Cooking Basics for Kids

Transcription

1 Cooking Basics for Kids

2 Cooking Basics for Kids A presentation module for Community Food Advisors Developed by: Kimberly Green, RD Ontario Public Health Association L Association pour la santé publique de l Ontario The CFA Program is supported by the Government of Ontario.

3 PURPOSE AND LEARNING OBJECTIVES Purpose: This module is a tool for Community Food Advisor volunteers to use when teaching basic cooking skills, kitchen safety and food safety to school age children. The module can be used with small groups of children aged 5 to 12, and may be modified for use with teens or adults as a basic learn-to-cook lesson. (Adult audiences, for example, may include teens who are living independently for the first time, or seniors who have lost a spouse). When teaching cooking skills, it is recommended to keep the group small, ideally no more than 12 participants, so that more hands-on experience and proper supervision can be provided. Inviting responsible teens or adults, such as older students, teachers or parents, to assist in supervising the children, can be really helpful when cooking with kids. The presentation module is best suited for use with children ages 9-12 years. Modifications to the content and recipes may need to be made to suit younger children. The use of additional CFA volunteers, parents, teachers, or older children for extra assistance may be helpful when using this module for younger children. Each session in this module is approximately 70 to 95 minutes long (including clean-up time), and allows time for the children to acquire hands-on experience in the kitchen. This module contains 5 sessions. Each session can be used as a stand-alone class or a series of lessons. Session 1 begins with simple no-cook recipes and safety information. Sessions 2 through 5 involve more complex tasks and the use of different types of appliances, requiring more caution and supervision of the children. Each session has some activities or demonstrations, which are more suitable for older participants. Suggestions for how to modify the activities for younger students are given as well. The recipes in this module are meant for beginners and have extra explanatory steps so that children will be able to follow along at home. Community Food Advisor Program Page 1

4 Potential Learning Objectives: To learn how to prepare simple, low-cost snacks and small meals using everyday foods and basic kitchen utensils. To learn the benefits of preparing food and cooking at home instead of eating out or choosing vending machine snacks. To learn the basics of Canada s Food Guide to Healthy Eating, such as food groups and serving sizes. To learn to use basic kitchen tools and small appliances safely To learn simple cooking terminology. To learn to prepare and store food safely. To encourage recycling. Recycling practice is added in to the instructions in an effort to make this habit a part of everyday cooking routine. Using the Module with Different Age/Skill Levels This module can be used with children of various ages and skill levels. All recipes involve some tasks that any age child could assist with (i.e., mixing ingredients with a spoon, or placing items into a bowl). Please note that each session requires cutting and involves the use of knives. Please use sound judgment when deciding if the children should participate in the activity or simply observe. See Teaching Cooking to Kids, page 8, for a list of ageappropriate tasks in order to get a better idea of which tasks are appropriate for your group. Choose the session that best fits your audience and age group, or progress through the sessions with the same group over a period of time. Community Food Advisor Program Page 2

5 Suggested Outline Session 1: - Kitchen Safety - Knife Safety - Food Safety and Handwashing - Sanitizing Countertops and Cooking Surfaces - Recipe Preparation: No-Cook Recipes/Tasting - Optional Activities - Clean-up Session 2: - Review of Kitchen Safety and Handwashing - What is Healthy Eating? - Review of Canada s Food Guide to Healthy Eating - Measuring Dry and Wet Ingredients - Why Cooking? - Recipe Preparation: Using the blender or food processor - Tasting and Clean-up Session 3: - Review of Kitchen Safety and Handwashing - Microwave Basics - Recipe Preparation: Cooking with the microwave - Tasting and Clean-up Session 4: - Review of Kitchen Safety and Handwashing - Healthy Snacks - Recipe Preparation: Using the stovetop - Tasting and Clean-up Approximate Time minutes minutes minutes minutes Session 5: - Review of Kitchen Safety and Handwashing - Recipe Preparation: Using the oven or toaster oven - Tasting and Clean-up minutes Community Food Advisor Program Page 3

6 Also included in this module: Preparing to Cook With Kids Background Information Recipes: No Cook Recipes Raw Vegetables & Delicious Dill Dip Fruit Parfait Apples & Cheese with Citrus Dip Blender Fruit & Yogurt Smoothie Chickpea Mash (Hummus) Microwave Scrambled Eggs (Plain, Italian, East Indian or Mexican) Baked Almond Peaches Stove Rice Vegetable Fried Rice Pasta & Pasta With Tomato Sauce Pasta Salad Tortilla Wedges Oven Tuna Melts Un-Fried Veggie Fries Yummy Cereal Snack Mix Whole-Wheat Bannock Community Food Advisor Program Page 4

7 List of Overheads: 1. Kitchen Safety 2. Using Knives Safely 3. Food Safety List of Handouts: 1. Canada s Food Guide to Healthy Eating 2. Letter to Parents/Guardians 3. Safety Tips for the Kitchen 4. Six-Step Method of Handwashing 5. Food Safety Colouring Sheet 6. Food Safety Word Find Puzzle Community Food Advisor Program Page 5

8 PREPARING TO COOK WITH KIDS Important things to consider before starting a cooking class with children: 1. The Cooking Class Location Contact the school or agency that has requested the cooking class well in advance of the cooking session to discuss the facility and equipment that is available. Many schools have a Family Studies kitchen, however, you will need to know some basics before arranging a cooking class. Ideally, visit the facility beforehand to check on the following: Does the facility have a fridge, stove/range, basic kitchen tools and other equipment needed? Is there a sink for cleaning dishes and one for handwashing? Are there adequate electrical plugs for small appliances? Is there counter or table space for all participants to get hands-on experience? Are there cleaning supplies, dish soap, dish towels, available? Is a First Aid kit and a fire extinguisher on hand? Is there a telephone nearby should an emergency arise? If you need to do cooking sessions in a place that does not have basic kitchen supplies, you may need to bring your own. Read over the recipe that you will be using, so that you bring all the utensils you need. Community Food Advisor Program Page 6

9 Basic Kitchen Supplies for cooking sessions: Staples Mixing bowls Mixing spoons, slotted spoon, fork Knives and cutting boards Serving plates Vegetable peeler Can opener Wire whisk Spatula Cheese grater Colander Trivet for cooling Storage containers for leftovers Note: Some recipes require small appliances like a hand mixer or blender, toaster oven, microwave. Recipes using oven/range require frying pans, saucepan, baking sheets and/or oven mitts. Additional Items Disposable plates, bowls, cups and utensils as needed for sampling Paper napkins Dish soap Dish cloth and drying towels Paper towels Soap-less handwashing solution (e.g., Purell hand sanitizer) Garbage bags Sanitizing spray/bleach solution (see Session 1: Sanitizing Countertops and Cooking Surfaces) 2. The Food and Ingredients Needed for Cooking A cooking lesson means that food supplies must be purchased. Talk to your Community Food Advisor Program Coordinator about how this is to be handled. To make sure there are no misunderstandings between the Community Food Advisor and the individual requesting the cooking class, several things need to be decided: Community Food Advisor Program Page 7

10 Agree on WHO is responsible for the cost of food (in most cases this will be school or agency s responsibility). Agree on a MAXIMUM cost of food. Estimate spending at least $2 per person for each recipe. Agree on WHAT is to be done with any leftovers. (If a half-bag of flour or some spices are not used, what should be done with it) Agree HOW reimbursement or payment will be made. (Will the CFA buy the food and be reimbursed by cash immediately, or will a cheque be sent at a later date, or will there other arrangements be made?) 3. Food Allergies Food allergies are serious and can be life-threatening. Make sure to inquire with the teacher, or whoever requested the cooking class, if there are any known food allergies among the participants. It is a good idea to ask the teacher or organizer in advance, and ask again just before the class, if there are any known allergies. Avoid using any recipe that contains ingredients to which a participant is allergic (i.e., peanuts, nuts, or other ingredient). If you have concerns, speak with your CFA Coordinator, or a Registered Dietitian. A letter may need to be sent home to the parents informing them of the activity and asking them to indicate allergies and requiring their signature. 4. Teaching Cooking to Kids Supervision is the key to cooking successfully with kids. Children develop cooking skills at different rates, so it s important to have an adult introduce children to skills that match their ability level. Community Food Advisor Program Page 8

11 AGE RANGE APPROPRIATE TASKS Most 5 to 6 year olds can: Scrub and wash vegetables and fruits Tear lettuce to make salad Add ingredients to bowl; stir ingredients in bowl Transfer dry ingredients into moist ingredients Help measure and stir ingredients Help pour batter into baking dish Arrange food on serving plate Most 7 to 8 year olds can: Fill and level measuring spoons and cups Read a recipe aloud (some may not) Perform most tasks in recipe with adult supervision, except placing items in and taking them out of a hot oven Most 9 to 10 year olds can: Use a can opener Use a vegetable peeler Use a microwave oven (with supervision) Prepare simple recipes with few ingredients Most 11 to 12 year olds can: Follow a recipe without help Use a blender Use an oven or stove Use a knife with supervision Use a grater to shred cheese or carrots Community Food Advisor Program Page 9

