Course: Foods 11/12G



Course: FOODS 11/12Gold

Unit: MEAL PLANNING

Curriculum Outcomes:

It is expected that students will:

• demonstrate organization and co-operation in partner and group work, including integration of planning skills

• devise plans and implement effective strategies for task sequencing and time management in co-operation with partners and groups

• use a variety of cooking methods to prepare food

• select recipes and apply cooking principles to prepare healthy dishes and multi-course meals, incorporating presentation and budgetary considerations

Rationale:

One of the best ways to make sure you eat well is to plan your meals ahead of time.

Planning ahead can help you:

( get enough of all four food groups

( add variety, so you’re not eating the same things day after day

( save money by buying only what you need

( use up foods that you already have on hand, and

( save time by shopping less often

This unit started when I surveyed students on the types of foods that they prepare at home, how much food prep they are responsible for, etc… A lot of my students are quite involved in their family’s food prep, but I found that the majority of the students that take my classes (and their families) eat a very monotonous diet. They don’t use recipes at home, they only cook what they are familiar enough with to cook without instructions (not just the students but often the parents too). So I really wanted to try to get students to actually use the recipes from school at home, and also use what resources they have at home to add some VARIETY to their diets. This unit started out with me hoping to teach them how to use a cookbook (assuming that most families have some sort of cookbook in their home, even if they don’t use it). I was hoping to encourage students to be creative with what ever resources they had available and inspire them to cook more than the Kraft dinner, meat and potatoes, or spaghetti sauce from a jar that they are used to. Every year it amazes me how few students have had basic homemade tomato sauce!

The focus of this unit is more on skill development than on problem solving or creativity, but for the first unit of the course and for the particular group of students I always seem to get in my classes this is what really works well for me. What is the experience of Home Economics teachers around the province? I think we are all trying to take a group of students who say “I JUST WANT TO COOK!” and teach them more about food than just cooking.

Is planning an aesthetically pleasing and time efficient menu the most important/top criteria? For this unit, Yes! Are these goals more important than nutrition? Of course not. At this point though (1st week of the course) I think it’s a great place to start. With the prevalence of cooking shows and the increased popularity of restaurant meals, students are very familiar with the importance of visual appeal and presentation of food. Of course nutrition is more important than aesthetics, and will be highlighted throughout the entire course, but there is a lot of background knowledge and experience that goes into planning meals with nutritional criteria. We have a simple discussion about including the four food groups and planning a balanced meal. At this point in the course I really want students to take some ownership and responsibility for their food habits (and monotonous family dinners!) I hear teachers complain about students getting more and more apathetic, not taking responsibility for their education, their own learning…. Well, I think, they haven’t had to; they’ve been told what to do all along. Planning a menu might seem too simple, but this personalized approach seems to work. Students are obviously encouraged by a trust in their ability to choose their own recipes. It sets a great tone for the rest of the course.

Number of Days Required:

as first unit 9-10

TIMELINE:

Monday

Tuesday Lesson 1: Introduction and Menu Analysis

Wednesday Lesson 2: Menu Planning Discussion and Criteria

Thursday Lesson 3: Chicken Dumpling Demonstration

Friday 3 cont. Chicken Dumpling Lab

Monday 2 cont. Menu Planning & Grocery Order

Tuesday Lesson 4: Recipe Prep

Wednesday 4 cont. Menu and sample sharing

Thursday 4 cont. Recipe Prep

Friday 4 cont. Menu and sample sharing

Lesson 1: COURSE INTRODUCTION AND MENU ANALYSIS ASSIGNMENT

Purpose

Inspire students to cook and learn about food by flipping through food magazines.

Objectives

Students should be able to appraise a menu and express what appeals to them.

Materials

~12 food/cooking magazines, MENU ANALYSIS and MEAL PLANNING CONSIDERATIONS

Procedure

Part 1: (~1/2 the class time)

Your own course outline, room, group organization, introductory discussion, etc….

Part 2: Complete MENU ANALYSIS Handout using magazines.

