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CHEFS! THEME 1: Becoming a Chef

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Page 1: CHEFS! - New Brunswick · • Chefs have an opportunity to meet each other and the facilitator. • Chefs create and discuss rules and expectations for behaviour in the kitchen to

CHEFS!THEME 1: Becoming a Chef

Page 2: CHEFS! - New Brunswick · • Chefs have an opportunity to meet each other and the facilitator. • Chefs create and discuss rules and expectations for behaviour in the kitchen to

Session 1

Kids in the Kitchen

Session 2 Half-Way to a Chef

Session 3Chefs in the Kitchen

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CHEFS!THEME 1: Becoming a Chef

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It’s a Fact! In the Middle Ages, spices like cinnamon, cloves, and nutmeg were worth their weight in gold. Many of the first European explorers were searching for places where spices grew and many wars were fought to control the trade in spices.

Session 1:Kids in the Kitchen – Lesson PlanObjectives: • Chefshaveanopportunitytomeeteachotherandthefacilitator.

• Chefscreateanddiscussrulesandexpectationsforbehaviourinthekitchentoensuresafety.

• Chefsbecomefamiliarwiththekitchenlayoutandequipment.

Try these recipes (45 mins): • StrawberryAppleSalsa

• CrunchyCinnamonCrisps

• EggintheHole

RESOURCES DISCUSSIONS & ACTIVITIES TIME (MINUTES)

About MeIntroduce yourself, the program, and welcome the children. Give the children a chance to share information about themselves by completing the About Me information sheet. essential

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Kitchen Rules & Safety in the Kitchen

Ask the children to brainstorm some possible rules for behaviour in the kitchen. Ask them to tell you why the rules are important. Use flipchart paper and colourful markers to record their suggestions. Review the Kitchen Rules and discuss rules the children may not have thought of. Discuss the tips listed on Safety in the Kitchen. essential

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Kitchen Equipment Scavenger Hunt

A Kitchen Scavenger Hunt can be a good activity to help children gain confidence in the kitchen. Assign the children to pairs and assign each pair a couple of common pieces of kitchen equipment to find. If they need a visual example of the items, hold up examples or provide them with pictures of the items. essential

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Mystery Food CanIntroduce the Mystery Food Can and explain that, each day, the children will need to identify different foods inside the can with only their sense of touch and smell.optional

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How to Set a TableDuring the recipe preparation, or before the children begin eating, demonstrate how to properly set a table. optional

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TEACHING MOMENT: The About Me activity can function as an icebreaker. Children may find this activity more fun if you assign them to pairs and ask them to interview

each other using the About Me questions.

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Welcome to CHEFS! Please share a little bit about yourself and your cooking experience.

Name:_____________________________________________ Age:________ Male___ Female___

Howmuchexperiencedoyouhavecooking?a.noneb.somec.lots

Namesomethingyouenjoycooking:____________________________________________________

Namesomethingyouwouldliketolearntocook:________________________________________

Thebreakfastofyourdreamsis:_______________________________________________________

Thedinnerofyourdreamsis:_________________________________________________________

Doyouhaveafavouritefruitorvegetable?______________________________________________

Doyouconsideryourselfahealthyeater?________________________________________________

Doyouexerciseorplayanysports?_____________________________________________________

Haveyouevertriedavegetarianmeal?__________________________________________________

Whatwouldyoutypicallydrinkwithameal?_____________________________________________

Session 1:Kids in the Kitchen – Resources

About Me

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• Pleaseleaveallbagsandcoatsoutsideofthekitchen/workarea.

• IfyouhaveacellphoneoriPod,leaveitathomeorinyourbag.

• Worktogetherasateam,withallmembersrespectingeachother.

• Whensomebodyisspeakingtoyou,stopwhatyouaredoingandlisten.

• Keepapositiveattitudewithnobadmoodsorbadlanguage;thiskeepsthekitchenfunforeverybody.

• Alwayspracticesafetyinthekitchenbyfollowingthesafetyrules.

• Beforeyouworkwithfood,placeyourhairnetonyourhead,putyouraprononandwashyourhands.

WHEN TO WASH YOUR HANDS:

• Beforeandaftercooking.

• Afterhandlingrawmeat.

• Afterusingthewashroom.

• Aftersneezingorblowingyournose.

Session 1:Kids in the Kitchen – Resources

Kitchen Rules

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TO PREVENT ANY ACCIDENTS IN THE KITCHEN, FOLLOW THESE TIPS:

• Cleanupanyspillsrightaway.

