Book by Erin Albright

51 51

T E A C HE R ’S E D IT IO N

“Don’t judge each day by the harvest you reap but by the seeds you plant.” Robert Louis Stevenson

KITCHEN CULTURE

KITCHEN INVENTORY

CLASSROOM RULES

CLEANING UP

ADAPTING A RECIPE

LESSON PLANS

Iron Chef Challenge Bruschette Create a Cookie Soba Noodle Bowl Vegetable Fried Rice Soft Pretzels

20 24 28 32 36 40

TASTING BALLOT

KITCHEN CULTURE The rituals and routines that students and teachers follow create a kitchen classroom culture that fosters positive contributions and community. STUDENTS

In the kitchen, we have established a set of rituals and routines for the students so they know what to do when they enter the kitchen. 1 Students should line up outside the kitchen classroom and wait to be greeted by a kitchen teacher 2 After entering the kitchen, put their stuff away in the cubbies, put on an apron and meet at the middle table for the Chef Meeting 3 Wash their hands after the Chef Meeting and go to their table groups 4 Work in same table groups for entire kitchen rotation 5 Choose their kitchen jobs each kitchen class 6 Serve everybody at the table before eating 7 Bus their own dishes and clean the kitchen classroom after every kitchen class

TEACHERS

As a kitchen staff, we have established a set of rituals and routines so that students are well prepared and know what to expect. 1 Greet the class outside and wait for the students to be lined up, focused, and ready to enter thekitchen 2 Share leadership of the Chef Meetings and come together for closing circles 3 Ask check-in questions at the table groups that set a tone and allow the kitchen teachers to get to know the students 4 Take notes on each class to track group continuity, fairness, and behavioral issues 5 Debrief with the classroom teacher after each class 6 Discuss ongoing issues with the school counselors

STUDENT BUY-IN

With these practices, we aim to instill a sense of ownership and love for the kitchen in each student within the project. 1 Eat what they make 2 Use real tools 3 Cook in the kitchen what students have grown in the eden project garden 4 Harvest from the garden during kitchen class 5 Take copies of the recipes home 6 Take leftovers in to-go containers

KITCHEN TEACHERS 1 Ask for student input whenever possible 2 Engage the all of the senses 3 Know the classroom teachers’ management styles before beginning lesson 4 Create a culture of “yes!” 5 Use “random” decision-making processes (rock/paper/ scissors; pick a number) 6 Create kitchen jobs that will bring out the best in particular students or groups, and figure out appropriate work for particular students’ needs 7 Should be flexible, and able to assign new kitchen jobs when necessary in the kitchen 8 Redirect unproductive behavior 9 Praise, praise, praise! 10 Reward students with more responsibility 11 Make positive phone calls home

KITCHEN INVENTORY Professional tools instill a feeling of responsibility in students as well as an expectation of serious effort. Each of the three table groups has their own color coded toolbox and a cooking station. Each toolbox contains basic knives and measuring devices, and each cooking station has a sink, two electric burners, basic pots and pans, and cleaning supplies. Students in the table groups are responsible for the care of all tools and equipment in their toolbox and at their cooking station.

UTENSILS

6 Chef Knives

Measuring Cups

used for chopping, slicing, dicing and mincing jobs in the kitchen.

measure the volume of liquid or bulk solid cooking ingredients.

2 Bread Knives

Vegetable Peelers

used for cutting bread and doesnâ&#x20AC;&#x2122;t take a lot of pounding and abuse.

removes a thin layer of peel and food material from surfaces.

10 Paring Knives

Garlic Peeler

is the most used knife. To pare something is to remove some part of it.

is used to quickly peel whole garlic cloves without loosing any cloves.

3 Wavy Knives

2 Zesters

allow greater pressure to be exerted on the object being cut.

used for obtaining zest from lemons and other citrus fruit.

Measuring Beaker

Wooden Reamer

rough estimations of volumes of liquid or solid ingredients.

is a small utensil that efficiently juices lemons, limes and other citrus fruits.

Measuring Spoons

Pepper Mill

used to measure an amount of an ingredient, either liquid or dry.

a device for grinding peppercorns by hand to make pepper.