12 Most kids (and adults), learn best by doing, so, whenever possible, allow them to try a task on their own. Keep in mind that children need to be closely supervised if they are using knives and sharp tools (graters, peelers, and blenders) or when the oven/stove is being used. Review safety tips with children at each cooking session. Also, consider that individuals might have very different vocabulary levels when it comes to cooking. The recipes in this module are explained simply and in great detail for this reason. For example, an effort was made to explain what mincing an onion or boiling water means in a descriptive way. Many kids, or adults with English as a second language, may not know the name of different utensils, cooking terms and appliances in the kitchen. The names of these items are highlighted using boldface type in the recipe to remind you to review these terms with the participants. It is a good idea to begin each class with a review of kitchen utensils and tools used, and then repeat the utensil names often throughout the class. 5. Involving The Child s Parents/Guardians Parents/guardians can be involved in the learning process if they encourage children to use their newly learned cooking skills later at home. You may want to send children home with a letter such as the following (see Handout 2 for a ready-to-use letter). Inviting parents or guardians to assist in supervision during the cooking class can make the class run more smoothly, and may also encourage families to use their newly-learned cooking skills at home later, and to enjoy cooking together. 6. Time Cooking lessons, especially cooking session with children, take a lot of time and preparation. Allow at least two hours per session, plus extra time for shopping and set-up. Community Food Advisor Program Page 10

13 7. Shop Well Before Cooking The recipes in this module are simple and use basic ingredients for the most part. However, the proper choice of ingredients can make the finished product even more tasty and healthy. GRAIN PRODUCTS Flour - Whole-wheat flour has more fibre and B-vitamins than white flour (all purpose or white flour can be used successfully as well). Bread - Choose whole wheat varieties where the first ingredient listed on the package says whole wheat or 100% whole grain flour. Enriched flour is also a healthy choice, but whole grains have more fibre and B-vitamins. Rice - Choose brown rice more often as it is a whole grain. Pasta - Whole-wheat pasta will have a little more fibre than enriched pasta. Choose a good variety of different pastas to add interesting shapes and colours. VEGETABLES & FRUIT Fresh vegetables and fruits - Choose produce that looks fresh with no moldy or rotten spots. Frozen vegetables and fruits - Choose packages that are well sealed and feel frozen solid, not mushy (or the package may have defrosted). Avoid frozen produce that has added fats (i.e., sauce or butter) or added sugar or syrup. Canned vegetables and fruits - Choose canned vegetables that have no added salt. Choose fruits that are canned in juice instead of syrup. MILK PRODUCTS Cheese - Choose packages that are well sealed and do not have moldy areas. Check the best before date Milk - Choose lower-fat types, such as 2%, 1% or skim, more often. Community Food Advisor Program Page 11

14 MEAT & ALTERNATIVES Eggs - Keep eggs, and foods made with eggs, refrigerated, even when cooked. Meat, poultry and fish - These are healthy foods, however, none of the recipes in this module call for meat or poultry. This simplifies the recipes for beginner cooks, and makes food safety issues easier for the CFA instructor. Nuts and peanut butter - Choose unsalted nuts and seeds when needed for a recipe. Choose peanut butter made with non-hydrogenated oils. To avoid trans fats, look for terms such as old fashioned or natural on the label (reading the Nutrition Facts panel is the only way to be sure the product does not contain trans fats). Keep in mind that allergies to nuts and peanuts can be an issue when cooking with a group of people. Make every effort to find out if those in your cooking class have any food allergies before you begin cooking. It might be better to eliminate all nuts from these recipes check with the school or organizers of the event. FATS & OILS Margarine - To avoid trans fat, choose non-hydrogenated margarine. (Look for these words on the margarine container.) Read the label to make sure trans fats are 0 on the Nutrition Facts panel. Cooking oil - Choose cooking oils that are mainly unsaturated (e.g., canola, olive, safflower, or sunflower oils). Community Food Advisor Program Page 12

15 BACKGROUND INFORMATION Healthy Eating and Everyday vs. Sometimes Foods Healthy eating is not just what you eat at one meal or in one day. Healthy eating is making healthy food choices MOST of the time, with occasional treats and splurges. Sometimes foods or other foods are foods that do not fit into one of the four food groups in Canada s Food Guide to Healthy Eating and do not provide the body with many nutrients. Candy, soft drinks, potato chips, donuts, and chocolate are sometimes foods since they do not supply the body with the nutrients it needs to grow and develop optimally. Everyday foods are foods that have a lot of nutrients these are the foods shown in Canada s Food Guide to Healthy Eating (Handout 1). Eating these foods at most meals and for snacks most of the time is what is called eating healthy! Why Should Kids be Cooking? Snack foods and fast foods are available to children nearly everywhere they go: vending machines at school or the hockey arena, tuck shops, convenience stores, and at the movies. Many snack foods from vending machines or fast foods outlets do not have a lot of nutrients, and can be considered other foods. Providing children with the skills they need to make their own snacks or quick meal at home can help them avoid poor choices from a vending machine or fast food outlet. Learning to cook can be a lot of fun, and it equips kids and families with the tools they need to prepare and eat healthy foods without spending a lot of money. Preparing food at home may seem more expensive initially when you are shopping for all the ingredients, but soon you will see that you get much more for your money when you cook at home, and the food is often much healthier. Community Food Advisor Program Page 13

16 Cooking Safely with Kids Learning to cook safely is an important part of any cooking lesson to avoid any accidental cuts, burns or food-borne illnesses. Kitchen safety, using knives safely, food safety, handwashing and keeping hair restrained, sanitizing surfaces, avoiding crosscontamination and sampling/tasting food safely are all part of kitchen safety rules that should be reviewed and reinforced with your class. See Handout 3 Safety Tips for the Kitchen. 1. Kitchen Safety Remind children to check with an adult before starting to prepare food at home and to get help when using any kitchen appliance, especially the stove or oven. Safety Tips to Prevent Fires, Burns, Cuts, and Shocks Never leave a pot on the stovetop unattended. Be especially careful of hot steam coming from pots when boiling. Turn the handle of a frying pan or pot towards the back of the stovetop, not pointing out where it can catch on your clothes. Always turn off the stove or range and oven after using. Always use dry oven mitts to lift food in and out of the oven. Never put your hand inside a blender. The blades are very sharp. Be careful when plugging in or unplugging appliances like mixers or blenders. Make sure your hands are dry to avoid an electric shock. Always hold the plug - never the cord - when unplugging Pay attention, and don t rush, when using sharp utensils like knives, vegetable peelers and graters. Community Food Advisor Program Page 14

17 2. Knife Safety An adult should always supervise children using knives. Use the correct size of knife for the job, such as a small paring knife for vegetables and fruits, and a larger serrated knife to cut a loaf of bread. An adult should do cutting through meats and poultry. Serrated knives tend to be more stable when cutting; straight-edged knives cut through quickly and tend to cause more accidents. Even adults can cut themselves easily, so review the following information with all participants. Knife Safety Always use a cutting board. Never cut or peel vegetables in the palm of your hand. Cut DOWN and AWAY from you when using knives in case the knife slips. Keep fingers curled in tight, away from knife blade, when cutting. Do not throw dirty knives into the sink with other dirty dishes to be washed. Someone might not see the knife and cut their hand. Put knives beside the sink, and wash them carefully, one at a time. 3. Handwashing The importance of clean hands while cooking cannot be overstated! Everyone must wash their hands before starting food preparation, and continue to wash hands throughout the cooking process (especially after using the washroom, coughing or sneezing) to prevent the spread of germs. 4. Hair To avoid stray hairs in your food, hair should be restrained with either a clean ball cap or a hairnet when cooking together. At home, keeping hair tied away from the face is sufficient. Community Food Advisor Program Page 15

18 5. Sanitizing Make sure all equipment, cooking surfaces and counters are cleaned and sanitized before and after cooking. You can sanitize the kitchen and equipment using a diluted bleach solution. Make a sanitizing solution in a spray bottle by mixing 2 cups/ 500 ml of water with one capful (one ounce/28 ml) of bleach. Use for this solution for cleaning countertops, cooking surfaces, cutting boards, etc. If bleach is not allowed in the facility, contact the organizer from the facility and ask what types of cleaning solutions they recommend. 6. Food Safety You cannot tell if a food is unsafe by smelling or looking at it. The old saying, when in doubt, throw it out is good advice to go by. The bacteria in food multiply most rapidly in between the temperatures of 4 C and 60 C, often called the danger zone. It is important to keep hot foods hot and cold foods cold by cooking thoroughly and storing them in the fridge. 7. Avoiding Cross-contamination Wash vegetables and fruit with cool running water before eating or peeling to remove surface dirt and bacteria. Trim off any parts that look moldy or brown. Use a separate cutting board for raw meats, fish and poultry. Keep these foods away from other foods and ingredients. Place leftovers and opened cans (e.g., leftover canned fruit) in the refrigerator as soon as possible after a meal. Return cold foods, like milk and eggs, to the refrigerator as soon as possible after you have finished with them. Community Food Advisor Program Page 16

19 8. Sampling and Testing Food Often when people cook at home, they will put a finger in the food to test it, or will use a spoon to taste and re-insert the used spoon in the food again. This is not acceptable when cooking in a group. Participants should be reminded to use clean utensils each time they sample a recipe. No doubledipping! For more information on food safety, see Suggested Additional Resources. Community Food Advisor Program Page 17

20 INTRODUCTION Each cooking session will require planning and preparation. Make sure you are ready with all the supplies, ingredients and equipment needed for the recipe you have selected. Begin by reviewing the background information provided at the beginning of the module and then choose a recipe. SESSION 1: NO COOK RECIPES minutes Using knives, cutting boards, vegetable peeler, and measuring spoons Recipes: Raw Vegetables & Delicious Dill Dip, Fruit Parfait, and Apples & Cheese with Citrus Dip NOTE: These recipes are simple and can be used with younger children. Adult supervision is needed when knives are used. Plan ahead to ensure all ingredients, supplies and utensils are on hand. 1. Kitchen Safety 5-10 minutes Start the class with a review of Kitchen Safety. Emphasize that safety rules must be followed at all times for the cooking class to continue. Show Overhead 1: Kitchen Safety and review all points. 2. Knife Safety 5-10 minutes Review Knife Safety with the class. Depending on the age and level of the class, children may or may not be using the knives themselves. Community Food Advisor Program Page 18

