.•· 

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.

WORD BANK: bones/muscles/skin/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, Vegetables

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 (Vegetables) 

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 the recipe.

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!
( 

___ _ 

Kitchen Tools

These are the tools we need to make

scrambled eggs with spinach.

Can you name them all?

Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide 

PAGE 65 

) 

) 

--- ----- ~----

 

( ) 

( 

( ) 

) 

(___ _ 

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 66 

--- ----

Kitchen Tools

These are the tools we need to make

scrambled eggs with spinach.

Can you name them all?

(, _____ spatula ) 

fork

skillet

butter knife

( ______ bowl ) 

<.-----> 

(, ____ whisk _ 

measuring spoons

dry measuring cups

cutting board
Notes

Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide 

PAGE 67 
Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide 

PAGE 68 

Notes
Team Nutrition Cooks! Scrambled Eggs With Spinach Activity Guide 

PAGE 69 

Notes

USDA 

iiiillll United States Department of Agriculture 

Team Nutrition Cooks! 

Corn and

Zucchini

Pancakes
____medium-sized zucchini,

grated

____cup(s) corn

____large egg(s)

____cup(s) whole-wheat flour

____teaspoon(s) salt

____teaspoon(s) baking powder

____scallions, chopped

____tablespoon(s) oil, any kind

Optional, for topping

 Ingredients List

 plain low-fat yogurt

 salsa

 herbs

Use the Ingredient Conversion

Chart to figure out the amount of

ingredients you will need for your

group size. Fill in the ingredients

list with the amounts you need,

such as “3 large eggs” or

“3 scallions.”

 

 

 

 

 

 

 

Ingredient Conversion Chart

6 

people

12

people

18

people

Zucchini 3 6 9

Corn 11⁄2cups 3 cups 41⁄2 cups

Eggs 3 6 9

Wholewheat flour 1 cup 2 cups 3 cups

Salt 1⁄4 tsp 1⁄2 tsp 3⁄4 tsp

Baking

powder 1⁄2 tsp 1 tsp 11⁄2 tsp

Scallions 3 6 9

Oil 11⁄2 tbsp 3 tbsp 41⁄2 tbsp

Safety Tips

W ash everything that raw eggs touch

with hot soapy water.

 Use pot holders, not towels, when

moving a hot skillet, pan, or lid. T owels

When cooking, stand a safe distance

from the pan and pour oil slowly.

____cutting board(s)

____butter knife/knives

____whisk(s) or fork(s)

____small bowl(s)

____medium bowl(s)

	____measuring spoon(s)

	____measuring cup(s)

	____heatproof spatula(s)

	____can opener(s)

	____box grater(s)

	____large bowl(s)

	____mixing spoon(s)

	____colander(s)/strainer(s)

	____chef’s knife

	____large non-stick skillet(s)

	____kitchen timer

	____pot holder(s)

	____serving plate(s)

	____serving utensil(s)

	____plate(s)

	____napkin(s)

	____utensil(s)

Amount needed of each item

will depend on the size of your

group and the layout of your

room. See page 84 for details.

 Supplies

1. Have adults and children wash his or her hands with soap and water.

2. Place the grated 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.

5. Use a 1⁄4-cup measuring cup to 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 the pancakes until bottoms are golden, about 5 minutes. Turn the

pancakes over and cook for 5 more minutes.

7. Repeat with the remaining mixture. Serve the pancakes.

 Instructions for Program Operators

Corn and Zucchini Pancakes

Quick Start Guide

Total Time for Activity: 35 minutes

Serving Size: 2 pancakes

Crediting Information: 2 pancakes provide 3⁄4 cup vegetable, 1 oz. eq .

meat/meat alternate, and 11⁄4 servings/oz. eq. grain.
Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide 

PAGE 73 

Corn and Zucchini Pancakes

Activity Guide

All About Corn and Zucchini Pancakes

These savory, veggie-filled pancakes add a fresh twist

to traditional breakfast pancakes while getting kids

excited about learning, cooking, and trying new flavors

and foods!

Overview

Remember that the Team Nutrition Cooks! recipes can

be made in any order, and recipes can be made over

a period of days, weeks, or the entire year. Each Team

Nutrition Cooks! session is meant for children ages 8

to 12 years old, and takes about 1 hour of preparation

time and 11⁄2 hours to complete. Each recipe also has

a Family Handout that the children can use during and

after the cooking activity to learn about healthy foods

and practice their cooking skills. There is also a short

video that shows the cooking skills needed for this

recipe. The Activity Guide, Family Handouts, and videos

can be found at https://www.fns.usda.gov/tn/cooks.

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 program.

• Read this module before you start. Pay special

attention to notes marked “Do Ahead,” “Safety Tip,”

“Bright Idea,” or “Instructor Tip.”

• Review the Ingredients and Supplies Checklist

on page 84. Make sure that you have all of 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 that you have. If your group

has extra time, do the worksheets in the Corn and

Zucchini Pancakes Family Handout as part of the

session (see My Pancake Story on page 13, Kitchen

Tools on page 14, and My Pancakes, MyPlate on

page 16). If not, let the children know they can use

these worksheets at home. This guide includes

discussion questions that you may use at the

beginning of the activity or during times that you are

waiting. If you are short on time, you may have to

shorten or skip some sections.

For more tips, see Recipe for Success! on page 3.

Activities

1. Introductions, Goals, and Ground Rules (5 minutes)

p. 75

2. All About Corn and Zucchini (5 minutes) p. 77

3. Nutritious and Delicious MyPlate (5 minutes) p. 79

4. Cooking and Eating (45 minutes) p. 80

5. Cleanup (15 minutes) p. 91

6. Wrap-Up and Summary (5 minutes) p. 91

INSTRUCTOR TIP

If you are short on time, then focus on

Handwashing, Ground Rules, Cooking and

Eating, and Cleanup.
Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide 

PAGE 74 

Supervision and Room Management Additional Supplies

The Corn and Zucchini Pancakes recipe makes six In addition to this activity guide, you will need: servings. We recommend having five children and one

adult per group. This way, each child will prepare or  A computer with speakers, a projector, and a screen

large enough for showing skill videos have a part in preparing the recipe and will be given a

full serving. The ratio of one adult for each group of five  A chalkboard/whiteboard or large paper and markers

children will help you manage preparation, instruction,  Pens and pencils for each child

and behavior and avoid long waiting times and  Name tags and markers (optional, if you are not overcrowding of the cooking stations. already familiar with the children)

Options for Large Group  Copies of the Corn and Zucchini Pancakes Family

• Repeat the Activity—Divide the children into small Handout, which you can order or download at:

groups and then repeat the activity throughout the https://www.fns.usda.gov/tn/cooks

day or week.  Ingredients and supplies listed on page 84

• Demonstrate—Show cooking skills in front of the  Access to a handwashing sink and hand soap

group, and then have each small group practice one  Access to a food preparation sink. Having a skill, such as grating or mixing. food preparation sink that is separate from the

• Use Volunteers—Teenagers, particularly those who handwashing sink is ideal. If this is not possible,

are in a culinary arts or service learning programs, be sure to clean out the sink with hot soapy water

can help with the activities. They can help you get before rinsing vegetables.

ready for the session and help children with reading  MyPlate poster (free at https://teamnutrition.usda.gov) recipes, grating, stirring, and other cooking skills that

do not involve sharp knives. They can also help with

cleanup. For more ideas of how to get teens involved,

see Teen Talk: Opportunities for Service Learning on

page 12.
Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide 

PAGE 75 

Introductions, Goals, and Ground Rules (5 minutes) 

OBJECTIVE: At the end of this activity, the children will be able to state the goals and ground rules.

DO AHEAD: Decide which questions you will

ask to help the children share a fun food fact.

Introductions

If you are not familiar with the children, you

may want to introduce yourself, and have them

introduce themselves at the beginning of the

session. Let the children know about the recipe

they are making today, and the activities involved

in making the recipe.

1. If needed, have children make name tags. Make

a name tag for yourself and other instructors

or staff too. This will help everyone remember

each other's names.

2. 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.

3. 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.

Questions

• 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 had a chance to speak, thank the group for sharing its thoughts. Let the group know what activities

the group will be doing today.

Goals • How to Measure Wet and Dry Ingredients

The goal of this session is for the children to become • How to Use a Cooktop Safely

familiar and comfortable with following a recipe and • How to Stir

making corn and zucchini pancakes. The activities in • How to Cook Pancakes this session give the children a chance to learn and

practice the following skills: • How to Cool Food Safely

• How to Set a Table (Optional) • How to Crack Eggs

• How to Serve Family Style (Optional) • How to Whisk

Ask the children if they have ever tried or heard of any • How to Rinse

of these skills before. You can ask questions such as • How to Chop “Have you ever used a whisk? Raise your hand if you've • How to Grate ever grated vegetables before. How about if you've

• How to Use a Can Opener helped a grown-up cook breakfast or lunch or dinner, or

if you've cooked a meal yourself?” • How to Use a Colander
Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide 

PAGE 76 

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.

DO AHEAD: Write the Ground Rules on the chalkboard, white board, or large piece of paper so that

the children can see them when you are reading them out loud. This will help visual learners and

remind everyone of the rules they should follow during the session.

You can decide if you want to write only the

words that are in bold below, or if you want

to write the additional text that explains the

rule in more detail. The text in italics are

reminders that you and the other adults can

use to help children understand why it's

important to follow that rule.

• Clear the desks. Keep books,

backpacks, electronics, and coats off

of 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 close-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 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.

• Be careful. Use the kitchen tools carefully and be aware of where everyone is around you. Remind

the children that this is for their safety.

• No “ewwwws.” You are going to try some new things and you may love them, but if you don’t, no

“ewwwws.” 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! Corn and Zucchini Pancakes Activity Guide 

PAGE 77 

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

three facts about corn and zucchini, and list different ways to eat them.

To start the discussion, ask the

children:

• 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 does not 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 questions written in bold

green text to help the children learn

more about zucchini and corn:

What are some ways to cook and vegetables, it’s pretty easy to find different from zucchini. Zucchini and

ways to include them at meals and other types of summer squash can use vegetables? snacks. be eaten raw, but are usually cooked Different vegetables grow during Where do zucchini and corn come before eating. different seasons, so vegetables from and how are they used? In many countries, corn is known can be bought fresh in the grocery

Zucchini is a summer squash that as maize. Ears of corn are grown on store or farmers’ market all year long.

Many can be found frozen, canned, grows on a vine. It usually looks a corn stalks. The little round pieces

that we eat are called corn kernels. or dried. Vegetables are versatile— lot like a cucumber as it is also long

there are lots of different kinds, they and green. The color varies between Corn comes in a variety of colors, but

come in every color, and there are dark and light green, and sometimes the one most common to us is yellow

many different ways to prepare them. includes streaks of yellow. There is corn. The United States produces

also golden zucchini, but most of the more corn than any other country • Some of the most popular ways zucchini in the store will be green. and has an area called the “Corn to serve vegetables are steamed, Belt” made up of States where the grilled, sautéed, boiled, stir-fried, The skin and seeds of zucchini most corn is grown. baked, and, of course, raw. and other types of summer squash

are edible. Other types of summer Corn can be eaten right off the cob • Vegetables can be eaten on squash include yellow crookneck, or the kernels can be cut off of the sandwiches, in salads, with yellow straight neck, patty pans, and cob. It is most often cooked, but the pastas, with dips, as side dishes, white scallop. These types of squash kernels can be eaten raw. Popular in soups and sauces, and even in cannot be substituted for zucchini in ways to cook corn include grilling, pancakes. When you think of all the pancake recipe, since they taste boiling, roasting, and steaming. Corn the great ways you can eat
Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide 

PAGE 78 

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 did not 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 eat 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, although nutritionists

consider the tomato to be a

vegetable because of how we eat it

and the nutrients that 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, whereas

others have parts that are edible,

as well as parts that are not. For

example, rhubarb stems are edible,

whereas 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 are “in season,”

during the summer, when flavor is

at its peak.

• When picking out zucchini at the

store or at the 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 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

2 days, and cooked corn may be

frozen for up to 6 months.
Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide 

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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.

To start the discussion about MyPlate, ask the group

if anyone has seen the MyPlate icon before, and

what MyPlate tells us about healthy eating. Then,

use the bold green points below to lead a discussion

about how corn and zucchini fit into MyPlate, and the

nutrients in corn and zucchini that our bodies need to

be healthy and strong.

Vegetables are part of a healthy diet

MyPlate’s five food groups are: Fruits, Vegetables,

Grain, Protein Foods, and Dairy.

The MyPlate icon reminds you to eat foods from all five

of these food groups every day. MyPlate also reminds

you to make half your plate fruits and vegetables.

This 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 Food 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 are part of the Vegetables Group.

One serving of the Corn and Zucchini Pancakes recipe

provides 3⁄4 cup of vegetables.

