Cooking in the Classroom

1. Cooking in the Classroom Welcome! Presented by Fill in the presenter�s information. Post slide to welcome participants to the session. Direct participants to complete the Power Bingo card (Cooking in the Classroom � Handout 1) in their packets as they introduce themselves to fellow participants. Start the meeting and introduce yourself. Have participants complete introductions by sharing one or two of their Power Bingo �qualities� � participants can note names of those they didn�t have a chance to meet on the bingo card. Provide meeting reminders and logistics. <Next Slide>Fill in the presenter�s information. Post slide to welcome participants to the session. Direct participants to complete the Power Bingo card (Cooking in the Classroom � Handout 1) in their packets as they introduce themselves to fellow participants. Start the meeting and introduce yourself. Have participants complete introductions by sharing one or two of their Power Bingo �qualities� � participants can note names of those they didn�t have a chance to meet on the bingo card. Provide meeting reminders and logistics. <Next Slide>

2. 2 This presentation will be divided into four parts. First, I will talk about the planning that goes into classroom cooking. Then, we will actually divide into groups and prepare some recipes that would be appropriate for the classroom. You will have time to plan how you can integrate food experiences into core subjects, such as health, language arts and math, and discover food is a great vehicle to learn about various cultures. While you are eating what we prepared, we will talk about ideas for connecting cooking with the curriculum. Finally we�ll discuss nutrition education resources for cooking in the classroom. In your folder you will see handout with PowerPoint slides that you can use for taking notes. Handout 2: PowerPoint slides (printed 3 to a page) [Before you go to the next slide/overhead ask this question.] WHAT ARE THE BENEFITS OF CLASSROOM COOKING? [Note: Spend a few minutes having the group provide answers.] <Next Slide>This presentation will be divided into four parts. First, I will talk about the planning that goes into classroom cooking. Then, we will actually divide into groups and prepare some recipes that would be appropriate for the classroom. You will have time to plan how you can integrate food experiences into core subjects, such as health, language arts and math, and discover food is a great vehicle to learn about various cultures. While you are eating what we prepared, we will talk about ideas for connecting cooking with the curriculum. Finally we�ll discuss nutrition education resources for cooking in the classroom. In your folder you will see handout with PowerPoint slides that you can use for taking notes. Handout 2: PowerPoint slides (printed 3 to a page) [Before you go to the next slide/overhead ask this question.] WHAT ARE THE BENEFITS OF CLASSROOM COOKING? [Note: Spend a few minutes having the group provide answers.] <Next Slide>

3. 3 What percent of students cook for themselves? Children are increasingly caretakers of their own nutrition. In one survey, 87% of 4th to 8th grade students sampled said they make their own meals, 83% said they sometimes make their own snacks, and 80% said they sometimes cook or make their own breakfast. Children who don�t know how to cook often rely on packaged foods of questionable nutritional quality. Reference: Contento, I. 2007. Nutrition Education � Linking Research, Theory, and Practice. Jones and Bartlett Publishers, Sudbury, Massachusetts. <Next Slide>Children are increasingly caretakers of their own nutrition. In one survey, 87% of 4th to 8th grade students sampled said they make their own meals, 83% said they sometimes make their own snacks, and 80% said they sometimes cook or make their own breakfast. Children who don�t know how to cook often rely on packaged foods of questionable nutritional quality. Reference: Contento, I. 2007. Nutrition Education � Linking Research, Theory, and Practice. Jones and Bartlett Publishers, Sudbury, Massachusetts. <Next Slide>