• Keepdrawers,cupboarddoors,andtheovendoorclosedatalltimes.

• Baggyclothesorsleevescouldcatchonfirearoundthestoveorgetcaughtupinkitchenequipment.

• Turnpotandpanhandlestowardsthebackofthestovetoavoidbumpingintothem.

• Alwayshandleelectricalcordswithdryhands.

• Besuretowashanyutensilthatfallsonthefloorbeforeusingitagain.

• Useanon-slipmatorwetclothunderacuttingboardtostopitfromslippingwhileyouarechopping.

• Afteryouuseaknife,layitalongsideofthesink,notinthewaterwhereyoumaynotseeitandcutyourself.

• Whencarryingaknifeinthekitchencarryitalongsideyourbodypointingdown.

• Ifaknifestartstofalloffthecounter,stepback.Donottrytocatchitbeforeithitsthefloor.

• Whenyouliftthecoveroffahotpot,liftitsothesteamgoestothebackofthestovetopreventasteamburn.Useanovenmitt,too.

• Usepotholdersorovenmitts(nodishtowels)whenhandlinghotpots,pansorbakingsheets.

• Useonly“microwavesafe”cookwareinthemicrowave.Neverusetinfoiloranythingmadeofmetal.

Session 1:Kids in the Kitchen – Resources

Safety in the Kitchen

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Mystery Food CanSource:AdaptedfromKidsintheKitchen

Objective:TheMysteryFoodCanisagreatwayforstudent’stolearnaboutfoodsusingvarioussensoryskills.

Materials/Resources:

• MysteryCan(largecoffeetinwithplasticlid)

• Largesock

• Largeelasticband

• Variousfoods(eg.pineapple,kiwi,starfruit,cannelloni,couscous,wholecoconut,pomegranate,driedbeansorlentils,wildrice,etc.)

* To make the Mystery Food Can, cut off both ends of the coffee can, cover bottom end with plastic lid. Cut toe end off sock and stretch open end over can, securing with an elastic. Alternately, trace and attach a cardboard circle with a hole big enough for a child’s hand to fit in the center. Decorate the outside of the can with food pictures.

Instructions:

• Withoutthechildrenseeing,placeamysteryfoodinthecan.

• Havethechildrentaketurnsputtingtheirhandsintothecanandtouchingthefood.

• Havethechildrendescribethefood’sshapeandtexture.

• Askthechildrentoguesswhatitmightbe.

• Removethefoodandobservetheshapeandcolor.

• Askthechildreniftheycanidentifythefoodandshareanythingthattheyknowaboutthefood.

• Aftertakingthefoodoutofthecan,washandcutthefoodsthatcanbecutandobservetheinside.Doesithaveskin?Acore?Seedsorapit?Isitjuicyordry?

• Havethechildrensamplethefood,ifpossible.

Note: This is a great ice breaker game

Session 1:Kids in the Kitchen – Resources

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Kitchen Equipment Scavenger HuntSource:AdaptedfromKICK–KidsintheCommunityKitchenProgramToolkit

Objective:Tohelpchefsbecomefamiliarwithkitchentools&equipmentandwheretheyarekeptinthekitchen.Chefslearnwhereitemsarestoredsothattheycanbemoreself–directedwhenworkinginthekitchen.

Materials/Resources:ScavengerHuntLists

• Listsofvariouskitchenitems

• Collectedexamplesofsomeitemstoshowparticipants

Instructions:Arrangethekidsintogroupsoftwo.ProvideeachgroupoftwowithaScavengerHuntList.Showthegroupswhatsomeofthetheitemsmightlooklike.Instructtheparticipantstotravelthroughthekitchencupboards,etc.tofindalloftheitemsontheirlist.

Example items for Scavenger Hunt Lists:

• Woodenspoon

• Spatula

• Drinkingglass

• Plate

• Setofcutlery(spoon,fork,knife)

• Mixingbowl

• Cuttingboard

• RollingPins

Session 1:Kids in the Kitchen – Resources

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• Placethedinnerplateorbowlonthetableinfrontofthechair.

• Theknifegoestotherightoftheplatewiththesharpsideofthebladefacingtowardsthedinnerplate.

• Ifyouneedaspoonforthemeal,itgoesbesidetheknife.

• Thedinner(big)forkisplacedontheleftsideoftheplate.