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 helps the body keep a

normal 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.

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 16 of

the Family Handout. If so, have copies of the Family

Handout and pencils for each child.

INSTRUCTOR TIP

Remind the children that it’s okay if the vegetables they eat are mixed with other foods, such as the corn and

zucchini pancakes they are making today, or if they eat them in a bowl instead of on a plate. These vegetables

would still count as part of their MyPlate meal. They do not have to be in separate portions on their plate, the

way they appear in the MyPlate icon.

To see how much of each food group to eat every day, visit Choose MyPlate's webpage at

https://www.choosemyplate.gov.
Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide 

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Cooking and Eating (40 minutes)

OBJECTIVE: At the end of this section, the children will have made corn and zucchini pancakes.

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. This recipe is meant to

be served family style, meaning everyone will eat together as a group, and will serve himself or herself as many or

few corn and zucchini pancakes as he or she likes. For more information, see How to Serve Family Style on page

10. Those who finish their activities early can help with cleanup or work on the Activity Worksheets in the Family

Handout.

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 is important to supervise and keep as much control as possible so that everyone stays

safe and gets a chance to participate. We recommend having at least one adult instructor for every five children.

Ingredient list per group (5 children, 1 adult) Skills that will be covered during this activity:

SAFETY TIP: Be sure the children wash their hands before they start cooking.

 3 medium-sized zucchini • How to Crack Eggs

(about 21 ounces, to yield 21⁄4 cups shredded • How to Whisk

zucchini) • How to Rinse  11⁄2 cups canned or frozen corn, thawed • How to Chop  3 scallions • How to Grate  3 large eggs • How to Use a Can Opener  1 cup whole-wheat flour • How to Use a Colander  1⁄4 teaspoon salt • How to Measure Wet and Dry Ingredients  1⁄2 teaspoon baking powder • How to Stir  11⁄2 tablespoons olive, vegetable, or canola oil

 • How to Use a Cooktop Safely Optional: yogurt, salsa, or herbs for topping • How to Cook Pancakes

• How to Cool Food Safely

comfortable using all the cooking tools. Watch each • How to Set a Table (Optional) video and, if possible, practice the skills in advance. • How to Serve Family Style (Optional) Videos can be viewed at 

https://www.fns.usda.gov/tn/cooks.

DO AHEAD: Make sure all adult instructors are
Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide 

PAGE 81 

INSTRUCTOR TIPS FOR TEACHING COOKING SKILLS

Watch the skills videos with the

children at https://www.fns.usda.

gov/tn/cooks.

If your group is new to cooking,

you may want to talk to them

about how to read a recipe. See

How to Read A Recipe on page

8. The recipe and Look and Cook

Recipe are included the Family

Handouts, so you can give each

child a copy of the Family Handout

and have the children use the

materials during this session. This

Activity Guide includes the Look

and Cook Recipe and Instructor's

version of the recipe on pages 82

and 83. The Look and Cook Recipe

is the same as the one in the Family

Handout. The Instructor's version

of the recipe is similar to the one

in the Family Handout, with text in

italics to show tips for instructors.

Set up stations for children to

practice their cooking skills:

• Designate a table or desk for

each station that will not be used

or touched before it is time to cook.

• In order to let the children

practice their skills with enough

supervision, divide them into

groups of five children for every

one adult.

• Once divided into groups, each

group will use each skill to make

its 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 are

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 listed

to the right. At each station, have

an adult show the children how to

use each tool before allowing them

to try.

KEY SKILLS

• How to Measure Wet and Dry • How to Crack Eggs p. 85 Ingredients p. 88 • How to Whisk p. 85 • How to Use a Cooktop Safely • How to Rinse p. 85 p. 89 • How to Chop p. 86 • How to Cook Pancakes p. 90 • How to Grate p. 86 • How to Cool Food Safely p. 90 • How to Use a Can Opener • How to Set a Table (Optional) p. 10 p. 87 • How to Serve Family Style • How to Use a Colander p. 87 (Optional) p. 10 • How to Stir p. 89

Options for practicing cooking The Stations:

skills at stations: Chopping and Grating

• Option One: All of the skills  cutting boards are practiced at each station,  butter knives but each child contributes to  box grater only one part of the recipe. For

instance, at each station, one  bowls or containers for holding

child can do the measuring, the chopped and grated pieces

another child may dice, and Cracking and Whisking another child may stir, etc.  bowls • Option Two: Each station  forks focuses on a single skill: at  whisks one station, children may do

all of the measuring; at another  trash bag

station, children may do all of the Mixing and Measuring grating, etc. This method works  1 cup dry measuring cup especially well for large groups.

Children will practice fewer skills,  1⁄2 cup dry measuring cup

but everyone will have a chance  1 set of measuring spoons

to do something.  mixing bowl

• Option Three: Each station  wooden spoon

focuses on a single skill, but Rinsing and Pressing children may rotate through all  colanders (separate ones for the stations, trying all the skills. corn and for zucchini) This is another way to manage

groups that are large.  can opener

 large bowl

Suggested Stations and Supplies  sink (optional)

for Option Two and Option Three:  water source

The number of each tool needed Cooking will depend on the size and

number of each group.  cooktop

 skillet

 1⁄4 cup measuring cup

 spatula

 pot holders or oven mitts

 1 set of measuring spoons
Wash your hands.

1

Mix everything. 

9

Crack and whisk

the eggs.

5

Grate the zucchini.

2

Add the oil to the 

pan. 

10

6

Measure the corn. 

Drain the zucchini.

3

Cook the pancakes. 

11

Add zucchini, corn, 

and scallions to eggs. 

7

Chop the scallions.

4

Enjoy the pancakes

12

Add flour, salt, and

baking powder.

8

Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide 

PAGE 82 

Look and Cook Recipe:

Corn and Zucchini Pancakes

Ingredients

Zucchini Corn Salt Scallions

flour

Whole-wheat Eggs Oil Baking powder

Directions
Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide 

PAGE 83 

Corn and Zucchini

Pancakes

Try this savory, veggie-filled pancake as a snack or side!

INSTRUCTOR TIP

Below is the recipe as it appears

in the Family Handout. Tips for

program operators have been

added in italics or in boxes

with INSTRUCTOR TIP as a

heading. These tips are not on

the recipe in the Family Handout.

Total Time: 35 minutes • Hands-on Time: 35 minutes Yield: 12 pancakes • Serving Size: 2 pancakes

INGREDIENTS

3 medium-sized zucchini, trimmed

and shredded

11⁄2 cups canned, fresh, or

frozen corn

3 large eggs, whisked

1 cup whole-wheat flour

1⁄4 teaspoon salt

1⁄2 teaspoon baking powder

3 scallions, trimmed and chopped

11⁄2 tablespoons oil

Optional, for topping:

plain, low-fat yogurt, salsa, herbs

TOP THIS:

Try serving these pancakes topped

with plain low-fat yogurt,

low-sodium salsa, or chopped

herbs, such as dill or basil.

INSTRUCTIONS

1. Wash your hands with soap and

water, then gather all your kitchen

tools and ingredients and put

them on a clean counter or other

cooking surface.

2. Grate the zucchini.

3. Drain the grated zucchini by putting

it in a colander set over a bowl, and

pressing down. Let the zucchini sit

in the colander for ten minutes, and

press down again before removing

it from the colander.

4. Chop the scallions into small pieces.

5. Crack one egg by hitting its

midpoint quickly against the rim

of a small bowl or cup. Break the

egg into the bowl or cup. Pour

the egg into a larger bowl. Repeat

with the remaining two eggs.

Whisk the eggs in the large bowl

until they are pale yellow.

6. If using canned corn, drain, rinse,

and measure the corn.

7. Add zucchini, corn, and scallions

to the eggs.

8. Measure and add the flour, baking

powder, and salt to the eggs, corn,

and zucchini in the large bowl.

9. Mix everything in the large bowl

until well combined.

10. Put the skillet on the stove or

cooktop and turn the heat to

medium. When the skillet is hot,

add the oil. If using a nonstick

skillet, you may need to add the

oil before heating.

11. Use the 1⁄4-cup measuring cup

to scoop the corn and zucchini

mixture from the bowl into the

skillet. Repeat to fill the skillet,

leaving room between the

pancakes. Cook pancakes until

the bottoms are golden, about 5

minutes. Turn the pancakes over

and cook for 5 more minutes.

Repeat with the remaining

mixture.

12. Serve and enjoy the pancakes!

SHOPPING LIST:

See Ingredients and Supplies

Checklists on page 84 for

amounts needed for your

group.

Refrigerated Section

 3 large eggs

Baking Section

 1 (2 lb) bag of whole-wheat

flour

Produce Section

 3 medium-sized zucchini

 1 bunch scallions

Canned Vegetables

 1 can of corn. You will need

at least 6.5 ounces of corn

for this recipe. Buy canned

vegetables labeled “reduced

sodium,” “low sodium,” or “no

salt added.”

Frozen Vegetables

 frozen corn (if not using

canned corn)

Staples From Your Pantry

 salt

 baking powder

 oil

Amount per serving: Calories: 152; Total Fat: 5 g; Saturated Fat: 0.5 g; Sodium: 253 mg; Total Carbohydrate: 24 g;

Dietary Fiber: 4 g; Sugars: 4 g; Protein: 7 g; Vitamin A: 1190 IU; Vitamin C: 15 mg; Calcium: 55 mg; Iron: 1 mg.

Crediting Information: Two pancakes provide 3⁄4 cup vegetable, 1 oz. eq. meat/meat alternate and 11⁄4 serving/oz. eq. grains.
Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide 

PAGE 84 

INGREDIENTS AND SUPPLIES CHECKLISTS

Use these checklists to make sure you have all of the ingredients and supplies for the activities in this session.

INGREDIENTS For Cooking, continued

For Cooking and Eating Activities  1 set of measuring cups (including 1⁄4 cup, 1⁄2 cup,

(for a group of six) 1 cup)

Produce Section  1 spatula

  1 can opener 3 medium-sized zucchini

  1 box grater 3 scallions

 Optional: mixed herbs for topping  2 large bowls – one for mixing everything,

one for draining the grated zucchini

Frozen or Canned Section  1 mixing spoon

 1 (15.25 ounce) can of corn or 1 bag of frozen  1 colander

corn (at least 6.5 ounces).  1 chef’s knife (adult use only)

 Optional:1 medium jar of salsa for topping  1 large nonstick skillet

Refrigerated Section  1 kitchen timer

 3 large eggs For Eating:

 Optional: 1 container of yogurt for topping  1 to 2 serving plates

Baking Section  1 to 2 serving utensils

 1 (2 lb) bag of whole-wheat flour. This will give you  6 plates

a bit more than 6 cups of flour, which is enough  6 sets of eating utensils to make this recipe for 6 groups. If you have more  napkins than 6 groups, you will need to buy more flour.

 salt For Cleanup

 olive, canola, or vegetable oil  trash bags

 baking powder  dish cloths and dish soap

 paper towels

SUPPLIES  sponges

For Cooking  hand soap

 broom and dustpan The number of kitchen tools listed in the Cooking

section is based on a group of six. This includes five For Other Activities children plus one adult instructor to demonstrate the  name tags skills, and everyone in the group getting a chance to

practice most of these skills. These numbers may  markers

be different for your session, depending on how  6 pens or pencils the cooking stations are set up. See Instructor Tips  chalkboard/whiteboard or paper, markers, and for Teaching Cooking Skills on page 81 for more tape for Ground Rules list information.

 a computer with speakers, a projector, and a  6 cutting boards screen large enough for showing skill videos

 6 butter knives  MyPlate poster (free from

 1 whisk or fork https://teamnutrition.usda.gov)

 1 small bowl (for whisking)  copies of Team Nutrition Cooks! Corn and

 1 set of measuring spoons (including teaspoon, 1⁄2 Zucchini Pancakes Family Handout (free from

1 tablespoon, 1⁄2 https://teamnutrition.usda.gov) tablespoon)
Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide 

PAGE 85 

How to Whisk

Whisking means beating or stirring quickly to mix

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 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 that the eggs are not broken or cracked.

2. Crack the eggs, one at a time, into a small bowl or mug.

It is 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 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: Thor oughly wash everything that the raw

eggs touch with hot, soapy water . This includes hands,

counters, and surfaces, in case the raw eggs drip over the

side of the bowl.

How to Rinse

1. Rinse zucchini under cold running tap water. Optional:

scrub the peel with a clean vegetable brush. Scrub the

zucchini gently so it does not bruise.

2. Dry with a paper towel.
Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide 

PAGE 86 

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 too sharp but will still cut through scallions.

1. Hold the knife in the hand that 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

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 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. Slowly rub the zucchini up and down the

grater. 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 the remaining zucchini.
Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide 

PAGE 87 

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 will not 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 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 wing 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 does not need to be a station, as there are not

enough cans. Have an adult demonstrate this skill.