CUPBOARD

Cast Iron Griddle

Salad Spinner

is a stovetop griddle that provides an even heated cooking surface.

used to wash and remove excess water from salad greens.

Stock Pot

Heat Diffuser

use for cooking over the stove, serving and other purposes.

can help control the flame and improve the quality of cooking.

COUNTERTOP

3 Cutting Boards

Stainless Steel Scrubber

used for food preparation both cutting and sorting ingredients.

cuts through and removes tough soil and burnt-on food.

Box Grater

Electric Burners

does the work of a slicer and three graters in one compact tool.

used for a heated cooking surface without having to use a stove.

Soap Dispenser

Drain Catch

use for holding anti-bacterial soap and placed at every sink.

used for catching food before going down the kitchen sink drain.

CLASSROOM RULES Kitchen rules ensure that students stay safe and respectful of one another. The rules of our classroom are handwritten on card stock, laminated, and placed on the kitchen door and bulletin board. These rules are introduced during student orientation. To have a wonderful time in the kitchen, please follow these simple rules:

1 Gum is never allowed. 2 Use respectful, appropriate language. 3 Keep your hands to yourself. 4 During the chef â&#x20AC;&#x2122;s meeting, only one voice is allowed at a time. 5 Students demonstrating exceptional kindness, initiative, or leadership will receive a positive phone call home.

CLEANING UP Cleanup cards are a set of laminated index cards, each listing a particular job. At the end of class, each student chooses a card and that task becomes his or her responsibility. Students have been known to mark popular jobs, such as using the restaurant style dishwasher, by bending the corners of their cards. The jobs are as follows:

1 Wash the pots, pans, and serving platters at your station. Clean out the sink. Make sure that there is no food in the drain. 2 Empty the compost bin at your table. Wash it, dry it, and put it back on the table. 3 Empty and wipe down your toolbox. Make sure all knives, tools, and other items are clean and in their appropriate places. 4 Sweep under and around your table. Sweep piles into a dustpan and empty into the trash. 5 Put all stools under the table. Shake out the tablecloth. Fold and put the tablecloth in the cupboard if clean or in the laundry if dirty. 6 This is a wild card! Ask the teacher at your table where your help is needed most.

7 Clean and organize the spice table. 8 Wash and dry all the tables, the countertops, and the cooking stations. 9 Remove all cutting boards from the rack. Wipe under the rack. Replace the boards. Put out a clean towel for the next class. 10 Load dish racks, rinse dishes, and wash, dry, and put away all plates, cups, and silverware. 11 Take the compost out to the pile in the garden. Rinse out the bucket and put a layer of dry straw in the bottom of the bucket. 12 Make sure all aprons are hanging neatly on hooks.

ADAPTING A RECIPE Many of our recipes in the kitchen are flexible and can be altered depending on the season, the availability of ingredients, or personal preference. Our style at The Eden Project is to add vegetables! Adding vegetables to a recipe has many benefits. First, it ensures that our students are eating and learning to cook a variety of vegetables. Also, it increases the number of cooking jobs available to students. Lastly, adding vegetables allows us to incorporate more vegetables and herbs that are available in the garden. KEY QUESTIONS: Will the students be excited to prepare the recipe? Can we complete the recipe(s) in a class period? Are there enough cooking jobs? What seasonal ingredient do we want to highlight? Will our students be able to make the recipe(s) at home?

WILL THE STUDENTS BE EXCITED? We want the students to be excited about all aspects of kitchen, from the preparation of the recipes to eating. One of the best ways to ensure that students are enthusiastic about cooking is to make sure that the food they eat tastes delicious. We test recipes before we prepare them with students to check flavors and timing. Also, introducing new ingredients, knife skills, and cooking methods fosters student buy-in and gets our students excited about trying new foods.