21 Show Overhead 2: Using Knives Safely and review all points. Demonstrate proper cutting technique, i.e., cutting down and away using a cutting board (NOT cutting in the palm of the hand). Read this rhyme to the children and ask them to repeat after you: When it's time to use a knife there s something you should do. When you're going to chop or slice, be sure to face the blade away from you. 3. Food Safety and Handwashing Demonstration minutes Make sure the kitchen always has a separate sink for handwashing and is equipped with soap and towels (or make other arrangements, if necessary). Demonstration: Six-Step Method of Handwashing Demonstrate the Six-step method of handwashing. Distribute Handout 4: Six-Step Method of Handwashing when you are finished the demonstration. 1. Wet hands under warm, running water; apply soap. 2. Wash all surfaces thoroughly, including wrist and palms, backs of hands, fingers and under fingernails. 3. Scrub with soap and count for at least 10 to 20 seconds. 4. Rinse under running water for a count of When drying, use a clean towel or disposable paper towel. 6. Turn off the water taps with the towel to avoid re-contamination. Make sure each child has washed his/her hands before proceeding to recipe preparation. Community Food Advisor Program Page 19

22 With younger children, focus on handwashing and keeping hair away from food. Activity: Read this rhyme with younger children and ask them to repeat after you: Wash your hands with soap and water too Wash your fruits and vegetables and make them clean for you Put food in the refrigerator - do it right away Keep counters clean where food is prepared and chase those germs away! Provide each student with Handout 6: Food Safety Colouring Sheet. If you have time, or feel the need to discuss more on food safety and handwashing, do the Glo-Germ activity with the class. For activity details please see page 18 of Food Safety A Presentation Module for Community Food Advisors (2001). Discuss food safety topics, like cross-contamination and sanitizing, with older children. Show Overhead 3: Food Safety. Emphasize the importance of having clean hands when preparing food, and that foods need to be stored properly to avoid the spread of germs and food-borne illness. Provide each student with Handout 5: Food Safety Word Find Puzzle to take home. For an older group, demonstrate how to sanitize countertops and cooking surfaces. Community Food Advisor Program Page 20

23 Demonstration: Sanitizing Countertops and Cooking Surfaces Create a sanitizing solution by mixing one capful (one ounce/28ml) of chorine bleach in two cups (500 ml) of water in a spray bottle. Label the spray bottle. Use this solution to spray on counter tops and other cooking surfaces to sanitize and kill germs, especially cutting boards after meat or poultry has been cut. Remind children to check with an adult before using bleach. NOTE: Before demonstrating this technique, be sure to check if the facility you are using allows bleach to be used. Reference: Food Safety A Presentation Module for Community Food Advisors (2001). 4. Recipe Preparation 30 minutes Choose one or more of the recipes from Session 1: Raw Vegetables & Delicious Dill Dip, Fruit Parfait, or Apples & Cheese with Citrus Dip. If the group is very young or too large, you may want to cut up the vegetables and fruit yourself as the children watch, and select one or two helpers to assist with measuring and stirring the dip ingredients or layering the fruit parfait. See Session 2 for an activity on Teaching Measuring Techniques. If the children are older, and there is enough space, equipment, and supervision available, set up different working stations so each child gets hands-on experience cutting and preparing a vegetable or fruit. The Fruit Parfait recipe makes only one serving. You may want to have several groups of children make this recipe so there will be enough parfait for everyone to try. Remind children to save tasting for the end, when everyone can sample the recipe together. Community Food Advisor Program Page 21

24 5. Tasting 10 minutes Have students wash their hands before tasting. Allow all participants to have a sample of the recipes that were prepared. Optional Activities: 1. As the class is working on the recipes or tasting, initiate a discussion on different fruits and vegetable by asking each participant What is your favorite vegetable or fruit? 2. Ask if anyone knows how many servings of vegetables and fruit are recommended each day by Canada s Food Guide to Healthy Eating (Answer: 5 to 10). See Session 2 for more on the Food Guide. 3. Place a mystery vegetable or fruit in a paper bag. Ask one student to identify it just by reaching in the bag (without looking in the bag). Do this several times with different vegetables and fruit. 4. More ideas for fun vegetable and fruit activities can be found in Vegetables & Fruit, Every Day! A Presentation Module for Community Food Advisors (2004). 6. Clean up 15 minutes Involve children in washing the dishes, cleaning the work surfaces, and making sure food is stored in its proper storage location (i.e., refrigerator or cupboard). Emphasize that cleaning up is an important part of cooking at home. Community Food Advisor Program Page 22

25 Handouts: Send participants home with a copy of the recipe and a copy of Canada s Food Guide to Healthy Eating. You may also want to include a letter to parents (see Involving the Child s Parents/Guardians) to encourage cooking practice at home. Community Food Advisor Program Page 23

26 SESSION 2: USING A BLENDER /HAND MIXER minutes Using a can opener, measuring spoons and cups, knives, cutting board Recipes: Fruit & Yogurt Smoothie and Chickpea Mash (Hummus) Start your preparation for the session well in advance to ensure all ingredients, supplies and utensils are available when you need them. The recipes in this session involve the use of a small electrical appliance (blender or hand mixer) and require extra attention to safety. If you have already completed Session 1 with your class, do a quick review of kitchen safety, knife safety, and handwashing (Overheads 1, 2, and 3) before proceeding. If this is the first session for your class, you may want to spend more time going over kitchen safety, knife safety, and handwashing activities from Session 1 before starting to prepare food with the children. 1. Review of Kitchen and Knife Safety, and Handwashing 15 minutes Show Overhead 1: Kitchen Safety Show Overhead 2: Using Knives Safely Show Overhead 3: Food Safety Discuss material on each overhead. Community Food Advisor Program Page 24

27 2. What is Healthy Eating? 5 minutes Ask participants what healthy eating means to them. Encourage the children to provide comments and reinforce that healthy eating is about: Eating the foods you love Aiming for variety and moderation in all the foods you eat Recognizing that some foods should be eaten less often and in smaller amounts Healthy eating is about all the foods you eat over time. It is not one food or one meal. Ask participants why healthy eating is important, especially for kids. Get the participants feedback and reinforce that children need to eat healthy foods because they need energy and nutrients to grow, learn, and play. Also reinforce that healthy eating makes you feel good. 3. Review of Canada s Food Guide to Healthy Eating 10 minutes Distribute Canada s Food Guide to Healthy Eating (Handout 1) or use a poster of the Food Guide to emphasize the information. Explain to the students the following points: Canada s Food Guide to Healthy Eating is a tool to help people make food choices for healthier eating. Community Food Advisor Program Page 25

28 The rainbow side of the Food Guide shows the four food groups: Grain Products, Vegetables and Fruit, Milk Products, and Meat and Alternatives. The four food groups provide you with all the nutrients you need to be healthy. You need foods from each food group because each group gives you different nutrients. You also need to choose different foods from within each food group. Explain the term variety. Foods can be grouped into everyday and other or sometimes foods. Everyday foods are those that are healthy for you because they have lots of nutrients that your body needs to play, grow, and learn. These are the foods in the four food groups. Other foods are those that don t have all the nutrients your body needs to play, grow, and learn. These are foods like candy and potato chips and other snacks that are commonly found in vending machines and conveniences stores. 4. Measuring Techniques 10 minutes Show the group a selection of measuring cups and measuring spoons for dry ingredients. Pass a different size measuring cup or spoon to several students. Ask them to read the amount on the cup or spoon they are holding, e.g.: 250 ml (1 cup) 175 ml (¾ cup) 150 ml (2/3 cup) 125 ml (½ cup) 75 ml (1/3 cup) 50 ml (¼ cup) 15 ml (1 tablespoon) 5 ml (1 teaspoon) 2 ml (½ teaspoon) 1 ml (¼ teaspoon) 1/2 ml (1/8 teaspoon) Community Food Advisor Program Page 26

29 Demonstration: Measuring Wet and Dry Ingredients Show the group how to level measurements of dry ingredients like flour or sugar so that the correct amount of the ingredient is added to the dish. Dip the measuring cup or spoon into the ingredient and fill it to the top. Use the flat side of a knife to level off the measuring cup and push off 5. Why Cook? 5 minutes the excess flour or sugar. Similarly, when measuring spices, level off the Ask measuring participants spoon why with it the might flat be end healthier of a knife. to cook Be sure and to prepare remind snacks at home participants instead not of grabbing to level off something the measuring from a spoon/cup vending machine into the or mixing convenience bowl! store. Show the group a graduated glass measuring cup (one cup/250 ml or two cups/500 ml) for liquid ingredients. Explain to the group that measuring Get the participants feedback and reinforce that cooking at home allows yo wet ingredients with a measuring cup meant for dry ingredients can result to make healthy snacks from everyday foods like bread, cheese, fruits and in the wrong amount of ingredients for the recipe. Demonstrate proper vegetables instead of choosing sometimes foods like potato chips or wet ingredient measurements by placing the glass measuring cup on the chocolate bars. counter, pouring in the liquid carefully, and reading the correct amount at eye level. 5. Recipe Preparation minutes Choose one of the recipes from Session 2: Fruit & Yogurt Smoothie or Chickpea Mash (Hummus). If the group is very young or too large, you may want to do the cutting and mincing yourself, and have the children observe. Involve children in ageappropriate tasks, like peeling the banana, mixing with a spoon, adding measured ingredients into the bowl, etc. If the children are older, and there is enough space, equipment, and supervision available, set up different working stations to allow each child to get hands-on experience. This could include using the can opener, measuring ingredients, or operating the blender or hand mixer. Community Food Advisor Program Page 27