4. 4 Benefits of Classroom Cooking Vehicle for standards-based nutrition and health education Cross-disciplinary and subject-specific skill development: - Motor Skills - Language Arts - Mathematics - Socialization - Science - Social Studies/Cultures Students become familiar with new foods Kids love it Cooking in the classroom can support a number of California Health Education Content Standards, especially Health Standard 7 � Practicing Health-Enhancing Behaviors. Reading recipes, following directions, and tasting and observing can support skill development across many disciplines, for example classroom cooking: ? Reinforces beginning reading skills (numeral, symbol, word recognition) and language skills (observing, describing, predicting outcomes). ? Reinforces math skills (counting, measuring, sequencing of events, understanding time). Science skills (chemistry, temperature, cause and effect). ? Encourages patience and self control (waiting for something to bake). ? Improves students� ability to follow directions, and develops a sense of teamwork. Preparing food also inspires children to appreciate a wider range of foods, nurtures relationships, provides a sense of accomplishment, attention to detail, accuracy, and organization. In addition, there is evidence that cooking in the classroom supports positive nutrition knowledge and behavior changes. Studies have demonstrated: positive changes in preferences, reduced plate waste in younger and older children improved cooking self-efficacy. Classroom tasting and exploration are a great way to introduce foods being added to the cafeteria menu. Has anyone introduced new menu items or foods with tasting opportunities? [Have participants share information.] Children of all ages seem to instinctively like hands-on food activities. Does anyone have an example of a child who did not enjoy classroom food experiences? They are rare or non-existent. Reference: American Institute for Cancer Research. 2004. Homemade for Health �Cooking with Kids. Accessible via the Internet � www.aicr.org <Next Slide> Cooking in the classroom can support a number of California Health Education Content Standards, especially Health Standard 7 � Practicing Health-Enhancing Behaviors. Reading recipes, following directions, and tasting and observing can support skill development across many disciplines, for example classroom cooking: ? Reinforces beginning reading skills (numeral, symbol, word recognition) and language skills (observing, describing, predicting outcomes). ? Reinforces math skills (counting, measuring, sequencing of events, understanding time). Science skills (chemistry, temperature, cause and effect). ? Encourages patience and self control (waiting for something to bake). ? Improves students� ability to follow directions, and develops a sense of teamwork. Preparing food also inspires children to appreciate a wider range of foods, nurtures relationships, provides a sense of accomplishment, attention to detail, accuracy, and organization. In addition, there is evidence that cooking in the classroom supports positive nutrition knowledge and behavior changes. Studies have demonstrated: positive changes in preferences, reduced plate waste in younger and older children improved cooking self-efficacy. Classroom tasting and exploration are a great way to introduce foods being added to the cafeteria menu. Has anyone introduced new menu items or foods with tasting opportunities? [Have participants share information.] Children of all ages seem to instinctively like hands-on food activities. Does anyone have an example of a child who did not enjoy classroom food experiences? They are rare or non-existent. Reference: American Institute for Cancer Research. 2004. Homemade for Health �Cooking with Kids. Accessible via the Internet � www.aicr.org <Next Slide>

5. 5 Apple Example Reading Cooking Mathematics Writing Art Science Social Studies Health Physical Education School to Career Socialization Technology Your packet includes a handout that shows how a single produce item can be integrated into a variety of curriculum areas. [Show a copy of Cooking in the Classroom - Handout 3] Ask the group to review the handout and discuss how the activities support cross-curricular connections. Summarize their responses (the slide summarizes many possible responses). Ask the group to take out Cooking in the Classroom � Handout 4 to illustrate the many content area connections. Remind the group, this is only one of the produce items featured in HOTM, there are many other ways and produce items to connect to. Refer the group to www.harvestofthemonth.com] Ask the group to give a few other examples of how apples and a cooking activity can connect with other second grade standards and student learning. Has anyone ever used a single food as a theme for cross-curriculum teaching? [Have participants share.] Your packet includes a handout that shows how a single produce item can be integrated into a variety of curriculum areas. [Show a copy of Cooking in the Classroom - Handout 3] Ask the group to review the handout and discuss how the activities support cross-curricular connections. Summarize their responses (the slide summarizes many possible responses). Ask the group to take out Cooking in the Classroom � Handout 4 to illustrate the many content area connections. Remind the group, this is only one of the produce items featured in HOTM, there are many other ways and produce items to connect to. Refer the group to www.harvestofthemonth.com] Ask the group to give a few other examples of how apples and a cooking activity can connect with other second grade standards and student learning. Has anyone ever used a single food as a theme for cross-curriculum teaching? [Have participants share.]