CAN WE COMPLETE THE RECIPE IN ONE CLASS? If the class period does not allow for all the cooking time necessary, we have a few ways we speed up the process. For recipes requiring boiling, we always make sure the water is on the stove before the students enter the kitchen classroom, and if we are using the oven we always make sure it is preheated. We might partially cook or steam denser vegetables, such as potatoes, before the students arrive so that the vegetables cook more quickly once they are added to the recipe. Recipes such as Soft Pretzels and Hand-made Pasta we take this as an opportunity for one class to help another. In these cases, students cook

with the dough from the previous class and they make the dough for the next class. We use a similar system when we cook with vegetable stock. When cooking with vegetable stock, students save their vegetable scraps so cooking teachers can make stock for the next class. We make the first batch of vegetable stock for the first class of the lesson to get this process started. We typically keep the vegetable stock warm throughout class to attempt to speed up the cooking process to allow time to complete the recipe.

ARE THERE ENOUGH COOKING JOBS? During every kitchen class students take part in preparing the ingredients, cooking, and setting the table. We like every student to have the opportunity to try any and all of the jobs they are excited about. Choosing recipes with many cooking jobs ensures students will stay focused and engaged for the entire kitchen class. Kitchen jobs, of course, change depending on what is being prepared.Before class, the kitchen teachers read through the recipe and discuss what the cooking jobs will be. Ingredients typically determine how each recipe is divided up into cooking jobs, but cooking jobs are often flexible and are contingent on the interests and skills of the students. If there is not enough work to keep all the students engaged for the entire period, we often add vegetables, typically greens, to the recipe. However, if there is still not enough work for all of the students, we will consider adding a second recipe that will complement the first. Once the steps of the recipe have been explained, chef teachers hand the execution over to the students.The chef teacherâ&#x20AC;&#x2122;s role is to ensure safety and cooperation and to prompt students and offer reminders. All the mincing, measuring, stirring, and cleaning should be done by the students.

BRUSCHETTA AT THE CHEF MEETING

INGREDIENTS

1. Welcome the students back to the kitchen and introduce bruschetta as an Italian dish of bread that has been toasted, rubbed with garlic, brushed with olive oil, and topped with seasonal vegetables.

Bread Olive oil Garlic Assorted greens Assorted herbs Seasonal vegetables Assorted vinegars

2. Explain that bruschetta is a flexible recipe, and ask the students to elaborate on the difference between a recipe that is flexible and a recipe that has to be followed precisely. With Flexible Recipes: 3. Ingredients have the ability to be changed depending on the season and availability. 4. Seasonings can change depending on differences in taste preferences. 5. Explain that the students will decide how to prepare different parts of the bruschetta. Each group will choose how to cut the ingredients, and they will also decide which herbs and vinegars to use to season the vegetables. 6. Demonstrate how to slice the bread thinly into rounds. Use the demonstration of slicing bread as an example of the types of decisions students will make while preparing the bruschetta.

TOOLS Chef knives Paring knives Bread knives Garlic peeler Mixing bowls Cutting boards Measuring spoons Wooden spoons Cast iron Dutch oven Metal spatulas Pastry brushes Sheet pans Parchment paper EQUIPMENT Stove Griddle

AT THE TABLE 1. Review the different ways to cut, cook, and season each ingredient. 2. Review the recipe, check-in, and assign jobs. 3. Prepare the recipe and set the table. 4. Eat. 5. Clean up.

AT THE CLOSING CIRLCE 1. Ask students to think of additional toppings they could use to make this at home. 2. Ask students to review different decision points in the recipe and reflect on how they may do it differently the next time.

RECIPE INSTRUCTIONS Preheat the oven to 375°. Cut the bread into slices ½ inch thick. Brush both sides lightly with olive oil. Arrange slices on a sheet pan lined with parchment paper and toast them in the oven until crisp and golden brown, approximately 4–5 minutes. Remove the pan from the oven and rub one side of each slice of bread lightly with garlic.

CREATE A COOKIE AT THE CHEF MEETING

INGREDIENTS

1. Welcome students and introduce that baking chocolate chip cookies as an opportunity for group collaboration and student leadership, because the recipe can be easily customized. Explain to the students that they will divide into groups and work independently of their teachers to read through the recipe before dividing up cooking jobs and makeing recipe alterations to invent their own cookie. Please be aware that this is the students final kitchen class before the Iron Chef competition.

