Healthy Cuisine for Kids. Directory

Transcription

1 Module 4: Healthy Cuisine for Kids Breads and Grains Directory Module at a Glance Lesson Lesson Preparation Objectives for Module Nutrition Focus Applying the DGA to Breads and Grains Nutrient Standards in Child Nutrition Program Meal Patterns Meal Pattern Requirement for Breads and Grains Selection and Handling, including Food Safety Selection Storage and Handling Food Safety Procedures Characteristics of a Quality Product Basic Skills in Preparation Speed Scratch Products Cost and Nutritive Value of Speed Scratch Versus Scratch Products Culinary Techniques Healthy Cooking Methods Culinary Techniques Used to Prepare Ingredients and Equipment for Baking Breads Basic Preparation Flavor Enhancers Presentation and Garnishing Closing Supporting Documents Audiovisuals Lesson Preparation Checklist Activities Culinary Demonstration Outline of the Demonstration Chef's Recipe(s) Culinary Laboratory Notes to Chef for the Breads Laboratory Page 4 1

2 Module 4: Breads and Grains Directory Team Recipe Assignments for the Breads Laboratory Food List for the Breads Laboratory Equipment List for the Breads Laboratory Product Evaluation Form for Breads Culinary Demonstration Outline of the Demonstration Chef's Recipe(s) Culinary Laboratory Notes to Chef for the Grains Laboratory Team Recipe Assignments for the Grains Laboratory Food List for the Grains Laboratory Equipment List for the Grains Laboratory Product Evaluation Form for Grains Page 4 2

3 Module 4: Healthy Cuisine for Kids Breads and Grains Module at a Glance Time Topic Activity Materials 8:00-8:10 Welcome to Day 3 of Field questions about ending Slide 1 HCK Getting set for Day 3 Introduce Grains and Breads time. Select table teams, table leaders, and scribes. Remind participants to complete Seminar Evaluation. Review schedule for Day 3. Lesson 8:10-9:10 Opener Objectives for Module 4 Participant Activity: Ways to encourage students to select whole grains products. Participant Activity: Highlight objectives they want to achieve. Briefly discuss objectives. Flip chart sheets Slides 2-4 Nutrition Focus Nutrition contribution of breads and grainbased products Carbohydrates o Simple/Complex o Fiber Applying the DGA to Breads and Grains DGA Messages and guidance Recommended servings from the grain group Discuss nutrition contribution. Participant Activity: Brainstorm and list items that are simple and complex carbohydrates. Participant Activity: Foods that provide dietary fiber. Discuss Participant Activity: Start, Stop, Continue activities related to breads and grains. Slides 5-6 Slides 7-9 Handout 1 Flip Chart with heading Simple and Complex Carbohydrates Flip Chart with heading Fiber in School Meals Handout 4, Module 1 Slides Index cards Page 4 3

4 Module 4: Breads and Grains Module at a Glance Time Topic Activity Materials Nutrient standards in CNP meal patterns Meal pattern requirements Discuss Contribution of breads and grains to meeting standards for key nutrients and calories. Meal pattern requirements. Participant Activity: Required nutrients provided by bread and grains. Wall Chart with required CNP nutrients and calories Slides Closer on Nutrition Focus Participant Activity: BiG Ideas. Index Cards and Wall Chart with heading Notes for BiG Ideas 8: 30 9:20 Selection and Handling Participant Activity: Switch Wall chart table leaders and scribes. See suggested strategy for identifying new table leader. Participant Activity: BiG Notes from Breads and Grains. Selection Variety of grains Grain-based menu items Selecting grain products Read the label Follow procedures Storage and handling Characteristics of a Quality Product Requirements Four characteristics Discuss Variety of grains and grainbased products. Grain-based products in menus. Reminders when selectinggrain based products. Discuss rules for storing and handling grain-based items. Discuss Review Requirement for quality products. Appearance, taste, texture, and temperature. What to do when things go wrong. Participant Activity: Evaluating quick bread. Slides Display Labels. Side 17 Slide 18 Slide 19 Handout 3 Two pans of quick bread Page 4 4

5 Module at a Glance Healthy Cuisine for Kids Module 4: Breads and Grains Time Topic Activity Materials Basic Skills in Food Preparation Speed Scratch Products Reminders about Products Cost/Nutritive value Culinary Techniques Functions and categories of ingredients in baking Healthy Cooking Methods Control points for healthier foods Reducing fat and sugar in cooking bread and grains Impact of improper use of ingredients on quality of product Participant Activity: List the basic skills. Discuss application of basic skills to preparing breads and grain-based menu items. Discuss variety of speed scratch bread and grainbased items. Participant Activity: List speed scratch bread and grain-based products used. Discuss concept of crediting breads and grain-based menu items. Discuss and compare cost and nutritive value of speed scratch products with scratch products. Review definition of culinary techniques. Participant Activity: Define culinary techniques. Discuss ingredients in baking, their functional role, and characteristics. Participant Activity: Identify basic ingredients in bread. Discuss functions of fat, salt, and sugar in baking. Participant Activity: A Healthy Cooking Check-up. Discuss questions about basic bread ingredients. Slide 20 Flip chart sheet Flip chart sheets Display Food Buying Guide Slides Slide 23 Handout 4 Flip chart sheets Slide 24 Activity 1-Copy of worksheet for each participant Transparency with answers to Activity 1 Handout 5 Page 4 5

6 Module 4: Breads and Grains Module at a Glance Time Topic Activity Materials Culinary Techniques for Preparing Bread Discuss Mise en place Slide 25 Display of pans to Scaling show size, shapes, surface, and weight Pans Equipment Basic Preparation Breads Quick bread Yeast bread Discuss classification of breads. Methods for preparing batters and quick breads Discuss commonly used methods. o Quick bread Discuss reason for calling them quick bread. Muffin method Discuss steps. Biscuit method Discuss steps. Participant Activity: Put steps in order for making muffins and biscuits. o Yeast bread Discuss steps and key points. Show and discuss video clip on yeast bread. steps in making yeast bread. Two sets of strips, Steps in preparing muffin and biscuits. Video clip: Yeast Breads Basic Preparation-Grains Handout 6 Methods of Cooking Grains o Rice o Pilaf technique o Pasta Grain-based dishes in the menu Discuss kinds of grains and methods of cooking grains, or Show and discuss video clips. Participant Activity: Ask participants to list additional ways to cook or use pasta. Identify use of grain-based dishes in menus. Display rice varieties Video clip: Increasing Grains in School Lunches from Culinary Techniques Video clip: Cooking Rice in a Steamer or Oven from Culinary Techniques Slide 26 (Optional if videos are used) Slide 27 Page 4 6

7 Module at a Glance Healthy Cuisine for Kids Module 4: Breads and Grains Time Topic Activity Materials Flavor Enhancers Presentation Bread Grain-based dishes Garnishing Closing Setting Priorities for Preparing and Serving Whole Grains Participant's Pledge 9:10-9:20 Break: 9:20-10:00 Culinary Demonstration: Bread 0:00-11:45 Culinary Laboratory: Bread 11:45-12:45 Presentation, Tasting, (Lunch) Evaluation, Lunch, and Clean-up 12:45-1:35 Culinary Demonstration: Grain-based dishes 1:35-1:45 Break Discuss ways to enhance flavors in breads and grainbased menu items. Discuss Presentation of bread and grain-based dishes on serving line. Placement of menu items on trays for appealing appearance. Discuss rules of garnishing. Participant Activity: Applying the rules of garnishing. Review Varieties of grains and how to use. Importance of grains in the CNP. Set priorities for healthy cooking. Closer: Participant Activity: Things I learned and will do. Slide 28 Handout 7 Slides Slide 34 Index cards Pledge in Participant's Manual Page 4 7

8 Module 4: Breads and Grains Module at a Glance Time Topic Activity Materials 1:45-3:30 Culinary Laboratory: Grain-based dishes 3:30-4:15 Presentation, Tasting, Evaluation, Clean-up 4:15-4:40 Application to CNP Environment Evaluation of Day Three 4:40-5:00 Celebrating Culinary Success Certificates Seminar Evaluation Award certificates Collect seminar evaluations. Seminar Team Completed certificates Other Rewards for participants Page 4 8

9 Module 4: Healthy Cuisine for Kids Breads and Grains Lesson Visuals, Materials Needed Topic and Discussion Guide Lesson Preparation Instructor Note: See Master Planning and Preparation Checklist in the Introduction and the Module 4 Lesson Preparation Checklist in the Supporting Documents Section of Module 4. Use these to prepare for the class. Make the following available for each table: Multi-colored Markers Highlighters Flip Chart Paper Index Cards General materials needed for this lesson include: Flip Chart Easel and pads Computer and LCD Projector PowerPoint Slides (PPT) Overhead Projector or ELMO Screen Video Projector Transparency markers Page 4 9

10 Module 4: Breads and Grains Visuals, Materials Needed Topic and Discussion Guide Objectives for Module 4 Instructor: Child Nutrition Program (CNP) will be used throughout the module to refer to both school programs and child care programs. After it is used the first time in a module, it will appear as CNP. Plan to rotate table leaders during this Lesson. You may rotate leadership at the close of the Nutrition Focus. See Module 1 Activity 2 in Supporting Documents for suggested ideas for naming leaders. Table leader begins discussion or activity and shares with total group. Scribe is a table team member who records team ideas and writes them on flip charts to be taped on the wall. Slide 1 Title Slide Display: Slide 1, Module 4 Breads and Grains Instructor Note: Tell the table teams to select their table leader using a way you have chosen (Examples: largest shoe size, most children, most years of experience, least experience, roll dice for largest or smallest number). Table teams should also select a scribe. Tell: The foundation of a healthy diet includes consuming more whole grain breads and grain-based food items. Module 4, Breads and Grains is about using healthier ways to prepare and serve breads and grain-based dishes to meet the recommendations of the DGA and to meet customer needs and wants. Selecting the proper ingredients and using proper cooking methods is important. Equally as important is getting our customers to eat whole grain breads and other grain-based dishes. Page 4 10

11 Module 4: Breads and Grains Healthy Cuisine for Kids Visuals, Materials Needed Flip Chart Sheets on each table Markers Tape Slide 2 Topic and Discussion Guide Explore: Work with your table team for 60 seconds and list several ways that you have encouraged kids to select whole grain breads and grain dishes such as rice and pasta. Write your ideas on a flip chart sheet and tape on the wall. Table teams stand by their wall chart and share their list with other table teams. Tell: Make notes of ideas on the wall charts that you can use to encourage your customers to select whole grain dishes. Getting healthier foods on the service line is important, but our goal is to offer healthy foods that kids select and eat. Promoting healthy choices is a day-to-day activity. Tell: Baked goods, whether bread or desserts are often the part of the meal that our customers remember. We want them to develop a preference for whole grain products. We do this by introducing whole grain products gradually and by providing nutrition messages both written and oral which encourage customers to select them. Display: Slide 2, Objectives Bread and Grains Instructor Note: Ask participants to turn to the Objectives for Module 4 in the Participant's Manual and to highlight the objectives they want to achieve (their learning priorities). You may mention the page number in the Participant's Manual. Tell: The objectives for Module 4, Breads and Grains will help you 1. Apply the DGA messages to the role of preparing breads and grains in a healthy diet. 2. State the nutrient requirements related to breads and grain-based food items prescribed in child nutrition meal patterns and program standards. 3. Describe the contribution of breads and grains to the appeal and acceptability of menus. Page 4 11

12 Module 4: Breads and Grains Visuals, Materials Needed Slide 3 Slide 4 Topic and Discussion Guide Display: Slide 3, Objectives Breads and Grains, continued 4. Apply the correct methods for selecting and handling breads and grains to ensure high quality and safe products. 5. Describe the application of o culinary techniques, o basic skills needed, and o correct cooking methods to preparing breads and grains to produce nutritious and appealing products consistent with the recommendations of the DGA. Display: Slide 4, Objectives Breads and Grains, continued 6. Identify ways to use speed scratch products to reduce labor without sacrificing product quality. 7. Describe various methods of enhancing the flavor of breads and grain-based items. 8. Describe appropriate garnishes for breads and grainbased items to increase their appeal and acceptability. Page 4 12