6. 6 Planning What style of classroom cooking you will use? We just saw the power of one fruit to build knowledge and skills in a variety of content areas, including health. Let�s look at some considerations and strategies for bringing these food and cooking experiences to the classroom. The first is deciding on the style of cooking that best fits your classroom. This is (refer to the cartoon) one style that can easily be avoided when students are prepared and organized for cooking activities. <Next Slide> We just saw the power of one fruit to build knowledge and skills in a variety of content areas, including health. Let�s look at some considerations and strategies for bringing these food and cooking experiences to the classroom. The first is deciding on the style of cooking that best fits your classroom. This is (refer to the cartoon) one style that can easily be avoided when students are prepared and organized for cooking activities. <Next Slide>

7. 7 Planning Choose a Classroom Cooking Style Demonstration Single portion Cooperative groups Cooking station These are some of the classroom cooking options (listed on the slide). Demonstration is when someone, like a celebrity chef, prepares the food while the students watch. In single portion style each student makes his or her own portion or serving of the product. Such as each student making a single muffin or a fruit kabob. In cooperative groups, groups of students contribute to the completion of one product or several products. Each group may prepare part of the recipe. For example in making a burrito one group chops tomatoes, another grates cheese, etc. Or, each group may make a full recipe. It can be different recipes or all the same. The last one is cooking stations. How many of you use stations in your classroom? Students prepare an individual recipe such as the fruit muffin or a recipe for a small group. What styles have you used or would fit your classroom best? [Note: Lead discussion about the styles.] <Next Slide>These are some of the classroom cooking options (listed on the slide). Demonstration is when someone, like a celebrity chef, prepares the food while the students watch. In single portion style each student makes his or her own portion or serving of the product. Such as each student making a single muffin or a fruit kabob. In cooperative groups, groups of students contribute to the completion of one product or several products. Each group may prepare part of the recipe. For example in making a burrito one group chops tomatoes, another grates cheese, etc. Or, each group may make a full recipe. It can be different recipes or all the same. The last one is cooking stations. How many of you use stations in your classroom? Students prepare an individual recipe such as the fruit muffin or a recipe for a small group. What styles have you used or would fit your classroom best? [Note: Lead discussion about the styles.] <Next Slide>

8. 8 Planning Preparing for Classroom Cooking Students Recipes Equipment Food Once you decide what cooking style you will use, next is planning for the cooking activity. When preparing for classroom cooking, these are some areas to consider. The first thing to consider are: the age, skill-level, and background of your students. This will inform the recipes, equipment, and food you include. <Next Slide> Once you decide what cooking style you will use, next is planning for the cooking activity. When preparing for classroom cooking, these are some areas to consider. The first thing to consider are: the age, skill-level, and background of your students. This will inform the recipes, equipment, and food you include. <Next Slide>

9. 9 Students Preschool Early Elementary Upper Elementary Middle and High School Distribute one to two paper strips with samples of cooking activities on them. (Use the �Sample Cooking Skills� from Cooking in the Classroom - Handout 5 to prepare the strips.) Ask the participants to work in table groups to decide which the activities would be most appropriate for the groups listed on the slide. Ask groups to share out their decisions, briefly discuss the results. (Ask the group to take out their Cooking in the Classroom - Handout 5: Sequential Nutrition Education Cooking Opportunities for Children.) Review the sheet, noting that cooking skills are new to many children, some don�t receive cooking experiences or instruction at home, so teachers may need to review specific skills step-by-step before starting a cooking activity. <Next Slide>Distribute one to two paper strips with samples of cooking activities on them. (Use the �Sample Cooking Skills� from Cooking in the Classroom - Handout 5 to prepare the strips.) Ask the participants to work in table groups to decide which the activities would be most appropriate for the groups listed on the slide. Ask groups to share out their decisions, briefly discuss the results. (Ask the group to take out their Cooking in the Classroom - Handout 5: Sequential Nutrition Education Cooking Opportunities for Children.) Review the sheet, noting that cooking skills are new to many children, some don�t receive cooking experiences or instruction at home, so teachers may need to review specific skills step-by-step before starting a cooking activity. <Next Slide>