Flour Baking soda Salt Butter Sugar Brown sugar Vanilla extract Eggs Chocolate chips Milk (to serve with the cookies)

2. Emphasize that measuring precisely is critical when baking. Explain that once the basic dough is prepared, each group will choose ingredients from the Wild Card table to create a customized cookie. 3. List the ingredients on the Wild Card table and tell the students that each table is allowed to choose a total of two cups of ingredients to add to their cookie dough. 4. Ask students to identify traits they associate with good leadership and good group participation. Instruct the class to make sure that each table chooses at least one leader, and that the table should read the entire recipe before starting. 5. Tell the students that the group leader(s) will be presenting the Create-a-Cookie Worksheet to the rest of the class at closing circle. 6. Remind students to consider the strengths and weaknesses of the group and the strengths of each individual in preparation for the competition.

TOOLS Sheet pan Parchment paper Mixing bowls Wooden spoon Cutting boards Measuring beaker Measuring cups Measuring spoons Portioning scoop Oven mitts EQUIPMENT Oven

AT THE TABLE 1. Allow each group to independently choose a leader or leaders. 2. Encourage students to read the recipe, discuss alteration ideas and divide the cooking jobs. If the group wants to make two different types of cookies allow them to split the basic dough in half once it has been mixed. 3. Have students prepare the cookies. Place a teacher (or other adult) at the Wild Card table to monitor the distribution of optional ingredients. 4. Set the table; eat; clean up.

AT THE CLOSING CIRLCE Have the group leaders present their table’s Create-a-Cookie worksheet to the class.

RECIPE INSTRUCTIONS In a large mixing bowl, beat butter until soft. Slowly add the white and brown sugar, mixing constantly. Add the vanilla and then eggs, mix well after adding each egg. Add the flour, salf, baking soda. Stir in the chocolate chips. Bake at 375° for 9–11 minutes or until golden brown.

“FOR TEACHERS, “FOR TEACHERS, a kitchen is a powerful

atool, kitchen is a powerful critical to a student’s tool, critical to a student’s academic success” academic success”

SOBA NOODLE BOWL AT THE CHEF MEETING

INGREDIENTS

1. Welcome the students and introduce the Soba Noodle Bowl with Broccoli.

Dried Soba Noodles Olive oil Garlic Cilantro Sesame seeds Eggs

2. Explain to the students that over their three years in the Edible Schoolyard program, students request to make certain recipes again. Since many students requested to make Maki Sushi, we chose the Soba Noodle Bowl with Broccoli recipe because it allows students to practice previously learned kitchen skills while also learning to prepare a new recipe in the kitchen classroom. 3. Delineate the various cooking techniques that will be employed throughout the class period, and emphasize that these are all skills the students have developed over their three years while in the kitchen classrom project. 4. To complete the Soba Noodle Bowl with Broccoli recipe, students will be measuring, mincing, dicing, slicing, chopping, roasting, boiling, and seasoning. 5. Ask the students to wash their hands and join their table group.

AT THE TABLE 1. Allow each group to independently choose a leader or leaders. 2. Encourage students to read the recipe, discuss alteration ideas and divide the cooking jobs. Note: if the group wants to make 2 different types of cookies allow them to split the basic dough in half once it has been mixed.

Dressing: Sesame oil Soy sauce Tahini Limes Rice vinegar Toppings: Carrots Seaweed Arugula Beets Snap peas TOOLS Cutting boards Chef knives Reamer or juicer Whisk Measuring spoons Mixing bowl Stock pot Colander EQUIPMENT Oven Stove

3. Have students prepare the cookies. Place a teacher (or other adult) at the Wild Card table to monitor the distribution of optional ingredients. 4. Set the table; eat; clean up.

AT THE CLOSING CIRLCE What is one skill you have learned in the kitchen that you feel confident you could teach to others?

RECIPE INSTRUCTIONS 1. Cook Soba Noodles as directe on packaged. Rinse in cold water then drain, place in a mixing bowl and set aside. 2. In a large bowl combine the broccoli florets, olive oil and minced garlic. Season with salt and pepper to taste, mixing well. On a sheet pan arrange broccoli in a single layer and roast at 375째 for 8 minutes. 3. Peel and grate the hard boiled eggs. Place in a serving bowl and set aside. 4. Add the dressing to the noodles and mix well. Add the broccoli, chopped cilantro leaves, sliced chives or scallions, and sesame seeds.