30 NOTE: The Fruit & Yogurt Smoothie recipe makes only two servings. You may want to have several groups of children make the recipe so that there will be enough for everyone to have a taste. If each group chooses different fruit for the recipe, there will be a variety of flavours to taste. Remind children to save tasting for the end, when everyone can sample the recipe together. 6. Clean up 15 minutes Involve children in washing dishes, cleaning work surfaces, and making sure food is stored in the appropriate spot (refrigerator or cupboard). Emphasize that cleaning up is an important part of cooking at home. Handouts: Send participants home with a copy of the recipe(s) and a copy of Canada s Food Guide to Healthy Eating. You may also want to include a letter to parents to encourage cooking practice at home. For more information and a sample letter see Involving the Child s Parents/Guardians in the Preparing to Cook with Kids section of this module. Community Food Advisor Program Page 28

31 SESSION 3: USING THE MICROWAVE minutes Using measuring spoons/cups, knives and cutting boards, wire whisk, cheese grater Recipes: Scrambled Eggs (Plain, Italian, East Indian or Mexican) and Baked Almond Peaches Plan ahead to ensure all ingredients, supplies and utensils are on hand. These recipes involved the use of the microwave, which requires adult supervision for most children. If you have already completed Session 1 with your class, do a quick review of kitchen safety, knife safety, and handwashing (Overheads 1, 2, and 3) before proceeding. If this is the first session for your class, you will need to spend some time going over the kitchen safety, knife safety, and handwashing activities from Session 1 before starting to prepare food with the children. 1. Review of Kitchen and Knife Safety, and Handwashing 15 minutes Show Overhead 1: Kitchen Safety Show Overhead 2: Using Knives Safely Show Overhead 3: Food Safety Discuss material on each overhead. Community Food Advisor Program Page 29

32 2. Microwave Basics 15 minutes Ask children if they have a microwave at home and if they have ever used it. What kinds of foods do people usually cook in the microwave oven? Allow the children time to think of responses and encourage their input. Explain that the microwave is not just for heating up frozen pizza pockets or hot dogs. You can also use it to cook oatmeal, eggs, soup and many other healthy foods very quickly. The microwave also makes it very easy to heat up leftovers. Reinforce that only microwave-safe plastics, glass or ceramics are used in the microwave, never metal or aluminum foil. A microwave should never be operated when empty. Read over the instructions for the Scrambled Eggs and/or the Baked Almond Peaches. Both recipes ask you to open the microwave partway through cooking and either stir or turn the food. Why is it necessary to stir or turn the food during the cooking process? Ask participants for ideas and then explain that microwaves cook unevenly. Stirring or turning the food will help the food cook more evenly. 3. Recipe Preparation 30 minutes Choose one of the recipes from Session 3: Scrambled Eggs or Baked Almond Peaches. If the group is very young or too large, you may want to do the microwaving yourself, and have the children observe. Involve children in age-appropriate tasks, like cracking eggs into a bowl, adding measured ingredients into a bowl, and mixing ingredients. If the children are older, and there is enough space, equipment, and supervision available, set up different working stations to allow each child to have a hands-on experience. Community Food Advisor Program Page 30

33 If using the Scrambled Eggs recipe, each station could prepare a different type Plain, Italian, East Indian, or Mexican. NOTE: The Baked Almond Peaches recipe makes only one serving, so you may want to have several groups of children make the recipe so that there will be enough food for everyone to sample. CAUTION: The Baked Almond Peaches recipe calls for nuts. Omit nuts if any of the children are allergic to nuts. Remind children to save tasting for the end, when everyone can sample the recipe together. 5. Clean up 15 minutes Involve children in washing dishes, cleaning work surfaces, and making sure food is stored in the appropriate spot (refrigerator or cupboard). Emphasize that cleaning up is an important part of cooking at home. Handouts: Send participants home with a copy of the recipe(s) and a copy of Canada s Food Guide to Healthy Eating. You may also want to include a letter to parents to encourage cooking practice at home. For more information and a sample letter see Involving the Child s Parents/Guardians in the Preparing to Cook with Kids section of this module. Community Food Advisor Program Page 31

34 SESSION 4: Using the Stove/Electric Skillet minutes Boiling and Frying Using measuring cups/spoons, knives and cutting board, vegetable peeler, potato masher, spatula, colander, cheese grater, pots/saucepans with lids, frying pan) Recipes: Rice and Vegetable Fried Rice, Pasta /Pasta with Tomato Sauce and Pasta Salad, Tortilla Wedges Plan ahead to ensure all ingredients, supplies and utensils are available at your facility. The recipes covered in this session all involve the cooking on the stove. This will require extra attention to safety. If you have already completed Session 1 with your class, do a quick review of kitchen safety, knife safety, and handwashing (Overheads 1, 2, and 3) before proceeding. If this is the first session for your class, you will need to spend some time going over the kitchen safety, knife safety, and handwashing activities from Session 1 before starting to prepare food with the children. 1. Review of Kitchen and Knife Safety, and Handwashing 15 minutes Show Overhead 1: Kitchen Safety Show Overhead 2: Using Knives Safely Show Overhead 3: Food Safety Discuss material on each overhead. Community Food Advisor Program Page 32

35 2. Healthy Snacks minutes Ask participants if they think snacking is healthy. Get the participants feedback and reinforce that it is healthy to have snacks. Explain that children need snacks in order to get all the nutrients and energy they need to grow and develop. Explain that because they are growing and playing, they often need more energy and nutrients than they can get from eating breakfast, lunch, and supper. Reinforce that healthy snacks are foods from Canada s Food Guide to Healthy Eating. Ask participants to name some of their favourite snacks. As the participants name their favourites, review what food group of Canada s Food Guide to Healthy Eating they fit into. You might also want to review everyday foods and sometimes foods. 3. Recipe Preparation minutes Choose from one of these three cooking lessons from Session 4: Rice, Pasta or Tortilla Wedges. The cooking lessons will take longer if you choose either the Vegetable Fried Rice, Pasta with Tomato Sauce, or Pasta Salad recipes. The recipe for Tortilla Wedges is simpler and faster to prepare. If the group is very young or too large, you may want to prepare the recipe yourself. The children can watch your actions and you can select one or two helpers to assist with appropriate tasks like beating an egg, measuring the frozen vegetables, or crumbling the Feta cheese. If the children are older, and there is enough space, equipment, and supervision available, set up different working stations to allow each group to get hands-on experience preparing their own Tortilla Wedge, or cooking their own small pot of rice or pasta. It may be an opportunity to compare how each pot of rice or pasta turns out and to explain different results. For example, if one batch of pasta is overcooked (yielding mushy pasta), and another batch is undercooked and crunchy. Community Food Advisor Program Page 33

36 NOTE: The Tortilla Wedge recipe makes only one serving. You may want to have several groups of children make the recipe so that there will be enough for everyone to have a taste. Remind children to save tasting for the end, when everyone can sample the recipe together. 4. Clean up 15 minutes Involve children in washing dishes, cleaning work surfaces, and making sure food is stored in the appropriate spot (e.g., refrigerator or cupboard). Emphasize that cleaning up is an important part of cooking at home. Handouts: Send participants home with a copy of the recipe(s) and a copy of Canada s Food Guide to Healthy Eating. You may also want to include a letter to parents to encourage cooking practice at home. For more information and a sample letter see Involving the Child s Parents/Guardians in the Preparing to Cook with Kids section of this module. Community Food Advisor Program Page 34

37 SESSION 5: USING THE OVEN minutes Using the toaster oven Baking and Broiling Using measuring cups/spoons, knives and cutting board, spatula, oven mitts, baking sheet, baking dish/roasting pan, trivet. Recipes: Tuna Melts, Un-Fried Veggie Fries, Yummy Cereal Snack Mix, Whole-Wheat Bannock (bread) Plan ahead to ensure all ingredients, supplies and utensils are available at your facility. The recipes covered in this session all involve the cooking on the stove. This will require extra attention to safety. If you have already completed Session 1 with your class, do a quick review of kitchen safety, knife safety, and handwashing (Overheads 1, 2, and 3) before proceeding. If this is the first session for your class, you may want to spend more time going over kitchen safety, knife safety, and handwashing activities from Session 1 before starting to prepare food with the children. 1. Review of Kitchen and Knife Safety, and Handwashing 15 minutes Show Overhead 1: Kitchen Safety Show Overhead 2: Using Knives Safely Show Overhead 3: Food Safety Discuss material on each overhead. Community Food Advisor Program Page 35

38 2. Recipe Preparation minutes Choose from the following recipes: Tuna Melts, Un-Fried Veggie Fries, Yummy Cereal Snack Mix, and Whole-Wheat Bannock. If the group is very young or too large, you may want to prepare the recipe yourself as the children watch, and select one or two helpers to assist with appropriate tasks, like mixing ingredients in a bowl or shaping the dough. If the children are older, and there is enough space, equipment, and supervision available, set up different working stations to allow each child to get hands-on experience. If the group has access to more than one oven, you could even have the children prepare an additional recipe. NOTE: The recipe for Tuna Melts yields only one to two sandwiches. You may wish to have several groups of children make the recipe so that there will be enough food for everyone to have a taste. Remind children to save tasting for the end, when everyone can sample the recipe together. 3. Clean up 15 minutes Involve children in washing the dishes, cleaning work surfaces, and making sure food is stored in the appropriate location (e.g., refrigerator or cupboard). Emphasize that cleaning up is an important part of cooking at home. Handouts: Send participants home with a copy of the recipe(s) and a copy of Canada s Food Guide to Healthy Eating. You may also want to include a letter to parents to encourage cooking practice at home. For more information and a sample letter see Involving the Child s Parents/Guardians in the Preparing to Cook with Kids section of this module. Community Food Advisor Program Page 36