• Ifyouarehavingasalad,thesmallforkgoestotheleftofthedinnerfork.

• Theglassgoesontheright,abovetheknifeandspoon.

• Thesideplateforbreadorrollsisplacedjustabovetheforks.

• Thedinnernapkinisfoldedandliestotheleftoftheforks.

Session 1:Kids in the Kitchen – Resources

How to Set a Table

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This ingredient may be available locally in New Brunswick. Find local food at www.buylocalnb.ca

Session 1:Kids in the Kitchen – Recipe

Strawberry Apple Salsawith Crunchy Cinnamon Crisps

Skill Level: Easy

Serves: 8

Prep time: 10-15 minutes

Cook time: 5 minutes

Strawberry Apple Salsa Instructions:

1. Spreadberriesonalargesheetpantothaw(about30minutes).

2. Inalargebowl,mashtheberrieswithapotatomasher.

3. Wash,coreanddicetheapplesandaddtoberries.

4. Addthehoneyormaplesyrup,zestandjuice.

Crunchy Cinnamon Crisps Instructions:

1. Usingapastrybrush,brushtortillaswithalittlebitofwater,thensprinklewiththecinnamonsugarmixture.

2. Cuteachtortillaintowedgesusingapizzacutterorachef’sknifeandplacethemonabakingsheet.

3. Bake400°Fabout5minoruntilgoldenbrown.

4. Lettortillascoolthenusethemtoscoopupthesalsa.

INGREDIENTS 2cupsfrozenwholestrawberriesoror1poundcontaineroffreshberries,sliced2mediumapples1tbsphoneyormaplesyrupzestfromhalfanorange(usethefinesideofagrater)

juiceof½anorange2tbspmint,freshlychopped(optional)4wholewheatorwholegraintortillas1tbspwhitesugar1tspcinnamon

EQUIPMENT/TOOLS NEEDED:

• Applecorer/slicer

• Zesterorgrater

• Measuringspoons

• Cuttingboardandnon–slipmat

• Potatomasher

• Bakingsheet

• Paringknife

• Chef’sknife

• 2mixingbowls

• Pastrybrush

• Pizzacutter

• Coolingrack

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This ingredient may be available locally in New Brunswick. Find local food at www.buylocalnb.ca

Skill Level: Easy

Serves: 1

Prep time:12–25 minutes

Cook time:5 minutes

INSTRUCTIONS:

1. Spread1tspmargarineoverbothsidesofbread.

2. Makeaholeinthemiddleofthebread(about2inchesindiameter)usingacookiecutterorbyrippingitwithyourfingers.

3. Placebreadonahotfryingpan.

4. Breakaneggintothebreadhole.

5. Turntheelementdowntolowandcookuntiltheeggwhiteturnswhite.

6. Flipbreadandcontinuetocookuntiltheyolkisfirm(youmayneedtopuncturetheyolkwithaknife).

7. Slideontoyourplateandenjoy.

Note: For multiple servings, use a griddle or several large frying pans.

EQUIPMENT/TOOLS NEEDED:

• Fryingpanorlargegriddle

• Breadknife

• Spatula

INGREDIENTS:1slicewholewheatbread1egg1tspmargarine

1pinchofsalt1pinchofpepper

Egg in the Hole

Session 1:Kids in the Kitchen – Recipe

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It’s a Fact! Tender tuna belly makes one of the most popular kinds of sushi – raw fish on ice. Huge, top–quality tuna fish are flown to Japan and sold for thousands of dollars to make sushi.

TEACHING MOMENT: Maintain a positive atmosphere

by providing encouragement and asking questions of the children

that call upon their knowledge and experiences.

Session 2Half-Way To Chef – Lesson PlanObjectives: • Chefsbecomefamiliarwiththenamesandfunctionsofdifferenttypesofkitchenequipment.

• Chefslearnthemeaningofcookingtermsandhowtoreadarecipe.

• Chefslearnhowtoproperlymeasurewetanddryingredients.