10. 10 Recipes Consider skills for age and ability Select format by age and reading ability Keep many hands busy �Read� recipe aloud before cooking Start out the year with recipes requiring simpler skills and progress up in difficulty. You should go over the recipe before cooking starts or with older students ask a group member to read the recipe aloud. Here are some recipe formats that illustrate formats for various reading levels. [Refer to Cooking in the Classroom � Handout 6 and the recipes for Apple Smiles (simple) and �Hip-Hop Sandwich� (more complex).] If students are to work in large groups, select a recipe with lots to do or give the students who are not cooking an activity to do like making placemats or centerpieces. <Next Slide>Start out the year with recipes requiring simpler skills and progress up in difficulty. You should go over the recipe before cooking starts or with older students ask a group member to read the recipe aloud. Here are some recipe formats that illustrate formats for various reading levels. [Refer to Cooking in the Classroom � Handout 6 and the recipes for Apple Smiles (simple) and �Hip-Hop Sandwich� (more complex).] If students are to work in large groups, select a recipe with lots to do or give the students who are not cooking an activity to do like making placemats or centerpieces. <Next Slide>

11. 11 Recipes (continued) Teach appropriate nutrition concepts Be aware of food allergies � Parent letters Be sensitive to religious beliefs and cultural backgrounds When selecting recipes think about MyPyramid. [Refer to pyramid you posted.] Over time, try to select recipes in proportion to the space the pyramid devotes to the food group. Try to include whole grains into your recipes. Be aware that some children may have food allergies. For this reason, you may want to send a note home to parents about classroom cooking activities and describe what will be prepared. Ask your school food service department for a sample letter. At the same time, be aware of religious beliefs and cultural background, and what is available in local communities. <Next Slide>When selecting recipes think about MyPyramid. [Refer to pyramid you posted.] Over time, try to select recipes in proportion to the space the pyramid devotes to the food group. Try to include whole grains into your recipes. Be aware that some children may have food allergies. For this reason, you may want to send a note home to parents about classroom cooking activities and describe what will be prepared. Ask your school food service department for a sample letter. At the same time, be aware of religious beliefs and cultural background, and what is available in local communities. <Next Slide>

12. 12 Equipment Base on recipe Assemble in advance Use cooking carts to simplify Make a list of equipment needs based on the recipe. Have a system so you won�t forget anything. Don�t forget to include cups, plates, napkins and utensils necessary for tasting or eating. Assemble everything in advance. For older students, assembly of materials may be a student job, but be sure adequate supplies are in storage. Your school site may have a cooking cart available to simplify gathering equipment. The cart has the basic supplies needed for classroom food projects. It is reserved by the teacher and moved to a classroom for a planned cooking day. Refer to Cooking in the Classroom � Handout 7. Lead a brief discussion about how to use and care for a portable cooking cart � i.e. care of cart, surface area extension, casters, supplies on cart, storage, and sites procedures for checkout/check-in of portable cooking cart. 5. Equipment on the site�s cooking cart may not be the same as the equipment that you have at home. Make sure you read the Operating Instructions before using the equipment. Copies of the Operating Instructions are found in your site�s Cooking Cart Manual. Discuss Cooking Cart Manual. <Next Slide>Make a list of equipment needs based on the recipe. Have a system so you won�t forget anything. Don�t forget to include cups, plates, napkins and utensils necessary for tasting or eating. Assemble everything in advance. For older students, assembly of materials may be a student job, but be sure adequate supplies are in storage. Your school site may have a cooking cart available to simplify gathering equipment. The cart has the basic supplies needed for classroom food projects. It is reserved by the teacher and moved to a classroom for a planned cooking day. Refer to Cooking in the Classroom � Handout 7. Lead a brief discussion about how to use and care for a portable cooking cart � i.e. care of cart, surface area extension, casters, supplies on cart, storage, and sites procedures for checkout/check-in of portable cooking cart. 5. Equipment on the site�s cooking cart may not be the same as the equipment that you have at home. Make sure you read the Operating Instructions before using the equipment. Copies of the Operating Instructions are found in your site�s Cooking Cart Manual. Discuss Cooking Cart Manual. <Next Slide>