39 SUGGESTED ADDITIONAL RESOURCES Cooking with Kids Kids In the Kitchen A 148-page manual from Health Canada and the Winnipeg Regional Health Authority (March 2002) on how to set up a Kid s Cooking Club. Food Safety Fight Bac Learning Program Presenter s guides for teaching food safety to children from Kindergarten to Grade 3 and Grades 4 to 7. Canadian Partnership for Consumer Food Safety Education Fun and educational information for students and teachers, including an online interactive game for kids. Related CFA Presentation Modules Available on the Nutrition Resource Centre (NRC) website under Community Food Advisor Program, and Information for CFAs and CFA sites. (password required) Canada s Food Guide to Healthy Eating Food Safety Vegetables and Fruit, Every Day! Community Food Advisor Program Page 37

40 Overheads 1. Kitchen Safety 2. Using Knives Safely 3. Food Safety

41 Overhead 1 Kitchen Safety Check with an adult before starting to cook. Use sharp knives, vegetable peelers and graters with care. Do not rush. Do not put your hand inside a blender. The blades are very sharp. Use dry hands to plug-in or unplug electrical appliances. Hold the plug - never the cord - to unplug an electrical appliance. Do not leave pots on the stove or range unattended. Avoid hot steam coming from boiling water. Point the handle of a frying pan or pot inwards, not pointing out; otherwise, it could catch on your clothes. Turn off the stove or range and oven after using. Use dry oven mitts to lift food in and out of the oven.

42 Using Knives Safely Overhead 2 Check with an adult before using a knife. Use the correct knife for the job, such as a small paring knife for vegetables and fruits, and larger serrated knife to cut bread. Always use a cutting board. Never cut food while holding it in the palm of your hand. Cut DOWN and AWAY from you when using knives, in case the knife should slip. Pay attention to what you re doing when using a knife. Have adults cut difficult foods. Put dirty knives BESIDE the sink (not in the sink), and wash them one at a time.

43 Food Safety Overhead 3 Wash hands with soap and water before cooking. Wash hands frequently while you are cooking, especially after using the washroom, coughing or sneezing. This prevents the spread of germs. Keep your hair in a clean ball cap, hairnet, or tied away from your face, to avoid stray hairs in your food. Clean and sanitize equipment, cooking surfaces, counters and cutting boards before and after cooking. Use a diluted bleach solution and get help from an adult. Wash vegetables and fruit with cool running water before eating or peeling. Washing removes dirt and bacteria. Trim any parts of the vegetables and fruit that look moldy or brown. Use a separate cutting board for raw meats, fish and poultry. Keep raw meats away from other foods and ingredients. Return cold foods, like milk and eggs, to the refrigerator as soon as possible after using them. Remember the saying: When in doubt, throw it out. You can t tell if a food is unsafe by smelling or looking at it! Use clean utensils each time you taste-test a recipe. Remember: No double-dipping!

44 Handouts 1. Canada s Food Guide to Healthy Eating 2. Letter to Parents/Guardians 3. Safety Tips for the Kitchen 4. Six-Step Method of Handwashing 5. Food Safety Colouring Sheet 6. Food Safety Word Find Puzzle

45 Handout 2 Date: Dear Parent or Guardian, Today (child s name) attended a healthy eating session with the Community Food Advisors and learned how to make. (recipes prepared) Please show this new chef around your kitchen and allow them to use the utensils that you feel are safe for them to use. Of course, the new chef knows to always wash their hands before and after cooking, and also to clean up after preparing food. Cooking together with your child is a fun activity, and will help them practice and remember the things they have learned in class today. Cooking together helps kids and families learn to eat healthy together! Sincerely, Community Food Advisor

46 Handout 3 When it's time To use a knife. Here is something You should always do. When you're going to Chop, or slice, or dice, Be sure to face The blade away from you. Safety Tips for the Kitchen Knife Safety Always use a cutting board; never cut or peel vegetables in the palm of your hand Cut DOWN and AWAY from you when using knives, in case the knife should slip Keep fingers curled in tight away from knife blade when cutting Do not throw dirty knives into the sink with other dirty dishes to be washed; someone might put their hand and not see the knife. Instead put them beside the sink, and wash them one by one Keeping foods safe and avoiding cross contamination Wash vegetables and fruit with cool running water before eating or peeling them to remove surface dirt and bacteria. Trim off any parts that look moldy or brown. Use a separate cutting board for raw meats, fish and poultry keep these foods away from other foods and ingredients Return cold foods, like milk and eggs, to the refrigerator as soon as possible

47 Place leftovers and opened cans (e.g. leftover canned fruit) in the refrigerator as soon as possible after a meal Always wash your hands Before touching food. So the dishes you cook Will taste oh so good. Safety tips to prevent burns, cuts, and shocks Never leave a pot on the stove unattended Be especially careful of hot steam coming from pots when boiling Leave the handle of a frying pan or pot pointed in towards the stove, not out where it can catch on your clothes Always turn off the stove and oven after using Always use oven mitts to lift food in and out of the oven Never put your hand inside a blender the blades are very sharp Be careful when plugging in or unplugging appliances like mixers or blenders make sure your hands are dry to avoid an electric shock Always hold the plug and never the cord when unplugging Pay attention and don t rush when using sharp utensils like knives, vegetable peelers and graters

48 Handout 4

49 Wash your hands With soap and water too Wash your fruits and vegetables and make them clean for you Compliments of the Canadian Partnership for Consumer Food Safety Education. Put food in the refrigerator Do it right away Keep counters clean where food is prepared And chase those germs away.

50 FOOD SAFETY WORDFIND Find and circle the food safety words which can help you to Fight BAC! TM in your kitchen at home. FIGHTBAC FOOD SAFETY CLEAN COOK CHILL SEPARATE A S C L E A N E E F D A G H J Y E W D O S F H E S J R Z Y O E E P C H I L L U D P T R O I Y W C E E A Y G O E M S D W A R Y D K M F W A S I A S W W E E F Y O P T C N N Q M M E T U E Y F I G H T B A C How you can Fight BAC! TM CLEAN: Wash hands and surfaces often. COOK: Cook to proper temperatures. SEPARATE: Don t cross-contaminate. CHILL: Refrigerate promptly. The Canadian Partnership for Consumer Food Safety Education

51 FOOD SAFETY WORDFIND Answers A S C L E A N E E F D A G H J Y E W D O S F H E S J R Z Y O E E P C H I L L U D P T R O I Y W C E E A Y G O E M S D W A R Y D K M F W A S I A S W W E E F Y O P T C N N Q M M E T U E Y F I G H T B A C

52 Recipes 1. Raw Vegetables & Delicious Dill Dip 2. Fruit Parfait 3. Apples & Cheese with Citrus Dip 4. Fruit & Yogurt Smoothie 5. Chickpea Mash (Hummus) 6. Scrambled Eggs (Plain *Italian *East Indian *Mexican) 7. Baked Almond Peaches 8. Rice 9. Vegetable Fried Rice 10. Pasta & Pasta with Tomato Sauce 11. Pasta Salad 12. Tortilla Wedges 13. Tuna Melts 14. Un-Fried Veggie Fries 15. Yummy Cereal Snack Mix 16. Whole-Wheat Bannock Be sure to check out the CFA Resource Binder for additional recipes! NOTE: Remember that participants will have different levels of experience cooking and being in a kitchen. The recipes in this module are explained simply, and in as much detail as possible. Many kids may not know the names of some utensils, cooking terms, and appliances in the kitchen. The names of kitchen equipment are written in bold in the recipe. Please review these terms with the participants. It is a good idea to begin each class with a review of kitchen utensils and tools used, and then repeat the names often throughout the class.

53 Raw Vegetables & Delicious Dill Dip This is a great way to sample all kinds of different varieties of vegetables! 250 ml plain yogurt 1 cup 50 ml mayonnaise 1 / 4 cup 2 ml garlic powder ½ teaspoon 2 ml dried dill ½ teaspoon 2 ml pepper ½ teaspoon Raw Vegetables such as broccoli, carrots, cauliflower, celery, cherry tomatoes, cucumber, fennel, radishes, red peppers or green peppers 1. Wash the vegetables under cool tap water. Place them on a clean dish towel or paper towels to dry. 2. Using a knife and cutting board, remove any stems or parts that you cannot eat (brown spots, leaves, etc) and put them in the organic recycling bin. If you are having carrots, use a vegetable peeler to remove the outer skin. Put carrot peels in the organic recycling bin before chopping the carrot. 3. Cut the vegetables into bite-size pieces, and place on a clean plate. 4. Prepare the dip by putting the yogurt, mayonnaise, and spices in a medium-size bowl, and mixing together with a spoon. You can eat the dip right away, but it will taste better the following day. Letting the dip sit in the refrigerator gives the flavours a chance to blend and become stronger tasting. Be sure to cover the dip with plastic wrap before you put it in the refrigerator. Makes: 1 ¼ cups Preparation Time: About 5 minutes Equipment: knife and cutting board vegetable peeler bowl spoon Canada s Food Guide to Healthy Eating : 125 ml (½ cup) chopped vegetables is one VEGETABLES & FRUIT serving 175 g (¾ cup) yogurt is one MILK PRODUCTS serving Source: Cooking Healthy Together, Reprinted with permission from Toronto Public Health It s great to share your vegetables and delicious dill dip with someone but remember not to double dip! Double dipping (when you dip your vegetable back into the dip after you ve taken a bite) can spread germs from one person to another.