RESOURCES DISCUSSIONS & ACTIVITIES TIME (MINUTES)

A variety of uncommon kitchen items

Display a variety of kitchen items which the children may not be familiar with. Ask if they know what they are called, what they do, or how to use them. Allow the children to demonstrate, with supervision, where appropriate. Ask them to think of some meals that may involve the items in preparation. essential

10

Cooking Terms Jeopardy

Glossary of Cooking Terms

The Chefs learn cooking terms through friendly competition and a familiar game format. essential

25–30

Measuring Tips

How to Measure

Measuring = Math + Food. Gather measuring spoons and cups along with basic kitchen ingredients, like water and flour. Discuss the different units of measurement (eg. cup, tablespoon, etc.). Demonstrate the techniques for measuring wet and dry ingredients. Ask for volunteers to join you and ask them to measure varying amounts of wet and dry ingredients. essential

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Reading a Recipe

Recipe Preparation Steps

Use one of the suggested recipes below to illustrate the guidelines for reading a recipe. You may wish to use the Reading a Recipe Resources to guide your lesson. Ask the children to brainstorm and think of possible scenarios that might result if you misread a recipe; for example, you might end up with chunks of carrots in your carrot muffins, if you don’t read that they need to be grated. essential

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Try one of these recipes (30 mins): • WholeWheatBlueberryPancakes

• TunaWrap

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Cooking Term Jeopardy!

Objective:Thechefsbecomefamiliarwithcookingtermstohelpthemreadandmakerecipesinupcomingsessions.

Materials/Resources:

• Flipchartpaper/markerboard

• Markers

• GlossaryofCookingTerms

Instructions:

ProvideeachparticipantwithacopyoftheGlossaryofCookingTerms.Reviewthetermsasagroup,allowingthechildrentotaketurnsreadingoutthetermsanddefinitions.Assigntheparticipantstototwoorthreeteams(theymaywishtocreateteamnames).

CollecttheGlossaryofCookingTermscopiesfromthechildrenandbeginthegame.

Readthedefinitionofatermandallowtheteamstoraisetheirhandswhentheyknowtheanswer.Thefirsttoanswercorrectlyreceivespoints.JustasinJeopardy,answersaregiveninquestionformat;forexample,‘Whatisbake?’

Keepatallyofpointsonflipchartpaperoramarkerboard.

Note: It may be helpful to have a complete list of the terms written on a marker board or otherwise visible, depending on how familiar the children are with the terms.

Session 2:Half–Way To Chef – Resources

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Bake:Tocookinanoventhatispreheatedaccordingtotherecipe.

Batter:amostlyfluidmixtureofliquid,flour&otheringredients.

Beat:Tomixtwoormoreingredientstogetherusuallyinafastcircularmotion,untilthemixtureissmooth.

Boil:Toheataliquidinapotonthestoveuntilbubblesrise&breakthesurfaceandsteamrisesfromtheliquid.

Broil:Tocookunderthetopelementinanoven.

Chill:Torefrigerateuntilcold.

Chop:Tocutfoodintosmallpieces.

Combine:Tomixtwoormoreingredientstogether.

Cream:Tomakesoft,smooth&creamybybeating.

Dice:Tocutfoodintosmallcubelikepieces.

Dough:Afairlysolidmixtureofliquid,flour,andotheringredients.

Drain:Tostrainawayunwantedliquid.

Drop:Toscoopdoughwithaspoon,makingroundingpiles.

Fold:Togentlymixingredientsusingaspatula,movingfoodfromthecenter&liftingtowardstheedgeofthebowl.

Grease:Torubtheinsideofbakingdishwithbutter,margarineorbakingspraytopreventfoodfromsticking.

Knead:Toworkdoughintoauniformmixturebypressing,folding,andstretching.

Mash:Tosquashfoodwithaforkorpotatomasher.

Melt:Toheatasolidfooduntilitbecomesliquid.

Preheat:Toprepareanoventothecorrecttemperaturebeforebaking.

Scrape:Tousearubberspatulatoremoveasmuchofthemixtureaspossiblefromabowlorpot.

Shape:Tousehandstorollormoulddoughintoacertainshape.

Simmer:Tocookliquidsoververylowheat.

Slice:Tocutfoodintothinsectionsusingasharpknife.

Toss:Tomixlightlyuntilcombined.

Session 2:Half–Way To Chef – Resources

Glossary of Cooking Terms

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Itisimportanttomeasureingredientscorrectlytogetgoodresults.Youwillneedtoknow:

• Therighttools.

• Howtomeasure(someingredientsaremeasuredusingdifferentmethods).

• Abbreviationsformeasurements.

Dry Measuring Cups:Theseareoftencupsthatfitoneinsidetheother.Theyaremetalorplastic.Theyareusedtomeasuredryingredientslikeflourorsugarandsoftsolidslikemargarine.Theycomeinsizes:¼cup(50ml),1/3cup(75ml),½cup(125ml),2/3cup(150ml),3/4cup(175ml),and1cup(250ml).