13 Module 4: Breads and Grains Healthy Cuisine for Kids Visuals, Materials Needed Topic and Discussion Guide Nutrition Focus Slide 5 Slide 6 Display: Slide 5, Nutrition Focus Tell: The nutrients needed by our customers for growth and development should be met primarily through the foods they eat. They should eat a variety of foods from all the food groups. We should encourage our customers to select foods from each of the meal items instead of selecting only three of the five items of a reimbursable meal. Each food group contains valuable nutrients. The bread and grains groups are very important. They are low in fat and loaded with valuable nutrients. Breads and grain-based dishes and especially those made from whole grains contain valuable nutrients complex carbohydrates, major B vitamins, iron and other minerals, and fiber. The complex carbohydrates in breads and grains are the best choice to provide the most calories in a healthy diet. add other values to the menu including subtle flavors, neutral colors, and pleasant aromas when they are being prepared. The aroma often permeates the entire building and whets appetites as no other part of the CNP meal. provide the ideal background for more flavorful and colorful dishes such as stir-fried vegetables on rice, spaghetti sauce on noodles, or vegetables with hot muffins. are low in fat. This lesson focuses on ways to prepare breads and grainbased dishes using whole grain products in a variety of ways. Display: Slide 6, Nutrient Contribution Breads and Grains Tell: Whole wheat breads and grains-based products make major contributions to meet the energy needs of our customers and to the body's need for nutrients including iron, magnesium, copper, fiber, B vitamins (riboflavin, niacin, vitamin B 6, vitamin B 12) vitamin A, calcium, phosphorus, zinc, potassium, protein, and linoleic acid Page 4 13

14 Module 4: Breads and Grains Visuals, Materials Needed Slide 7 Markers Tape Flip chart sheet with headings: Simple Carbohydrates Complex Carbohydrates Topic and Discussion Guide This long list of nutrients in breads and grains emphasizes their importance in a healthy diet and the importance of how we prepare and serve breads and grain-based menu items. Tell: The Grain and Bread component of CNP meals should provide the majority of calories for our customers. In a healthy diet 30% or less of the total calories come from fat, 10%-15% of total calories come from protein, and 45%-65% or the remainder of the calories we need should come from carbohydrates. Display: Slide 7, Carbohydrates-Choose Your Carbohydrates Wisely! Instructor Note: Black the screen and continue with the following activity. To black the screen, press B; when ready to have slide visible, press W. Ask the table teams to share examples of simple and complex carbohydrates and stand up when they have listed three examples. Allow no more than 30 seconds for the brainstorming. Ask each table team leader to share one example of each type of carbohydrate. Ask for a volunteer to write the examples on the flip chart sheet and tape on the wall. Page 4 14

15 Module 4: Breads and Grains Healthy Cuisine for Kids Visuals, Materials Needed Slide 7, continued Topic and Discussion Guide Display: Slide 7, Carbohydrates-Simple or Complex Tell: Simple carbohydrates supply energy. Each gram of carbohydrate supplies four calories. Simple sugars supply calories but few or no nutrients. Individuals who consume foods or beverages high in added sugars tend to show an increase in total calories consumed and a decrease in the consumption of micronutrients. We need to be especially careful of the type of carbohydrates consumed by children. o The consumption of sweetened dairy foods and beverages and presweetened cereals is positively associated with the nutrient intake of children and adolescents. o However, beverages with caloric sweeteners, sugars and sweets, and other sweetened foods that provide little or no nutrients are negatively associated with diet quality and can contribute to excessive energy intakes. Complex carbohydrates (starch and fiber) contain important nutrients for growth and development and body maintenance as well as calories for energy. Tell: Starch is a complex carbohydrate. Foods high in starch include pasta, breads, rice, and legumes. Our customers need energy (calories) to be effective in the classroom and on the playground. As we reduce fat in CNP meals, we also reduce calories. This gives menu planners a challenge to get enough calories in the menus. An increase in the amount of complex carbohydrates offered will help to offset the loss of fat calories. Explore: Can you think of any concerns we need to be aware of in serving pasta, breads, and rice? Take a moment and think about the question. Instructor Note: Allow participants a few seconds to think about the question. After getting their response, you may need to mention the following concerns: portion size and loading the breads or grain-based items with too much butter or other fatty seasoning. If the portion size is too large or high in fat, the customers could be getting too many calories. Page 4 15

16 Module 4: Breads and Grains Visuals, Materials Needed Slide 8 Topic and Discussion Guide Display: Slide 8, Fiber-A Complex Carbohydrate Tell: Fiber is another complex carbohydrate found in whole grain breads, cereals, and other grain products. Fiber is also found in fruits and vegetables. Fibers do not supply energy. They promote healthy laxation and decrease the risk of certain chronic diseases. The 2005 DGA Committee reported that the low amount of fiber consumed by children as well as adults is of great concern. Making breads and grain-based products as well as fruits and vegetables more appealing to our customers will help encourage them to consume more fiber. Tell: There are two types of fibers soluble and insoluble. Both types are found in most high fiber foods, and both types are important to good health. The insoluble fibers o are found in whole grains, vegetables, and wheat bran. o absorb water and add bulk to the diet. They make you feel full and help the body remove waste. The soluble fibers o are found in beans, some fruits and vegetables, oats, white flour, and barley; o may help lower cholesterol levels, may even help prevent some types of cancers; and o have a role in preventing diabetes. Tell: Most of the fiber in our diets comes from the grain group and the fruit and vegetable groups. The 2005 DGA recommend that most everyone should be getting more fiber in their diets. adults should consume 14 grams of fiber for each 1000 calories consumed. Explore: If you consume 2000 calories each day, how much fiber should you have? (Pause for response.) Tell: Some health professionals have suggested that adults should consume no more than 35 grams of fiber per day. Recommendations for children are generally not as specific, and would be less than for adults. We should gradually increase the amount of fiber in school meals. Page 4 16

17 Module 4: Breads and Grains Healthy Cuisine for Kids Visuals, Materials Needed Handout 1 Handout 2 Wall Chart prepared by Instructor with heading Fiber in School Lunch Markers Tape Topic and Discussion Guide See: Handout 1, Whole Grains Available in the United States in Participant's Manual. Tell: According to the DGA Report, three servings of whole grains each day can reduce the risk of diabetes, coronary heart disease, and help with weight maintenance. The list of whole grains generally used in the United States (shown on the handout) includes whole wheat, whole oats/oatmeal, whole grain corn, popcorn, brown rice, whole rye, whole grain barley, wild rice, buckwheat, triticale (a grain produced by crossbreeding wheat and rye), bulgur, millet, quinoa, and sorghum. Explore: Think about the ones that you prepare in your schools. Does the list contain grains that are new to you or that are not served in your school? See: Module 4 Handout 2, Food Sources of Dietary Fiber in the Participant's Manual Instructor Note: Allow 60 seconds for table teams to review the handout and identify the food(s) that would provide 8 grams of fiber. Allow an additional 30 seconds for table team scribes to write their lists on the wall charts. Explore: Work with your table team to review the list of food sources of dietary fiber, and Identify single foods or food combinations that would provide about 8 grams of fiber in a school lunch. Scribe writes the table team answers on the wall chart showing food (s), portion size, and grams of fiber (for each item). The scribe from each table team will share the fiber-rich foods that would be appropriate for a school lunch. Tell: Make a note of food combinations that provide 8 grams of fiber. Tell: Our customers may not be used to eating a lot of high fiber foods. Let's look at five ways to increase fiber in school meals. Page 4 17

18 Module 4: Breads and Grains Visuals, Materials Needed Slide 9 Topic and Discussion Guide Display: Slide 9, Fiber in School Meals 1. Serve whole grain cereals, such as hot oatmeal, bran flakes, raisin bran, or wheat flakes; 2. Serve whole wheat bread, oatmeal bread, multi-grain bread, bran bread, graham crackers, and whole wheat bagels; 3. Serve whole grains pasta, rice, and bulgur; 4. Serve fresh fruit or dried fruit for desserts or snacks; and fruits and vegetables with their peels; and 5. Serve more cooked or canned dry beans, split peas, and lentils as a separate item or in mixtures such as soups, stews, and salads. Tell: Children enjoy bread and many of them probably get more than 3 servings of bread each day. But what kind of bread are they eating? Explore: What type of bread do your customers select most often? (Pause for responses.) Tell: Generally children select white bread. Since many children have two meals and snacks in CNPs, we must offer a variety of whole grain breads and grain-based products that appeal to children and adolescents. By the close of this lesson, you should be able to identify some things you can do in your schools to encourage customers to eat more whole grain breads and grain-based products? Tell: Learning to eat new foods is like learning any new skill. It takes practice. Some studies show that it takes 7-10 times for a person to accept a new food item. If you continue serving whole grain products and giving tasting samples of new menu items of whole grain products, the likelihood of students learning to enjoy them is good. Page 4 18

19 Module 4: Breads and Grains Healthy Cuisine for Kids Visuals, Materials Needed Topic and Discussion Guide Applying the DGA to Breads and Grains Slide 10 Handout 4 Module 1 3 x 5 index cards on table Handout 4 Module 1 Tell: Seven of the DGA messages relate to breads and grains. Display: Slide 10, Applying the Dietary Guidelines to Breads and Grains Instructor Note: Participants need Handout 4 from Module 1 for this discussion/activity. The black bullets on Handout 4 indicate DGA messages; the white bullets indicate Guidance for the DGA messages. If time permits, you may ask participants why they think the DGA messages have been included in each of the lessons. This is the fourth time they have seen the messages during HCK. Briefly discuss the DGA guidance statements with participants. Ask participants to note the overlap of the meal components (fruits and vegetables, meats and meat alternates, and breads and grains) as they have coded their copies. Ask each participant to use a 3 x 5 index card to jot down answers to three questions after the messages and guidelines are reviewed. The activities they list may relate to how they prepare and serve school meals or they may relate to how they will use the messages to make changes in their own food practices. The questions are 1. What will you start doing as a result of this discussion? 2. What will you stop doing as a result of this discussion? 3. What will you continue doing as a result of this discussion? See: Module 1 Handout 4, Applying the DGA in Participant's Manual Explore: The DGA messages relate in different ways to all food groups. Turn in your Participant's Manual to Handout 4, Module 1. Let's look at the DGA messages and guidance and see how they relate to breads and grains. Place a BG to the left of each of the DGA messages and to the sentences in the guidance that relate to breads and grains. Page 4 19

20 Module 4: Breads and Grains Visuals, Materials Needed Topic and Discussion Guide Tell: The first DGA message is Consume a variety of foods within and among the basic food groups while staying within energy needs. Tell: We achieve this message by o Eating foods from each of the five basic food groups to help achieve recommended nutrient intakes. o Offering a variety of foods within each of the food groups. o Promoting increased dietary intakes of vitamin E, calcium, magnesium, potassium, and fiber by children and adults. o Selecting foods from each food group and different foods from within each group, because no one food or group of foods contains all the nutrients needed for good health. The second DGA message is Control calorie intake to manage body weight. Tell: We achieve this message by o Limiting portion sizes, especially for high-energy dense foods. o Reducing intake of added sugars and solid fats. The third DGA message is Increase daily intake of fruits and vegetables, whole grains, and nonfat or low-fat milk and milk products. Tell: o Whole grains can reduce the risk of coronary heart disease and type 2 diabetes and help with weight control. o The goal is to eat at least three one-ounce equivalents of whole grain foods each day. Page 4 20