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 could keep the pancakes from becoming crispy.

1. Let the grated 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 88 

How to Measure

It is important to measure correctly when following a recipe. The measuring tools that 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, 1⁄2 cup, 1⁄3 cup, 1⁄4 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 1⁄4 teaspoon,

1⁄2 teaspoon, 1 teaspoon, and 1 tablespoon. Sometimes 1⁄8 teaspoon and 1⁄2 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.

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 do not pack the cup too tightly.

4. Level off using a straight edge.

How to Measure Corn

1. Place the 1⁄2-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.

4. Level off using a straight edge.

5. Repeat two times.

How to Measure Oil

1. Pour the oil into the 1⁄2-tablespoon measuring spoon.

2. Repeat two times.

How to Measure Salt

1. Pour salt from the container into the 1⁄4-teaspoon

measuring spoon.

2. Level off using a straight edge.

How to Measure Baking Powder

1. Use the 1⁄2-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 89 

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:

SAFETY TIP:

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 90 

How to Cook 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 manufacturer's instruction on preheating. For nonstick pans, the oil should be added before the pan

is heated.

2. Using the 1⁄4-cup dry measuring cup, scoop the mixture from the bowl and spread it into a flat circle on the

skillet, about two inches wide and 1⁄4-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 golden, about five minutes, then turn the pancakes over using the spatula and cook

for five 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 fr om 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 do not burn yourself.

2. An adult should remove hot food and kitchen tools from the cooktop.

INSTRUCTOR TIP

If needed, see How to Set

a Table and How to Serve

Family Style on page 10.
Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide 

PAGE 91 

I 1 

-

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.

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 the children where

the 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 the floor: Show the children how to sweep

into a dustpan and throw away the waste.

SAFETY TIP: When washing dishes, never swirl your

hands ar ound the bottom of the sink, especially if you

cannot see the bottom. Ther e 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.

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 92 and have children follow

along on page 13 of their Family Handout. Ask them to write their

answers as you go along. At the end, have a child share his or her story

with the group. An answer key is provided for instructors on page 93 of

this guide.

• Have the children complete the Kitchen Tools activity sheet on

page 14 of the Family Handout to test their knowledge. An answer

key is provided for you on page 94 of this activity guide.

DISCUSSION QUESTIONS:

• What was your favorite part of the

recipe?

• What did you learn to do today that

you couldn't do before?

• Are there any other seasonings,

fillings, or toppings that would taste

good on or with the pancakes? 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! Corn and Zucchini Pancakes Activity Guide 

PAGE 92 

~~ =------------~ 

~ ' If ID.•· 

My Pancake Story

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

WORD BANK: vines, washed our hands, colander, Vegetables, 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

Today, we made ( __________________________________ ). The main ingredients are ( _________________ ), which

belong to 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 grating 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!
Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide 

PAGE 93 

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.

WORD BANK: vines, washed our hands, colander, Vegetables, 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

Today, we made ( __________________________________ ). The main ing corn and zucchini pancakes redients are ( _________________ ), which corn and zucchini

belong in the ( _________________ ) Food Gr Vegetables oup. I learned that I should try to make ( _________________ ) half

of my plate fruits and vegetables. Vegetables are usually low in calories, ( _________________ ), and fat

(________________________). They also have other nutrients that sodium/salt help me grow, learn, play hard, and be healthy.

We learned that corn grows on ( _________________ ) and zucchini gr stalks ows on ( _________________ ). vines

Farmers grow the corn and zucchini, which are then sold at ( _________________ ) or grocery stores

( _________________ ). farmers’ markets Fresh corn and zucchini are most plentiful in the United States during the

( _________________ ). However summer , corn can be found canned or frozen year-round. Zucchini can also be frozen.

Before we cooked, we ( _________________ ) and made sur washed our hands e our cooking area was ( _________________ ). Befor clean e

we ate, we also ( _________________ ). washed our hands

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 ( _________________ ), box grater

which is used for grating the zucchini; a ( _________________ ) whisk , which is used to beat the eggs; and a

( _________________ ), which is used to drain liquids away fr colander om 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. spatula

After the pancakes were cooked and cooled, we got to eat them. They were delicious!
Kitchen Tools

These are the tools we need to make corn and

zucchini pancakes. Can you name them all?

( _____ ,) 

) 

<----- .>

<.-----> 

(, _____ 

Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide 

PAGE 94 

---.. 

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

butter knife, bowl, measuring cups
Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide 

PAGE 95 

------ ----.. 

~ · · ffA~: ~ - .,,._, / f IO l\ •" 

Kitchen Tools

These are the tools we need to make corn and

zucchini pancakes. Can you name them all? (, _____ whisk ) 

measuring spoons

( ___ measuring cups _ ) 

---- skillet ) 

cutting board

( ____ spatula ) 

( ____ bowl ) 

( ____ butter knife_ 
Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide 

PAGE 96 

Fruits Dairy

My Pancakes, MyPlate

Your child learned about MyPlate today. To remind us The amount of fruits and vegetables a person needs to

of how to eat healthfully, the United States Department eat each day depends on age, physical activity level,

of Agriculture created MyPlate. Keep MyPlate in mind and gender. You can learn about how much of each

when you’re feeding your family, so you end up with a food group you or your family members need at

balanced meal. https://www.choosemyplate.gov. Remember to

The MyPlate picture reminds us to eat foods from all “make half your plate fruits and vegetables at meals”

five food groups for good health: Vegetables, Fruits, and you’ll be off to a good start!

Grains, Protein Foods, and Dairy. Foods from each of Make half your plate fruits and vegetables, even on

these groups provide the nutrients the body needs to a budget:

stay healthy. • Fresh, frozen, and canned fruits and vegetables are

Most people do not eat enough fruits and vegetables. all smart choices. Look for sales and buy some of

Children and adults need to eat many types of each to last until your next shopping trip.

vegetables during the week. Eating many different fruits • Choose frozen vegetables that do not have added and vegetables helps the body get the nutrition it needs fat, salt, or sugars from creamy sauces. for good health. • 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.
Team Nutrition Cooks! Corn and Zucchini Pancakes Activity Guide 

PAGE 97 

My Pancakes, MyPlate

Your child learned about MyPlate today. To remind us The amount of fruits and vegetables a person needs to

of how to eat healthfully, the United States Department eat each day depends on age, physical activity level,

of Agriculture created MyPlate. Keep MyPlate in mind and gender. You can learn about how much of each

when you’re feeding your family, so you end up with a food group you or your family members need at

balanced meal. https://www.choosemyplate.gov. Remember to make

The MyPlate picture reminds us to eat foods from all half your plate fruits and vegetables at meals and you’ll

five food groups for good health: Vegetables, Fruits, be off to a good start!

Grains, Protein Foods, and Dairy. Foods from each of Make half your plate fruits and vegetables, even on

these groups provide the nutrients the body needs to a budget:

stay healthy. • Fresh, frozen, and canned fruits and vegetables are

Most people do not eat enough fruits and vegetables. all smart choices. Look for sales and buy some of

Children and adults need to eat many types of each to last until your next shopping trip.

vegetables during the week. Eating many different fruits • Choose frozen vegetables that do not have added and vegetables helps the body get the nutrition it needs fat, salt, or sugars from creamy sauces. for good health. • Buy canned fruits packed in “100% juice” or water.

• Look for canned vegetables that say “no added salt.”

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.

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?

The answers below are

suggestions. The children can

list many different foods for

their MyPlate meal.

Fruits Dairy

fruit salad, melon low-fat milk

pear halves, unsweetened low-fat plain yogurt

applesauce, orange slices low-fat cheese stick

USDA 

ilillllllll United States Department of Agriculture 

Grain Bowls

Team Nutrition Cooks!
 

 

 

 

� Ingredients List

For Grain Bowl

____cup(s) uncooked quinoa

____cup(s) water

____cup(s) cooked broccoli

____cup(s) raw carrots

____cup(s) cooked chicken, diced

____cup(s) raisins

For Vinaigrette Dressing

____tablespoon(s) diced onion

____cup(s) oil

____tablespoon(s) vinegar

____teaspoon(s) mustard

____teaspoon(s) honey

____teaspoon(s) salt

____pinch black pepper

____tablespoon(s) chopped

chives (optional)

Use the Ingredient Conversion

Chart to figure out the amount

of ingredients you will need

for your group size. Fill in the

ingredients list with the amounts

you need, such as “1cup(s)

uncooked quinoa” or “2cup(s)

cooked broccoli.”

Ingredient Conversion Chart

6 

people

12

people

18

people

Uncooked quinoa 1 cups 2 cups 3 cups

Water 2 cups 4 cups 6 cups

Cookedbroccoli 11⁄2 cups 3 cups 41⁄2 cups

Raw chopped

carrots 11⁄2 cups 3 cups 41⁄2 cups

Cooked chicken,

diced 11⁄2 cups 3 cups 41⁄2 cups

Raisins 11⁄2 cups 3 cup 41⁄2 cups

Vinaigrette 1⁄2 cup 1 cups 11⁄2 cups

If using precooked grains, you will need 3 cups

for 6 people, 6 cups for 12 people and 9 cups

for 18 people.

 Safety Tips

Never walk away fr om food cooking on a

burner.

Use potholders, not towels, when moving a

hot skillet, pan, or lid.

____dry measuring cup(s)

____liquid measuring cup(s)

____measuring spoons

____tablespoon(s)

____large pot(s) with lid

____mesh strainer(s)

____cutting board(s)

____butter knives

____large bowl(s)

____mixing spoon(s)

____fork(s) for fluffing grains

____jar(s) with lid(s) or

 bowl(s) with whisk(s)

 and fork(s)

____serving bowl(s)

____serving spoon(s)

____small bowl(s)

____napkin(s)

____utensil(s)

Supplies

Amount needed of each

item will depend on the size

of your group and the layout

of your room. See page 114

for details.

1. Have adults and children wash his or her hands with soap and water.

2. Fill the pot with __ cups of water and cover. Put the pot on the cooktop, turn the heat

to high, and bring the water to a boil.

3. Add the quinoa to the boiling water and then cover the pot again. Turn the heat to

medium-low and let it simmer for 15 minutes.

4. Let the quinoa cool for about 10 minutes.

5. Put the quinoa in the bowl and fluff with a fork.

6. Add the dressing, chicken, vegetables, and raisins into the bowl of quinoa and mix

well. Or, set out each ingredient in their own serving bowl and ask the children to build

their own grain bowls.

7. Serve right away, or cover and refrigerate up to 2 days.

 Instructions for Program Operators

Grain Bowls

Quick Start Guide

Total Time for Activity: 35 minutes

Serving Size: 11⁄2 cups

Crediting Information: 11⁄2 cups of grain bowls provide 1⁄2 cup vegetable, 

1⁄2 cup fruit, 1 oz. eq. meat/meat alternate, and 1 serving/oz. eq. grain.
Team Nutrition Cooks! Grain BowlsActivity Guide 

PAGE 101 

I 

Grain Bowls Activity Guide

All About Grain Bowls

This recipe lets kids mix and match their favorite whole

grains, veggies, and protein foods for an easy and

delicious dish that everyone will love!

Overview

Remember that the Team Nutrition Cooks! recipes can

be made in any order, and recipes can be made over

a period of days, weeks, or the entire year. Each Team

Nutrition Cooks! session is meant for children ages 8 to

12 years old, and takes about 1 hour of preparation time

and 11⁄2 hours to complete. Each recipe also has a Family

Handout that the children can use during and after the

cooking activity to learn about healthy foods and practice

their cooking skills. There is also a short video that shows

the cooking skills needed for this recipe. The Activity

Guide, Family Handouts, and videos can be found at

https://www.fns.usda.gov/tn/cooks.

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

program.

• Read this module before you start. Pay special

attention to notes marked “Do Ahead,” “Safety Tip,”

“Bright Idea,” or “Instructor Tip.”

• Review the Ingredients and Supplies Checklist on

page 114. 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 Grain Bowls Family

Handout as part of the session (see My Grain Bowl

Story on page 11, Kitchen Tools on page 12, and

MyPlate, My Grains on page 13). If not, let the children

know they can use these worksheets at home. This

guide includes discussion questions that you may use

at the beginning of the activity or during times that you

are waiting. If you are short on time, you may have to

shorten or skip some sections.