Dry Ingredients:

1. Spoontheingredientsintothemeasuringcup.

2. Leveloffanyextrawiththestraightedgeofaknifeorspatula.

Liquid Ingredients:

1. Placetheliquidmeasuringcuponalevelsurface.

2. Benddownsoyoureyeisthelevelwiththemarkingsofthecup.

3. Fillthecuptotherightlevel.

Note: When measuring 1 tablespoon (15ml) or less, fill the appropriate measuring spoon to the top without letting it spill over.

Liquid Measuring Cups:Theseareclearglassorplasticcupswithmeasurementmarkingspaintedontheoutside.Theyhaveahandleandspoutorliptomakepouringeasy.Theywillhold1cup(250ml),2cups(500ml)or4cups(1L).

Measuring Spoons:Measuringspoonsusuallycomeinaset.Theycanbeusedfordryorliquidmeasure.Theycomeinsizesthatmeasure:¼teaspoon(1ml),½teaspoon(2ml),1teaspoon(5ml),and1tablespoon(15ml).

Session 2:Half–Way To Chef – Resources

Measuring Tips

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Arecipeisasetofinstructionsforpreparingacertainfoodordrink.Althoughtheycanbewrittenindifferentforms,theyusuallyfollowthesameguidelines:

Recipe Title or Name:canincludeadescriptionoftherecipelike“healthytropicalsmoothie”.

Servings or Portions:Howmanyportionstherecipemakesandsometimesthesizeoftheportion.

Time:Tellsyouhowlongittakestopreparetherecipe.Sometimesincludescookingtime

Ingredients:Alistofitemsyouwillneedtopreparetherecipe.

• Arecipemaysay“optional”besideaningredientwhichmeansitisnotcriticalbutcanbeaddedforextraflavourortomaketherecipealittledifferent.

• Ingredientscanbewithoutaspecificmeasurementasin“salttotaste”ora“pinch”ofsaltorspice.

• Theingredientmightbelistedwithcertaininstructionsofwhatyouneedtodowithitbeforeusingitintherecipe.“oneegg,beaten”or“1cupcarrots,grated.”

Directions or Method:Thestepsforpreparingtherecipemustbefollowedintheordertheyaregiven.Preheatingtheovenisoftenthefirststep.

Serving Suggestions:Waystoservethefoodyouarepreparingorotherfoodstoservewithit.

Nutritional Analysis:Numberofcalories&othernutrientsperserving.

Measurement Short Forms: cup=c=250ml pound=lb=454g teaspoon=tsp=5ml tablespoon=Tbsp=15ml

Session 2:Half–Way To Chef – Resources

Reading a Recipe

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Before you start a recipe, read the recipe and the directions, to make sure that you have:

• Alltheingredientscalledfor

• Thenecessarykitchentools&equipment

• Enoughtimetocompletetherecipe(preparationtime&cookingtime)

Be prepared by always following these steps:

• Removeanyjewelryonyourhandsandwrists

• Keepyourhairtiedbackorwearahairnet

• Wearanaprontokeepyourclothesclean

• Cleanandclearaworkarea

• Setoutnecessaryingredientsandequipment

• Ifnecessary,preheattheoven

• Washyourhands

Now,youarereadytostartcooking.Remembertofollowthedirectionsexactlyandintheordertheyaregiven.Ingredientsneedtobemeasuredaccuratelyforbestresults.

Session 2:Half–Way To Chef – Resources

Recipe Preparation Steps

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This ingredient may be available locally in New Brunswick. Find local food at www.buylocalnb.ca

INSTRUCTIONS:

1. Inamediumbowl,stirtogetherflours,sugar,bakingpowder,saltandcinnamon.

2. Inaseparatelargebowl,whisktogethereggs,milk,oilandvanilla.

3. Pourdryingredientsoverwetandverygentlymixbatteruntiljustcombined.Donotover–mix.Letmixturesitfor2minutes.

4. Heatalargenon–stickskilletorgriddleovermediumtohighheat.Spraywithnon–stickspraythenpour¼cupbatterforeachpancake,scatterblueberriesontop.