21 Module 4: Breads and Grains Healthy Cuisine for Kids Visuals, Materials Needed Slide 11 Topic and Discussion Guide Display: Slide 11, Applying the Dietary Guidelines to Breads and Grains, continued The fourth DGA message is Choose fats wisely for good health. Tell: We achieve this goal when we o Eat less high fat foods and foods with animal fats. o Prepare foods without adding fat. o Use food labels to determine fat content. The next DGA message is Choose carbohydrates wisely for good health. Tell: o Carbohydrates are the major source of energy in most diets. o Sugars and starches supply energy in the form of glucose for many bodily functions. o Dietary fiber promotes healthy laxation, o We need to choose three or more servings of whole grains per day to help reduce the risk of diabetes and coronary heart disease and help with weight maintenance. The next DGA message is Choose and prepare foods with little salt. Tell: We achieve this message by o Preparing breads, pasta, rice, and noodles with little or no salt. We should use seasonings, herbs and spices, and cooking techniques to enhance flavor. o Selecting sodium-reduced products when buying speed scratch products. Page 4 21

22 Module 4: Breads and Grains Visuals, Materials Needed Topic and Discussion Guide The seventh DGA message that we need to apply to the preparation of breads and grains is Keep foods safe to eat Tell: We must reduce the occurrence of foodborne illness. We do this when we always o Handle food with clean hands. o Keep contact surfaces clean and sanitized. o Avoid cross-contamination. o Cook foods to a safe temperature. o Chill perishable foods promptly. Explore: 1. Which of the DGA messages have some relation to grains and breads? 2. What did you learn from the messages and guidance that you will start doing? Stop doing? Or continue doing when preparing breads and grains? Write your three activities on the index card and share with your table team. Instructor Note: Allow 30 seconds for participant response. Prior to the lesson, code the messages that relate to breads and grains to provide a check to ensure that participants have been able to see the relation of the messages. Slide 12 Display: Slide 12, Recommended Servings From the Grain Group Tell: The total amount needed daily varies with age, activity, and gender. Regardless, at least one-half of the daily number of servings from the grain group should be from whole grains. For all calorie levels of 1600 and above, a minimum of 3 one-ounce-equivalents of whole grains and 3 one-ounce equivalents from either whole grains or other grain-based products are recommended. For younger children, one-half of their total daily requirements should be met by whole grain products. Page 4 22

23 Module 4: Breads and Grains Healthy Cuisine for Kids Visuals, Materials Needed Topic and Discussion Guide Nutrient Standards in Child Nutrition Program Meal Patterns Wall Chart with five nutrients and calories listed with heading CNP Meals Require Markers Explore: The meal patterns require that five key nutrients be included in CNP meals. The five key nutrients are vitamin A, vitamin C, iron, calcium, and protein. In addition to these nutrients, USDA has also set a standard for the number of calories to be included in the school meal. The breads and grains component of the meal pattern makes a major contribution to four of these six required elements. What role does the bread and grain component of the meal pattern have in meeting these standards? What are the four nutrients or elements that must be included in the school meal at a specific level that are found in breads and grainbased dishes? Instructor Note: Allow about 30 seconds for response. If necessary after their response, place a check mark by the nutrients on the wall chart that are supplied by breads and grains. (calories, iron, protein, and calcium). See Activity 1, Module 1 for description of wall chart. Tell: Although the CNP requirements do not state a standard for fiber and salt/sodium in meals, the guidance given in A Menu Planner for Healthy School Meals and Building Blocks for Fun and Healthy Meals requires that whole grain, enriched, or fortified grain products be used to meet the meal pattern standards and salt be used in moderation. Page 4 23

24 Module 4: Breads and Grains Visuals, Materials Needed Topic and Discussion Guide Meal Pattern Requirement for Breads and Grains Display A Menu Planner for Healthy School Meals and Building Blocks for Fun and Healthy Meals Slide 13 Instructor Note: Ask participants to identify the number and size of servings of breads and grains for various age groups in CNP. Ask why the number of servings is different for children in child care programs, middle school, and high school. If participants seem uncertain about the requirements, ask them to find them in Menu Planner for Healthy School Meals and Building Blocks for Fun and Healthy Meal or you may summarize the information from Slide 12. Have the books on display in the training room. If there are no child care personnel in the seminar, do not mention Building Blocks. Display: Slide 13, Meal Pattern Explore: The USDA meal patterns require a bread and/or grain-based food item for both breakfast and lunch menus. School meals must meet the following minimum daily requirement for Breakfast: Two servings of grains and bread or one serving of each, and for Lunch: A slice of bread or equivalent serving of biscuits, rolls or one-half cup of cooked rice, noodles, other pasta products, or cereal grains. o The number of required servings per week varies with the age/grade group. o All schools must serve at least 8 servings during the week. If the school has a 7-12 grade group, it must offer 10 servings of breads and/or grain-based products each week instead of the minimum 8 servings. Child care programs are required to serve only one serving of breads or grain-based products per meal. The portion size varies with the age of the child. Instructor Note: Emphasize the requirement that at least one bread or grain product must be included in each school meal. Additional servings are necessary based on the age/grade group of children served. All school meals must include at least 8 servings each week. Extra servings for older customers may be served. Page 4 24

25 Module 4: Breads and Grains Healthy Cuisine for Kids Visuals, Materials Needed Slide 14 Topic and Discussion Guide Display: Slide 14, Breads/Grains Requirement in CNP meals Tell: Breads and grains are so important that USDA has given additional guidance for how to meet the meal pattern requirement. The minimum allowable serving size that may be counted toward meeting meal requirements is 1/4 of a serving. Breads must be whole grain or enriched or made from whole grain or enriched meal or flour, bran, or germ. Cereals must be whole grain, enriched, or fortified. Page 4 25

26 Module 4: Breads and Grains Visuals, Materials Needed Topic and Discussion Guide Selection and Handling, including Food Safety 3 x 5 cards on each table Wall Chart with graphic that shows a CD or videotape or music notes and this heading: BiG Notes from Breads and Grains Instructor Note: Selection and Handling begins the transition from the Nutrition Focus to Culinary Skills. The following activity ties the major parts of the Nutrition Focus together and gives participants a chance to move around before beginning the last part of the lesson. Ask each participant to replay the imaginary tape they recorded as they listened to this lesson. to note on a 3 x 5 index card at least three BiG ideas they heard about o Nutrient contribution of breads and grains to CNP meals, o Dietary Guidelines for Americans, or o CNP requirements that they need to know and do as they prepare breads and grains. to place their cards on the Wall Chart when they have finished. Selection Tell: Breads and grains are nutritious, tasty, appealing, and generally enjoyed. There is a wide variety of grain/cereal products available that we may choose from. Grains include wheat, bulgur, corn, rice, oats, rye, barley, and couscous. Each grain has its own flavor, color, and texture that gives variety to menus. Their uses in cooking and in the menu vary. o Grains can be whole, cracked, or milled into flours or meals. Page 4 26

27 Module 4: Breads and Grains Healthy Cuisine for Kids Visuals, Materials Needed Topic and Discussion Guide Instructor Note: Time to switch table leaders and scribes. Ask table teams to identify ways that grain-based products are used in CNP menus. Allow 30 seconds for team scribe to write down their ideas. Call time and ask How are grainbased products used in school meals? Ask for a volunteer from each table to share one idea from the table team with total group. Limit feedback to a few responses with at least one from each table team. You may then tell the volunteer from each table to point to someone at the table to be the new table leader. Ask the newly appointed table leader to point to someone to be the scribe. Slide 15 Tell: Grain-based products are used in baking, as side dishes, as thickeners, main dishes, desserts, and in combination dishes. Display: Slide 15, Grain-based Products in Menus Tell: Grain-based products are used in a variety of ways in the menu. Let's look at some of the grain-based products and their characteristics. Breakfast cereals: Breakfast cereals may be o made from rice, oats, wheat, and even corn. Grits are usually considered a breakfast dish and may be enriched. o either ready to eat or ready to cook. For example, oatmeal may be a quick-cook product, instant, or may require 5-7 minutes to cook. o fortified with vitamins and minerals, far above the enrichment standards. Rice: Rice may be o ready to cook or converted (precooked or instant). o white or brown long or short-grain. White rice is usually enriched and brown rice may be enriched. o wild. o seasoned or unseasoned. Pasta: A term that is applied to macaroni products. These include spaghetti, vermicelli, noodles, shells, linguine, rotini, and other shapes. o The principal ingredient in pasta is wheat. Page 4 27

28 Module 4: Breads and Grains Visuals, Materials Needed Slide 16 Display: A label from a whole grain product and a label from a prepared bread product. Topic and Discussion Guide o Pasta may be ready to cook, quick cooking, or precooked. Pasta may be made from scratch. Display: Slide 16, Grain-based Products in Menus, continued Bread: Bread may be o ready to eat, whole wheat or enriched, or made from scratch or may be speed scratch. o made from a variety of grains wheat, rye, corn, oats, or buckwheat. o Wheat flours may be enriched white or whole wheat; all-purpose or self-rising; bread, cake, or pastry (scratch or speed scratch); used in ready-to-eat bread that can be whole wheat or enriched; used in baked goods or as a thickener. Corn meal is used for numerous types of breads including tortillas, hush puppies, and corn bread. It is also used for coatings, breading, and stuffing or dressing. Tell: Two very important things to keep in mind when selecting grain products are 1. Read the label. 2. Follow cooking procedures printed on the package. Read the Label. The label contains valuable information about handling, storing, and using the product. The label lets you know the ingredients that you will work with in preparing the recipe. Explore: Ask two volunteers to read the headings on the labels displayed. Tell: The label contains information about nutrients, ingredients, directions for preparation, weight of the product, and much more. The label of speed scratch products will indicate the number and size of servings in the package. Page 4 28

29 Module 4: Breads and Grains Healthy Cuisine for Kids Visuals, Materials Needed Topic and Discussion Guide Grain-based products come in many forms and unless you read the label you may not have the product called for in the recipe, have the product you intended to purchase, or know or use the correct cooking method. Read the label on the package to ensure that you get the product needed for its intended use and nutritional contribution. Follow the cooking procedures printed on the package. The manufacturer of the product used standardized procedures for testing the product. Following those procedures will generally ensure a quality product. Always remember these two ideas about bread and grain products: read the label and follow the cooking procedures on the label to prepare quality products. Explore: How does a loaf of bread labeled Wheat Bread differ from a loaf labeled Whole Wheat bread? (Pause for a response. Comment or clarify response). Tell: The major difference is in the type of flour used, the flavor, and the nutritive value. It is easy to misinterpret a product label that reads Wheat Bread for Whole Wheat Bread especially if the bread has a brownish color. Most bread is wheat bread because it is made from wheat flour. Bread labeled wheat bread may have color added to give it the brown color. Make sure you read the label before making the purchase. A product labeled whole wheat should list whole wheat flour as an ingredient. Regardless of the form of the grain product that is used in your CNP, follow the procedures on the package for storage and preparation. Page 4 29

30 Module 4: Breads and Grains Visuals, Materials Needed Topic and Discussion Guide Storage and Handling Slide 17 Display: Slide 17, Rules for Storing Grain and Grain-based Products Tell: Procedures for storing and handling grain products vary with the product and the form of purchase. There are some general rules to follow in storing and handling grain-based items. 1. Start with all clean wholesome foods from reliable sources. o Inspect all grain-based products upon arrival to ensure that the product matches the order. o Check bags, boxes, cans, or other containers to make sure they are intact, clean, not dented, or broken. If products are frozen also check temperature on arrival. 2. Store frozen products in the freezer immediately. o Hold all frozen food at 0 F or lower during delivery and storage. 3. Hold all dry foods, such as beans, peas, and grains in a dry area, away from moisture, light, and excessive heat. o The storage area should be dry and ventilated. o Store products above floor level on shelving or pallets. Molds can develop quickly on legumes under damp conditions. 4. Store whole grains with bran (left intact) under refrigeration. The amount of oil present in the bran and germ could cause the grain to become rancid. 5. Rinse unmilled whole grains and legumes before using. Some dust clings to the surface and occasionally a few small stones will be mixed in especially with the legumes. Grains should be carefully sorted and any stones removed prior to rinsing. Page 4 30