Activities

1. Introductions, Goals, and Ground Rules (5 minutes)

p. 103

2. All About Grains (5 minutes) p. 105

3. Nutritious and Delicious MyPlate (5 minutes) p. 107

4. Taste Test (10 minutes) p. 108

5. Cooking and Eating (40 minutes) p. 109

6. Cleanup (15 minutes) p. 119

7. Wrap-Up and Summary (5 minutes) p. 119

INSTRUCTOR TIP

If you are short on time, precook the quinoa and

then focus on Handwashing, Ground Rules, 

Cooking and Eating, and Cleanup. 
Team Nutrition Cooks! Grain BowlsActivity Guide 

PAGE 102 

Supervision and Room Management Additional Supplies

The Grain Bowls recipe makes six servings. We In addition to this activity guide, you will need:

recommend having five children and one adult per  A computer with speakers, a projector, and a screen group. This way, each child will prepare or have a part in large enough for showing skill videos. preparing the recipe and will be given a full serving. The  ratio of one adult for each group of five children will help A chalkboard/whiteboard or large paper and markers

you manage preparation, instruction, and behavior and  Pens and pencils for each child

avoid long waiting times and overcrowding of cooking  Name tags and markers (optional, if you are not

stations. already familiar with the children)

 Copies of the Grain Bowls Family Handout, which Options for Large Groups you can order or download at:

• Repeat the Activity—Divide the children into small https://www.fns.usda.gov/tn/cooks

groups and then repeat the activity throughout the  Ingredients and supplies listed on page 114 day or week.  Access to a handwashing sink and hand soap

• Demonstrate—Show cooking skills in front of the  Access to a food preparation sink. Having a group, and then have each small group practice one food preparation sink that is separate from the skill, such as simmering or measuring. handwashing sink is ideal. If this is not possible, be

• Use Volunteers—Teenagers, particularly those who sure to clean out the sink with hot soapy water before are in a culinary arts or service learning program, can rinsing vegetables. help with the activities. They can help you get ready  MyPlate poster (free from for the session and help children with reading recipes, https://TeamNutrition.usda.gov) stirring, measuring, and other cooking skills that do

not involve sharp knives. They can also assist with

cleanup.
Team Nutrition Cooks! Grain BowlsActivity Guide 

PAGE 103 

Introductions, Goals, and

Ground Rules (5 minutes)

OBJECTIVE: At the end of this activity, the children will

be able to state the goals and ground rules.

Introductions

If you are not familiar with the children, you may want to

introduce yourself and have them introduce themselves

at the beginning of the session. Let the children know

about the recipe they are making today, and the

activities involved in making the recipe.

1. If needed, have children make name tags. Make a

name tag for yourself and other instructors or staff

too. This will help everyone remember each other’s

names.

2. 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.

3. 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.

help the children share a fun food fact.

DO AHEAD: Decide what questions you will ask to

Questions

• 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 had a chance to speak, thank the

group for sharing its thoughts. Let the group know what

activities the group will be doing today.

Goals

This goal of this session is to get the children familiar and

comfortable with following a recipe and making grain

bowls. The activities in this session give the children a

chance to learn and practice 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 Build Grain Bowls

• How to Set a Table (Optional)

• How to Serve Family Style (Optional)

Ask the children if they have ever tried or heard of any

of these skills before. You can ask questions such as

“Have you ever used a measuring cup? Raise your

hand if you’ve ever chopped vegetables before. How

about if you’ve helped a grown-up cook breakfast or

lunch or dinner, or if you’ve cooked a meal yourself?”

This will let you know how familiar and comfortable the

group might be with cooking, and what sections and

skills you might need to spend more or less time on.
Team Nutrition Cooks! Grain BowlsActivity Guide 

PAGE 104 

Ground Rules

Review and have the children agree to the Ground Rules before starting.

 DO AHEAD: Write the Ground Rules on the chalkboard, white board, or large piece of paper so that

the children can see them when you are reading them out loud. This will help visual learners and

remind everyone of the rules he or she should follow during the session.

You can decide if you want to write only the words that are in bold below, or if you want to write the

additional text that explains the rule in more detail. The text in italics are reminders that you and the

other adults can use to help children

understand why it’s important to

follow that rule.

• Clear the desks. 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.

• 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 “ewwwws.” You are going to try some new things and you may love them, but if you don't, no

“ewwwws.” 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 do not 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! Grain BowlsActivity Guide 

PAGE 105 

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

three types of grain, discuss the difference between whole grains and refined grains, and describe different ways

to eat them.

To start the discussion, ask the

children:

• 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 on

this page to help the children learn

more about grains. You can ask the

group the questions in written in

bold green text, and then fill in the

answers in black text as needed. Or,

you can choose a few facts about

grains and share them with the

group.

What is a grain product?

Any food made from wheat, rice,

oats, cornmeal, barley, or another What are some commonly eaten Are all brown grains whole grains? cereal grain is a grain product. Bread, whole-grain products? pasta, oatmeal, breakfast cereals, Even though a lot of whole-grain 

tortillas, and grits are examples of • brown rice foods are brown, such as

grain products. • buckwheat whole-grain bread or brown rice, 

What is a whole grain? color does not always indicate that • bulgur (cracked wheat) something is whole-grain. Bread There are two kinds of grain: whole • muesli can be brown because molasses grains and refined grains. Whole • oatmeal or other ingredients have been grains are full of vitamins, minerals, • popcorn added. It is important to check and fiber. Whole grains get their the ingredient list to make sure name from the fact that they contain • rolled oats something is a whole grain. This is the entire grain kernel—the bran, • quinoa (pronounced “kin-wa”) important to get across, because germ, and endosperm. • whole-grain barley it is easy for children (and adults) 

What is a refined grain? • whole-grain cornmeal to think that if a grain product is 

brown instead of white, that it is In refined grains, the bran and the • whole-wheat bread, sandwich healthier. germ are removed. This process buns, and rolls

is called “milling.” Refined grains • whole-wheat crackers

have a finer texture and a longer • whole-wheat pasta shelf life, which means that you can • whole-wheat or whole-grain keep them in your pantry longer. The tortillas milling process removes fiber, iron,

and many B vitamins that are found • wild rice

in whole grains. • whole-wheat cereal flakes

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 usually do not

contain fiber.
Team Nutrition Cooks! Grain BowlsActivity Guide 

PAGE 106 

How are grains cooked?

Grain products that must be cooked before eating them Below are estimated cooking times for common grains

are boiled or steamed in water or broth. Sometimes we and grain products, once the water is boiling. Check the

boil grains in water and drain them—the way you would packaging for specific instructions.

cook pasta. Other times, just a little water is used, and • Barley: 40–60 minutes the grains simmer and absorb the liquid, like rice. The • Buckwheat: 20 minutes amount of water used to cook grains is different for Bulgur: 10–12 minutes each kind of grain. For quinoa, we use 2 cups of water • 

to cook 1 cup of dry quinoa. • Cornmeal: 25–30 minutes

Different grains vary in cooking time. The best way to • Oats, steel cut: 30 minutes

know if they are done is to taste test. When grains are • Pasta, whole-wheat: 8–12 minutes

tender, they are done. If all of the water is absorbed and • Quinoa: 12–15 minutes

the grains still are not tender, just add some more water • Brown rice: 25–45 minutes and continue cooking. If the grains are done before the

• Wild rice: 45–55 minutes liquid is gone, use a colander to drain the extra water.

What are ways to eat more whole grains every day?

It is 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 (crackers).
Team Nutrition Cooks! Grain BowlsActivity Guide 

PAGE 107 

 

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.

To start the discussion about MyPlate, ask the group

if anyone has seen the MyPlate icon before, and what

MyPlate tells us about healthy eating. Then, use the

bold green points below to lead a discussion about

how grains fit into MyPlate, and the nutrients in grains

that our bodies need to be healthy and strong.

Grains are part of a healthy diet

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, and

• Dairy.

This 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 Food 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.

In general, 1 slice of bread, 1 cup of ready-to-eat cereal,

or 1⁄2 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 is 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, and iron helps

carry oxygen from the lungs to the rest of the body.

BRIGHT 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 13 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.

INSTRUCTOR TIP

Remind the children that it’s okay if the grains they eat are mixed with other foods, such as in a grain bowl with

vegetables and protein foods, or if they eat them in a bowl instead of on a plate. These grains would still count

as part of their MyPlate meal. To see how much of each food group to eat every day, visit Choose MyPlate's

webpage at https://www.choosemyplate.gov.
Team Nutrition Cooks! Grain BowlsActivity Guide 

PAGE 108 

Taste Test (10 minutes)

OBJECTIVE: At the end of this section, the children

should understand the importance of participating in 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

DO AHEAD: Prepare for the taste test (about 10

minutes 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 you could

use in this taste test. These snacks can be served plain

or with toppings (some recommended below):

• whole-grain crackers (with low-fat cheese, if desired)

• 100% whole-grain 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 100% whole-grain cereal: 1⁄4 cup per child

 if using oatmeal: 1⁄4 cup per child f 

 if using graham crackers: 1 cracker per child

 if using brown rice cake: 1 rice cake per child

 if using whole-grain tortillas: 1⁄4 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 his or her 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 have the children put one

type of each snack on their plates, 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 putting another

type of grain snack on their plates.

4. Ask the children to look at, touch, 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. Have everyone in the group

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.

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?

6. Have the children help clean up leftovers and trash.

SAFETY TIP: Make sure the childr en 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.
Team Nutrition Cooks! Grain BowlsActivity Guide 

PAGE 109 

Cooking and Eating (40 minutes) INSTRUCTOR TIP

Don't forget to review the How To

Read a Recipe, Food Safety, and

Handwashing sections before you

start cooking!

OBJECTIVE: At the end of this section, the children will have made grain

bowls.

SAFETY TIP: Be sure the children wash their hands befor e 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. This recipe is meant to be

served family style, meaning everyone will eat together as a group, and serve himself or herself as much or as little

of the grain bowl as he or she likes. For more information, see How to Serve Family Style on page 10. Those who

finish their activities early can help with cleanup or work on the activity worksheets in the Family Handout.

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 is important to supervise and

keep as much control as possible so that everyone stays

safe and gets a chance to participate. We recommend

having at least one adult instructor for every five children. • How to Chop

• How to Measure

• How to Use a Cooktop Safely

• How to Simmer

• How to Cool Food Safely

• How to Build Grain Bowls

• How to Set a Table (Optional)

• How to Serve Family Style (Optional)

Ingredient list per group (5 children, 1 adult)

 3 cups cooked quinoa:

 1 cup uncooked quinoa

 2 cups water

 1⁄2 cup vinaigrette dressing:

 11⁄2 tablespoon of finely chopped onion or

shallot

 1⁄4 cup oil

 11⁄2 tablespoon of vinegar

 1 tablespoon water

 3⁄4 teaspoon of mustard

 1⁄3 teaspoon salt

 3⁄4 teaspoon of honey

 pinch black pepper

 11⁄2 tablespoons chopped chives (optional)

 3 cups vegetables (combination of 11⁄2 cups cooked

broccoli and 11⁄2 cups cut carrots)

 11⁄2 cups cooked chicken (diced or small pieces)

 11⁄2 cups raisins

comfortable using all the tools and have practiced

before the class. Watch each video and, if possible,

practice the cooking skills in advance. Videos can be

viewed at https://www.fns.usda.gov/tn/cooks.

cook, you may want to have some precooked for

children to eat, and then each child can bring home

the grains he or she cooks for his or her family. You

can also start cooking grains at the beginning of the

session, and then go through the discussion activities

and taste test while the grains are cooking.

DO AHEAD: Make sure all the adult instructors are

DO AHEAD: Because some grains take so long to

BRIGHT IDEA: Groups should prepare the grains first

and then, while the grains are cooking, prepare the rest

of the ingredients for the grain bowls.

Skills that will be covered during this activity:

How to Chop is not shown in the Grain Bowls 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, since the dry

grain absorbs the liquid. For grains such as wholewheat pasta, the extra liquid will have to be drained. In

this case, have an adult do the draining so the children

do not burn themselves on the hot water or steam.

Cooking times for grains

Grain cooking time varies depending on the variety of

grain. If you are short on time, you may want to use

grains that do not take long to cook. Two grains that

cook quickly are bulgur, which cooks in 10 to 12 minutes

once the water is boiling, and quinoa, which cooks in 12

to 15 minutes, once the water is boiling.

SAFETY TIP: Rinse vegetables under clean, runnin g

tap water before preparing or eating them. R ub

vegetables briskly with your hands to remove dirt an d

surface microorganisms. Dry with a clean cloth towe l

or paper towel after rinsing. Keep vegetables separat e

from raw meat, poultry, and seafood while shopping ,

preparing, or storing.
Team Nutrition Cooks! Grain BowlsActivity Guide 

PAGE 110 

INSTRUCTOR TIPS FOR TEACHING COOKING SKILLS

Watch the skills videos with the

children at https://www.fns.

usda.gov/tn/cooks. If your group

is new to cooking, you may want

to talk to them about how to

read a recipe. See How to Read

A Recipe on page 8. The recipe

and Look and Cook Recipe are

included in the Family Handouts,

so you can give each child a

copy of the Family Handout and

have him or her use the materials

during this session. This Activity

Guide includes the Look and

Cook Recipe and Instructor’s

version of the recipe on pages

112 and 113. The Look and

Cook Recipe is the same as the

one in the Family Handout. The

Instructor’s version of the recipe

is similar to the one in the Family

Handout, with text in italics to

show tips for instructors.