5. Cook1½–2minutesoruntilbubblesontopbreak,bottomofpancakeshouldbegoldenwhenyouflipit.

6. Turnandcookfor1minutelongeroruntillightlybrowned.

EQUIPMENT/TOOLS NEEDED:

• Mediummixingbowl

• Largemixingbowl

• Drymeasuringcupsandmeasuringspoons

• Liquidmeasuringcup

• Whisk

• Nonstickskilletorgriddle

• Nonstickspray

• Spatula

Skill level: Easy

Serves: 12 (2 pancakes each)

Prep time: 15 minutes

Cook time: 2–3 minutes/pancake

INGREDIENTS:1½cupsallpurposeflour1½cupswholewheatflour3tbspgranulatedsugar2tbspbakingpowder½tspcinnamon1tspsalt

2eggs3cups2%milk3tbspvegetableoil1½tspvanilla1cupblueberries

Whole Wheat Pancakes

Session 2:Half–Way To Chef – Recipe

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This ingredient may be available locally in New Brunswick. Find local food at www.buylocalnb.ca

Skill level: Easy

Serves: 4 (1/2 wrap per serving)

Prep time: 10 minutes

Cook time: N/A

INSTRUCTIONS:

1. Mixtunawithsalsa,mayoandceleryinamixingbowl.

2. Laytortillasflatonthecounteranddividethetunamixturebetweenthem,spreadingwithaspoonorspreadertoalmostreachtheedges.

3. Sprinkleeachtortillawithhalfofthecheese.

4. Foldoppositeendsoftortillainabout2inches(thiswillkeepyourfillingfromfallingout)thenrollupthetortillafromonenonfoldedsidetotheother.Cutinhalfandserve.

EQUIPMENT/TOOLS NEEDED:

• Cuttingboardandnonslipmat

• Chefs’knife

• Mixingbowl

• Measuringspoons

• Drymeasuringcups

• Grater

INGREDIENTS:2largewholewheatorwholegraintortillas1cantunainwater–drained1tbspoliveoilmayonnaise

2tbspmildsalsa¼cupcelery–minced½cupreducedfatgratedcheddarcheese

Tuna Wrap

Session 2:Half–Way To Chef – Recipe

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It’s a Fact! Ever see cattle chewing and chewing and chewing? They’re chewing cud, partially digested food that they burp up from their stomachs. Cattle burp up a big blob of cud from their stomachs and give it another round of chewing before swallowing it again to finish digesting it.

TEACHING MOMENT: Allow the children to practise

a skill like peeling or chopping as soon as they learn it.

Session 3:

Chefs in the Kitchen – Lesson PlanObjectives:

• Chefsareabletosafelyuseachef’sknifeandaparingknife.

• Chefsparticipateincleaningup.

Try these Recipes (45 mins): • Apple&CheddarQuesadillas

• BroccoliSalad

RESOURCES DISCUSSIONS & ACTIVITIES TIME (MINUTES)

Samples of knives (bread, chef’s, paring, etc.)

Types of Knives

Discuss the differences between kitchen knives (eg. bread knives have serrated edges to keep bread in place when slicing, chef’s knives have a rounded blade for rocking back and forth when chopping vegetables, paring knives are used to peel and slice small foods, etc.) essential

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How to Use a Chef’s Knife

How to use a Paring Knife

Slicing, Dicing, & More

Demonstrate the proper technique for using a chef’s knife and a paring knife. Involve the children in the demonstration by guiding them through the proper steps to ensure safety. Demonstrate the difference between chopping, dicing, slicing, etc. essential Note: it is best practice to use a cutting board with non–slip mats underneath when cutting.

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How to Make a Chef’s Hat

Now that the children have learned all of the important chef skills, they can celebrate by making their own chef’s hat! optional

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Kitchen Charades

Lead the kids in a game of Kitchen Charades. Write cooking terms, kitchen equipment, and even food names on cards, place them in a hat, and have the children pick one with their eyes closed. The child will then act out the word, for the opposing team to guess. optional

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Dish & Kitchen Clean UpGuide the children in cleaning the kitchen after the food has been served. They will be responsible for cleaning up in future sessions. optional

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Session 3:

Chefs in the Kitchen – Resources

ParingKnife

Paringknife

CarvingKnife

SerratedBreadKnife

Chef'sKnife

UtilityKnife UtilityKnife

Type of Knives

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Session 3:

Chefs in the Kitchen – Resources

How to use a Chef’s knife:

Understandinghowtoholdachef’sknifeproperlyis80%ofusingitsafely.Theother20%ofsafetyliesishowyouholdthefoodbeingcut.