31 Module 4: Breads and Grains Healthy Cuisine for Kids Visuals, Materials Needed Topic and Discussion Guide Food Safety Procedures Tell: You must follow safety procedures in selecting, handling, preparing, and serving bread and grain-based dishes. Failing to use the proper procedure in any one of these steps could result in a negative situation. Remember to Be sure the food item is in quality condition when received. Store the food item appropriately, either in the dry cool storeroom or refrigerated area depending on the product. Make sure the temperature of the storeroom or the refrigerator/freezer is correct. Handle the food items with care. Preparing bread usually involves touching the product with the hands. Always make sure the hands are clean, and disposable gloves are used. Use standard procedures for cooking/baking the food. Make sure the appropriate temperature is maintained for thawing, cooling, cooking, holding, or serving the food items. Page 4 31

32 Module 4: Breads and Grains Visuals, Materials Needed Topic and Discussion Guide Characteristics of a Quality Product Slide 18 Display: Slide 18, Requirements for Quality Products Tell: Our goal is to serve quality products. We need to practice using the answers to these two questions. 1. What goes into the making of a quality product? 2. What is the basis for measuring a quality product? Quality products require us to start with quality ingredients the best and most appropriate possible for the recipe, use standardized recipes or procedures, and use the right culinary techniques. Explain: We measure quality on the basis of flavor, appearance, texture, and temperature. Any one of these may cause you or the customer to determine the product is of poor quality. For example, compare a dark brown hard biscuit with one that is golden tan with a flaky texture; or a serving of rice that is sticky with one that has each grain intact. The Quality Score Card you use in the Culinary Lab contains the four characteristics of flavor, appearance, texture, and temperature and criteria for evaluating each. They outline a systematic way to evaluate a product when it is prepared and before it is presented to the customer. Tell: The Quality Score Cards included in the Culinary Manual relate to the products you will prepare. The criteria used to describe the four characteristics (appearance, texture, flavor, and holding temperature) vary according to the product. Tell: You must follow safety procedures in selecting, handling, preparing, and serving bread and grain-based dishes. Failing to use the proper procedure in any one of these steps could result in a negative situation. Remember to Be sure the food item is in quality condition when received. Store the food item appropriately, either in the dry cool storeroom or refrigerated area depending on the product. Make sure the temperature of the storeroom or the refrigerator/freezer is correct. Handle the food items with care. Preparing bread usually involves touching the product with the hands. Always make sure the hands are clean, and disposable gloves are used. Page 4 32

33 Module 4: Breads and Grains Healthy Cuisine for Kids Visuals, Materials Needed Slide 19 Handout 3, Quality Score Cards for Quick Bread and Pasta, Rice, and Grain Products. Option 2: Two pans of quick breads one that meets the criteria for a quality product, and one that does not. Topic and Discussion Guide Display: Slide 19, Characteristics of a Quality Breads and Grain Products Tell: The Quality Score Cards helps you to answer four questions about the product. 1. How does it look? Appearance 2. How does it feel in your mouth? Texture or consistency 3. How does it taste? Flavor and seasoning 4. Is the temperature right? Temperature when served Instructor Note: The format for the score cards has been presented to participants in an earlier lesson. The quality score cards they use in the culinary lab are specific for the products they prepare. Ask if they have any questions about how to use the quality score cards to evaluate products. Two options are shown for beginning the discussion of using quality score cards to evaluate bread and grains. Option 1: Ask these questions: What do you expect in the bread you select when you eat out? What do you look for in rice or pasta products? Why is the appearance of bread and grain items important? Their responses may include the saying we eat with our eyes before we eat with our mouths. Option 2: Have two pans of quick breads one pan meeting the criteria for a quality product, and one that does not. Ask table teams to evaluate the products using the quality score cards in the Participant's Manual and discuss their answers. Instructor Note: Ask participants to find Module 4, Handout 3, Quality Score Cards in the Participant's Manual. Summarize the opening activity with a review of the characteristics and criteria for evaluating quick breads and grains. Handout 3 See: Handout 3, Quality Score Cards in the Participant's Manual Tell: Let s examine quality score cards for quick breads and pasta, rice, and grains products. The format of the quality score card will always be the same. It contains Page 4 33

34 Module 4: Breads and Grains Visuals, Materials Needed Topic and Discussion Guide o the four characteristics and the criteria to use in evaluating each characteristic, and o blocks to record your evaluation and comments. Explain: Quality Score Card for Quick Bread. Appearance (Characteristic) o Color of crust is evenly light to golden brown (Criteria) o Sides are even and straight o Biscuits are uniform in size o Biscuits have a level top with no bumps o Color of the interior is creamy white (or light) brown, depending on the type of flour used) Texture or consistency o Crust is tender (French bread or other hard crust breads should have a crisp crust) o Crumb is moist but not doughy o Texture is even without large holes or tunnels. o Bread breaks easily without crumbling. o Crumb is elastic Flavor and seasoning o Bread is fresh-tasting with a nut-like flavor o Bread is free from foreign flavors such as rancid fat or sour taste o Flavor is light and pleasing Holding Temperature o Appropriate for the specific product. Note: Always follow state and local regulations. Tell: Let s look at the Quality Score Card for Pasta, Rice, and Grain Products. The characteristics are the same however; the criteria used to evaluate them are different. The quality score cards in the Culinary Manual are specific to the recipes you will prepare in the culinary lab. Page 4 34

35 Module 4: Breads and Grains Healthy Cuisine for Kids Visuals, Materials Needed Topic and Discussion Guide Appearance o Pasta strands or pieces are distinct o Rice grains are intact (still whole) o Grains/cereals have distinct particles, grains, or flakes o Product is moist but not watery o No oil or fat is visible Texture or consistency o Pasta pieces are tender but not gummy (al dente) o Rice/grains are firm, but tender, fluffy o Cereal is thick but not gummy o Product does not have lumps o Product is free from a scorched or burned taste o A mixed dish is well seasoned but not to excess Flavor o Flavor is bland, but does not taste starchy o Flavor is typical of the grain Holding Temperature o Hot pasta, rice, and grain dishes: 135 F or above. o Cold pasta, rice, or grain salads. 41 F or below. Note: Always follow state and local regulations. Page 4 35

36 Module 4: Breads and Grains Visuals, Materials Needed Topic and Discussion Guide Instructor Note: Answers to the following questions were discussed in Modules 2 and 3. If participants answer the questions correctly, move on to the next topic. If not, clarify and review information. Explore: After using the Quality Score Card to evaluate a finished product, who determines whether the food product meets the quality standards? (Pause for response.) Review the answers and clarify as necessary. Answer: The manager and the food service assistant who prepared the food item should make the determination. Their decision must be consistent with school district policy. If the school nutrition manager and the food service assistant who prepared the item decide that the food does not meet quality standards, what action should they take? (Pause for response and review answer or clarify as necessary. Answer: 1. Substitute another item on the service line. Follow the local school district procedure for making menu substitutions. 2. Use the product if possible, in another way to avoid wasting the food. For example, quick breads can be crumbled and added to puddings or crumbled and used as toppings for fruits. Corn bread or plain muffins can be used to make turkey or chicken dressing or as bread crumbs. 3. Determine what happened during preparation that caused the poor quality and make plans to correct the preparation next time. Page 4 36

37 Module 4: Breads and Grains Healthy Cuisine for Kids Visuals, Materials Needed Flip chart sheet Marker Removable tape Slide 20 Topic and Discussion Guide Basic Skills in Preparation Explore: Eight basic kitchen skills are necessary whether you are preparing fruits and vegetables, meats and meat alternates, or breads and grain-based products. Let's do a check up. With your table team make a list of at least five of the eight basic skills that you need to prepare quality food. Instructor Note: Allow table teams seconds to list five of the eight skills. (The basic skills were discussed and shown on slides in Lessons 2 and 3 and are repeated on the next slide.) Ask each table team to share two skills they listed. Ask for a volunteer to write all table team responses on a flip chart sheet. After all table teams have shared, the volunteer should tape the flip chart sheet on the wall. If some of the skills are not listed on the first round; repeat until all four tables have responded two times or all skills are listed. If all eight skills were not listed, use the next slide to review the eight skills. Display: Slide 20, Basic Skills in Preparation Tell: All eight of the skills are needed to prepare quality products and are shown in a circle to indicate no beginning or end. You may practice them in a slightly different ways depending upon the product you prepare. For example, if you have a speed scratch product, you begin with the package procedures rather than with a standardized recipe. However, most speed scratch products need some additional ingredients that require weighing and measuring, seasoning, and some even offer a choice in the cooking method to use. Page 4 37

38 Module 4: Breads and Grains Visuals, Materials Needed Topic and Discussion Guide Speed Scratch Products Flip Chart Sheets with heading: Bread and Grain-Based Products. Marker Removable tape Display The Food Buying Guide for Schools and The Food Buying Guide for Child Care Explore: What are the bread and grain-based speed scratch products used by CNPs? Instructor Note: Ask team tables 1 and 3 (or refer to tables by their names) to list speed scratch bread products used in CNP; and ask tables 2 and 4 to list speed scratch grain-based products used in CNP. Allow 60 seconds for table teams to list products. Ask a volunteer to write team responses on a flip chart under columns headed Breads and Grain-Based Products. If some of the more obvious ones are not listed, ask did you consider? Tell: Speed scratch bread and bread products can be purchased in several stages of preparation including fresh, ready-baked, ready-to-bake, partially baked brown and serve, ready-baked, and frozen. There are a variety of reasons for an increase in the number of speed scratch products. Some of you may recall the days when a person who was asked what they remembered most about school lunch, would answer one of two things either the friendly and kind lunch ladies or those wonderful homemade rolls. But for many schools, those are by-gone days. Labor costs, personnel shortage, lack of training opportunities on one hand, and on the other hand the expansion of speed scratch products through improved quality and marketing. Instructor Note: If participant responses covered the next section, briefly summarize and review the 8 reminders. Ask participants to review the bread section in the Food Buying Guide to see the many different types of bread and grain products used in schools and child care programs. Tell: Speed scratch bread products include a variety of ready-baked breads such as bagels, buns, rolls, bread sticks, crackers, croutons, taco shells, tortillas, egg roll skins, English muffins, waffles, pancakes, biscuits, muffins, and cookies. These ready to eat products are made from a variety of grains, and include a variety of seasonings. Page 4 38

39 Module 4: Breads and Grains Healthy Cuisine for Kids Visuals, Materials Needed Topic and Discussion Guide o The variety allows the CNP to offer the customer many choices. partially prepared bread and bread products such as o refrigerated or frozen rolls, pizza crusts, quick breads, or cookies that are ready to be panned and baked; o frozen yeast dough that needs some additional preparation before baking; and o dry mixes that may be purchased or prepared by the CNP that require additional ingredients before baking. Tell: Some of the speed scratch grain-based products found in The Food Buying Guide include A large choice of ready-to-eat o breakfast cereals made from a variety of grains wheat, oats, rice, and corn. Some are presweetened. o grain-based products include chow mein noodles, rice cakes, taco shells, and corn or wheat chips. Seasoned rice seasoned with herbs, spices, vegetable or chicken stock. Rice may be instant or converted for quick cooking. The variety allows the CNP to offer the customer many choices. Frozen lasagna sheets or partially-cooked pasta for quicker cooking. Dry pasta. It stores well, cooks quickly, and comes in a variety of shapes, flavors, and sizes. Tell: Speed scratch bread and grain-based products make it possible for CNPs to offer a wider variety of bread and grain products. Some speed scratch bread products would take a lot of time to prepare. Having such things as bagels, taco shells, spinach noodles, or sun-dried tomato tortillas available make it possible to offer our customers some items they enjoy that that might not otherwise be served in the CNP. Page 4 39