• Designate a table or desk for

each station that will not be

used or touched before it is

time to cook.

• In order to let the children

practice their skills with enough

supervision, divide them into

groups of five children for every

one adult.

• Once divided into groups, each

group will use each skill to

make its own grain bowls. In

Options One and Two, 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

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.

Suggested Stations and Supplies

for Option Two and Option Three:

he number of each tool needed 

ill depend on the size and 

umber of each group. 

he stations:

hopping

cutting boards

butter knives

bowls

trash or compost bin

easuring

dry measuring cups (1⁄4 cup,

1⁄2 cup, 1 cup)

liquid measuring cups

measuring spoons (tablespoon)

immering and Cooling

cooktop

pot with lid

mixing spoons

potholders or oven mitts

T

w

n

T

C









M







S









KEY SKILLS: Serving Skills:

• How to Chop p. 115 • How to Simmer p. 117 • How to Build Grain Bowls

• How to Measure p. 115-116

• How to Use a Cooktop Safely

p. 117

• How to Cool Food Safely

p. 117

p. 118

• How to Set a Table (Optional)

p. 10

• How to Serve Family Style

(Optional) p. 10
Team Nutrition Cooks! Grain BowlsActivity Guide 

PAGE 111 

Notes
Team Nutrition Cooks! Grain BowlsActivity Guide 

PAGE 112 

Look and Cook Recipe:

Grain Bowls

Ingredients

Vinaigrette Quinoa Broccoli Carrots dressing

Chicken Raisins Water

Directions

Wash your hands.

1

Cook quinoa.

4

Add veggies, raisins, and

chicken to quinoa.

7

Measure water.

2

Optional: chop veggies

and chicken.

5 

Add dressing.

Measure quinoa.

3

Optional: 

make dressing.

6

Enjoy your grain bowl!

8 9
Team Nutrition Cooks! Grain BowlsActivity Guide 

PAGE 113 

I l 

1 

I 1 

Grain Bowls

Use your favorite fruits, veggies, and protein foods to build your own grain bowl!

Total Time: 35 minutes • Hands-on Time: 35 minutes • Yield: 6 servings

INGREDIENTS

See Shopping List for suggestions for

foods in each category.

3 cups cooked grains or 1 cup

uncooked grains, such as quinoa

2 cups water*

3 cups chopped vegetables

11⁄2 cups protein food

11⁄2 cups dried fruit

1⁄2 cup vinaigrette dressing

(11⁄2 tablespoons finely chopped

onion or shallot, 1⁄4 cup oil, 11⁄2 

tablespoons vinegar, 1 tablespoon

water, 3⁄4 teaspoon mustard, 3⁄4 

teaspoon honey, 1⁄3 teaspoon

salt, pinch of black pepper, 11⁄2 

tablespoons chopped chives

(optional))

INSTRUCTIONS

1. Wash your hands with soap and

water, then gather all your kitchen

tools and ingredients and put

them on a clean counter or other

cooking surface.

2. Measure 2 cups of water and add

it to a pot. Cover the pot and set it

on the stove or cooktop. Turn the

heat to high and bring the water to

a boil.

3. Measure 1 cup of uncooked

quinoa and pour into a strainer or

fine-mesh colander. Rinse under

cool running water until the water

runs clear.

INSTRUCTOR TIP:

Below is the recipe as it appears

in the Family Handout. Tips for

program operators have been

added in italics or in boxes with

INSTRUCTOR TIP as a heading.

These tips are not on the recipe

in the Family Handout.

4. Once the water is boiling, add the

quinoa to the boiling water and

cover the pot again. Turn the heat

to medium-low, and simmer the

quinoa for 15 minutes.

5. While the quinoa is cooking,

measure and chop the veggies,

fruit, and protein into small,

bite-sized pieces.

6. Make the vinaigrette dressing by

whisking ingredients together in

a bowl. Or, you can put all the

ingredients in a jar, cover, and

shake until it is well mixed.

7. Once quinoa is done and cooled,

add the chopped veggies, protein,

and fruit to the quinoa.

8. Add dressing to the quinoa

mixture and mix until everything

is well combined. You can also

set out the quinoa, vegetables,

protein, fruit, and dressing in

separate bowls, and let everyone

decide how much he or she would

like to add to his or her grain bowl.

9. Serve and enjoy your grain bowl!

*If using another grain instead of quinoa, amount of water

and cooking time may vary.

Amount per serving: Calories: 343; Total Fat: 12 g; Saturated Fat: 1.5 g;

Sodium: 188 mg; Total Carbohydrate: 55 g; Dietary Fiber: 6 g; Sugars: 25 g;

Protein: 9 g; Vitamin A: 5203 IU; Vitamin C: 28 mg; Calcium: 60 mg; Iron: 3 mg.

Nutrient information is based on using quinoa, raw carrots, cooked broccoli,

chicken, and raisins in this recipe. Nutrient information will be different

depending on which grains, vegetables, protein foods, and fruits you use.

Crediting Information: 11⁄2 cups of grain bowls provide 1⁄2 cup vegetable, 1⁄2 cup

fruit, 1 oz. eq. meat/meat alternate, and 1 serving/oz. eq. grain.

SHOPPING LIST:

See Ingredients and 

Supplies Checklists on page 

114 for amounts needed for 

your group.

Produce Section:

 3 cups vegetables (any

combination of tomatoes,

cucumbers, zucchini,

broccoli, carrots, green

beans, corn, peas, etc.)

 11⁄2 tablespoons fresh

chives (optional, for

dressing)

 1 onion (for dressing)

Refrigerated or Frozen Aisles:

 11⁄2 cups cooked protein

food (chicken, meat, fish,

beans, or tofu). You can

also use dried or canned

beans or canned meat

or fish (see below in “Dry

Goods” section)

 10 oz. raw chicken or a

16 oz. container tofu

Dry Goods:

 1 cup uncooked grains

(quinoa, brown rice, farro,

quinoa, bulgur wheat, or

whole-wheat orzo)

 11⁄2 cups dried fruit (raisins,

cranberries, or cherries or

chopped dried apricots,

prunes, dates, or figs)

Options for protein foods:

 1 (15 oz.) can low-sodium

beans

 2 (5 oz.) cans chicken or

fish

Staples From Your Pantry:

 vinegar

 oil

 salt

 black pepper

 honey

 mustard
Team Nutrition Cooks! Grain BowlsActivity Guide 

PAGE 114 

INGREDIENTS AND SUPPLIES CHECKLISTS

Use these checklists to make sure you have all of the ingredients and supplies for the activities in this session.

INGREDIENTS SUPPLIES For Eating

For Taste Test and Cooking and For Taste Test Activity  1 large bowl

Eating Activities (for a group of six)  6 plates or bowls for eating  1 mixing spoon

 3 to 4 serving plates (1 for  6 bowls for eating Ingredients for Taste Test each variety of grain snack)  6 sets of eating utensils Choose 3 to 4 types of grains  napkins  napkins  100% whole-grain crackers:  1 set of tongs or 1 serving fork 1 cracker per child  1 serving bowl for quinoa

 labels for snacks (1 for each (optional)  100% whole-grain cereal: plate of grains) 1⁄4 cup per child  1 serving spoon for quinoa

 pen or marker (optional)  oatmeal: 1⁄4 cup per child

 graham crackers: If serving quinoa and mix-ins 1 cracker per child For Cooking, Eating, and

Cleanup separately, add:  brown rice cake:

The number of kitchen tools  3 to 4 serving spoons for mix-in 1 rice cake per child in this section is based on a ingredients (optional)  whole-grain tortillas: group of six. This includes five  3 to 4 serving bowls for mix-in 1⁄4 tortilla per child children plus one adult instructor ingredients (optional)

to demonstrate the skills, and Ingredients for Grain Bowls everyone in the group getting For Cleanup

 3 cups cooked quinoa: a chance to practice most of  trash bags

 1 cup uncooked quinoa these skills. These numbers may  dish cloths and dish soap

 2 cups water be different for your session,  paper towels depending on how the cooking  1⁄2 cup vinaigrette dressing: stations are set up. See Instructor  sponges

 11⁄2 tablespoons finely Tips for Teaching Cooking Skills  hand soap chopped onion or shallot on page 110 for more information.  broom and dustpan  1⁄4 cup oil

 11⁄2 tablespoon vinegar For Other Activities For Cooking

 1 tablespoon water  1 set of dry measuring cups

 3⁄4 teaspoon honey (1⁄4 cup, 1⁄2 cup, 1 cup)

 3⁄4 teaspoon mustard  1 liquid measuring cup

 1⁄3 teaspoon salt  2 sets of measuring spoons

 11⁄2 tablespoons chopped  1 large pot with lid

chives (optional)  6 cutting boards

 6 butter knives Mix-in Ingredients  fork for fluffing grains  3 cups vegetables (combination

of 11⁄2 cups cooked broccoli  kitchen timer

and 11⁄2 cups cut raw carrots)

 11⁄2 cups cooked chicken

(diced or small pieces)

 11⁄2 cups raisins

 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

 MyPlate poster (free from 

https://teamnutrition.usda.gov)

 Copies of Team Nutrition Cooks!

Grain Bowls Family Handout

(free from 

https://teamnutrition.usda.gov) 
Team Nutrition Cooks! Grain BowlsActivity Guide 

PAGE 115 

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 too 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 hand holding the food should

move backward. 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. If adding chives, hold the chives in a small bunch and cut into small pieces using a pair of clean scissors.

How to Measure

It is important to measure correctly when following a recipe. The measuring tools that 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, 1⁄2 cup, 1⁄3 cup, and 1⁄4 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 1⁄4 teaspoon,

1⁄2 teaspoon, 1 teaspoon, and 1 tablespoon. Sometimes 1⁄8 teaspoon and 1⁄2 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 BowlsActivity Guide 

PAGE 116 

How to Measure Water How to Measure Chicken

1. Put the liquid measuring cup on a flat surface. 1. Place the 1⁄2-cup dry measuring cup on a flat surface.

2. Fill the measuring cup until the liquid reaches the 2. Fill the cup until the chicken reaches the top. Push

2-cup line on the side of the cup. down gently to make sure there are no air pockets.

3. Lean down to get eye level with the measurement 3. Repeat two times.

lines. The line of the water will have a slight curve.

The bottom of the curve should touch the How to Make and Measure Dressing measurement line.

1. To make the dressing, measure and mix all

ingredients for the dressing in a bowl. Whisk with a How to Measure Grains whisk or fork until evenly blended. Or, put ingredients

1. Place the 1-cup dry measuring cup on a flat surface. in a jar, and shake until evenly blended.

2. Fill the cup until the grains reach the top. Level off 2. To measure the dressing, place liquid measuring cup

the grains with the back of a butter knife. on a flat surface.

3. Fill the cup until the dressing reaches the 1⁄2-cup line

How to Measure Vegetables on the measuring cup.

1. Place the 1-cup dry measuring cup on a flat surface. 4. Lean down to get eye level with the measurement

lines. The line will look like a curve. The bottom of the 2. Fill the cup until the vegetables reach the top. Push arc should touch the line. down gently to make sure there are no air pockets.

3. Repeat two times. For more information on how to make the vinaigrette

dressing, see pages 143-144 of the Salad With How to Measure Dried Fruit Vinaigrette Dressing module.

1. Place the 1⁄2-cup dry measuring cup on a flat surface.

2. Fill the cup until the fruit reaches the top. Push down How to Use a Colander/Strainer

gently to make sure there are no air pockets. 1. Measure the uncooked grain and pour into the 3. Repeat two times. colander. Rinse the grain in the colander under cold

running water.

2. Gently shake the colander to help the water drain.

3. Stop rinsing when the water runs clear.
Team Nutrition Cooks! Grain BowlsActivity Guide 

PAGE 117 

--, 

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:

SAFETY TIP:

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 is 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 grains are cooked.

1. Put the water 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.

2. Turn the temperature to high and watch for bubbles breaking all over the

water’s surface, which means that the water is boiling. Once the water is

boiling, add the grains and stir.

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. If you are cooking quinoa, this will take about 15 minutes or

so. When you remove the lid, it is 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.

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 do not burn yourself.

2. An adult should remove hot food and kitchen tools from the cooktop.
Team Nutrition Cooks! Grain BowlsActivity Guide 

PAGE 118 

How to Build Grain Bowls Use the discussion questions below to lead a

discussion about the grain bowls. There are two options:

1. Add all the mix-in ingredients to the grains and

serve each child from that mixture. DISCUSSION QUESTIONS:

2. Let the children design their own grain bowls. • What did you add to your grain bowl?

Put each ingredient in a separate serving bowl with its • What did you like?

own serving utensil. Set the ingredients in a line and ask • What did you taste?

the children to fill their bowls with the ingredients they’d • Were there any tastes you didn’t like? Why? like to try. Encourage the children to add some of each • What else could we serve with this dish? ingredient to their bowl. • Which step of the recipe was your favorite?