In partners, have students flip through the magazines you have placed at each table to find a menu with suggested recipes. One year I flagged a menu in each magazine ahead of time, but I found that they didn’t bother looking through the rest of the magazine. When I have left the magazines untagged, students are actually much more enthusiastic about the activity. A few groups needed help to find an article with a planned menu rather that just focusing on a particular food or cooking technique. Have one menu flagged ahead of time to show as a sample. Relate your sample to the handout and notes that they should complete (see MENU ANALYSIS handout): Canadian Living Magazine, Dinner menu, Mediterranean style, “A hearty meal with lamb and lots of fresh vegetables and herbs”, serves 6….

Ask students to think carefully about what appeals to them about the food…certain ingredients, colors, combinations…. Ask each pair to share their answers to this question and make notes on your board or overhead projector. Do any trends develop? Try to group their answers to outline the aesthetic aspects of food: color, texture, arrangement, temperature, and taste. Then handout the MEAL PLANNING CONSIDERATIONS HANDOUT and discuss with students.

Evaluation

I find evaluation of their notes easiest to accomplish while students are working on the activity, rather than having to go back and find the right magazine to compare with their notes. I give a completion mark for their written work while the magazine is still open.

Reflection

Is this group excited about food, or reluctant to cook?

Lesson 2: MEAL PLANNING DISCUSSION AND CRITERIA DEVELOPMENT

Purpose

Use a cookbook from home to plan an aesthetically pleasing and time efficient menu.

Objectives Students should be able to:

• incorporate aesthetic guidelines in their meal planning.

• plan a schedule that takes into account the coordination of ingredient preparation and cooking times for several recipes.

Materials

2 sample menus and preparation schedules in handout.

~12 cookbooks (as back up)

Some Recommendations (Canadian books with both measuring systems):

Simply HeartSmart Cooking by Bonnie Stern

Anne Lindsay’s New Light Cooking

The New Canadian Basics by Carol Ferguson

The Complete Canadian Living Cooking by Elizabeth Baird

Bonnie Stern’s Essentials of Home Cooking

Cook Great Food by The Dieticians of Canada

Procedure

Day 1: MEAL PLANNING Assignment

Sample Menu Discussion > Criteria Development

A WEEK OF MEALS ASSIGNMENT Steps 1 & 2.

Day 2: A WEEK OF MEALS Steps 3, 4, 5 (choose favorite, type recipes, grocery order).

Note: see timeline. Day 2 of this plan could be done consecutively but we always do our theory day and grocery order on Mondays, so my timeline reflects that routine.

I also really like to get students actually cooking during the first week of school so I use the Chicken Dumpling recipe (Lesson 3) to set up our lab procedures and routines – and set the tone with a somewhat complex and detailed recipe.

If you supervise effectively while they are planning their menu, you will be familiar with their choices and able recommend which recipe you think will work out best in the class time available (and suit their skill level). I generally find students are extremely cooperative and excited about choosing their own recipes. I also usually try to ensure variety when students are selecting the one recipe they will actually make. Try to avoid having every single group choose their dessert recipe. It usually seems to work out quite well. If you do end up with several outstanding dessert ideas, try to separate them over the two prep days. (I also try to avoid recipes that are identical to something I have planned for later in the semester). I am always very careful to help students adjust the amount of their recipe to make just enough for a tiny taste for everyone. It still ends up looks like a long shopping list, but if you’re careful it’s actually not too costly.

This year our week looked something like this:

Days 1 & 2: Unit 1 partners J & B Stuffed Mushroom Caps

Unit 2 partners A & D Pasta with Tomatoes & Ricotta

Unit 3 partners M & E Raspberry Chocolate Layer Cake

Unit 4 partners E & R & T Teriyaki Steak

Unit 5 partners D & G Potato Salad

Unit 6 partners Z & A Creamy Chicken Pasta

Days 3 & 4: Unit 1 partners M & S Chicken Sandwich with Charmoula Mayo

Unit 2 partners D & K Lemon & Fresh Blueberry Tart

Unit 3 partners V & D & E Vegetarian Indian Curry

Unit 4 partners B & M Harvest Vegetable Soup

Unit 5 partners L & B Chocolate Fondue

Unit 6 partners L & N Pork Roast with Plum Glaze

Evaluation

Our Criteria usually look something like this:

• Weeknight should include 2-3 recipes, Weekend should include 4-5 recipes

• Tidy, Easy to read layout

• Reasonable description of simple side dishes

• Balanced meal that respects aesthetic aspects and includes all food groups

Lab Participation

Reflection

How many students brought the requested cookbook?