40 Module 4: Breads and Grains Visuals, Materials Needed Slide 21 Slide 22 Topic and Discussion Guide Display: Slide 21, Reminders About Speed Scratch Products A few reminders! 1. Specify and use whole grains in speed scratch bread items whenever possible. 2. Follow package directions for storing, preparing, and serving speed scratch products. 3. Know the cost per serving of speed scratch products and recognize that the cost includes manufacturing, marketing, and handling. 4. Make sure product specifications consider the amount of fat, salt, and type of grain desired for the product. Display: Slide 22, Reminders About Speed Scratch Products, continued 5. Check products when delivered to ensure that specifications are met. 6. Use speed scratch bread items to meet a specific need that would not be met otherwise. Use them judiciously. 7. Use the Food Buying Guide to determine the crediting of bread items in reimbursable meals. In order for food products to be counted toward meeting meal pattern requirements, they must meet crediting standards. 8. Compare cost of speed scratch products with costs of products prepared on site. Speed scratch quick breads and rolls usually cost more per portion than the same product prepared from scratch. Page 4 40

41 Module 4: Breads and Grains Healthy Cuisine for Kids Visuals, Materials Needed Topic and Discussion Guide Cost and Nutritive Value of Speed Scratch Versus Scratch Products Tell: Rolls and quick breads and grain-based products that are prepared from scratch are usually less expensive per serving. This is true whether you make and use a school made mix or start with the individual ingredients for the product. Although it is important to know that it costs less to prepare products from scratch, it is equally or more important that you control the ingredients that go into the product. When you make the product from scratch you control the amount of fat, sodium, and sugar in the product. Scratch production of breads provides a win-win for the budget and for the nutritive value of the product. Always keep in mind that the techniques used to finish the speed scratch product should add the least amount of fat. Breads and grain-based products are essential to a healthy diet. Use the most appropriate and nutritious product to ensure that customers will select it as part of their meal and enjoy eating it. Page 4 41

42 Module 4: Breads and Grains Visuals, Materials Needed Topic and Discussion Guide Culinary Techniques Explore: What is a culinary technique? What steps are included in culinary techniques for baking bread? Instructor Note: Pause for participants to volunteer answers. This definition has been used in previous lessons. Since this is the last time the concept will be reviewed in HCK, they should have the meaning of culinary techniques firmly implanted in their minds. If answers are vague, clarify and review the description of a culinary technique. Flip Chart Marker Tape Tell: A culinary technique is a step-by-step way to ensure a quality food product. It includes selection and handling, basic preparation, healthy cooking methods, flavor enhancement, and presentation. Tell: Preparation of bread is not difficult. However, it does require some very special skills involving exact measurements and proper handling of ingredients and tools in order to ensure consistent results. Each step in the baking process beginning with the assembling of ingredients, through mixing and baking has an effect on the finished product. The quality of bread is affected by the ingredients used; Too much or too little of the ingredients will affect the product quality, the way it is mixed; over mixing or under mixing will affect the finished product, and the way it is baked; both time and temperature affects the product. Tell: It begins with the ingredients. Each ingredient in bread has a specific function. An understanding of the categories and functions of ingredients in baking and how they affect the finished product helps to understand the culinary techniques used in baking breads. Instructor Note: Ask participants to identify the basic ingredients required for making bread. List their responses on a flip chart sheet. Page 4 42

43 Module 4: Breads and Grains Healthy Cuisine for Kids Visuals, Materials Needed Slide 23 Handout 4 Topic and Discussion Guide Display: Slide 23, Functions and Categories of Ingredients in Baking Tell: The functions of baking ingredients generally fall into six basic categories. 1. Strengtheners: flour and eggs 2. Shorteners: butters, oils, and shortening 3. Sweeteners: variety of sugars and syrups 4. Leaveners chemical, organic, and physical: baking powder and soda; yeast; and steam 5. Thickeners: cornstarch, eggs, and flour 6. Flavorings and seasonings: flavorings; herbs and spices; fruit; nuts; and salt. See: Handout 4, Basic Bread Ingredients and Functions in Participant's Manual Tell: Let's examine the ingredients used in breads, their functional categories, and their roles and characteristics. Ingredient: Flour or Meal Category: Strengthener Provides stability and the structure of bread. One of flour's proteins, gluten, is essential in making yeast bread. It develops into long elastic strands that stretch without breaking during the mixing and kneading process. This allows it to trap the gases that results when yeast ferments in the dough, producing a light even texture in the finished product. Ingredient: Eggs Category: Strengthener The protein in eggs helps form the structure in bread and cakes. Ingredient: Starches Category: Strengthener Starch granules swell in the presence of liquid. As they are heated they swell and trap liquid or steam within their frame. As heating continues the starch is set into a stable structure and texture is affected. Page 4 43

44 Module 4: Breads and Grains Visuals, Materials Needed Topic and Discussion Guide Ingredients: Butters, oils, and shortening. Other shorteners include cream, milk, and egg yolks because they contain lots of fat. Category: Shorteners Make baked goods tender and moist. This occurs when the shortener is incorporated into the batter. Fat surrounds the other ingredients, breaking the long strands of batter or dough into shorter units. The extent to which the fat is incorporated into the batter/dough affects the outcome. Some products are flaky (pastry); others have textures that are cake-like. Fat also helps retain moisture in the product. Ingredients: Sugars, syrups, honey, and molasses Category: Sweeteners Sweeteners provide flavor and also attract moisture, hence the moistness and tenderness of products with sweeteners. The presence of sugar is required to make yeast function properly. Caramelization of sugars adds color and flavor. Tell: Some no-calorie or low-calorie sweeteners may be used in recipes. When recipes are modified to use a sugar substitute, it is necessary to re-standardize the recipe to reflect the modification. When using a no-calorie or lowcalorie product, follow the manufacturer's procedures for blends and mixing. Before making the decision to use a no-calorie or low-calorie sweetener, evaluate the additional cost to the recipe. Ingredients: Baking Powder, Soda, Yeast, and Steam Category: Leaveners: Chemical, Organic, and Physical Produce a desirable texture by introducing gas (carbon dioxide) into the batter or dough. Ingredients: Baking Powder and Baking Soda Category: Chemical Leavener The leavening product interacts with an acid to produce a gas when it is combined in the presence of a liquid. As the item bakes, the gas expands and the crumb forms. The action happens quickly, that is the reason the items are called quick breads. Page 4 44

45 Module 4: Breads and Grains Healthy Cuisine for Kids Visuals, Materials Needed Ingredient: Yeasts Topic and Discussion Guide Category: Organic Leavener Organic leaveners are living organisms that feed on sugars, producing alcohol and carbon dioxide. It takes time for the yeast to grow enough to fill the dough with air pockets. The temperature must be controlled. Yeast will not grow below 65 F to 70 F and above 110 F will be destroyed. Ingredient: Steam Category: Physical Leavener Steam is produced when liquids in a batter or dough is heated. This causes air pockets to expand. Examples of steam leavening include sponge cakes, soufflés, puff pastries, croissants, and Danish. Ingredient: Eggs, gelatin, starches ( flour, cornstarch, arrowroot) Category: Thickeners The amount and type of thickening product as well as the amount of stirring or manipulation will determine the thickness of the final product. Compare custard cooked over direct heat and stirred constantly with the same product that is baked. Ingredient: Cornstarch Category: Thickeners Usually preferred for sauces, puddings, fillings where a translucent effect is wanted. These need to be diluted with a small amount of water before combining with other ingredients. Ingredient: Flour Category: Thickener Used for thickening pastry creams and may also be used for sauces, gravies, and puddings. To prevent lumping combine the flour with sugar (for dessert items) or with water or cold stock before combining with other ingredients. Page 4 45

46 Module 4: Breads and Grains Visuals, Materials Needed Topic and Discussion Guide Ingredient: Eggs Category: Thickener May be used alone or in combination with other thickeners. As the egg proteins begin to coagulate, the liquid is trapped in the network of set proteins that produce a nappe texture (the sauce coats the back of a spoon). Ingredient: Gelatin Category: Thickener Used to produce foams and stabilize certain products such as whipped cream. Ingredient: Seasonings, flavorings, fruit, nuts, and salt Category Flavorings Adds flavor. Ingredients such as vanilla, almond, spices, and fruit peels generally do not alter the texture of the product. Other ingredients described under other categories including eggs, salt, and sweeteners also add flavor. Adapted from: The Culinary Institute of America. (1996). The new professional chef (6 th ed.). New York. Van Nostrand Reinhold Healthy Cooking Methods Slide 24 Tell: Fat, sodium, and sugar are three essential ingredients in most bread and in many grain-based products. Display: Slide 24, Control Points for Healthier Foods Explore: How do we control the amount and kind of fat, sugar, and sodium in CNP meals? (Pause for some volunteer answers). Tell: We must look at the big picture to identify the points or areas in CNP for controlling the amount and kind of fat, sugar, and sodium in school meals. There are six strategic points. All six of these relate to the breads and grain-based foods we prepare and serve and must be considered to reach our goal of healthier meals. Page 4 46

47 Module 4: Breads and Grains Healthy Cuisine for Kids Visuals, Materials Needed Copy of Activity 1 for each participant. Activity 1 Part 1 Topic and Discussion Guide The six strategic points are 1. Planning menus that emphasize fruits and vegetables, meat alternates, and breads and grain-based foods. 2. Writing specifications for products that o have less fat, sugar, and sodium and o include only the amount and kind of fat allowable in the items. 3. Selecting recipes that are lower in fat, sugar, and salt; and/or modifying recipes to use less. 4. Using healthy cooking procedures and methods such as baking, broiling, and roasting. 5. Selecting condiments and dressings carefully. 6. Storing, preparing, and holding food at correct temperatures. Tell: Healthier cooking requires that lower amounts of fat, sugar, and sodium be used in preparing bread and grainbased menu items. Instructor Note: See Activity 1 in Supporting Documents for directions. Distribute: Activity 1, A Healthy Cooking Check-Up Explain the purpose and directions for the activity. You may give a small prize for the table that completes the activity and is the first to stand. After all tables have completed the activity, quickly read the statements and ask the participants to fill in the answers. Ask table teams to check their answers. You may give a small prize for the table that has all correct answers. The activity is repeated below with answers to the statements shown in italics and underlined. Part 1 of the activity relates to sugar and Part 2 relates to fat. Explain: The purpose of this activity is to review ways to reduce the amount of fat and sugar in baking through modifying recipes and planning menus. If your table team is stumped on one or more questions, you may send runners to the other tables to find the answers. When your table team completes the activity, stand. Activity: A Healthy Cooking Check-Up, Part 1: Ways to Reduce Sugar (Answers are italicized and underlined) Page 4 47

48 Module 4: Breads and Grains Visuals, Materials Needed Optional: Overhead projector Transparency of completed Activity Answers Topic and Discussion Guide Instructor Note: The activity is shown below with answers. Read the statements and allow the participants to check their answers. If time is limited, you may make a transparency of the completed activity and let each table team check their responses. Tell: Sugar is sweet, but not too much! You can help reduce the amount of sugar served in your meals. Just fill in the blanks and you will have refreshed your memory. Explore: 1. Make a plan to serve less high sugar foods such as frosted desserts, cookies, and pastries. 2. Avoid using recipes that contain substantial amounts of sugar. 3. Control the amount of sugar by preparing items such as condiments, salad dressings, sauces, and baked goods from scratch. 4. Use a glaze instead of a butter cream frosting. 5. Use fruit juices as sweeteners. 6. Use fruits packed in light syrup or fruit juice. 7. Cook vegetables, such as corn, greens, and green beans without sugar. 8. Drain fruits packed in heavy syrup. Foods can still taste sweet and contain less sugar. Here are some ideas for modifying your recipes. (Answers are italicized and underlined.) 1. Reduce the amount of sugar gradually, testing and tasting after each modification. 2. Increase the amount of flavoring when sugar is reduced. 3. Use sweet spices such as vanilla, allspice, cardamom, coriander, nutmeg, mace, cinnamon or ginger in breads, cakes, and cookies to create a light sweet taste in recipes that have had sugar modified. 4. Use blends to increase flavor when sugar is reduced. 5. Use up to one-half less sugar in traditional recipes for cookies, muffins, quick breads, and pie fillings. Make reductions of no more than one-fourth at a time. Page 4 48