13. 13 Food List and purchase in advance or as class project Store at proper temperature Wash the food with students assisting Make a list of foods needed based on the recipe. Proper storage prevents spoilage and illness and maintains quality Refer the group to Cooking in the Classroom � Handout 8 � Fight Bac. 3. Avoid having foods in the danger zone (41 to 139 degrees)--especially for longer than 2 hours. Keep Hot Foods Hot: 140 degrees Keep Cold Food Cold: 40 degrees For more information on safe food storage see www.fightbac.org. <Next Slide>Make a list of foods needed based on the recipe. Proper storage prevents spoilage and illness and maintains quality Refer the group to Cooking in the Classroom � Handout 8 � Fight Bac. 3. Avoid having foods in the danger zone (41 to 139 degrees)--especially for longer than 2 hours. Keep Hot Foods Hot: 140 degrees Keep Cold Food Cold: 40 degrees For more information on safe food storage see www.fightbac.org. <Next Slide>

14. 14 Sanitation Handwashing Demonstrate to students Scrub hands and nails with soap and warm water for 20 seconds Dry with clean paper towel Remind to rewash as necessary One of the first steps to safe food handling is handwashing. How long should people wash their hands for? [Scrub for at least 20 seconds. Source: FightBac!] You should demonstrate to your class thorough scrubbing of hands and nails with soap for about 20 seconds - that is about the duration of the �Happy Birthday� song sung twice. [Have participants sing the �Happy Birthday� song twice.] After scrubbing their hands for 20 seconds, instruct the students to rinse with warm water. They must dry their hands completely. Remind students to rewash hands after using the restroom, touching their face, hair or neighbor, blowing their nose or sneezing and after handling raw meat, chicken, eggs or fish. <Next Slide>One of the first steps to safe food handling is handwashing. How long should people wash their hands for? [Scrub for at least 20 seconds. Source: FightBac!] You should demonstrate to your class thorough scrubbing of hands and nails with soap for about 20 seconds - that is about the duration of the �Happy Birthday� song sung twice. [Have participants sing the �Happy Birthday� song twice.] After scrubbing their hands for 20 seconds, instruct the students to rinse with warm water. They must dry their hands completely. Remind students to rewash hands after using the restroom, touching their face, hair or neighbor, blowing their nose or sneezing and after handling raw meat, chicken, eggs or fish. <Next Slide>

15. 15 Sanitation Work Surfaces Clean with hot, soapy water Sanitize with 1 teaspoon of bleach in 2 of cups water Wash and sanitize after contact with raw meat, fish, poultry or eggs Don�t forget that work surfaces must also be cleaned. [Review the points on the slide.] Source for sanitation solution: American Dietetic Association�s Home Food Safety Kit. [You can make up a mixture of bleach and water and have it in a spray bottle and demonstrate how to use it to clean surfaces. You can have participants use this solution to clean tables before they do the cooking activity.] Does anyone have any other sanitation tips that you have found useful in the classroom? Another idea may be to use butcher paper or flip chart paper to line the tables. <Next Slide>Don�t forget that work surfaces must also be cleaned. [Review the points on the slide.] Source for sanitation solution: American Dietetic Association�s Home Food Safety Kit. [You can make up a mixture of bleach and water and have it in a spray bottle and demonstrate how to use it to clean surfaces. You can have participants use this solution to clean tables before they do the cooking activity.] Does anyone have any other sanitation tips that you have found useful in the classroom? Another idea may be to use butcher paper or flip chart paper to line the tables. <Next Slide>