Our mix of senior students that have taken several foods courses allows me to use this unit at the beginning of the semester. If your students are not as skilled this unit might be better later on in your course. I like to play with this at the beginning of the semester to really get to know students’ tastes and skill level.

Lesson 3: CHICKEN DUMPLINGS

Purpose

First lab demonstration, Sample Menu discussion

Objectives Students should be able to:

• write recipe instructions while watching the demonstration.

• prepare dumplings and sauce following recipe and demonstration example

Materials

Ingredients, menu & recipe handouts

Procedure

Day One: Demonstration

In the handouts that I give to students I always remove the instructions. If I am not demonstrating a recipe then I have students copy the instructions from an overhead on a theory day. If I am doing a demonstration then I have students take notes of my instructions during the demonstration. We prepare ½ this recipe for a group of four. I often include full recipes but then have students reduce for class (the same when they select their own recipes – photocopy the full recipe for the class, but reduce what we cook). I also try to always include metric and imperial measures – I know they should be capable of translating the amounts on their own, but students seem to be much more successful with repeating the recipes at home if I help them out with this.

Discussion ideas:

• Chinese menu – discuss other recipes included in the sample menu

• Prep schedule if making all the recipes – what can be done ahead of time?

• What are some typical or unique Asian ingredients?

• Where can these be purchased? Local stores?

• Aesthetic aspects of this menu

• Filling variations

• What is a dumpling anyway?

• Dumplings around the world – perogies, gyoza, empanadas, samosas….

• Ground chicken vs other ground meats – cost, fat content…

Day Two: Student Lab

There are many different ways these dumplings can be shaped. These are my favorites:

Recipe Check Points:

( When students are sealing the dumplings they need just the right amount of egg. Too much egg – they will seal, but they will be a bit messy and they won’t hold a crimp. Too little egg – they won’t seal and will tend to crack at the edges.

( The sauce ingredients need to be measured accurately, and don’t overcook the sauce, either way it becomes gluey.

Evaluation

Written recipe instructions

General Lab Evaluation

Reflection

How many students actively participated in discussion during demonstration?

Lesson 4: CHOICE RECIPES

Purpose

Students prepare their selected recipes and share their menu plans with the class.

Objectives

Students should be able to cooperate to prepare selected recipe.

Materials

Ingredients & a copy of each favorite menu for all members of the class

(Ideally students’ recipes will all fit on one page so that it will be easy to photocopy for the whole class. When computers are available, I have students type the recipes.)

Procedure

Day One: Recipe Prep

One pair of students from each group will have selected their recipe for today – they are in charge of the prep, their other two group members will be their assistants. Remind students that they will be eating the product tomorrow (definitely something to keep in mind when you are helping students select their recipes). As much prep as possible should be done on this first lab day so that the next day all they have to do is quick last-minute cooking or re-heating their product, or simply serving in the case of most desserts.

Day Two: Menu and Sample Sharing

You could have students present their menus and sample recipe, but I have had better success (especially if you are using this unit at the start of a semester) introducing the students and their product myself. I generally introduce the students by name and then I explain a bit about their menu – which cookbook the recipes are from (show the book), the style of food, discuss with the class whether the menu is well balanced, does it meet the criteria they helped develop, what are it’s strongest points…etc… Then show their product and get students to highlight that recipe on their menu handout, discuss a bit about the techniques, or cooking methods, or food safety issues related to that particular recipe while students sample the product.

Day Three: Recipe Prep (same as above)

The second pair is now in charge of the prep for their recipe today.

Day Four: Menu and Sample Sharing (same as above)

Evaluation

See A WEEK OF MEALS ASSIGNMENT handout

Lab evaluation as per your normal routine

Reflection

Were students willing to share?

Would you organize the lab time differently next time?

CHOICE RECIPES

BLOCK:

Unit 1: Group Members –

Recipe:

Unit 2: Group Members -

Recipe:

Unit 3: Group Members -

Recipe:

Unit 4: Group Members -

Recipe:

Unit 5: Group Members -

Recipe:

Unit 6: Group Members -

Recipe:

MENU ANALYSIS

Magazine:

Meal: (Breakfast, Brunch, Dinner…..)