• Griptheknifeatthebaseoftheblade.Pinchthebackofthebladebetweenyourthumb&indexfinger–thewayyoumightholdacreditcardouttosomeone.

• Gripthefoodwiththetipsofyourfingersslightlycurledunder(likeaclaw).Yourfingerswillactasaguidefortheknife.

• Youcaneitherdragtheknifetowardsyouwiththebladetipandthepointtouchingtheboardthewholetimewhenyouareslicingthroughafood.

• Oryoucanrocktheknifebackandforthonthecurvedsurfaceoftheknife’stip,usingthebackedgeor“heel”ofthebladetodomostofthecutting.

• Todiceormincethefood,keepthesamegripontheknifeandplaceyourotherhandflatontopoftheknife.Rocktheknifeback&forthoverthefoodwiththetipstayingontheboard

How to use a Chef’s knife video.http://www.stellaculinary.com/knife–skill–video–techniques–hd

How to Use a Chef's Knife

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Session 3:

Chefs in the Kitchen – Resources

Aparingknifeisamuchsmallerknifewithabladethatisbetween2½and4incheslong.Formany,itisthemostusedknifeinthekitchen.

• Usedforpeelingfruitandvegetables

• Cuttingorslicingsmallfoodslikegarlic,berriesetc.

• Mincingsmallitemslikegarlic

• Removingtheskinfromonions,citrusfruitsetc.

• Detailedorcontrolledcutting

HOW TO PEEL

• Openyourworkinghandflatandlaytheparingknifediagonallyacrossyourfingerswiththebladefacingin.Closeyourhandaroundthehandlewithyourindexfingerwrappingaroundthetopedgeoftheknife’shandle.

• Holdtheappleinyourlefthand(orrightifyouarealefty).Yourrightthumbalsoholdstheappleasyoubegintopushtheknifealongtheinsideoftheflesh.

• Nowyourthumbbecomesyourknife’sguide.Yourthumbmovesaroundtheappleasyourlefthandturnstheapple.Alwayskeepyourthumbaheadofthebladetoprotectyourselffrombeingcut.

Visithttp://queencleopatra.hubpages.com/hub/paring-knife---different-kinds-of-knife forlotsmoreinformationonknivesandavideoonhowtouseaparingknife.

How to Use a Paring Knife

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Objective: Newchefshavefuncreatingtheirownchef’shattoeithertakehomeorwearinupcomingsessions.

Materials/Resources: (perhat)

• 2sheetsoflegalsize(8.5x14inches)sheetspaper

• Scissors&rulerormeasuringtape

• Tape&stapler

• Crayons,markers,orpencilcrayons

• Stickers(optional)

• WhiteBristolboardcutto:23x4inches

Instructions:1. Havethechildrendecoratetheirhatbandsfirst,thensetaside.

2. Tapethetwopiecesofpapertogetheronthe8½inchside,overlappingedges½inches.henfoldthislongsheetverticallyintoanaccordionfoldallthewayalongthelength.Oneinchpleatsworkwellbutyoucanmakethemsmallerifyoulike.

3. Gentlyunfoldtheaccordionfoldedpaperandstretchitouttofit1inchinsidethetopedgeofthehatband.Tapethebottomofthepaperontothebacksideofthebandallalongtheedgeallowingforsomepleating.Ifthereisexcesspaperthatdoesn’tfitintotheband,justcutitoffleavinga½inchexcess.

4. Overlapthebackedgesofthehatbanduntilitfitsthechild’shead.Staplethebandinplaceandtapetheaccordionfiletogetherwheretheedgesoverlap.

This is a great photo opportunity for your group of chefs!

Adapted from www.ehow.com

Session 3:

Chefs in the Kitchen – Resources

How to Make a Chef's Hat

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Source:AdaptedfromKids in the Kitchen

Objective:Thisactivityteststhechefs’retentionandcomprehensionofcookingtermsandnamesofkitchentoolsand/orequipment.

Materials/Resources:

• Charadescards(included)

• Kitchenequipment/toolswhichwillbeneededfordemonstration

Instructions: Beforethesessionbegins,cutoutthecharadescardsandarrangethemfacedowninapile.EachchildwillhaveachancetochooseacardfromthepileandactoutthetermontheCharadescard.Youcanperformthisactivityasonegroupordividedintoteams.