BRIGHT IDEA: Have measuring cups and spoons as • What did you learn to do today that you didn’t the serving spoons, so the children can measure the know how to do before?

different ingredients as they are added to their bowls. • Could you teach someone in your family a skill you See the list below for the measuring cup or spoon learned today? amounts for each:

• 1⁄2-cup measuring cup for cooked grains

• 1⁄2-cup measuring cup for vegetables INSTRUCTOR TIP

If eating together as a group, check out How to

Set a Table on page 10.

• 1⁄4-cup measuring cup for chicken

• 1-tablespoon measuring spoon for dressing

• 1⁄4-cup measuring cup for raisins

BRIGHT IDEA: If multiple grains were cooked in

class, encourage the children to try different kinds of

cooked grains in their bowls.
Team Nutrition Cooks! Grain BowlsActivity Guide 

PAGE 119 

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 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 the 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.

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.

• Show how to sweep into a dustpan

and throw away the waste.

SAFETY TIP: When washing dishes, never swirl

your hands ar ound the bottom of the sink,

especially if you cannot see the bottom. Ther e may

be sharp tools or utensils under the water.

• Dry dishes: Show the children wher e they can

leave dishes to dry , or how to dry them with a dish

towel. Have them check to make sure there ar e no

remaining grease str eaks or traces of food stuck on

the pots and pans.

• Put away kitchen tools: Show the children where the

kitchen tools belong so that they can help put them away.

• Wash surfaces: Wash all surfaces that wer e used for

cooking with hot, soapy water.

• Clean and dry sink: W ash out the sink with hot,

soapy water and dry it with a clean dish towel.

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 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 120 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 his or her story with the group. An answer key is

provided for instructors on page 121 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 123 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 BowlsActivity Guide 

PAGE 120 

My Grain Bowl Story

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

WORD BANK: germ, refined, whole-wheat, brown, bran, measuring cups, spoons, cutting board, B, cups, refined,

grain bowls, liquid, fiber, whole, chicken, bran, dry, germ, Grains, whole, grains, endosperm

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 grain 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 were ready 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!
Team Nutrition Cooks! Grain BowlsActivity Guide 

PAGE 121 

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.

WORD BANK: germ, refined, whole-wheat, brown, bran, measuring cups, spoons, cutting board, B, cups, refined,

grain bowls, liquid, fiber, whole, chicken, bran, dry, germ, Grains, whole, grains, endosperm

Today, we made (grain bowls). The main ingredient is (grains), which belongs in the (Grains) section of MyPlate.

Whole grains have lots of (fiber), which helps with digestion. Grains also contain (B) vitamins.

The type of grain we cooked today was (dependent on child's experience). Some other grains I learned about

were (dependent on child's experience). There are two kinds of grains: (whole) grains and (refined) grains.

The ones that are better to eat are (whole) grains, because they have all three parts of the grain—the (germ), the

(endosperm), and the (bran). (Refined) grains are milled, which means that the (germ) and (bran) 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) rice instead of white rice or (whole-wheat) 

bread instead of white bread.

In class, we learned to measure and used two different kinds of tools. One was measuring (spoons) and the

other was measuring (cups). We also learned that with measuring cups there are two kinds-one to measure (dry) 

ingredients and one to measure (liquid) 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 (cutting board), which we

put the food on when we chop or slice and (measuring cups), which are used to measure ingredients.

After the grains were cooked and cooled, we were ready to eat. We combined the grains and other ingredients into

grain bowls. We added some vegetables, fruits, nuts, and protein foods, including (chicken).

It was delicious!
Team Nutrition Cooks! Grain BowlsActivity Guide 

PAGE 122 

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 BowlsActivity Guide 

PAGE 123 

Kitchen Tools

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

( large pot with lid ) 

( cutting board ) 

( butter knife

dry measuring cups ) 

( ____ wooden spoon ) 

( large bowl ) 
Team Nutrition Cooks! Grain BowlsActivity Guide 

PAGE 124 

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 are feeding your family, so

you end up with a balanced meal.

Grains can be eaten as part of a

healthy meal or snack. Ask your

child to think about foods from other

food groups that can be eaten with

grains. Have your child write or

draw the foods in the chart below.

Examples are listed below to get

you started.

Fruits Protein Vegetables Dairy

Peanut butter on Low-fat cheese with

whole-grain crackers whole-grain tortillas

for a quesadilla

Apples with oatmeal Wild rice and

vegetable soup

Turkey sandwich with

whole-grain bread
Team Nutrition Cooks! Grain BowlsActivity Guide 

PAGE 125 

MyPlate, My Grains Instructor 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 are feeding your family, so

you end up with a balanced meal.

Grains can be eaten as part of a

healthy meal or snack. Ask your

child to think about foods from other

food groups that can be eaten with

grains. Have your child write or

draw the foods in the chart below.

Examples are listed below in black

to get you started.

*The answers below are

suggestions. The children

can list many different foods

for their MyPlate meal.

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 Low-fat yogurt mixed

with whole-grain cereal.

Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide 

PAGE 127 

USDA 

iiiillll United States Department of Agriculture 

Team Nutrition Cooks!

Salad With

Vinaigrette

Dressing
 Ingredients List

For Salad

____cup(s) salad greens

____tomato(es)

____cucumber(s)

____apple(s)

____cup(s) of shredded or

crumbled low-fat cheese

For Vinaigrette

____tablespoon(s) diced onion

____tablespoon(s) oil

____tablespoon(s) vinegar

____teaspoon(s) mustard

____teaspoon(s) honey

____teaspoon(s) salt

____pinch black pepper

____tablespoon(s) herbs 

(e.g., chives) (optional)

Use the Ingredient Conversion

Chart to figure out the

amount of ingredients you will

need for your group size. Fill

in the ingredients list with the

a

1

mounts you need, such as

“ tomato” or “2apples.”

 

 

 

 

 

 

 

 

 

 

 

 

 

Ingredient Conversion Chart

6 people 12 people 18 people

Diced onion 1 tbsp 2 tbsp 3 tbsp

Oil 2 tbsp 4 tbsp 6 tbsp

Vinegar 1 tbsp 2 tbsp 3 tbsp

Mustard 1⁄2 tsp 1 tsp 11⁄2 tsp

Honey 1⁄2 tsp 1 tsp 11⁄2 tsp

Salt 1⁄4 tsp 1⁄2 tsp 3⁄4 tsp

Salad greens 8 cups 16 cups 24 cups

Tomatoes 1 2 3

Cucumbers 1 2 3

Apples 1 2 3

Cheese 1⁄4 cup 1⁄2 cup 3⁄4 cup

Herbs 1 tbsp 2 tbsp 3 tbsp

� Safety Tips

9 Peelers and knives are sharp! Remind children

to avoid touching the blade.

9 When they are cutting, remind children to take

their time and keep their eyes on the knife at

all times.

9 Always cut on a cutting board to avoid

damaging the counter.

� Supplies

____cutting board(s)

____butter knife/knives

____peeler(s)

____small bowl(s)

____1-cup dry measuring cup(s)

____1⁄4-cup dry measuring cup(s)

____salad tong(s)

____measuring spoon(s)

____jar with lid or bowl with whisk

____salad bowl(s)

____whisk(s)

____fork(s)

____serving plate(s)

____serving utensil(s)

____plate(s)

____napkin(s)

____utensil(s)

____Optional: salad spinner(s)

Amount needed of each item will

depend on the size of your group

and the layout of your room. See

page 140 for details.

� Instructions for Program Operators

1. Have adults and children wash his or her hands with soap and water.

2. Help the children wash the greens, apples, tomatoes, herbs and cucumbers.

3. Guide children through peeling and slicing the cucumber(s) and

chopping the apple(s), tomato(es), and herb(s).

4. Put all the salad ingredients into the salad bowl.

5. Put all the vinaigrette ingredients in a jar and shake until fully blended.

Or, put the ingredients in a bowl and whisk until fully blended.

6. Add the vinaigrette to the salad bowl. Use the tongs to mix the salad

until everything is evenly covered with the dressing.

7. Serve the salad on the plates with napkins and utensils.

Crediting Information: 2 cups of salad with vinaigrette dressing provide 1 c

Salad With Vinaigrette Dressing

Quick Start Guide

Total Time for Activity: 30 minutes

Serving Size: 2 cups salad and 2 teaspoons of dressing

up vegetable and 1⁄4 cup fruit.
Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide 

PAGE 129 

Salad With Vinaigrette Dressing

Activity Guide

All About Salad With Vinaigrette Dressing

This recipe highlights the goodness of fresh fruits and

vegetables and shows how easy (and fast!) it is to make

a homemade salad dressing.

Overview

Remember that the Team Nutrition Cooks! recipes can

be made in any order, and recipes can be made over

a period of days, weeks, or the entire year. Each Team

Nutrition Cooks! session is meant for children ages 8

to 12 years old, and takes about 1 hour of preparation

time and 11⁄2 hours to complete. Each recipe also has

a Family Handout that the children can use during

and after the cooking activity to learn about healthy

foods and practice their cooking skills. There is also a

short video that shows the cooking skills needed for

this recipe. The Activity Guide, Family Handouts, and

videos can be found at https://www.fns.usda.gov/tn/

cooks.

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 program.

• Read this module before you start. Pay special

attention to notes marked “Do Ahead,” “Safety Tip,”

“Bright Idea,” or “Instructor Tip.”

• Review the Ingredients and Supplies Checklist on

page 140. 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 Salad With Vinaigrette

Dressing Family Handout as part of the session (see

My Salad Story on page 11, Kitchen Tools on page

12, Plant Parts on page 13 and 14, and MyPlate

Scavenger Hunt on page 15). If not, let the children

know they can use these worksheets at home. This

guide includes discussion questions that you may

use at the beginning of the activity or during times

that you are waiting. If you are short on time, you may

have to shorten or skip some sections.

Activities

1. Introductions, Goals, and Ground Rules (5 minutes) p. 131

2. All About Salad (5 minutes) p. 133

3. Nutritious and Delicious MyPlate (5 minutes) p. 135

4. Cooking and Eating (35 minutes) p. 136

5. Cleanup (15 minutes) p. 145

6. Wrap-Up and Summary (5 minutes) p. 145

INSTRUCTOR TIP

If you are short on time, then focus on

Handwashing, Ground Rules, Cooking and

Eating, and Cleanup.
Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide 

PAGE 130 

Supervision and Room Management

The Salad With Vinaigrette Dressing recipe makes six servings. We

recommend having five children and one adult per group. 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.

INSTRUCTOR TIP

Remember, cooking can be messy

and hectic. Try to encourage

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.

Options for Large Groups

• 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 whisking

or measuring.

• Use Volunteers—Teenagers, particularly those who are in a culinary arts or service learning program, can help

with the activities. They can help you get ready for the session and help children with reading recipes, whisking,

measuring, and other cooking skills that do not involve sharp knives. They can also help with cleanup.

Additional Supplies

In addition to this activity guide, you will need:

 A computer with speakers, a projector, and a screen large enough for showing skill videos

 A chalkboard/whiteboard or large paper and markers

 Pens and pencils for each child

 Name tags and markers (optional, if you are not already familiar with the children)

 Copies of the Salad With Vinaigrette Dressing Family Handout, which you can order or download at:

https://www.fns.usda.gov/tn/cooks

 Ingredients and supplies listed on page 140

 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 https://teamnutrition.usda.gov)
Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide 

PAGE 131 

Introductions, Goals, and Ground Rules (5 minutes)

OBJECTIVE: At the end of this activity, the children will be able to state the goals and ground rules.

Introductions

If you are not familiar with the children, you may want to

introduce yourself, and have them introduce themselves

at the beginning of the session. Let the children know

about the recipe they are making today, and the activities

involved in making the recipe.

1. If needed, have children make name tags. Make a

name tag for yourself and other instructors or staff too.

This will help everyone remember each other’s names.

2. 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.

3. 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 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?

• 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 had a chance to speak, thank them for sharing their thoughts. Let the group know what

activities they will be doing today.

Goals

The goal of this session is for the children to become

familiar with the skills necessary for making 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

• How to Peel

• How to Slice

• How to Dice and Chop

• How to Use a Salad Spinner

• How to Measure

• How to Whisk

• How to Mix a Salad

• How to Set a Table (Optional)

• How to Serve Family Style (Optional)

Ask the children if they have ever tried or heard of any

of these skills. You can ask questions such as “Have

you ever made a salad before? Raise your had if you’ve

ever chopped vegetables before. How about if you’ve

helped a grown-up cook breakfast or lunch or dinner,

or if you’ve cooked a meal yourself?”. This will let you

know how familiar and comfortable the group might be 

with cooking, and what sections and skills you might 

need to spend more or less time on.