49 Module 4: Breads and Grains Healthy Cuisine for Kids Visuals, Materials Needed Part 2: Activity 1 Handout 5 Topic and Discussion Guide Part 2: Activity 1. Answers are italicized and underlined. A little fat goes a long way to make foods taste good, but if you use too much, you'll taste the fat instead of the food and get too many calories. Recipes can be modified and still produce good tasting food. Complete these sentences as a reminder of ways fat can be reduced in baking. 1. Make as many products from scratch as feasible, because you can control the amount and kind of fat used. 2. Replace animal fats with vegetable fat to reduce the amount of saturated fat and cholesterol. 3. Use pan sprays for coating pans or foods. 4. Brush rolls or biscuits with milk or egg white instead of butter or margarine to enhance the browning. 5. Substitute dried fruits, applesauce, mashed sweet potatoes, and pumpkin for part of the fat in baked goods. 6. Enhance recipes with oils, nuts, and low-fat dairy products such as low-fat yogurt, part-skim ricotta cheese, part-nonfat mozzarella cheese, buttermilk, or evaporated nonfat milk. Tell: Our goal is to prepare healthy food and also to prepare food that meets our quality standards. See: Handout 5, Six Questions About Basic Bread Ingredients, in Participant's Manual. Tell: Each of the ingredients in bread serves a specific function, but if an ingredient is not used properly it may have a negative effect on the finished product. Let's look at the effect of these ingredients on the quality of the finished product. Page 4 49

50 Module 4: Breads and Grains Visuals, Materials Needed Topic and Discussion Guide 1. How can flour affect the quality of the bread? Flour affects the volume, texture, and flavor of bread. o Poor Volume The bread does not rise as much as it should. The gluten in the flour was not developed enough (bread was not kneaded adequately) or the amount of gluten was not enough to give structure. For example when too much whole wheat flour is substituted for all-purpose or bread flour in the recipe, the volume will be less. o Coarse Texture The bread has a coarse crumb. This can happen because o the recipe was not followed, o too little flour was added, and o there was not enough gluten developed to produce a fine crumb, or o the dough was under kneaded. 2. How can the yeast affect the quality of the bread? o Heavy texture of bread can be caused by lack of proper mixing to distribute the yeast cells, lack of time for the yeast to grow, old or dead yeast, and too little yeast (poor volume). o Bread with too great a volume results when too much yeast is used. A yeasty taste is caused by allowing bread to rise too long so that too much yeast grows. Page 4 50

51 Module 4: Breads and Grains Healthy Cuisine for Kids Visuals, Materials Needed Topic and Discussion Guide 3. How can the liquid affect the quality of the bread? o The liquid must be carefully measured and be at the right temperature for the type of yeast to be used. A liquid that is above 138ºF will kill the yeast and the yeast will not grow at temperatures below 34ºF. o The ideal temperature for the liquid in yeast bread is affected by the kind of yeast that will be used. Follow the recipe exactly for the temperature of the liquid. Use a stem-type thermometer to check the actual temperature of the liquid before it is added to the yeast or dry ingredients. o Water has an effect on yeast bread dough. Soft water produces sticky dough while hard water slows the fermentation of the yeast. 4. How can sugar affect the quality of the bread? Yeast bread gets some sugar from the action of the yeast on the flour and some is included in the recipe. In a sweet bread recipe, such as cinnamon rolls, the additional sugar causes the yeast to grow slower so the proofing time must be longer. 5. How can salt affect the quality of the bread? When there is too little salt, yeast grows too fast and the gluten structure will not support the bread. Too little salt causes the bread to fall and makes the texture too dense and heavy. Salt should be added with the flour and other dry ingredients, never to the yeast and water mixture since it can retard the growth of the yeast. A flat flavor occurs when salt is omitted. 6. How can fat affect the quality of bread? Too little fat can cause the bread to be tough and lack flavor. Since fat affects the keeping quality, a recipe with too little fat means the bread will become stale more quickly. Tell: Baking is a science. A quality product depends upon exact measurements, proper handling of ingredients and tools, and correct baking procedures. Page 4 51

52 Module 4: Breads and Grains Visuals, Materials Needed Topic and Discussion Guide Culinary Techniques Used to Prepare Ingredients and Equipment for Baking Breads Slide 25 Display: Slide 25, Culinary Techniques to Prepare Ingredients and Equipment Tell: Four culinary techniques essential to quality products and effective management of time include 1. Mise en place o Assemble all ingredients and supplies in the work area adjacent to the equipment to be used before beginning the process. This includes the ingredients, measuring devices and pans as well as ensuring access to oven space. 2. Scaling a baking term that means measuring and weighing ingredients. Weigh or measure not once, but twice. This skill is more critical to the outcome of baked products than to other types of cooking. Weighing is the most accurate way to measure ingredients, particularly dry ingredients. However, in some instances liquids are also weighed. o Weigh or measure the ingredients before mixing. o If the batter or dough is used for loaves of bread or cakes, the batter or dough should be scaled (weighed) to ensure that the proper amount is used for the pan size. Placing equal amounts of dough in pans helps ensure accurate portion control, uniformity of products, evenness of browning, and decreases the possibility of uneven rising. 3. Selecting and preparing pans Display: Pans of different weights, surfaces, shapes, and sizes. Tell: Selecting the appropriate pan for the product to be baked involves several considerations including the pans Weight: Heavy-gauge pans are preferred. Surface: Shiny surfaces reflect the heat away from the pan, slightly slowing the cooking process. Darker surfaces hold the heat better and when used produce a deeper color and a well-developed crust. Page 4 52

53 Module 4: Breads and Grains Healthy Cuisine for Kids Visuals, Materials Needed Size and shape: Topic and Discussion Guide o A pan too large results in the item not rising properly during baking and its edges likely to be overcooked. o A pan that is too small results in the appearance of the food item being affected and the food may not be baked all the way through. Tell: Prepare the pan for baking by using pan spray, parchment paper, or by using a combination of shortening and flour. If shortening is used to grease the pan, use a very light coat. To coat the pan with flour, shake a small amount of flour into the pan and spread it around to coat all surfaces. 4. Selecting and preparing the oven. Three steps are necessary to bake a quality product. 1) Ensure proper placement of racks and pans in the oven Conventional Oven: An overloaded oven does not allow the air to circulate. The racks should be inserted in the oven's center. You may need to rotate the pans for even baking. Convection Oven: Larger batches may be baked in a single load as the forced air movement allows each item to bake evenly. 2) Preheat the oven to the appropriate temperature. 3) Bake them at the right temperature for the correct length of time and in the appropriate oven. Page 4 53

54 Module 4: Breads and Grains Visuals, Materials Needed Topic and Discussion Guide Basic Preparation Bread Tell: Breads are usually classified as quick bread or yeast bread. Quick breads differ from yeast bread in the type leavener used. Quick breads use chemical leaveners (baking powder and soda) and yeast breads use organic leaveners (yeast). Muffins, biscuits, and scones are examples of quick breads. As the name implies, they are quick to make and should be made for just in time service. Explore: Why do we call these quick breads? (Pause briefly for response.) Tell: The name quick bread is derived from the fast action of the leavener used and the short time required for making the bread. Tell: There are four methods used for creating batters used for quick breads, muffins, and cakes. 1. The straight mixing method: All ingredients are combined at once and blended into the batter. 2. The creaming method: Recipe usually calls for ingredients to be at room temperature. The fat is creamed with the sugar. Eggs and flavorings are added in stages. The final step is to blend the dry ingredients into the batter alternately with liquid. This method is used for pound cakes, butter cakes, and some cookies where a finer crumb and texture is desired. 3. The two-stage method: It is used to prepare cakes with a high percentage of sugar. It is not often used in schools. 4. The foaming method: It is used for the lightest cakes, such as angel food and sponge cakes. Eggs and sugar are beaten until very light and then the flour is folded into the batter. Tell: The two most commonly used methods for quick breads are the straight mixing method and the creaming method. The straight mixing method is used for making muffins. The method used for making biscuits is more like the creaming method. Quick Bread Tell: There are two different culinary techniques used for Page 4 54

55 Module 4: Breads and Grains Healthy Cuisine for Kids Visuals, Materials Needed Flip Chart Marker Topic and Discussion Guide quick breads. The muffin method is a step-by-step way of mixing muffins, pancakes, waffles, and other batters. The biscuit method is a step-by-step way of preparing rolled and cut biscuits and scones. Basic ingredients in all quick breads are flour, liquid, leavening agent, and flavorings. Most quick bread recipes also include some kind of fat. Some quick breads use eggs. Each quick bread has different types and different amounts of the basic ingredients. The dry ingredients should be weighed and the liquid ingredients should be measured. Weighing is more accurate than measuring because it is not affected by the packing of foods such as flour, or the way in which the measuring cup is filled. Tell: There are three types of quick breads depending on the amount of flour and liquid. 1. Pour batter for pancakes and waffles. This type has the most liquid, least flour. 2. Drop batter for muffins, pan breads, drop biscuits, and loaf-style quick breads. 3. Soft dough for rolled and cut biscuits and scones. This type has the most flour and least liquid. Instructor Note: Briefly review the steps in the muffin method (described below) emphasizing the key points. Muffin Method for Quick Breads (straight mixing method) Tell: The muffin or straight mix method is used for items such as muffins, pancakes, waffles, cornsticks, and banana bread. Tell: All ingredients are combined and blended into the batter. These batters should be mixed as briefly as possible to ensure a light delicate texture. Lumps may be visible in the batter when it is panned. Instructor Note: If time is short, briefly review the key points in the muffin method instead of going through all the steps. Page 4 55

56 Module 4: Breads and Grains Visuals, Materials Needed Topic and Discussion Guide Tell: Steps in the muffin method 1. Weigh the dry ingredients. Mix dry ingredients for several minutes to evenly distribute them. 2. Measure the liquid ingredients in a separate container. Beat the eggs and combine all other liquid ingredients. 3. Add the liquid ingredients to the dry ingredients. The liquid ingredients should be added all at once. 4. Mix at a low speed only enough to blend the ingredients. Mixing should take only seconds. If special flavoring ingredients (fruits, nuts, cheese, etc.) have been added, mixing may take up to 40 seconds. Be careful not to over mix. 5. Pan the batter according to the recipe. Prepare pans by coating bottom with pan spray. 6. Bake in a preheated oven at the temperature and for time given in the recipe for the type oven being used. 7. Temperature and baking time are less for a convection oven than for a conventional oven. o When using a convection oven, turn the fan off during the first one-third to one-half of the total baking time. o If a convection oven cooks unevenly, rotate pans halfway through the baking time. 8. Serve immediately. Remove a quick bread from the baking pans as soon as it is done and serve while hot for best quality. Quick breads should be baked for just in time service. 9. Store quick breads the right way. When quick breads are not served immediately from the oven, cool completely. Store in airtight containers until time for service. Most quick breads freeze well. Biscuit Method for Quick Breads Tell: The second culinary technique used for quick breads is the biscuit method. Recall that we referred to the muffin procedure as producing a batter; we usually think of producing dough for cut and shaped biscuits. The biscuit method is similar to the creaming method. Watch for the differences between the muffin method and the biscuit method. Make a note of the key points in the biscuit method. Page 4 56