54 Apples & Cheese with Citrus Dip 6 to 8 apples (any variety) 6 to ml orange juice 2 cups Selection of cheeses Dip: 125 ml mayonnaise ½ cup 125 ml plain yogurt ½ cup 30 ml orange juice 2 tablespoons 15 ml liquid honey 1 tablespoon ½ ml ground cinnamon pinch 1. Wash the apples under cool tap water and pat dry with a clean cloth or paper towels. 2. Using a knife and cutting board cut the apple into wedges and remove the core. Trim away any brown or bruised spots. Do not peel the apples. 3. Place the cut apples in a medium-size bowl, and cover them with orange juice. You do this so the apples won t turn brown. 4. Using the knife and cutting board, carefully cut the cheese into bite-size pieces and place on a clean plate. 5. Prepare the dip by putting the mayonnaise, yogurt, 30 ml (2 tablespoons) orange juice, honey and cinnamon in a medium-size bowl. Mix together thoroughly with a spoon. Makes: 1 cup Preparation Time: About 5 minutes Equipment: knife and cutting board bowls spoon slotted spoon Canada s Food Guide to Healthy Eating: 125 ml (½ cup) cut-up apples (or one whole apple) is one VEGETABLES & FRUIT serving 50 g cheese is one MILK PRODUCTS serving Source: Author s own. Reprinted with permission. 6. Take the apple wedges out of the bowl with a slotted spoon, and place on the plate with the cheese chunks. You can drink the orange juice if you like! Enjoy a chunk of cheese or an apple wedge by dipping them in the citrus dip (just remember not to double dip if you re sharing with others!). You can eat the dip right away, but it will be more flavourful the next day. Letting the citrus dip sit in the fridge gives all the flavours a chance to blend. Be sure to cover the dip with plastic wrap before you put it in the refrigerator. HINT: Soaking the apples in orange juice keeps them from turning brown! The orange juice contains citric acid (also known as vitamin C), which is an antioxidant.

55 Fruit Parfait You can make this quick snack or breakfast in a bowl or a tall drinking glass. Any fresh, canned or frozen fruit can be used. Try a mixture using any of the following: banana slices, blueberries, mandarin orange sections, mango slices, raspberries, strawberries, or watermelon. 250 ml fruit 1 cup 175 g yogurt, any flavour ¾ cup 30 g GrapeNuts 1 / 3 cup or Bran Buds cereal 1. Wash the fruit under cool tap water if you are using fresh fruit. Do not rinse canned or frozen fruit. 2. Cut the fruit into bite-sized pieces or slices using a knife and cutting board. 3. Place some cut up fruit at the bottom of the bowl or glass. Use a spoon to cover the fruit with half of the yogurt. Then sprinkle with half the cereal. 4. Add another layer of fruit, the rest of the yogurt and top with the remaining cereal. Use a clean spoon to eat your layered parfait. Enjoy! Makes: About 1 ½ cups Preparation Time: About 5 minutes Equipment: knife and cutting board bowl or tall glass spoon Canada s Food Guide to Healthy Eating: 125 ml (½ cup) cut- up fruit is one VEGETABLES & FRUIT serving 175 g (¾ cup) yogurt is one MILK PRODUCTS serving 30 g cold cereal is one GRAIN PRODUCTS serving Source Sandy Summers, Niagara CFA. Reprinted with permission.

56 Fruit & Yogurt Smoothie Smoothies are like milkshakes made with milk and fruit. They usually are lower in fat than milkshakes because they don t have any ice cream. Smoothies make a good quick breakfast or snack. You can use canned, frozen or fresh fruit in this recipe. Try adding different fruits and find your favourite combination! Some favourites include: frozen strawberries, canned oranges, canned pineapple, fresh blueberries or cut-up melon. 175 g yogurt, any type 6 oz 250 ml cut-up fruit 1 cup 1 banana ml milk ½ cup 5 ice cubes 5 1. If using fresh fruit, wash it carefully before putting it in the blender. 2. If using fresh melon, use a large knife and a cutting board to cut off the rind, and then cut the fruit into bite-sized pieces. 3. Place ice cubes, fruit, banana, yogurt and milk in blender or food processor and blend until smooth (about one to two minutes). 4. Pour into two glasses, one for you and one for a friend! Or cover the second glass with plastic wrap and store in the fridge for tomorrow. Makes: About 1 ½ cups Preparation Time: About 5 minutes Equipment: knife and cutting board blender or food processor glasses Canada s Food Guide to Healthy Eating: 175 g (¾ cup) yogurt is one MILK PRODUCTS serving. 125 ml (½ cup) milk is half a serving of MILK PRODUCTS. One banana or 125 ml (½ cup) cut-up fruit is one VEGETABLES & FRUIT serving. Source: Author s own. Reprinted with permission.

57 Chickpea Mash Chickpea Mash is also known as hummus. It is a spread or dip made from cooked chickpeas. Chickpeas (also known as Garbanzo beans) are a really good source of protein and can be bought canned (already cooked) so they are easy to use. Chickpea mash tastes great spread on toasted bread, tortillas, pita or naan, or as a dip for raw veggies. 540 ml chickpeas 1 can (19 oz) 2 cloves garlic 2 cloves 45 ml lemon juice 3 tablespoons 25 ml tahini 2 tablespoons 2 ml salt ½ teaspoon 1 green onion 1 50 ml boiling water ¼ cup pita bread 1. Cut the green onion into very small pieces using a knife and cutting board. 2. Open the can of chickpeas with a can opener. Pour the chickpeas into a strainer, drain and rinse well under clean cold water. 3. Place the chickpeas, garlic, lemon juice, tahini, salt, water, and white part of the green onion into a blender or food processor. 4. Blend all the ingredients together into a smooth paste until it looks like peanut butter. Add more water if the paste is too thick. If the mixture sticks to the sides, unplug the blender or food processor before mixing with a spoon or spatula. 5. Stir in the chopped green onion with a spoon. 6. Dip pita bread into hummus or spread hummus on the pita bread. The chickpea mash can be eaten right away, but may taste better if you cover it with plastic wrap and leave it in the fridge for about a day. Leftover mash can be stored covered in the refrigerator for about five days. Makes: 2 cups Preparation Time: About 5 minutes Equipment: Knife and cutting board strainer blender or food processor can opener spoon or spatula Canada s Food Guide to Healthy Eating: 30 ml (2 tablespoons) of chickpea mash is equal to one MEAT & ALTERNATIVES serving. 125 to 250 ml (one-half to one cup) of whole chickpeas is equal to one MEAT & ALTERNATIVES serving. Source: Reprinted from Great Food Fast 2000 with permission from Dietitians of Canada. Published by Robert Rose Inc. Don t forget to recycle the empty can!

58 Scrambled Eggs Plain * Italian * East Indian * Mexican Optional ingredients: Two eggs Salt and Pepper Spices (oregano, curry powder) Salsa Cheese Makes: 2 eggs Preparation & Cooking Time: About 5 minutes Plain: 1. Crack eggs separately into a small bowl 2. Using a wire whisk or a fork beat two eggs in a microwave-safe mug. 3. Cover the mug with wax paper and microwave for one minute. 4. Uncover and check that egg is solid and cooked through. If not, cook for another 30 seconds. 5. Add pepper and a dash of salt if you like. Variations Italian: Follow steps 1 & 2. Sprinkle 5 ml (1 teaspoon) of oregano or Italian spice blend on the eggs before doing steps 3, 4 and 5. East Indian: Follow steps 1 & 2. Sprinkle 5 ml (1 teaspoon) of curry powder on the eggs before doing steps 3, 4 and 5. Mexican: Follow steps 1, 2, 3, 4 and 5. Once cooked, put 15 ml (1 tablespoon) of tomato salsa on top of the eggs. Using a cheese grater, grate some cheese on top of the eggs. Let eggs sit for a minute to melt the cheese. Equipment: small bowl wire whisk microwave safe mug wax paper cheese grater microwave oven Use a clean plate and fork to sample some of the scrambled eggs you have prepared. Canada s Food Guide to Healthy Eating: One to two eggs is equal to one MEAT & ALTERNATIVES serving Source: Reprinted with permission from the Ontario Egg Producers. Don t forget to put the eggshells in the organics recycling bin!

59 Baked Almond Peaches 1 fresh peach or two canned peach halves 5 ml brown sugar 1 teaspoon pinch cinnamon pinch 15 ml chopped almonds* 1 tablespoon 2 ml butter or non-hydrogenated margarine ½ teaspoon 125 ml yogurt or ice cream ½ cup * Do not use almonds if someone has a nut allergy 1. Wash fresh peach carefully under cool water; cut in half and remove the pit. (If using canned peaches, open the can with a can opener, remove the peach halves and drain the liquid.) 2. Place peaches into a microwaveable bowl. 3. In a separate small bowl, stir together sugar, cinnamon, and nuts (if using). 4. Spoon this mixture into the centre of the peaches. 5. Top each with butter or non-hydrogenated margarine. 6. Put the bowl with the peaches into the microwave oven, and cook at a high power for one minute. 7. Open the microwave and gently stir the peaches to re-arrange in the bowl. This will help the peaches cook more evenly. Makes: 1 serving Preparation & Cooking Time: About 5 minutes Equipment: can opener microwave safe bowl small mixing bowl spoons microwave oven Canada s Food Guide to Healthy Eating: One whole peach is equal to one VEGETABLES & FRUIT serving Source: Author s own. Reprinted with permission. 8. Microwave peaches for another minute and a half. The peaches are ready to eat once cooled a bit. You can top the peaches with yogurt or a bit of ice cream if you like. Sample your baked peaches with a clean spoon. Don t forget to recycle the empty can!