16. 16 Safety-Knives Demonstrate proper use Cut toward table and away from hands Saw back and forth Do not attempt to catch a knife that drops Have an adult cut round vegetables lengthwise to give a flat surface Even young children can use knives if properly taught and supervised and if cutting task is appropriate for skill level. Some teachers like serrated spreader knives without points [You may want to show one.] or use plastic knives, or pumpkin carvers. Other teachers prefer smooth edge knives [Review other points on slide.] Resources for knife safety information: Kids Cook Farm Fresh and Cooking with Kids, both are available for free loan from the California Healthy Kids Resource Center and are on your resource list. <Next Slide>Even young children can use knives if properly taught and supervised and if cutting task is appropriate for skill level. Some teachers like serrated spreader knives without points [You may want to show one.] or use plastic knives, or pumpkin carvers. Other teachers prefer smooth edge knives [Review other points on slide.] Resources for knife safety information: Kids Cook Farm Fresh and Cooking with Kids, both are available for free loan from the California Healthy Kids Resource Center and are on your resource list. <Next Slide>

17. 17 Safety Tape down cords Demonstrate use of appliances Use two potholders to remove hot foods from oven Wipe floor spills immediately These are some things to consider when cooking with kids. [Review the additional safety tips on slide.] Do you have any other safety tips you want to add? Pull out the Cooking in the Classroom � Handout 9, �A Primer of Basic Kitchen Skills� and let�s discuss some additional points. Lead the group in a discussion about some ideas on the handout. <Next Slide>These are some things to consider when cooking with kids. [Review the additional safety tips on slide.] Do you have any other safety tips you want to add? Pull out the Cooking in the Classroom � Handout 9, �A Primer of Basic Kitchen Skills� and let�s discuss some additional points. Lead the group in a discussion about some ideas on the handout. <Next Slide>

18. 18 Teach in Advance Class grouping and cooking style Sanitation including hand washing practice Safety rules Recipe basics Practice reading Discuss terms and directions Demonstrate new cooking skills As I said before, you don�t need to teach everything the day you start cooking. You can prepare the class for cooking in advance, especially for the first few times. You should discuss with the class how they will be grouped (cooking style), sanitation tips, and practice hand washing. It�s important to also review safety rules - the class can even help write the rules and post them a day or two before the activity and refer to them for future activities. You can have the class practice recipe reading and measuring. Advance work and getting extra help for the activity will help things go more smoothly on the day of cooking. [You may want to wrap up this part with a story from your experiences of cooking with kids.] <Next Slide> As I said before, you don�t need to teach everything the day you start cooking. You can prepare the class for cooking in advance, especially for the first few times. You should discuss with the class how they will be grouped (cooking style), sanitation tips, and practice hand washing. It�s important to also review safety rules - the class can even help write the rules and post them a day or two before the activity and refer to them for future activities. You can have the class practice recipe reading and measuring. Advance work and getting extra help for the activity will help things go more smoothly on the day of cooking. [You may want to wrap up this part with a story from your experiences of cooking with kids.] <Next Slide>