57 Module 4: Breads and Grains Healthy Cuisine for Kids Visuals, Materials Needed Topic and Discussion Guide Instructor Note: Ask participants to raise their hand if they have made biscuits from scratch? From a mix? Those who have never made biscuits? Depending on the responses, define terms such as cut in shortening, knead, and pan. Tell: Steps in making biscuits. 1. Weigh the dry ingredients. Mix the dry ingredients for several minutes to evenly distribute them. 2. Cut the fat into the dry ingredients. Use a paddle attachment to the mixer and continue until the mixture looks like cornmeal. This will take about two minutes. 3. Measure the liquid ingredient. The liquid added to the biscuit dough should be cold. 4. Add the liquid to the dry ingredients. The liquid should be added all at once. 5. Mix at low speed only enough to blend ingredients. Mix on low speed for seconds. Turn the mixer on/off about four times. Dough should look shaggy. 6. Remove the dough to bend and knead lightly. Knead 15 to 20 strokes. This should take about one minute. 7. Roll to 1/2 inch thick thickness and cut biscuits. Roll or pat the dough to 1/2 inch thickness and cut again. 8. Pan the biscuits. Biscuits can be rolled in a baking pan and cut into squares or cut in the traditional manner and placed on a baking pan. Biscuits can be held from 2-3 hours in the refrigerator until time to bake. (Note: Use both hands to save time when panning biscuits.) 9. Bake in preheated oven for the time and at the temperature given in the recipe for the type of oven used. o When the temperature given on the recipe is for a conventional oven, and you are using a convection oven, it is necessary to reduce the temperature by 25ºF to 50ºF and reduce baking time by 25%. o If the convection oven cooks unevenly, rotate the pans halfway through the baking time. 10. Serve immediately. Remove the biscuits from the baking pans as soon as they are done. Serve immediately while hot. Biscuits should be baked for just in time service. Page 4 57

58 Module 4: Breads and Grains Visuals, Materials Needed Flip chart Marker Topic and Discussion Guide Instructor Note: Write the 9 steps of the muffin method and the 10 steps of the biscuit method on two sheets of paper. Make two copies of each. Cut the steps of the muffin method and the steps of the biscuit method in strips. Give two tables the muffin method strips, and two tables the biscuit method strips. Tell the table teams they have 75 seconds to arrange the strips in order and tape them to a flip chart sheet. Participants may use notes or Participant's Manual to complete this activity. Ask the table teams to stand when they have the steps in order. You may give the first table team to stand a small prize (if their steps are correctly placed.) Call time. Ask the first table team with the muffin method to stand and the first table with the biscuit method to stand to read the order of steps as taped to the flip chart sheets. Ask the other two tables to listen carefully as the steps are read and raise a hand if the order is not correct. Give the winning tables a round of applause. Ask the participants how the biscuit method differs from the muffin method? Yeast Bread Tell: Yeast bread differs from quick breads in that they use organic leaveners (yeast) rather than chemical ones (baking powder and soda). Yeast is a living organism and it takes time for it to grow. Therefore, it takes longer to make yeast bread than quick bread. The yeast must ferment, the dough must be proofed (or allowed to rise) before it is baked. Temperature is critical at three stages in the preparation of yeast bread. The stages in yeast bread preparation when temperature is critical are the liquid temperature, the proofing temperature, and the baking temperature. Page 4 58

59 Module 4: Breads and Grains Healthy Cuisine for Kids Visuals, Materials Needed Video clip: Yeast Breads Video projector Screen Topic and Discussion Guide Tell: Basic ingredients in yeast breads are flour, liquid, yeast, sugar, salt, and flavorings. Each ingredient in a yeast bread recipe has a special job to do. To yield a quality product, the yeast should be checked to be sure it is not old and out of date. Also, the temperature of the water should be checked before it is added to the dry ingredients. Tell: Steps in preparing yeast breads 1. Mise en Place o Assemble and prepare all ingredients. This includes scaling (weighing and measuring ingredients), and having them at the appropriate temperature. o Assemble all the necessary equipment. This varies but usually includes a variety of bowls, a scale, a scraper, a clean working surface, a mixer with a dough hook, a warm spot for proofing, or a proofing oven, pans, and a correctly preheated oven. 2. Mixing the ingredients and kneading 3. Proofing 4. Shaping 5. Final rise/pan proofing 6. Baking 7. Cooling and Storing Show: Video clip. Yeast Breads (7 minutes 50 seconds) Tell: Make notes of the steps in the recipe used in preparing the yeast bread and the key points in making yeast bread. Explore: (After the video). With your table team, list the steps in order for making yeast bread. Page 4 59

60 Module 4: Breads and Grains Visuals, Materials Needed Flip chart Marker Topic and Discussion Guide Instructor Note: 1. Ask the table teams to list steps for making yeast bread. Ask for a volunteer to write the steps on the flip chart. If steps are not listed in order, work with participants to renumber steps so that all are included and in correct order. 2. The steps in making yeast bread are listed below. You may review them with participants to clarify information after the table team leaders have shared their responses. 3. Review the key points in making yeast bread. Tell: Steps in using the straight-dough method for yeast breads 1. Scaling Ingredients Dry ingredients should be weighed and liquid ingredients should be measured. 2. Mixing Combine all ingredients and mix with an upright mixer or a vertical mixer. 3. Kneading Using the dough hook, increase the speed and knead until smooth. 4. Fermenting Shape the dough into a round ball and leave in the mixing bowl in a warm place to rise. 5. Punching Down the Dough Pull the dough up on all sides, fold over the center, pressing down and turning over in the bowl. 6. Benching and Resting Leave the dough for a short time to give it time to recover from punching down. 7. Portioning Dough Divide dough into portions as described in the recipe. 8. Rounding and Shaping Round and shape the dough as described in the recipe. 9. Bench Proofing Allow the shaped dough to rise until it is doubled in size and springs back slowly when punched with a finger. 10. Baking Bake according to the time and temperature given in a recipe. Loaf bread will sound hollow when tapped lightly on the bottom. 11. Cooling and Storing Cool yeast bread at room temperature after it is removed from the pan. Do not refrigerate. Page 4 60

61 Module 4: Breads and Grains Healthy Cuisine for Kids Visuals, Materials Needed Handout 6 Topic and Discussion Guide See: Handout 6, Grains, Pasta, and Legumes Summary in Participant's Manual Methods of Cooking Grains Grains Video Clips: Increasing Grains in School Lunches Cooking Rice in a Steamer or Oven Video projector Screen Tell: There are many kinds of grains that can be included on school menus. Some examples are rice, bulgur or cracked wheat, couscous, cream of wheat, buckwheat or kasha, and oatmeal. Of course, corn, cornmeal, and grits are also from the grain group. Grain dishes may be served at any meal. Grains are important ingredients in soups, main dishes, side dishes, and even desserts. When any grain is cooked, three things should happen: 1. The plant fiber should become soft so it can be eaten. 2. The grain product keeps its shape and doesn t become a paste. 3. The starch in the grain product is changed so it can be digested. Cooking Grains Tell: Grains properly cooked are relatively dry and fluffy with a sweet, nutty flavor. Always follow the directions in the recipe or on the grain package for a quality product. Instructor Note: Show video clips Increasing Grains in School Lunches and Cooking Rice in a Steamer or Oven. or Continue with the discussion. If showing video clips, introduce video and identify items for participants to watch for in the video clips. Page 4 61

62 Module 4: Breads and Grains Visuals, Materials Needed Slide 26 (Optional-if video is used) Topic and Discussion Guide Display: Slide 26, Cooking Grains Tell: In cooking grains, keep in mind these four points. 1. Grain products (or cereals) can be cooked in a steamjacketed kettle or a steamer. They can be prepared in a heavy kettle on the range. 2. Simmering is the most popular method for cooking grains. 3. Do not stir or overcook a grain product. Either action means that the product will be sticky and gummy. 4. Follow the recipe exactly for the amount of liquid to be used and the cooking time for the product. This ensures that the product will be done and will meet quality standards. The liquid used to cook grains can be water; chicken, beef, or vegetable stock flavored with herbs or spices or vegetables. Breakfast cereal such as oatmeal may be cooked in milk. Tell: In general, grain products are done when almost all the liquid has been absorbed. Some recipes suggest that the grain product be removed from the heat when almost all the liquid has been absorbed, and then left to stand covered for five to ten minutes. Standing allows time for the remaining liquid to be absorbed. Simmering Grains 1. Measure the water. Follow the recipe for the amount of water and salt for each pound of grain. 2. Bring water to a rolling boil and add grain gradually while stirring with a wire whip. Add seasonings according to the recipe. When cooking breakfast grains such as grits or oatmeal, stir until some thickening begins. 3. Return water to a simmer, cover, and cook until most of the liquid has been absorbed. Do not continue to stir the grain during cooking since that will cause the grain to be sticky and gummy. The time needed for cooking will vary with the variety of grain, the amount being cooked, and the cooking temperature. Be careful not to overcook. 4. When most of the liquid has been absorbed, remove from heat. Some grains will need to be drained. Others should be covered and allowed to absorb the remaining moisture. Page 4 62

63 Module 4: Breads and Grains Healthy Cuisine for Kids Visuals, Materials Needed Display: Variety of rice types. Topic and Discussion Guide 5. Serve immediately. If necessary to hold cooked grains, cover with aluminum foil and hold above 135ºF in a warmer. Rice Tell: Rice comes in a wide variety of types: white, wild, brown, basmati, enriched, converted, seasoned, and in a wide variety of combinations. Cooking methods include boiling, steaming, simmering, and the pilaf method. Instructor Note: Display a variety of rice types including long and short grain. Either pass samples around for participants to view or allow time for participants to walk to the display table to view the types of rice. Tell: It is important that you know the kind of rice to be used in a recipe. Schools may purchase different kinds of rice or receive different varieties from USDA. The rice package will state the kind of rice. The varieties of rice differ in the size and shape of the grain. Long grain rice is fluffy and the grains separate easily when it is properly cooked. Short grain rice is sticky and plump when cooked. Brown rice still has the bran layer and it takes longer to cook. Tell: Follow the recipe for the correct amount of liquid for the kind of rice and culinary technique to be used. Follow the directions in the recipe or on the package of rice. The standard ratio for cooking rice is two parts water and one part rice. However, follow the recipe exactly including the correct cooking time. Tell: Rice can be cooked in the steamer or in the oven. Cooking times vary with the method used for cooking. Follow the recipe for a quality product. Rice that is overcooked becomes mushy or sticky and the grains cling together. Overcooking means the starch takes in too much water and the grain begins to lose its shape. Tell: Rice becomes a potentially hazardous food after it is cooked. It should be served immediately or kept heated. If it is not to be served as part of the meal, it should be chilled in shallow pans and kept refrigerated until use. Page 4 63

64 Module 4: Breads and Grains Visuals, Materials Needed Topic and Discussion Guide Tell: The five steps for cooking rice in a steamer or oven include 1. Measure or weigh the amount of rice to be cooked. Pour into inch pans. o Use no more than 3 pounds of rice in a pan. o For each 1 pound of rice, use 1 quart of water or stock. 2. Bring the liquid to a boil in a separate container. o If additional ingredients are to be used in the rice, add them to the liquid and pour the boiling liquid over the rice. o For added ingredients such as sautéed onions, garlic, celery, carrots, or mushroom use a maximum of 3 cups of added ingredients for each 1 pound of rice. 3. Cover tightly with aluminum foil and either steam or bake in the oven. o Times will vary depending on the variety of rice used. o The times shown below are for white rice, long grain (regular or parboiled) or medium grains. Compartment Steamer Steam at 5 pounds pressure for 25 to 30 minutes. Conventional Oven Bake at 350ºF for 25 to 30 minutes. Convection Oven Bake at 350ºF for 20 to 25 minutes. 4. Remove from heat and let rice remain covered for 5 to 10 minutes. Fluff rice before serving. 5. To hold rice before serving, cover tightly with aluminum foil and hold above 135ºF in the warmer. Pilaf Technique Tell: The pilaf technique is used for cooking grains. The grain is first heated (toasted or parched) in a pan (either dry or in an oil) and then combined with a hot liquid. The grain is then simmered in stock or water with various seasonings. The grains tend to remain separate and have a nutty flavor caused by the initial toasting or parching or sautéing of the grain. The finished product should be light, fluffy, and relatively dry. Common Pilaf Grains: Rice, Buckwheat, Barley, Quinoa Page 4 64