60 Rice No peeking! The secret to cooking rice is not opening the lid once you have started to cook! To make good rice you have to be patient, but it is worth the wait! Cooked rice can be used to make many dishes rice salads, fried rice, tortilla filling, and rice pudding, to name a few. This is a recipe for brown rice, but you can also follow the directions on the package of the rice that you are cooking. Rice will increase about three times in size after cooking, in other words, ½ cup of dry rice will make 1-½ cups of cooked rice. 125 ml brown rice ½ cup 300 ml water 1¼ cup 5 ml butter or non-hydrogenated margarine 1 teaspoon 1 ml salt ¼ teaspoon 1. Place rice, water, butter and salt in a large pot, and place on the stovetop. 2. Turn on the stove/range to HIGH and wait while the water starts to boil (this will take about five minutes). 3. Take a fork and stir the rice gently. Place the lid tightly on the pot. 4. Turn down the heat on the stove to medium-low so that the water will boil very gently (this is called simmering). Don t open the lid until you have cooked the rice for minutes. 5. After 35 to 40 minutes, stir the rice again with a fork. If there is still some water left in the bottom of the pot, you can put the lid back on and cook it for another five minutes. 6. Once the rice is done, turn off the stove and move the pot off the element onto a cool element or onto a trivet or cutting board. Let the rice cool for five minutes before eating it. Let the rice cool for longer if you want to use it in the Vegetable Fried Rice recipe. Important: Once the lid is on, don t remove it or peek! Even if water is boiling over the pot a little, keep the lid on. Makes: 1 ½ cups Preparation & Cooking Time: About 50 minutes Equipment: large pot with lid stove fork Canada s Food Guide to Healthy Eating: 125 ml (½ cup) of cooked rice is equal to one GRAIN PRODUCTS serving Source: Cooking Healthy Together, Reprinted with permission from Toronto Public Health. Caution: Boiling water and steam are extremely hot and can burn you. Be very careful when working on the stove. This allows the rice to absorb all the water and helps it cook. If the lid is removed, the water will escape as steam and will not be absorbed by the rice.

61 Vegetable Fried Rice You can use any leftover rice to make a great lunch that you can make ahead. Or surprise someone by making supper for them! 375 ml cooked rice 1-½ cups one-half red or green pepper one-half one-half onion one-half 15 ml vegetable oil 1 tablespoon 2 eggs ml frozen peas or mixed vegetables 1 cup 15 ml Soya sauce 1 tablespoon 1. Wash the red or green pepper in cool water and dry with a paper towel. 2. Using a knife and cutting board, remove core and seeds of the red or green pepper. Chop the pepper into small pieces. 3. Using a knife and cutting board, remove the outer skin of the onion and cut into small pieces. 4. Place a large frying pan on the stove and turn the heat to mediumhigh. 5. Place the oil into the frying pan, and let heat for about one minute. 6. Put the chopped pepper and onion in the pan and cook them in the oil for about one minute, while stirring. 7. Crack the eggs into a small bowl and beat them a few times with a wire whisk or fork. 8. Add the egg to the pepper and onion in the frying pan. Let the egg set for about one minute and then stir the mixture. 9. Add the soya sauce, frozen peas or vegetables and the cooked rice to the frying pan. Cook for about four minutes, while stirring. Makes: 2 ½ cups Preparation & Cooking Time: About 20 minutes Equipment: knife and cutting board frying pan stove small bowl fork or wire whisk spoon for stirring on stove Canada s Food Guide to Healthy Eating: 125 ml (½ cup) of cooked rice is equal to one GRAIN PRODUCTS serving. 125 ml (½ cup) of peas or chopped vegetables, like peppers, is equal to one VEGETABLES & FRUIT serving. One to two eggs is equal to one MEAT & ALTERNATIVES serving. Source: Author s own. Reprinted with permission. Once the vegetables and rice are warm, the dish is ready to eat. This recipe makes at least 2 servings, so share the extra with someone else!

62 Pasta Cooking pasta noodles, like spaghetti, macaroni, penne or bowties, is easy, once you ve had a little practice! The secret is to use a large pot with lots of water, and to try not to overcook the pasta. It may take a few times to get it just right, but it is worth the effort! Pasta will increase about two times in size after cooking, in other words, one-half cup of dry pasta will make one cup of cooked pasta. large pot cool tap water large pot 450 g pasta (spaghetti, macaroni, etc) ½ of 900 bag 5 ml salt 1 teaspoon 5 ml vegetable oil 1 teaspoon 1. Use a large pot and lid. Fill the pot with cool water from the tap to about three-quarters full. 2. Add salt and oil to the water and stir with a spoon. 3. Put the lid on the pot, and put the pot on the stove or range to cook for five to ten minutes on high heat. 4. Once the water is boiling, add the dry pasta into the pot. Stir the pasta gently with a fork. 5. Turn the heat down on the stove to medium high and replace the lid. Makes: About 4 servings Preparation & Cooking Time: As per package directions Equipment: large pot with lid stove fork or mixing spoon trivet colander or strainer saucepan Canada s Food Guide to Healthy Eating: 125 ml (½ cup) of cooked pasta is equal to one GRAIN PRODUCTS serving. 125 ml (½ cup) of tomato sauce is one VEGETABLES & FRUIT serving. Note: Unlike rice, you don t have to keep the lid on tight for pasta. If you keep the lid tilted off the pot a bit, it will help keep the water from boiling over the pot. 6. How long to boil the pasta depends on the size of the pasta and how firm or mushy you like your pasta. Read the directions on the package that the pasta came in. It will likely say to cook the pasta for anywhere from four to twelve minutes. Stir occasionally 7. Once the pasta is done (see next page for testing tips), turn off the stove and cool the pot on a trivet or cool stove element. 8. Get a colander and place it in the sink. Pour the contents of the pot (away from you) into the colander and let the water drain out. Be careful! The water and steam are very hot. 9. Run cool tap water from the sink over the cooked noodles for about 30 seconds to stop the cooking process and cool the pasta. The pasta is ready to eat, but it is better if you add a little sauce Source: Cooking Healthy Together, Reprinted with permission from Toronto Public Health Caution: Boiling water and steam are very hot!

63 Pasta With Tomato Sauce 125 ml tomato sauce (any kind, from a jar or can) (½ cup) 250 ml cooked pasta noodles, warm (1 cup) Use one-half cup of canned or jarred tomato sauce for every one cup of pasta noodles. Heat the pasta sauce in a small saucepan over medium heat on the stove, stirring often. It should take about three to five minutes to heat the sauce. Pour the tomato sauce over warm, cooked noodles. If you like, sprinkle with Parmesan cheese for extra flavour. Pasta Testing Tips After the minimum cooking time for pasta has passed, take the lid off the pot and carefully remove one or two pasta noodles with a fork or spoon. Again, be careful not to burn yourself on the steam. Let the noodles cool for about 30 seconds and then bite into them. If they are soft enough to chew easily, they are likely done. If you want to cook them a little longer to make them softer, replace the lid and cook for another two to three minutes. Use a different (clean) fork or spoon to test another noodle. This may take a little practice, after you cook pasta a few times, you will learn what the noodle looks like when it is done. Makes: About 4 servings Preparation & Cooking Time: As per package directions Equipment: large pot with lid stove fork or mixing spoon trivet colander or strainer saucepan Canada s Food Guide to Healthy Eating: 125 ml (½ cup) of cooked pasta is equal to one GRAIN PRODUCTS serving. 125 ml (½ cup) of tomato sauce is one VEGETABLES & FRUIT serving. Source: Cooking Healthy Together, Reprinted with permission from Toronto Public Health Some people like their pasta cooked al dente or to the tooth. This means that the pasta is quite firm and not at all mushy when you bite into it. To cook al dente pasta, you should cook it for the minimum time.

64 Pasta Salad 250 ml cooked pasta noodles, cold 1 cup 1 stalk celery 1 stalk one-half red onion one-half one-half red or green pepper one-half 1 carrot 1 45 ml oil-based salad dressing 3 tablespoons (i.e. Italian or Greek) to taste Feta cheese crumbled to taste 1. Put cold, cooked pasta noodles in a medium-sized bowl. 2. Rinse all the vegetables under cool water in the sink. 3. Wash the carrot and remove the outer skin using a vegetable peeler. Rinse the peeler, and use it to grate the carrot into small slices. Grate the carrots directly into the bowl with the pasta. Makes: About 1 ½ cups Preparation Time: About 15 minutes Equipment: medium bowl vegetable peeler cutting board and knife mixing spoon Canada s Food Guide to Healthy Eating: 125 ml (½ cup) of cooked pasta is equal to one GRAIN PRODUCTS serving. 4. Use a clean cutting board and knife to chop the celery, red onion (remove outer skin first), and red or green pepper (core and remove seeds first) into small pieces. Put these into the bowl with the pasta and carrot. Mix together. 5. Pour the salad dressing over the pasta and vegetables. 6. Crumble a little bit of Feta cheese over top, if you like. Cover the bowl and put in the refrigerator so that all the flavours can mix together. This process is called marinating. You can eat the pasta salad right away, but it tastes best if you leave it in the fridge overnight, and eat it the next day. 125 ml (1/2 cup) of cut-up celery, onions, peppers and carrots is one VEGETABLES & FRUIT serving. Source: Author s own. Reprinted with permission.