STIR FRY RICE AT THE CHEF MEETING 1. Welcome students and introduce the Vegetable Fried Rice recipe. 2. Explain during the meeting how advances in technology such as the chain pump, the harrow and agriculture (quickgrowing rice) combined to create a surplus of rice during the Song Dynasty. 3. Ask students to define the term surplus. 4. Describe that a surplus of rice led to a population increase, along with the emergence of trade, commerce, urbanization, and leisure time. All these things led to the advancement of Chinese Culture.

INGREDIENTS Olive oil Garlic Fresh ginger Seasonal vegetables Rice Toasted sesame oil Eggs Soy sauce Salt Pepper TOOLS

AT THE TABLE

Wok Crinkle cutter Wooden spoons Chef knives Paring knives Cutting boards Measuring cups Measuring spoons Mixing Bowls

1. Meet with the table groups to introduce the ingredients, review the recipe, and assign jobs.

EQUIPMENT

5. Define culture and invite students to share their â&#x20AC;&#x153;personal culture of oneâ&#x20AC;? by citing examples of how they spend their free time and money. 6. Ask the students to wash their hands and join their table group.

2. Demonstrate how to cut vegetables at an angle and explain to students that we are cutting the vegetables at an angle to make them easier to pick up with chopsticks. 3. Prepare the recipe amd set the table (provide chopsticks for students who want to use them) 4. Eat. 5. Clean up.

Stove

AT THE CLOSING CIRLCE Ask students to name a technological or agricultural advancement that led to the surplus of rice during the Song Dynasty.

RECIPE INSTRUCTIONS In a large, heavy bottom skillet, heat olive oil over medium heat. Add the garlic and ginger for 30 seconds. Add all of the vegetables for about 5 minutes until done but still a little crisp. Add the rice and toasted seasme oil, stir to combine. When rice is hot, add the eggs and soy sauce, cooking until the eggs are dry. Season with salt and pepper.

SOFT PRETZELS AT THE CHEF MEETING

INGREDIENTS

1. Welcome the students back to the kitchen and introduce the Soft Pretzels recipe. Review the Whole Wheat Soda Bread recipe and the Chemical Leaveners Lab from the previous lesson.

Flour Brown sugar Salt Yeast Baking soda

2. Review that a leavener is something that makes bread rise by producing CO2 (carbon dioxide). Have students recall that baking powder, the chemical leavener used in the Whole Wheat Soda Bread, produces CO2 to make bread rise. 3. Explain that for the Soft Pretzels we will use a biological leavener, yeast, to create the chemical reaction that will make our pretzels rise. 4. Explain that yeast is fungus that provides a distinct flavor in breads. When activated with warm water and sugar, the yeast will begin produce CO2 and alcohol. 5. Explain that yeast makes bread rise by â&#x20AC;&#x153;eatingâ&#x20AC;? sugar and converting the sugars into alcohol and CO2 . The dough rises as the yeast digest the sugars and release CO2. 6. Ask students to wash their hands and then join with their table group.

Toppings: Egg (for egg wash) Salt Sesame seeds Parmesan cheese Cinnamon Sugar TOOLS Mixing bowls Measuring cups Measuring spoons Wooden spoon Bench scraper Stock pot Spider Sheet pan Parchment paper Spatula Small bowls for toppings

AT THE TABLE

EQUIPMENT

1. Meet with the table groups to review the recipe and assign jobs. Explain to the group that since yeasted doughs take time to rise, students will make the pretzel dough for the next class and will use the dough made by the previous class.

Stove Oven

2. When the pretzels are in the oven, have the group meet back around the table to observe the chemical reaction created when yeast activates. 3. Review the characteristics of chemical reactions. 4. Review how we can use our senses to collect evidence and make observations that will reveal whether a change is chemical. 5. Pass the activated yeast around the table and have students observe changes. 6. Make the pretzel dough for the next class. 7. Set the table. 8. Eat. 9. Clean up.

AT THE CLOSING CIRLCE Identify a physical change or chemical change that is prevalent in cooking.