Theme or Style:

One sentence that describes the Menu:

Number of People:

Number of Food Items: (List Recipe Titles)

What makes this menu appealing?

Aesthetic Aspects of Food:

•

•

•

•

MEAL PLANNING CONSIDERATIONS

Many people know that it is important to plan a meal when they entertain. They set aside the time and enjoy the process. But these same people often find it tedious planning everyday meals. However, if you apply the same principles and give yourself even a short amount of time to organize, soon it will become second nature.

Taste and Texture Try not to repeat ingredients.

You obviously wouldn’t serve a shepherd’s pie topped with mashed potatoes with potatoes as a side dish, or potato soup right before the shepherd’s pie. A more interesting first course might be a light vegetable soup or salad that doesn’t repeat a major ingredient in the main course and balances the heaviness of the main dish.

Colour and Arrangement Picture the finished recipe in your mind.

It is important to consider the colour, shapes and texture of each dish and plan for variety. A colourful combination of foods also usually means you are getting a variety of vitamins and minerals

Temperature

Varying the temperatures of the food can make a meal more interesting too.

Cooking Methods

Having all your dishes ready at the same time is very important and requires planning and practice. If you serve three stir-fried dishes that all have to be made at the last minute, it will be difficult to have everything ready at the same time. But if you serve something baked, something made-ahead, and something stir-fried, you will have a much better chance of achieving your goal. Varying your cooking methods adds interest to your menus and reduces your chances of running out of pots or room on the stove. You can also plan make-ahead dishes, so that you are not doing too many things at the last minute. Also, it’s important to write out a work plan, however brief, to help you know when to cook what, and what order to cook it in. This way you won’t be waiting around before starting something else.

Seasonal Foods and Economy in the Kitchen

Easting foods in season can help you stay in tune with you environment, as well as keeping costs down.

Reference: Simply HeartSmart Cooking by Bonnie Stern

MEAL PLANNING

Discuss with your group member to answer the following:

Why bother planning meals?

What are some of the possible resources you could use for planning meals?

Using the following list plan 5 possible menu combinations with 3-5 items each:

(use each word at least once)

soup appetizer salad pasta casserole

poultry vegetable bread meatless main course

meat side dish dessert

sample: appetizer, salad, meatless main course, dessert

1.

2.

3.

4.

5.

How would you plan weeknight and weekend menus differently?

Wednesday Night Family Meal for 4

Hummos with Sesame (p.37) and Pita Chips (p.37)

Sirloin Steak with Mustard Pepper Crust (p.195)

Green Salad with simple Balsamic Spa Dressing (p.92)

Preparation schedule:

1. Marinate Steak.

2. Bake pita chips.

3. Make salad dressing.

4. Grill steak.

5. Make hummos.

6. Toss salad. Serve.

Saturday Night Chinese Dinner Party for 6

Chicken Dumplings with Sweet and Sour Sauce (p.48)

Hot and Sour Soup (p.53)

Chicken Breasts with Black Bean Sauce (p.156, 172)

Asparagus with Ginger (p.206)

Steamed Rice

Honey Almond Biscotti (p.282)

Preparation schedule:

The night before:

1. Make Biscotti.

2. Prep Chicken Dumpling mixture and sauce to step 4.

3. Soak mushrooms and prepare remaining ingredients for Soup.

The night of the Party:

1. Bake Black Bean Chicken.

2. Cook Soup, keep warm over very low heat.

3. Complete dumpling recipe, serve immediately.

4. Cook rice.

5. Serve Soup, sit with guests.

6. Cook Asparagus, serve immediately with Black Bean Chicken and Rice.

7. Serve Biscotti with tea or coffee for dessert.

Hummos with Sesame

1 can (540 mL) chickpeas, rinsed

2 cloves garlic, minced

45 mL (3 tbsp) lemon juice

15 mL (1 tbsp) olive oil

15 mL (1 tbsp) sesame oil

2 mL (½ tsp) ground cumin

salt and pepper

lemon slices

30 mL (2 tbsp) chopped fresh parsley

Puree chickpeas in food processor, add up to 60 mL ( ¼ cup) water if necessary. Add garlic, lemon, oils, and cumin. Puree until smooth. Add salt and pepper to taste. Transfer to serving bowl and garnish with lemon slices and parsley.