 DO AHEAD: Decide what questions you will ask to

help the children share a fun food fact.

Questions
Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide 

PAGE 132 

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.

DO AHEAD: Write the Ground Rules on a chalkboard, white board, or large piece of paper so that

the children can see them when you are reading them aloud. This will help visual learners as well as

provide a reference point if a rule is broken. You can decide if you want to write only the words that

are in bold below, or if you want

to write the additional text that

explains the rule in more detail.

The text in italics are reminders

that you and the other adults can

use to help children understand

why it’s important to follow that rule.

• Clear the desks. 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.

• 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 “ewwwws.” You are going to try some new things and you may love them, but if you don’t, no

“ewwwws.” 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 do not 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.
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All About Salad (5 minutes)

OBJECTIVE: At the end of this section, the children will be able to describe where vegetables come from, list the

parts of a plant, and describe the different types of salad greens.

To start the discussion, ask the children: I 

• Do you eat salad at home? 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

• 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

INSTRUCTOR TIP

You might find these greens sold as a bunch or

as a head, or packaged in a clear box or bag. For

this recipe, you can also use prepackaged mixed

salad greens, which include many different kinds of

greens. They are often labeled as “spring mix” or

“baby greens”.

• 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.

• Vegetables 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 is 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 did not realize consider the tomato to be a vegetable because of

what they were. how we eat it and the nutrients it contains.

• Leaves—provide energy for the plant through a • Seeds—are planted to grow more plants.

process called photosynthesis. Today, we will use • Roots—grow underground and absorb the water and

salad greens, which are different types of leaves that nutrients from the soil that a plant needs to survive.

can be used in a salad. Look at the Salad Greens • Stems—hold up a plant’s leaves, flowers, and fruit. chart for more examples of salad greens. They also transport nutrients from the root to the rest

• Fruit—forms after a flower is pollinated. Inside of the of the plant.

fruit are seeds that you can use to grow more plants. It is important to explain that not all plants or plant parts If you are eating a plant part that has seeds in it, it is a are edible. Some plants are poisonous, and other plants fruit. This is why the tomato is technically considered have parts that are edible, as well as parts that are not. by plant scientists to be a fruit, although nutritionists
Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide 

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What are some tips for buying vegetables?

Buying vegetables does not 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.

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.

What are some tips for buying vegetables for

this salad?

• When buying raw salad greens, look for fresh

and tender leaves without yellowing, decay, or

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 1 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 8 months.
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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.

BRIGHT IDEA: Display the MyPlate icon in a place

where everyone can see it.

To start the discussion about MyPlate, ask the group

if anyone has seen the MyPlate icon before, and what

MyPlate tells us about healthy eating. Then, use the

bold green points below to lead a discussion about

how grains fit into MyPlate, and the nutrients in grains

that our bodies need to be healthy and strong.

To start the discussion about MyPlate, ask the group

if anyone has seen the MyPlate icon before, and what

MyPlate tells us about healthy eating. Then, use the

bold green points below to lead a discussion about

how grains fit into MyPlate, and the nutrients in grains

that our bodies need to be healthy and strong.

Fruits and vegetables are part of a healthy diet

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. This 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

snack.

Salad Greens are vegetables

Salad greens are part of the Vegetables Food 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 whole, cut-up, or mashed.

Vegetables have many nutrients that our bodies

need, including:

• Potassium to help your body keep a healthy heartbeat.

• Dietary fiber that keeps food moving through the

digestive tract. It also helps us to feel full after eating.

• Folate, or folic acid, that helps your body make red

blood cells.

• Vitamin A to protect your eyes and skin and help

you see at night. It also helps your body to fight off

infections so you stay feeling your best.

• Vitamin C to heal cuts and wounds and keep teeth

and gums healthy.

It is 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.

OPTIONAL ACTIVITY: Decide if you want to do the

MyPlate Scavenger Hunt activity sheet found on

page 15 of the Family Handout. If so, have copies

of the Family Handout and pencils for each child.

INSTRUCTOR TIP

Remind the children that it’s okay if the vegetables they eat are mixed with other foods, such as in a salad or

carrot-apple soup, or if they eat them in a bowl instead of on a plate. These vegetables would still count as part

of their MyPlate meal. To see how much of each food group to eat every day, visit Choose MyPlate's webpage

at https://www.choosemyplate.gov.
Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide 

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Cooking and Eating (35 minutes)

OBJECTIVE: At the end of this section, the children will have made salad with vinaigrette dressing.

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. This recipe is meant to be served

family style, meaning everyone will eat together as a group, and will serve himself or herself as much or as little of the salad

with vinaigrette dressing as they'd like. For more information, see How to Serve Family Style on page 10. Those who finish

their activities early can help with cleanup or work on the Activity Worksheets in the Family Handout.

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 is important to supervise and keep as much control as possible so that everyone stays

safe and gets a chance to participate. We recommend having at least one adult instructor for every five children. 

Ingredient List Per Group (5 children, 1 adult) Skills that will be covered during this activity:

 SAFETY TIP: Be sure the children wash their hands before they start cooking.

 8 cups of mixed greens • How to Rinse

 1 tomato, cored and diced • How to Peel

 1 cucumber, sliced • How to Slice

 1 apple, scrubbed well, cored, and diced • How to Dice and Chop  1⁄4 cup shredded or crumbled low-fat cheese • How to Use a Salad Spinner  1 tablespoon of finely chopped onion or shallot • How to Measure  2 tablespoons (1⁄8 cup) oil

 • How to Whisk 1 tablespoon vinegar

1⁄2 • How to Mix a Salad  teaspoon mustard

 1⁄4 teaspoon salt • How to Set a Table (Optional)

 1 pinch of black pepper • How to Serve Family Style (Optional)

 1⁄2 teaspoon honey

 chopped herbs (optional)

the class. Watch each video and, if possible, practice the cooking skills in advance. Videos can be viewed at

.

DO AHEAD: Make sure all adult instructors are comfortable using all the tools and have practiced before

https://www.fns.usda.gov/tn/cooks
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INSTRUCTOR TIPS FOR TEACHING COOKING SKILLS

Watch the skills videos with the children at

https://www.fns.usda.gov/tn/cooks. KEY SKILLS

Then, practice the cooking skills with the children at • How to Rinse p. 141 the stations. If your group is new to cooking, you may • How to Peel p. 141 want to talk to them about how to read a recipe. See

How to Read A Recipe on page 8. The recipe and Look • How to Slice p. 142

and Cook Recipe are included the Family Handouts, so • How to Dice and Chop p. 142

you can give each child a copy of the Family Handout • How to Use a Salad Spinner p. 142 and have the children use the materials during this • How to Measure p. 143 session. This Activity Guide includes the Look and Cook

Recipe and Instructor’s version of the recipe on pages • How to Whisk p. 144

138 and 139. The Look and Cook Recipe is the same as • How to Mix a Salad p. 144

the one in the Family Handout. The Instructor’s version • How to Set a Table (Optional) p. 10 of the recipe is similar to the one in the Family Handout, • How to Serve Family Style (Optional) p. 10 with text in italics to show tips for instructors.

Set up stations for children to practice their cooking

skills: Suggested Stations and Supplies for Option Two

• Designate a table or desk for each station that will and Option Three:

not be used or touched before it is time to cook. The number of each tool needed will depend on the

• In order to let the children practice their skills size and number of each group.

with enough supervision, divide them into groups The Stations: of five children for every one adult. Peeling • Once divided into groups, each group will use

each skill to make its own salad with vinaigrette  peelers

dressing. In Options One and Two (below),  cutting board

children will practice some, but not all skills used in  trash or compost bin

the recipe Rinsing

Options One and Two should be used if groups are  large bowls

large or if you are short on time. In Option Three,  salad spinner (optional) all the children will practice the same skills. You can  towels decide the best way to set up the cooking stations;

some recommendations are below. At each station,  vegetable brush

have an adult show children how to use each tool Dicing and Slicing before allowing them to try.  cutting boards Options for practicing skills at stations:  butter knives • Option One: All the skills are practiced at each Measuring station, but each child contributes to only one part

of the recipe. For instance, at each station, one  measuring cups

child can do the measuring, another child may  measuring spoons

dice, and another child may whisk, etc. Mixing • Option Two: Each station focuses on a single skill:  large salad bowls at one station, children may do all of the measuring;

at another station, children may do all of the dicing,  tongs

etc. This method works especially well for large Whisking/Shaking groups. Children will practice fewer skills, but whisks or forks everyone will have a chance to do something. 

 bowls • Option Three: Each station focuses on a single

skill but children may rotate through all the stations,  jars with lids (if using jars with lids,

trying all the skills. This is another way to manage you will not need the whisks and bowls)

groups that are large.
Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide 

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1·-" 

Look and Cook Recipe: Salad With Vinaigrette Dressing

Ingredients

Honey Mustard Vinegar Pepper Salt Oil

Onion Tomato Cucumber Apple Salad greens Low-fat Fresh herbs

cheese (optional)

Directions

Wash your hands. Wash the ingredients. Peel and slice

the cucumber.

Dice the apple

and tomato.

Make the vinaigrette. Mix salad with

vinaigrette dressing. Enjoy the salad!

1 2

5 6

3
Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide 

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I ----, 

Salad With Vinaigrette

Dressing INSTRUCTOR TIP

Below is the recipe as it appears in the

Family Handout. Tips for program operators

have been added in italics or in boxes

titled INSTRUCTOR TIP. These tips are

not on the recipe in the Family Handout.

Eat this as a side, or add some chicken and grains to

make it a MyPlate meal.

Total Time: 30 minutes • Hands-on Time: 30 minutes

Yield: 6 servings

Serving Size: Vinaigrette: 2 teaspoons, Salad: 2 cups

Don’t forget to review the Food Safety (page 5) and Handwashing (page 9) sections with the group before cooking.

VINAIGRETTE DRESSING INSTRUCTIONS

1. Wash your hands with soap and INGREDIENTS water, then gather your kitchen 1 tablespoon of finely chopped tools and ingredients and put onion or shallot* them on a clean counter or other

2 tablespoons (1⁄8 cup) oil cooking surface.

1 tablespoon of vinegar** 2. Wash the tomato, cucumber,

1⁄2 teaspoon of mustard apple, herbs (if using), and salad

greens. If using prewashed salad 1⁄4 teaspoon salt greens, you do not need to rinse 1 pinch of black pepper them.

1⁄2 teaspoon of honey 3. Peel and slice the cucumber.

1 tablespoon herbs (e.g., chives) 4. Dice the apple and tomato. (optional) 5. Make the vinaigrette: mix

ingredients listed above in SALAD a bowl and whisk until wellINGREDIENTS blended. Or, put ingredients in

a jar, put the lid on the jar, and 8 cups of mixed greens shake until well-blended.

1 tomato, cored and diced 6. Mix the salad with vinaigrette 1 cucumber, peeled and sliced dressing.

1 apple, scrubbed well, cored, 7. Serve and enjoy! and diced

1⁄4 cup shredded or crumbled

low-fat cheese

SHOPPING LIST

Produce Section

 8 cups of mixed greens

 1 tomato

 1 cucumber

 1 apple

 1 bunch fresh herbs

(e.g., chives) (optional)

Dairy Section

 1⁄4 cup or 2 ounces shredded

or crumbled low-fat cheese

(such as cheddar, feta, or

blue cheese)

Staples from Your Pantry

 salt

 black pepper

 oil

 vinegar

 honey

 mustard

Salad

Amount per serving: Calories 42; Total Fat: 1 g;

Saturated Fat: 0 g; Sodium: 48 mg; Potassium: 154 mg;

Total Carbohydrate: 8 g; Dietary Fiber: 3 g; Sugars: 1 g;

Protein: 2 g; Vitamin A: 5679 IU (161 RAE); Vitamin C: 8 mg;

Calcium: 49 mg; Iron: 1 mg

*If onions or shallots are not available, then replace with 1⁄4 teaspoon of onion powder.

**If using white vinegar, increase honey to 3⁄4 teaspoon and add 1 teaspoon of water.

Crediting Information: 2 cups of salad with vinaigrette dressing provide 1 cup vegetable and 1⁄4 cup fruit.

Vinaigrette Dressing

Amount per serving: Calories 43; Total Fat 5 g;

Saturated fat 1 g; Sodium 99 mg; Total Carbohydrate: 1 g;

Dietary Fiber 0 g; Sugars 0.5 g; Protein 0 g; Vitamin A: 0 IU (1

RAE); Vitamin C: 0 mg; Calcium 1 mg; Iron 0 mg.
Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide 

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INGREDIENTS AND SUPPLIES CHECKLISTS

Use these checklists to make sure you have all of the ingredients and supplies for the activities in this session.