RECIPE INSTRUCTIONS Dissolve the yeast in 1¼ cup warm water. In a large mixing bowl combine the yeast/water mixture sugar and salt. Add the flour and mix until the dough is smooth. Knead dough gently till soft and smooth adding more flour if sticky. Divide the dough into 8 pieces. Roll each piece into a thin rope, then shape into a pretzel. Using a slotted spoon, lower pretzel into the boiling water for 45 seconds. Drain, place on a baking sheet, brush with beaten egg if desired, sprinkle with salt and abke at 450˚ for 10–15 minutes. Serve with mustard!

IRON CHEF AT THE CHEF MEETING 1. Meet the students outside of the kitchen classroom and inform them that instead of meeting around the middle table for the Chef Meeting, students will wash their hands and go straight to their table. 2. Share the Iron Chef rules and answer various questions from students. 3. Introduce the three judges and explain the scoring system. Each judge is responsible for judging one table on cooperation, cleanliness, and the combined category of safety and hygiene (note that cooperation is weighted the heaviest). All three judges will evaluate all three tables on taste, originality, presentation and knowledge of food. 4. Explain that after the food is prepared and the table is set, judges will visit each table, and the students will eat when the third and final judge visits their group. The judges will tally up the scores while the class busses their dishes and finishes cleaning their work stations. 5. Tell students they have 45 minutes remaining, unveil the ingredients and begin.

AT THE TABLE 1. Students work with their table groups to discuss menu options. Judges observe and take notes. 2. Students divide cooking jobs and prepare their dish(es). Students are expected to clean as they go. 3. Every ten minutes call out the remaining time.

Iron Chef was the brainchild of one teacher who was nervous about bringing his group to the kitchen because he was not a confident cook. He modeled this lesson after the Iron Chef television show. At first we were ambivalent about introducing competition into an inclusive and nurturing environment, but Iron Chef has turned out to be an activity filled with hidden values and lessons.

4. When the time is up, have judges rotate through the tables to taste the food. Students introduce, explain and list the ingredients of each dish to all of the judges in the competition. 5. Students serve themselves and eat with the last judge to visit their group.

AT THE CLOSING CIRLCE Students remain with their teams while the judges announce the winners.

IRON CHEF RULES 1. Each table is competing against the other two tables and will have 45 minutes to plan and execute their menu. 2. Every table has identical secret ingredients, plus unlimited access to the spice table and other ingredients such as onions, garlic, and olive oil. 3. A portion of all ingredients on the platter must be used in the competition. 4. Explain the Wild Card Table, each group can use one starch and a choice of two other ingredients. 5. Adults will not be available for any advice, ideas, direction, or reminders. 6. Teachers will announce the time remaining throughout the period. 7. When the time is up, cooking stations should be clean and the tables must be set.

THE LOGISTICS THE BASICS Iron Chef takes place over one class period. In this time, students have 45 minutes to prepare one hot dish and one cold dish, utilizing all of each ingredient they are given. The other 45 minutes is spent judging the studentâ&#x20AC;&#x2122;s dishes, eating, and cleaning up. The teacherâ&#x20AC;&#x2122;s role is to judge students as they work, set the oven temperature if requested, and make sure all teams abide by the rules. One judge will also play timekeeper and they announce the time remaining at regular intervals. If extra ingredients are allowed, such as olive oil, ice, vinegar, salt, or pepper; these are provided ahead of the competition time. Students are reminded to cooperate and clean as they go.

BEFORE BEGINNING On Iron Chef days we create an authentic sense of competition by meeting students outside of the classroom and preparing them to enter the kitchen. Next we explain the rules and remind students that teachers will not be allowed to answer any questions nor offer advice. When groups are ready to begin the competition, judges reveal the fresh ingredients by lifting back the lids with a flourish.

THE COMPETITION is always based on seasonal foods. We also try to choose staples that are challenging as well as versatile. We might provide a loaf of bread, for example, but leave it unsliced. We often times avoid ingredients that are unfamiliar or labor-intensive. Some ingredients might be cooked ahead, such as steamed potatoes, rice, or beans. We encourage students to be resourceful by sweetening dishes with fruit or maple syrup. We also always make sure to throw in some ringers, such as a handful of sunflower seeds or fresh lime.