Session 3:

Chefs in the Kitchen – Resources

Kitchen Charades

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Session 3:

Chefs in the Kitchen – Resources

Kitchen Charades Pictures

Whisk Mix Mash

BlendPourSprinkle

Roll BakeBoil

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Session 3:

Chefs in the Kitchen – Resources

Kitchen Charades Pictures

Knead Chop Grate

BeatBarbecueSteam

Toast StirFryFry

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Session 3:

Chefs in the Kitchen – Resources

Rule #1:EveryoneparticipatesincleanupThis is how we will clean:

• Separategarbageintotheirproperbins(wet,dry,compost,refundables,recycling,etc.asappropriate).

• Collectalldishesandutensilsincleanbins.

• Scrapeandrinseanyfoodfromdishes.

• Fillonesinkwithhotsoapywater(onesquirtofdishsoap).Usetheothersinkforrunninghotwaterwhenyouneedtorinsethedishes.

• Setupadrainingboardorracknexttotherinsesink.

• Useadishcloth,brush,orscouringpadtowashthedishes.

• Rinsethedishesintherinsesinkbyholdingthemunderhot,running,rinsewaterandinspectingforanymissedspots.Besuretorinseawayallsoapsuds.

• Drythedisheswithacleandishtowel.

• Alldishes,utensils,andequipmentneedtobeputawayinthepropercupboardsanddrawers.

• Usingafreshsinkofhot,soapywater,cleanthecounters/workspaceaswellasthestovetop.Drythesurfacesaftercleaning.

• Placealldirtylaundry(soiledaprons,washcloths,dryingcloths,etc.)intheappropriatelaundrybasket.

Before anyone leaves for the day, please be sure that the kitchen is clean.

Dish & Kitchen Cleanup

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This ingredient may be available locally in New Brunswick. Find local food at www.buylocalnb.ca

Session 3:

Chefs in the Kitchen – Recipe

Skill level: Moderate

Serves: 11

Prep time: 10 minutes

Cook time: 5 - 10 minutes

INSTRUCTIONS:

1. Combinecinnamonandsugarinasmallbowl.

2. Gratecheeseandsetaside.

3. Thinlysliceappleleavingtheskinon.

4. Laytheappleorpearslicesoverhalfofthetortilla.

5. Sprinklewithcinnamonsugar.

6. Covertheappleswithgratedcheeseandfoldthetortillainhalf.

7. Heatgriddleorfryingpanovermediumtohighheat.

8. Spraygriddlelightlywithnon–stickspray,thenplacetortillaontop.

9. Cookuntilthebottomtortillaisslightlybrowned.Lightlyspraytopoftortillawithnon–sticksprayandgentlyflipitover.Cookuntiltheothersidebrownsandslideitontoacuttingboard.

10. Useapizzacutterorchef’sknifetocuttortillaintowedges.

EQUIPMENT/TOOLS NEEDED:

• Skilletorgriddle

• Spatula

• Grater

• Paringknife

• Cuttingboardandnon–slipmat

• PizzacutterorChef’sknife

• Smallbowl

• Measuringspoons

Apple and Cheddar Quesadillas

INGREDIENTS:1smallwholewheattortilla½appleorpear,washedandsliced¼cupreducedfatcheddarcheese,grated

½tspwhitesugar¼tspcinnamon1non–stickspray

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This ingredient may be available locally in New Brunswick. Find local food at www.buylocalnb.ca

Skill level: Easy

Serves: 6

Prep time: 25 minutes

Cook time: N/A

INSTRUCTIONS:

1. Whiskdressingingredientstogetherandletsitforatleast10minutesforsugartodissolve,thenwhiskagain.

2. Combinesaladingredientsinabowl,andtosswithdressinguntilwellcombined.

EQUIPMENT/TOOLS NEEDED:

• Cuttingboardandnonslipmat

• Vegetablepeeler

• Canopener

• Strainer

• Paringknife

• Chef’sknife

• Whisk

• 2mixingbowls

SALAD INGREDIENTS:3cupsbroccolistemsandflorets,diced½cupdriedcranberries½cupsunflowerseeds

½redpepper,dicedfine1carrot,peeledandgrated1canmandarinorangesinjuice,drained

DRESSING:½cuplightmayonnaise2tbspreduced–fatsourcream

1tbspwhitevinegar2tbspsugar

Broccoli Salad

Session 3:

Chefs in the Kitchen – Recipe