19. 19 Cooking Create and sample some Recipes K - 1st: Butterfly Bites 2nd - 3rd: Out of this Whirled Shake 4th - 5th: Hip Hop Pocket Sandwich Now we�re going to prepare for our own cooking activity. Model the steps introduced for cooking in the classroom: Divide participants into groups by grade level, and refer them to Cooking in the Classroom � Handout 6. Discuss what they will prepare Review safety and sanitation procedures Explain clean-up procedure Have each group designate a Sous Chef. This person will designate who will do what task (like get ingredients, chopping, clean up, etc) Where they should put the prepared food. Before they begin cooking, go over next slide and tell them as they finish cooking they should do integration activity. When people are done cooking and cleaning up, have them get their food and sit down. When everyone is seated ask...�Would this recipe(s) work in your classroom. Would you modify it in any way?� <Next Slide>Now we�re going to prepare for our own cooking activity. Model the steps introduced for cooking in the classroom: Divide participants into groups by grade level, and refer them to Cooking in the Classroom � Handout 6. Discuss what they will prepare Review safety and sanitation procedures Explain clean-up procedure Have each group designate a Sous Chef. This person will designate who will do what task (like get ingredients, chopping, clean up, etc) Where they should put the prepared food. Before they begin cooking, go over next slide and tell them as they finish cooking they should do integration activity. When people are done cooking and cleaning up, have them get their food and sit down. When everyone is seated ask...�Would this recipe(s) work in your classroom. Would you modify it in any way?� <Next Slide>

20. 20 Connecting with the Curriculum For the grade you teach, identify how this cooking/food activity could be aligned or used to reinforce a standard for: Health English-language arts Math Science Social studies Show the group the Cooking in the Classroom � Handout 9 worksheet. Instruct the group that when they are finished preparing their dish, they should work together to complete the worksheet. Briefly review the sheet, they can use one food in the recipe, the theme of the recipe, or a food group to create connections with other content areas. Each group will share their connection ideas with the large group. (Return to the Recipe Slide) After everyone is seated and trying the food they prepared, have participants share what they wrote down about how they will use a cooking activity to re-enforce a standard for health/nutrition, language arts, math, science and social studies. <Next Slide>Show the group the Cooking in the Classroom � Handout 9 worksheet. Instruct the group that when they are finished preparing their dish, they should work together to complete the worksheet. Briefly review the sheet, they can use one food in the recipe, the theme of the recipe, or a food group to create connections with other content areas. Each group will share their connection ideas with the large group. (Return to the Recipe Slide) After everyone is seated and trying the food they prepared, have participants share what they wrote down about how they will use a cooking activity to re-enforce a standard for health/nutrition, language arts, math, science and social studies. <Next Slide>

21. 21 Sharing of Resources Harvest of the Month Literature List California Healthy Kids Resource Center Cooking with Kids Kids Cook Farm-Fresh Food Kitchen Math Kit I�ve brought a display of some books and resources that are helpful for classroom cooking and there are two handouts in your folders that list some great resources, Cooking in the Classroom � Handouts 10 and 11. Many of the instructional resources are available on loan from the California Healthy Kids Resource Center. For more information about the resource center, you can call them or visit their web site. Directions for contacting them are listed on the resource handout. A couple of my favorites for getting classroom recipes are�[Point out some of your favorites] Invite the group to share some of their favorite resources. [It is valuable to take the time to go through the recipes in their packet. Many teachers and child nutrition staff are impressed with the variety of recipes and that many recipes are simple to make.] [Do a wrap up and ask for additional questions] Don�t forget to complete your evaluation! Cooking in the Classroom � Handout 12. <Next Slide>I�ve brought a display of some books and resources that are helpful for classroom cooking and there are two handouts in your folders that list some great resources, Cooking in the Classroom � Handouts 10 and 11. Many of the instructional resources are available on loan from the California Healthy Kids Resource Center. For more information about the resource center, you can call them or visit their web site. Directions for contacting them are listed on the resource handout. A couple of my favorites for getting classroom recipes are�[Point out some of your favorites] Invite the group to share some of their favorite resources. [It is valuable to take the time to go through the recipes in their packet. Many teachers and child nutrition staff are impressed with the variety of recipes and that many recipes are simple to make.] [Do a wrap up and ask for additional questions] Don�t forget to complete your evaluation! Cooking in the Classroom � Handout 12. <Next Slide>

22. Cooking in the Classroom Thank you! Thank the group for participating, and provide contact information for future questions. Thank the group for participating, and provide contact information for future questions.