THE JUDGING Our students are judged on cooperation, cleanliness, taste, originality, presentation, as well as knowledge of food. Each judge evaluates only one group for cooperation and cleanliness, while all judges evaluate all groups for taste, originality, presentation, and finally knowledge of food. Judges will use official ballots in order to tally scores and write comments. The ballots will list all of the judging categories and will also have a point scale of zero to five points per category. The judges are drawn from the school community, which includes classroom teachers, garden staff, counselors, and other various community volunteers.

COOPERATION Judges observe students during the brainstorming sessions before cooking. One of the most difficult aspects of judging happens during the brainstorm round. Students will come up with brilliant ideas at a rapid pace, but when they overlook or dismiss a particularly unique idea, the judges must simply listen. Judges continue to evaluate group cooperation not only during the brainstorming portion of Iron Chef but continually throughout the competition.

CLEANLINESS Judges watch to see if the students clean as they go and leave workstations in the same condition as they found them.

ORIGINALITY All the students have access to the same fresh ingredients, so judges study each group’s ability to think creatively. When explaining this category to our students, we remind them that further creativity and brainstorming is key to a success in the competition.

PRESENTATION AND KNOWLEDGE OF FOOD Judges evaluate the presentation of the food, looking for beautiful and as well as creative garnishes on the plate. Judges also test their understanding of the preparation and the knowledge of ingredients. During tasting, judges can also see just how proud students are of their recipe.

TASTE Judges evaluate students’ ability to use seasoning and creatively use the ingredients at hand. During the Iron Chef competition, a group’s taste score often boils down to whether or not students remembered to taste for flavor.

TASTING BALLOT Repeated opportunities to taste and eat fruits and vegetables are required to increase acceptance and intake of new and familiar foods. Taste tests encourage students to use all of their senses to explore fruits and vegetables that they may not have had the opportunity to try at home. Taste testing allows students to try new foods in a supportive environment by acknowledging their likes and dislikes. Each student’s tastes are different and it is important to be accepting of each student’s tastes. Try not to praise students who like a fruit or vegetable more than those who dislike it. Remember, our taste buds may change and so although a student may not like a fruit or vegetable today, they may like it in the future. What’s Needed: 1 Fruit/vegetable. 2 Fun Facts about the food. Use the Farm to School toolkit for ideas.

Objectives: Student will . . . 1 Identify what fruits and vegetables in or near their own communities. 2 Recognize when locally grown fruits and vegetables are in season. 3 Know where to buy fruits and vegetables grown in or near their own communities. 4 Experience a fruit or vegetable grown locally. 5 Share the benefits of eating locally grown fruits and vegetables. 6 Increase consumption of fruits and vegetables at school and at home. 42

References

Crosbie, Lucy. Big Shallots. 2007. Ragged Radishes. Flickr. Web. 1 Sept. 2014. Crosbie, Lucy. Sweet Pea Seedling. 2007. Grow. Flickr. Web. 1 Sept. 2014. The Kitchen Companion. Vol. 1. Berkeley: Chez Panisse Foundation, 2012. The Edible Schoolyard Project. 21 Mar. 2012. Web. 20 Aug. 2014. LaValette, Marisa. Cooking Pot. 2014. MS Collective Roots, California. Flickr. Web. 24 Aug. 2014. LaValette, Marisa. Cutting Board. 2014. MS Collective Roots, California. Flickr. Web. 24 Aug. 2014. LaValette, Marisa. Mixing Bowl. 2014. MS Collective Roots, California. Flickr. Web. 24 Aug. 2014. LaValette, Marisa. Planting. 2014. MS Collective Roots, California. Flickr. Web. 24 Aug. 2014. LaValette, Marisa. Teaching Moment. 2014. MS Collective Roots, California. Flickr. Web. 24 Aug. 2014. Reed, Arby. Corn on the Cob. 2012. Black and White. Flickr. Web. 1 Sept. 2014. U.S. Embassy Celebrates Earth Day. 2010. U.S. Embassy New Zealand, New Zealand. Ed. U.S. Embassy.

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