INGREDIENTS For Eating

For Cooking and Eating Activities  6 plates or bowls

(for a group of six)  6 sets of eating utensils

 8 cups of mixed greens  salad tongs or serving utensils

 1 tomato  napkins

 1 cucumber For Cleanup

 1 apple  trash bags

 1⁄4 cup shredded or crumbled cheese  dish cloths and dish soap

 1 tablespoon of finely chopped onion or shallot  paper towels

 2 tablespoons (1⁄8 cup) oil  sponges

 1 tablespoon vinegar  hand soap

 1⁄2 teaspoon mustard  broom and dustpan

 1⁄4 teaspoon salt For Other Activities

 1 pinch black pepper  name tags  1⁄2 teaspoon honey  markers

 chopped herbs (optional)  6 pens or pencils

For Cooking  chalkboard/whiteboard or paper, markers, and

The number of kitchen tools listed in this section tape for Ground Rules list

is based on a group of six. This includes one adult  a computer with speakers, a projector, and a

instructor to demonstrate the skills and everyone screen large enough for showing skill videos.

in the group getting a chance to practice most of  MyPlate poster (free from these skills. These numbers may be different for your https://teamnutrition.usda.gov) session, depending on how the cooking stations  copies of Team Nutrition Cooks! Salad With are set up. See Instructor Tips for Teaching Cooking Vinaigrette Family Handout (free from Skills on page 137 for more information. https://teamnutrition.usda.gov)

 1 chef’s knife (for instructor)

 6 cutting boards

 1 salad bowl

 1 mixing spoon

 measuring spoons, including 1⁄4 teaspoon and

1 tablespoon

 1 fork (for whisking)

 1 small bowl (for whisking) or 1 jar with lid

 6 butter knives

 2 large bowls for rinsing salad greens

 1 cup dry measuring cup

 1⁄4 cup dry measuring cup

 liquid measuring cup (optional)

 1 salad spinner (optional)

 6 peelers (optional)

 2 vegetable scrub brushes (optional)
Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide 

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How to Rinse Salad Greens and Fresh 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

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. Do not 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!

 BRIGHT IDEA: If you ar e leaving the cucumber

peel on in this activity, you can have the childr en

take turns peeling one strip each fr om a single

cucumber, leaving strips of peel in between to cr eate

alternating strips of gr een and white. Leave the peels

on any remaining cucumbers.

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. 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. (Optional) Scrub the peel with a clean vegetable

brush while rinsing the fruit or vegetable, rubbing

gently so they do not get bruised.

3. Dry with a paper towel.
Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide 

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How to Dice and Chop

“Dicing” means cutting foods into small, dice-shaped cubes.

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 will not 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.

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.

3. Put the lid on the spinner.

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 too

sharp but will still cut through many fruits

and vegetables. An adult may need to use

a chef’s knife to cut the cucumber in half

lengthwise, and the apple and tomato into

quarters or smaller pieces for the children to

practice slicing, dicing, and chopping.

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.

SAFETY TIP: Remind childr en to take their

time and keep their eyes on the knife at all

times. Remind them they should always cut

on a cutting boar d to avoid damaging the

counter and use a nonslip cutting boar d for

safety.

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. Pat the greens to see if they are dry. Spin greens

again if needed.
Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide 

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How to Measure

It is important to measure correctly when following a recipe. The measuring tools that 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, 1⁄2 cup, 1⁄3 cup, 1⁄4 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 1⁄4 teaspoon,

1⁄2 teaspoon, 1 teaspoon, and 1 tablespoon. Sometimes 1⁄8 teaspoon and 1⁄2 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.

How to Measure Salad Greens

1. Place the 1-cup dry measuring cup on a flat surface. 1. Pour the vinegar into the 1-tablespoon measuring

2. Fill the measuring cup with the greens and pack spoon.

down tightly. How to Measure Diced Onions or Herbs

3. Repeat eight times. 1. Fill the 1-tablespoon measuring spoon with diced

How to Measure Cheese onions and pack down tightly.

1. Place the 1⁄4-cup dry measuring cup on a flat surface. 2. If using herbs, wash and dry the 1-tablespoon before

measuring herbs, or use a clean tablespoon. Fill 2. Fill the measuring cup. tablespoon with chopped herbs and pack down 3. Level off using a straight edge. tightly.

How to Measure Oil How to Measure Honey or Mustard

1. Pour the oil into the 1-tablespoon measuring spoon. 1. Fill the 1⁄2-teaspoon measuring spoon with honey or

2. Repeat once. You can also use a liquid measuring mustard.

cup to measure the oil. Fill the measuring cup until 2. Level off using a straight edge. the liquid reaches the 1⁄8-cup line on the side of the

cup. How to Measure Salt

1. Pour the salt into the 1⁄4-teaspoon measuring spoon.

2. Level off using a straight edge.

How to Measure Vinegar
Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide 

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How to Whisk

Whisking means beating or stirring quickly

to mix 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 do not spill over the side.

Optional: How to Use a Jar to Mix

the Dressing Mixing the salad helps make sure the ingredients from the bottom

1. Put all of the vinaigrette ingredients in and sides of the salad bowl, including the dressing, are spread

the jar. evenly.

2. Screw on the lid and shake until the 1. Put all of the salad ingredients into a large bowl.

vinaigrette looks blended. 2. Drizzle the vinaigrette onto the salad.

3. Use tongs or salad servers to gently mix the salad around and

If the vinaigrette sits for a while, make sure make sure the ingredients are mixed and evenly coated with

to mix it again before serving. vinaigrette.

If the salad sits for a while, make sure to mix it again before serving.

How to Mix a Salad
Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide 

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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?

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 the 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 the floor: Show how to sweep into a

dustpan and throw away the waste.

INSTRUCTOR TIP

If eating together as a group, check out How to

Set a Table and How to Serve Family Style on

page 10.

SAFETY TIP: When washing dishes, never

swirl your hands ar ound the bottom of the sink,

especially if you cannot see the bottom. Ther e may

be sharp tools or utensils under the water.
Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide 

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Wrap-Up and Summary (5 minutes)

OBJECTIVE: At the end of this section, the children will skit about everything they did during the activity,

be able to list five facts or skills they learned from the including five facts or skills that they learned.

activity. • Read aloud the My Salad Story on page 147 and

This is a great time to have a group discussion about have children follow along on page 11 of their Family

the activities. This can be done in a few different ways: Handout. Ask them to write their answers as you

go along. At the end, have a child share his or her • Ask for volunteers to name something that they story with the group. An answer key is provided for learned.

instructors on page 148 of this guide. • In groups, the children can create a 30-second • Have the children complete the Kitchen Tools activity commercial advertising homemade salad with sheet on page 12 of the Family Handout to test their vinaigrette dressing. knowledge. An answer key is provided for you on • The children can make a 30-second “fast forward” page 150 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 Parts 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) Beans (seed)

Onion (root) Spinach (leaf) Peas (seed)

Carrot (root) Collard greens (leaf) Corn (seed)

Parsnip (root) Kale (leaf) Avocado (fruit)

Radish (root) Chard (leaf) Cucumber (fruit)

Potato (root) Lettuce (leaf) Bell pepper (fruit)

Sweet potato (root) Endive (leaf) Eggplant (fruit)

Brussels sprouts (leaf) Asparagus (stem) Tomato (fruit)

Parsley (leaf) Celery (stem) Broccoli (flower)
Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide 

PAGE 147 

I 1 

WORD BANK: fruit, jar with a lid, leaves, roots, Vegetables, spoons, cups, dry, liquid, salad with vinaigrette dressing, fruits,

stems, whisk, kitchen tools, salad greens, roots, ingredients, flowers, leaves, whisk, seeds I, I 

Today, we made ( _____________________________________ ). The main ingredient is ( _________________ ),

which belongs in the ( _________________ ) section of MyPlate.

We 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 cu

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 ( _________________ ).

ps—

 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 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 ate it. It was delicious!

My Salad Story

Fill in the blanks and bring this home to share with your family.
Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide 

PAGE 148 

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.

I 

WORD BANK: fruit, jar with a lid, leaves, roots, Vegetables, spoons, cups, dry, liquid, salad with vinaigrette dressing, fruits,

stems, whisk, kitchen tools, salad greens, roots, ingredients, flowers, leaves, whisk, seeds

I~ I 

Today, we made ( salad with vinaigrette dressing ). The main ingredient is ( salad greens ),

hich belongs in the ( Vegetables ) section of MyPlate.

e learned to measure and used two different kinds of tools. One was measuring ( spoons )

d the other was measuring ( cups ). We also learned that there are two kinds of measuring cups—one to

easure ( dry ) ingredients and one to measure ( liquid ) ingredients.

e learned some things about different parts of plants. The six different parts of a plant are ( seeds ), ( fruits ),

tems ), ( flowers ), ( leaves ), and ( roots ). I learned that when I eat lettuce, I am eating

eaves ); when I eat a tomato, I am eating ( fruit ); and when I eat potatoes, I am eating ( roots ).

e also learned how to read a recipe. It’s important to read it all of the way through so you know what

ngredients ) and ( kitchen tools ) you will need, what all of the steps are, and how much time it will take.

hen we made the salad, we learned to use new tools. Some of these tools were a ( whisk ),

hich is used for mixing the vinaigrette. We can also use a fork if we don’t have a ( whisk )

 home. We can also use a ( jar with a lid ) and shake up the dressing inside.

lso practiced dicing, mixing, setting the table, and serving. After the salad was done, we ate it. It was delicious!

w

W

an

m

W

( s

( l

 W

( i

W

w

at

I a
Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide 

PAGE 149 

Kitchen Tools

These are the tools we need to make a salad with

vinaigrette dressing. Can you name them all?

{ ____ ) 

{ ___ _ 

( ----- ) 

{ ____ ) 

{ ____ ) 

-----

<.----) 

) 

<.---- ) 

{ ___ _ ) 

~ · · ffA~: ~ - .,,._, / f IO l\ •" 

WORD BANK: 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 150 

Kitchen Tools

These are the tools we need to make a salad with

vinaigrette dressing. Can you name them all?

fork

_____ dry

( measuring cups ) 

(, _____ whisk ) 

(, _____ peeler ) 

_____ 

/ 

/ ' 

butter knife

(, salad bowl ) 

liquid

( ____ measuring cup_, 

measuring spoons <----- ,) 

(, _____ cutting board ) 

(, _____ jar with lid ) 
Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide 

PAGE 151 

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

did not 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 

Brussels sprouts Asparagus

Celery Carrot

Lettuce Tomato

Bell pepper Cucumber

Eggplant Broccoli

Potato

Kale

Beans

Peas

Corn

Avocado
Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide 

PAGE 152 

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

did not 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?

What part of the plant are we eating when we eat:

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

fruit

flower

leaf

stem

seed

root

Eating the Different Parts of the Plant

Onions root Spinach leaf root Potato

Brussels sprouts leaf leaf Asparagus stem Kale

Celery stem Carrot root seed Beans

leaf Lettuce seed Tomato fruit Peas

Bell pepper fruit Cucumber fruit Corn seed

fruit Eggplant Broccoli flower fruit Avocado
Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide 

PAGE 153 

MyPlate Scavenger Hunt

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 are feeding your family so you end up with a

balanced meal.

It is important to fill half your plate with fruits and vegetables,

and salad is a great way to do that. Salad greens fit into the

Vegetables section of MyPlate. Vary your vegetable choices

to get a variety of vitamins and minerals.

Here is an activity you can do to talk about MyPlate

at home:

With your child, look through a supermarket circular (the

weekly advertisements for grocery stores) and identify salad

greens (vegetables) for your salad. Then search for foods

that fit into the Protein, Grains, Dairy, and Fruits sections

of MyPlate. Think about what you could add to your salad

greens to create a tasty and balanced meal or snack and

fill in the chart below. You can also do this activity at the

grocery store or by looking in your refrigerator or pantry.

A few examples have been filled in below to get you started.

Vegetables What We Can Add to Vegetables What We Can Add to

We Found Create a Balanced We Found Create a Balanced

For Our Meal or Snack For Our Meal or Snack

Salad Salad

Grain quinoa Grain

kale Protein sliced chicken Protein

sliced strawberries Fruit Fruit

low-fat feta cheese Dairy Dairy

bulgur Grain

chopped walnuts spinach Protein

Grain

Protein

diced apple Fruit Fruit

low-fat mozzarella cheese Dairy Dairy

Grain

Protein

Fruit

Dairy

Grain

Protein

Fruit

Dairy
Team Nutrition Cooks! Salad With Vinaigrette Dressing Activity Guide 

PAGE 154 

Notes

United States Department of Agriculture – Food and Nutrition Service – August 2018 • FNS-510