65 Module 4: Breads and Grains Healthy Cuisine for Kids Visuals, Materials Needed Topic and Discussion Guide Quick Steps for the Pilaf Method 1. Heat the cooking oil in a steam-jacketed kettle, tilting skillet, or large sauté pan. 2. Add onions and sweat. (A term that means to cook an item usually vegetables in a covered pan in a small amount of fat until it softens and releases moisture.) 3. Add the grain and stir until it is coated with oil. 4. Add the correct amount of hot liquid and bring to a simmer. Add herbs, spices, or other seasonings. 5. Do not stir again once the simmering point is reached. Cover the pan. Follow the recipe for the cooking time and temperature. The pilaf may be finished over direct heat or in the oven. 6. Cook until individual grains are tender. When properly cooked the grains should separate easily. Cooking Pasta Tell: Pasta comes in all kinds of shapes and sizes. Students like elbow macaroni, lasagna, wagon wheels, bow ties, butterfly pasta, and spaghetti. Some recipes such as lasagna do not require pasta to be precooked before being combined with the sauce for baking. Always check the recipe or the package for directions for How to prepare the pasta. o If dry pasta is used, follow directions in the recipe for combining with sauce and cooking time. o If pasta is cooked before using as a side dish or combining with other ingredients, check the number of minutes to cook pasta. Cooking times vary depending on the shape and size. Use plenty of water. Keep the pasta moving in the boiling water. Stir constantly. o Check for doneness. Pasta is ready when it is al dente or firm to the tooth with some resistance but no dark or uncooked core. Taste it. Drain! Page 4 65

66 Module 4: Breads and Grains Visuals, Materials Needed Topic and Discussion Guide Tell: Pasta is traditionally cooked in boiling water following these four steps. 1. Bring water to a rolling boil. 2. Add pasta and stir it to separate strands. 3. Cook until tender, but not soft. 4. Drain pasta immediately, and serve at once or refresh. Refreshing is a process by which you immerse the pasta in ice-cold water for a few seconds to stop the cooking process. Reheating Pasta 1. Portion pasta and place in a wire strainer or colander. 2. Submerge in simmering water until hot, drain well. 3. Finish as desired. Instructor Note: Allow table teams 30 seconds to list some additional ways to cook or use pasta. Ask each table team to share one idea. As time permits, you may have table teams share other ideas. Explore: With your table team, take 30 seconds to list some additional ways to cook or use pasta. Then each table team will share its ideas. (Pause for table teams and then call on each table to share.) Tell; Use these shared ideas to expand the ways that you prepare and serve pasta in your CNPs. Flavor Enhancers Breads Tell: Quick breads may contain one or more spices such as cinnamon or nutmeg. Spices are used in small amounts but they should pack a big punch. Measure spices carefully and uses only high quality fresh spices. Since only small amounts are used, the spice needs to give flavor needed for the recipe. Flavorings used in breads include salt, vanilla, lemon oil, and others. Measure the flavoring carefully for the recipe to have the right taste. Page 4 66

67 Module 4: Breads and Grains Healthy Cuisine for Kids Visuals, Materials Needed Topic and Discussion Guide Other ingredients to add flavor and texture in quick breads include cheese, corn, nuts, dried fruit, bell peppers, grated carrots, garlic, onion, fresh or dried cranberries, blueberries, cherries, orange or lemon peels. Many quick bread recipes contain amounts of added ingredients to use. Grains Slide 27 Tell: Instead of seasoning rice and other grains with butter, consider these options. Use chicken, beef, or vegetable stock as the cooking liquid. Add onions, vegetable and fruit juices, garlic, herbs, and spices for flavor. Select a recipe that includes new and different flavors. Display: Slide 27, Grain-based Products in the Menu Explain: Grain-based products most often found in school menus include breakfast cereals, rice, pasta, and bread. The grain-products may be served alone or in combination with other foods, such as vegetables, meats and meat alternates. They form the foundation of many meals for students who choose a vegetarian diet. Explore: Many of our student customers do not choose whole grain bread and grain-based dishes. How do we encourage them to select the quality whole grain products we have prepared using whole grains? (Pause for participant response.) Tell: We must continue our efforts to help our customers develop eating habits consistent with the recommendations of the DGA. It is also essential that we provide tasty and appealing products and encouragement through merchandising and giving information. Presentation and Garnishing Presentation Tell: We often think about the presentation as the merchandising of food. The purpose of merchandising is to create in the customer's mind a desire for the product. Tell: An effective way to create in the minds of our customers a desire for healthy choices is to create appealing Page 4 67

68 Module 4: Breads and Grains Visuals, Materials Needed Topic and Discussion Guide presentations of food on the serving line and on their trays. This principle applies to all foods on the serving line including breads and grains. The purpose of creating an appealing presentation or merchandising is to appeal to the customers' senses sight, touch, smell, taste, and sound. The presentation of any item on the menu should begin in the menu planning stage. The menu planner should think about how it will be presented on the serving line and on the customer's tray. The menu planner may include a drawing on the printed menu to show the order in which food is to be placed on the serving line and how the food is to be placed on the customer's tray. Planning the presentation is an important step in menu planning. Tell: Almost all customers will select some type of bread or grain product each day. The school nutrition program requires that schools offer eight servings of breads and grains each week. This is the largest number required of any of the meal components. The DGA recommend that everyone should have a minimum of three servings of whole grain bread or grain products each day in addition to at least three other servings. If the CNP is to do its part in helping our customers select whole grains, we must think creatively of ways to present these items on the serving line. Presentation of Breads Tell: Bread adds color, shape, and texture to the meal. Bread may be round, crescent, square, thin, thick, pieshaped, or rectangular. Its presentation on the serving line should complement the shapes of other foods. Page 4 68

69 Module 4: Breads and Grains Healthy Cuisine for Kids Visuals, Materials Needed Topic and Discussion Guide Properly baked bread has a rich color that varies with the type of bread from golden to tan. Look for the speed scratch bread products such as tortillas that contain spinach or sun-dried tomatoes to add nutrients and color to the product. Bread should be fresh, taste good, have a pleasing aroma, and a pleasing texture. Bread may be served hot or cold. The temperature of the bread should be correct for the type bread. Some bread should be cooked for just in time service. Cold breads can be presented on the serving line in an attractive basket; sliced breads can be attractively arranged to look as if they were flowing from the container. However, we must remember that all food served must be protected by the sneeze guard. Bread is a finger food easy to eat. Think creatively about ways to display whole grain breads that make them so appealing that kids can't refuse them. Presentation of Grain-based Dishes Tell: Grain-based dishes are traditionally brown or off-white. Whole grain products are a rich brown color that complements many food items. Different types of pasta such as spinach or sun-dried tomato pasta add color and nutrients to the menu. Seasoned grains with herbs and spices provide color and add to the presentation. Grain-based dishes vary in color and can be served to complement other menu items in flavor and color. Visualize the value of color to the serving line when marinara sauce is served with pasta, or when chopped parsley is added to a steam table pan of fluffy white rice. Presentation of the breads and grain-based products for the serving line is the final step in the preparation process. It is such an important step that it is included as one of the tasks in the culinary lab. Page 4 69

70 Module 4: Breads and Grains Visuals, Materials Needed Topic and Discussion Guide Garnishing Instructor Notes: Read the five rules for garnishes and ask each table team to take 60 seconds to think of some examples for applying the rule to garnishing breads and grains. Examples could be positive or negative. Give an example such as for Rule number 1. Garnishes should be edible. Placing chopped fresh parsley on steamed rice would add color and flavor, however placing artificial parsley sprigs on rice would not be acceptable. After 60 seconds ask someone from each table team to state the rule and give one or more examples of applying the rule to breads and grains. Slide 28 Tell: Garnishing and presentation are closely related. Menu items are garnished to increase their appeal to the customer. Display: Slide 28, Rules for Garnishes Tell: Five simple rules to remember about garnishing food. Garnishes should 1. be recognizable and edible. 2. have a flavor compatible with the food being garnished. 3. be planned to complement the color of the menu item and the serving line. 4. be appropriately sized for the product. 5. be used to complement the product and not disguise it. Tell: The DGA indicate that whole grain products are essential to a healthy diet. In fact, they are essential elements in the foundation of a healthy meal. To achieve our goal of serving healthy meals, we must offer a variety of whole grain products in ways that appeal to our customers. Putting our best foot forward through appropriate presentation and garnishing of whole grain products is an essential culinary skill. Page 4 70

71 Module 4: Breads and Grains Healthy Cuisine for Kids Visuals, Materials Needed Topic and Discussion Guide Closing Slide 29 Slide 30 Tell: HCK is about healthy cooking and service. One of our goals is to prepare and serve healthy food that our customers enjoy eating day-in and day-out food that is consistent with the recommendations of the DGA. Only when we reach that goal can we come close to the second major goal to help customers develop healthy food habits for a lifetime. Explain: To achieve these goals, we must set some priorities for preparing and serving food that our customers will select. Display: Slide 29, Setting Priorities for Preparing and Serving Healthy Food The first priority we have in preparing healthy foods that our customers will select is to make them taste good. We do this by Using appropriate seasonings, Practicing basic food preparation skills, Providing consistency of product, and Serving quality products at their peak of freshness. Display: Slide 30, Setting Priorities for Preparing and Serving Healthy Food, continued The second priority that we must consider in terms of its acceptance by our customers is to make the food look good the appearance of food. Several things that affect the appearance of food on the serving line or the customer's tray include Food placement and arrangement on the serving line and on the customer's tray; Variety in color, texture, size, and shape of foods; Portion size; Properly and uniformly cut or sized meats, vegetables, and breads; and General appearance of the serving counter. Page 4 71

72 Module 4: Breads and Grains Visuals, Materials Needed Slide 31 Slide 32 Slide 33 Topic and Discussion Guide Display: Slide 31, Setting Priorities for Preparing and Serving Healthy Food, continued A third element having an impact on food selection is properly cooked foods. Vegetables and fruits prepared to preserve their best color and texture. This impacts both cooked and raw food items. Breads that are uniform in color, not overcooked, nor undercooked. Who wants a bite of raw pizza dough? Grain products that are cooked just right al dente for pasta and fluffy for grain products. Use of a variety of cooking methods. Foods that are cooked and held at safe temperatures. Display: Slide 32, Setting Priorities for Preparing and Serving Healthy Food, continued Tell: The fourth element or priority in serving healthy and appealing food is to ensure that it is served at the appropriate temperature for safety and for enjoyment. Remember, Hot foods hot! and Cold foods cold! Display: Slide 33, Healthy Cuisine for Kids-the final test! Tell: Before we serve any food in the SNP, we should be able to answer Yes to the following questions: 1. Does it taste good? 2. Does it look good? 3. Is it cooked properly? 4. Is it served at the correct temperature? When we answer yes to these questions, we can be pretty sure that we are well on the way to achieving our goals of satisfied customers who are on their way to developing healthy food habits. Page 4 72

73 Module 4: Breads and Grains Healthy Cuisine for Kids Visuals, Materials Needed Index cards on tables Slide 34 Topic and Discussion Guide Instructor Note: Ask each participant to take an index card and write three things they have learned about breads and grain-based dishes that they will apply on their jobs. After two minutes, tell them to tuck the cards in their Participant's Manual to serve as a reminder of their pledge to their customers. If time permits, ask participants to share one thing they will do to encourage customers to select more whole grain products. Display: Slide 34, Pledge to My Customers I will use what I have learned about breads and grains by doing the following three things in my CNP. My goal is to encourage my customers to eat more whole grain breads and grain-based dishes Instructor Note: After the two minutes and sharing of table team ideas, remind participants of the culinary demonstration after the break. If necessary, remind them to review the seminar schedule for times of culinary demonstrations and other activities. 9:10-9:20 Break 9:20-10:00 Culinary Demonstration Bread 10:00-11:45 Culinary Lab 11:45-12:45-Lunch Presentation, Tasting, Evaluation, Clean-up 12:45 1:35 Culinary Demonstration Grains 1:35-1:45 Break 1:45-3:30 Culinary Lab 3:30-4:15 Presentation, Tasting, Evaluation, Clean-up 4:15-4:40 Application to CNP Environments Evaluation of Day Three 4:40-5:00 Celebrating Culinary Success Seminar Evaluation Page 4 73