65 Tortilla Wedges 2 small whole-wheat tortillas ml canned refried beans ½ cup 50 g Cheddar cheese ¼ cup 50 ml salsa from a jar ¼ cup 1. Spread one tortilla with refried beans. 2. Place tortilla in a non-stick frying pan.with the refried beans facing up 3. Use a cheese grater to grate a piece of Cheddar cheese. Sprinkle this over the beans on the tortilla. 4. Cover with second tortilla. 5. Turn stove or range to MEDIUM heat, and place the frying pan on the heat. 6. Cook the tortillas until the cheese inside is nearly melted and the bottom of the tortilla is golden-brown in colour (use a spatula to check underneath). 7. Flip the tortilla over using a spatula to heat the other side of the tortilla. 8. Once both sides are golden-brown, turn off the stove, and put the tortilla on a plate. 9. Cut the tortilla into six wedges (like cutting a pie). Use the salsa as dip when you eat the wedges. Don t forget to recycle the empty can! Makes: 6 wedges Preparation & Cooking Time: About 15 minutes Equipment: non-stick frying pan stove cheese grater spatula knife can opener Canada s Food Guide to Healthy Eating: One small tortilla is one GRAIN serving (two small tortillas is two servings) 50 g cheese is one MILK PRODUCTS serving 125 ml to 250 ml of beans is equal to one MEAT & ALTERNATIVES serving 125 ml (½ cup) of salsa is equal to one VEGETABLE & FRUIT serving, so ¼ cup (50 g) is only one-half a serving. Source: Author s own. Reprinted with permission.

66 Tuna Melts When you cook in an oven or toaster oven, the heat usually comes from two elements one at the bottom of the oven and one at the on the top of the oven. When you use the oven or toaster oven to broil, this means that only the top element is used, and very intense heat reaches the food from above. This is a great way to melt the cheese on a pizza or in a sandwich. 170 g 1 can of tuna 6 oz 50 ml mayonnaise ¼ cup 1 stalk of celery 1 ¼ small onion ¼ 1 dill pickle 1 1 whole-wheat bagel or 1 English muffin 50 g Cheddar cheese 2 slices 1. Open the tuna with a can opener near the sink. With the water running, press the lid into the tuna can and tilt it so that the water in the can drains out into the sink. 2. Carefully remove the lid and set it to the side. 3. Get a medium bowl and a spoon. Spoon out the tuna into the bowl. Rinse any little bits of tuna from the can. It is best to place the lid back in the can when you recycle it. This way, no one will get cut on the sharp lid. 4. Use a cutting board and knife to carefully cut the bagel or English muffin into two halves. Set this aside for a minute. 5. Wash the celery under cool running water. Use a cutting board and knife to chop the celery into very small pieces. This is called mincing. Add the minced celery to the tuna. 6. Use a cutting board and knife to mince the dill pickle and the onion (remove skin first) into very small pieces. Add to the tuna. Makes: 1-2 servings Preparation & Cooking Time: About 15 minutes Equipment: can opener medium bowl spoon cutting board and knife oven or toaster oven baking sheet oven mitts trivet Canada s Food Guide to Healthy Eating: One-half a bagel or one piece of bread is one GRAIN serving (a whole bagel or two pieces of bread is equal to two servings). 1/3 to 2/3 can of tuna (50 g to 100 g) is one MEAT & ALTERNATIVE serving. 50 g of cheese is a MILK PRODUCTS serving. Source: Author s own. Reprinted with permission. 7. Finally, add the mayonnaise into the tuna. Mix all these ingredients together. This mixture is known as tuna salad and can be spread onto bread for a cold tuna salad sandwich. This recipe goes a step further Don t forget to recycle the empty can!

67 Tuna Melts (page 2) 8. Turn on the oven or toaster oven to broil. Place the bagel halves on a baking sheet and put inside the oven or toaster oven. Watch very carefully as the bagel toasts under the broiler this should happen very quickly. Once lightly browned, put on your oven mitts and remove the baking sheet from the oven. Place it on a trivet or cutting board to avoid burning your counter top. 9. Next, place a large scoop (about 50 g or 1½ ounces) of the tuna mixture onto each half of your bagel. 10. Put a slice of cheese on top of each, and return them to the baking sheet and into the oven for more broiling. Watch carefully as the cheese melts and bubbles. This will take about one minute. 11. Once the cheese is melted, turn off the broiler and take the baking sheet out of the oven using oven mitts. Allow the Tuna Melts to cool for about one minute and then they are ready to eat! Makes: 1-2 servings Preparation & Cooking Time: About 15 minutes Equipment: can opener medium bowl spoon cutting board and knife oven or toaster oven baking sheet oven mitts trivet Canada s Food Guide to Healthy Eating: One-half a bagel or one piece of bread is one GRAIN serving (a whole bagel or two pieces of bread is equal to two servings). 1/3 to 2/3 can of tuna (50 g to 100 g) is one MEAT & ALTERNATIVE serving. 50 g of cheese is a MILK PRODUCTS serving. Source: Author s own. Reprinted with permission.

68 Un Fried Veggie Fries 1 potato (red or white) 1 1 sweet potato (yam) 1 10 ml vegetable oil 2 teaspoons 5 ml seasoning salt (or favourite spices) 1 teaspoon Ketchup for dip (optional) 1. Turn on the oven to 425 F. When you turn on the oven before you are ready to put the food in, it is called preheating. 2. Scrub the potato and the yam with a clean vegetable brush or rough cloth to remove any dirt or brown spots. Rinse them well under cool water. 3. Use a knife to get rid of any spots on the potato and yam that don t look fresh. Rinse them again under water. Do not peel 4. Cut the potato and yam into slices or wedges, using a knife and cutting board, but try to keep them all about the same size and thickness so that they will cook in the same amount of time. 5. Put the potatoes and yams into a bowl and pour the oil over top. Mix with a large spoon so that all they are evenly covered with oil. 6. Get a baking sheet or cookie sheet and spread the potatoes and yams in an even layer on the sheet. If you are using a toaster oven, spread the potatoes and yams onto a small baking pan that can fit inside the oven. Makes: 1-2 servings Preparation & Cooking Time: About 30 minutes Equipment: oven or toaster oven vegetable brush knife and cutting board bowl large spoon baking sheet trivet oven mitts spatula Canada s Food Guide to Healthy Eating: One medium potato or sweet potato is one VEGETABLE & FRUIT serving Source The Cooking Club, 200. Reprinted with permission from Toronto Public Health 7. Put them in the oven to bake. After about ten minutes, use oven mitts to remove the baking sheet and place it on a trivet (this will keep the hot baking sheet from burning your counter top or table). 8. Use a spatula to flip over all the potato and yam pieces so that the other side has a chance to get brown and crispy too. Return the baking sheet to the oven for another 10 minutes. 9. Once both sides of the potato and yam slices are brown and crispy, take them out of the oven and turn the oven off. 10. Sprinkle seasoning salt, or regular salt and pepper, or any spice that you like on the potatoes and yams. Wait for until the potatoes cool a little and then you can eat your Un-Fried Veggie Fries. Don t forget to add ketchup if you like!

69 Yummy Cereal Snack Mix This recipe makes ten cups of cereal snack. 45 ml margarine or butter 3 tablespoons 2 ml onion powder ½ teaspoon 2 ml garlic powder ½ teaspoon 5 ml salt or seasoned salt 1 teaspoon 30 ml Worcestershire sauce 2 tablespoons 250 ml pretzels 1 cup 750 ml wheat squares cereal 3 cups 750 ml O-shaped oat cereal 3 cups 750 ml corn squares cereal 3 cups 1. Pre-heat the oven to 300 F 2. Place margarine in a large roasting pan. 3. Using oven mitts, place the pan in the oven, just until the margarine melts. 4. Using oven mitts, remove the pan from the oven, and place on a trivet or cooling rack. Add the onion powder, garlic powder, Worcestershire sauce and salt to the melted margarine and stir. 5. Add cereal to roasting pan. With a large spoon, gradually stir in the cereals and pretzels until evenly coated with the margarine mixture. Makes: 10 cups Preparation & Cooking Time: About 30 minutes Equipment: oven large roasting pan oven mitts trivet large spoon Canada s Food Guide to Healthy Eating: Each 30 g (1/3 cup) cold cereal is equal to one GRAIN PRODUCTS serving Source: Author s own. Reprinted with permission. 6. Put the pan back in the oven and bake for 25 minutes or until the mixture is crisp, stirring several times while it is baking. Store any leftovers in an airtight container to keep the Yummy Cereal Snack Mix crispy.

70 Whole-Wheat Bannock 750 ml whole wheat flour 3 cups 500 ml white flour 2 cups 45 ml baking powder 3 tablespoons 125 ml skim milk powder ½ cup 50 ml vegetable oil ¼ cup 325 ml water 1¹/ 3 cups 1. In a large bowl, mix together the whole-wheat flour, white flour, baking powder and powdered milk. 2. Add the vegetable oil, a little at a time, and stir with a fork until the mixture looks crumbly. 3. Add the water, little by little, stirring until evenly blended. You will have a large ball of soft dough after everything is blended in. 4. Turn on the oven to 400 F to pre-heat it. 5. With clean hands, shape the dough into a round loaf and put it onto a baking sheet. 6. Poke holes in the top of the dough with a fork, about eight times. 7. Put the baking sheet in the oven and bake for 30 to 35 minutes. Makes: 12 pieces Preparation & Cooking Time: About 45 minutes Equipment: large bowl fork oven baking sheet toothpicks Canada s Food Guide to Healthy Eating: One piece (30g) of bread or bannock (1/12 of the recipe) is one GRAIN serving Source: Author s own. Reprinted with permission. You can tell if the bannock is done by poking a clean toothpick into the loaf. If the toothpick comes out clean (no moist dough sticking to the toothpick) the bannock is ready! The loaf will also be golden-brown in colour when it is done. Cut the loaf into 12 pieces.