Pita Chips

Make your own low-fat chips! Separate 4 pita breads and cut into wedges. Spread in a single layer on a baking sheet and bake in a preheated 400˚F (200˚C) oven for 8 to 10 minutes, or until crisp.

Balsamic Spa Dressing

125 mL (1/2 cup) balsamic vinegar

30 mL (2 tbsp) lemon juice

15 mL (1 tbsp) dijon mustard

30 mL (2 tbsp) olive oil

10 mL (2 tsp) worcestershire sauce

1 clove garlic, minced

1 mL (¼ tsp) pepper

250 mL (1 cup) water

5 mL (1 tbsp) honey

1 mL (¼ tsp) salt

Whisk all ingredients together in a medium bowl, or shake together in a glass jar with a tight fitting lid.

Sirloin Steak with Mustard Pepper Crust

30 mL (2 tbsp)

15 mL (1 tbsp) Worcestershire sauce

15 mL (1 tbsp) very coarsely ground pepper

2 cloves garlic, minced

750 g sirloin steak

Combine marinade ingredients. Pat steaks dry. Spread marinade over steaks and marinate in refrigerator for a few hours. Preheat broiler of barbeque and grill steak for 5-6 minutes per side for medium rare (internal temp 120˚F/50˚C). Allow steaks to rest for a few minutes before carving. Carve steak in thin slices on diagonal.

CHICKEN DUMPLINGS WITH

SWEET AND SOUR SAUCE

250 g (½ lb) fresh spinach

500 g (1 lb) ground chicken

1 egg, separated

15 mL (1 tbsp) corn starch

2 mL (½ tsp) salt

1 mL (¼ tsp) hot chilli paste

1 carrot, finely chopped

5 mL (1 tsp) minced fresh ginger root

1 pkg fresh wonton wrappers

10 mL (2 tsp) vegetable oil

Sauce:

75 mL (1/3 cup) ketchup

45 mL (3 tbsp) rice vinegar

45 mL (3 tbsp) granulated sugar

125 mL (½ cup) water

15 mL (1 tbsp) soy sauce

5 mL (1 tsp) sesame oil

10 mL (2 tsp) cornstarch

1. Wash spinach. Place in saucepan, cover and cook just until spinach wilts. Rinse with cold water. Squeeze out excess moisture and chop.

2. In a large bowl combine chicken, egg white, cornstarch and salt. Stir in chilli paste, carrot ginger and spinach.

3. Lightly beat egg yolk with 5 mL (1 tsp) water in a small bowl. Place a spoonful of chicken mixture in the center of each wrapper. Lightly brush edges of wonton wrapper with yolk. Lift edges and pinch to seal. Flatten the bottom of the dumpling so it will stand up.

4. Combine all sauce ingredients in small saucepan. Bring to a boil over high heat, stirring frequently. Simmer just until sauce thickens. Remove from heat and cool.

5. Work in batches to cook dumplings. Steam in a bamboo steamer for 5-6 minutes. Or heat vegetable oil in cast iron skillet over medium-high heat. Carefully place dumplings in pan. Cover and cook for 5-6 minutes. Carefully loosen from pan, bottom of dumplings should be nicely browned.

HOT AND SOUR SOUP

10 dried shiitake mushrooms

250 g ( ½ lb) extra-firm tofu

30 mL (2 tbsp) cornstarch

60 mL ( ¼ cup) water

1.5 L (6 cups) chicken stock

3 leeks, trimmed and shredded

250 mL (1 cup) bamboo shoots

30 mL (2 tbsp) black Chinese vinegar or Worcestershire sauce

30 mL (2 tbsp) soy sauce

30 mL (2 tbsp) minced ginger root

2 mL ( ½ tsp) pepper

5 mL ( 1 tsp) sesame oil

2 mL ( ½ tsp) hot chili paste

1 egg

3 green onions, thin diagonally sliced

Cover dried mushrooms with hot tap water and let soften for 20 minutes. Drain, discard stems, and slice. Cut tofu into thin strips. Blend together cornstarch and water, reserve. In large saucepan, combine stock, mushrooms, leeks, bamboo shoots and tofu. Bring to a boil. Skim if necessary and cook for about 3 minutes. Add vinegar, soy sauce, ginger, pepper, sesame oil and chili paste. Taste and adjust seasonings. Stir cornstarch mixture and add to soup. Cook until slightly thickened, stirring to prevent lumps. Remove soup from heat and slowly add beaten egg. Stirring to make sure egg forms strands and cooks through. Add green onions. Serve hot.

CHICKEN WITH BLACK BEAN SAUCE

6 skinless chicken breasts or thighs, or 12 wings cut in half

30 mL (2 tbsp) black bean sauce.

Pat chicken dry. Rub black bean sauce all over chicken. Arrange chicken on foil-lined baking sheet. Bake in pre-heated 375°F oven for 30-45 minutes (depending on cut of chicken using), or until chicken is cooked through. Sprinkle with cilantro before serving.

BLACK BEAN SAUCE

10 mL (2 tsp) vegetable oil

3 cloves garlic, finely chopped

15 mL (1 tbsp) finely chopped ginger

3 green onions, chopped

2 mL (½ tsp) hot chili paste

30 mL (2 tbsp) fermented black beans, rinsed and chopped

5 mL (1 tsp) grated lemon peel

125 mL (½ cup) chicken stock

30 mL (2 tbsp) rice vinegar

15 mL (1 tbsp) soy sauce

10 mL ( 2 tsp) sesame oil

Heat vegetable oil in wok. Add garlic, ginger, green onions, chili paste, black beans and lemon peel. Cook for 30 seconds, or until very fragrant. Add stock, vinegar, soy sauce and sesame oil to wok. Stir well and bring to a boil.

ASPARAGUS WITH GINGER

5 mL (1 tsp) sesame oil

15 mL (1 tbsp) finely chopped fresh ginger root

3 green onions, chopped

750 g (1 ½ lb) asparagus, trimmed and cut in 5 cm (2 inch) lengths

15 mL (1 tbsp) soy sauce

15 mL (1 tbsp) balsamic vinegar

2 mL (½ tsp) honey

Heat oil in wok or skillet. Add ginger and green onions and cook gently for 1 minute, or until fragrant. Add asparagus and stir-fry for about 2 minutes, just until it loses it’s rawness. Combine soy sauce, vinegar and honey. Add to skillet and cook for 1 minute, or just until asparagus is tender. Taste and adjust seasonings if necessary.

ALMOND BISCOTTI

2 eggs

150 mL (2/3 cup) granulated sugar

75 mL (1/3 cup) butter, melted

5 mL (1 tsp) vanilla extract

2 mL (½ tsp) almond extract

500 mL (2 cups) all-purpose flour

2 mL (½ tsp) baking powder

2 mL (½ tsp) baking soda

2 mL (½ tsp) salt

125 mL (½ cup) whole unblanched almonds

In large bowl, beat eggs, gradually beat in sugar, butter, vanilla and almond extract. In small bowl, mix together flour, baking powder, and salt; stir in nuts. Turn dough into lightly floured surface and knead into a smooth ball. Divide in half; shape each piece into a log about 10 cm wide. Place on lightly greased baking sheet. Bake in 325°F oven for 30 minutes or until pale golden. Let cool on baking sheets for 3 minutes. Transfer to cutting board; with a sharp knife, cut on slight diagonal into 1cm (½ inch) thick slices. Arrange slices lying flat on baking sheet. Bake for another 10 minutes per side.

A WEEK OF MEALS ASSIGNMENT

Criteria

Assignment

1. Using your cookbook plan 5 weeknight and 2 weekend menus that meet these criteria

2. Give detailed title and page number for each recipe.

Describe simple side dishes where suitable.

7 menus x 5 marks each = /35

3. From these 7 menus choose your favourite

Type or Photocopy all of the recipes for this menu (paste in your notebook)

/10

Make sure to list the Name and Author of the cookbook you have used.

4. Write a ‘work plan’ or ‘prep schedule’ for this menu (see samples).

/10

5. Choose one recipe that you will prepare and share with the class.

(Requires teacher consultation and filling out a ‘Shopping Cart’)

1 shopping cart x 5 marks = /5

Total: /60

recipe preparation and participation > lab marks

Weeknight

1.

2.

3.

4.

5.

Weekend

1.

2.

FAVOURITE MENU

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