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Perfect Parfaits
Makes 20 servings
4 or 6 ounce cups
| Ingredients |
Supplies |
5 cups lowfat vanilla yogurt
5 cups (15 c.
total) of at least three of each following fruits:
bananas
raspberries
strawberries
blueberries
pineapple
mandarin
oranges
1
cup chopped dates
1 1/4 cup sliced almonds or 1 small box of
granola |
Any kind of bowls to hold each of the
ingredients
Enough tablespoons to put in each of the
ingredients
20 (preferably clear) 4 to 6 ounce plastic cups
20
spoons
Butter knife to cut bananas
Strainer to wash or drain
fruits |
Preparation before class:
Gather the supplies needed to make the recipe. Wash and drain
the fruit. Place the different types of fruit in separate bowls with
tablespoons. Wash the table surface and place the plastic cups and spoons at
one end of the table. Put some of the fruit next, then half the yogurt,
followed by more fruit, the rest of the yogurt, then the dates and almonds or
granola.
Directions
for class:
Have students wash their hands. Stress the importance
of clean hands, utensils, and surfaces when preparing food. Have the students
line up on both sides of the ingredient table and fill their cups with one or
two tablespoons of one kind of fruit, then one big tablespoon of yogurt,
another one or two tablespoons of fruit, one big tablespoon of yogurt, and top
it with the dates, nuts, or granola. Have them take a look at their colorful
parfaits before they sit down and enjoy eating them!
Follow-up questions:
1. What
food groups did we just eat? (Use the USDA Food Guide Pyramid for Young
Children poster found in the back pocket of Growing in the Garden, 4H-905A.)
2. What is the “5 a day” rule? Eat 3 servings of vegetables and 2
servings of fruit each day. Did you eat a serving of fruit with this parfait?
Did you find any “5 A Day - for Better Health” logos on the food
packages?
3. Did you try a new fruit or food item? What was it? Did you
like it?
4. Would you make this again at home? What ingredients would you
like to try?
5. When could you make and eat fruit parfaits?
6. Did you
eat anything that was a seed? Did you find the seeds on the fruits?
7.
Which food ingredients were from plants? What food ingredient was from animals?
8. Can we grow any of these fruits and nuts in our state?
9. What
country does the word “parfait” come from? France What does it mean?
Perfect What makes this recipe a parfait? The layers of fruit and some sort of
dairy product such as yogurt, ice cream, or heavy cream. They are usually
served in clear, stemmed glasses.
Edible Art Work
Makes 24
Edible Pictures
| Ingredients |
Supplies |
4 cups vegetable dip
24 slices of
cheese
1 bunch of broccoli cut into florettes
1 bunch of carrots cut into
rounds
1 large bag of baby carrots
1 quart of cherry tomatoes
1 bunch
of celery cut into strips
1 red pepper cut in rounds or strips
1 green
pepper cut in rounds or strips
1 head cauliflower cut
2 bundles of
radishes, cut off tops
2 large cucumbers
2 bundles of green onions
2
different kinds of leaf lettuce
1 large package of raisins |
24 paper plates (without printed
designs)
1 spoon for vegetable dip
24 plastic knives for cutting
or spreading
4 cutting boards
strainer to wash and drain
vegetables
paper towels to dry vegetables and wipe hands
bowls
or plates to display vegetable choices |
Preparations before class:
Gather all of the supplies needed to prepare the recipe. Wash
and drain the vegetables. Pre-cut the vegetables as described in the list of
ingredients. Place vegetables in different bowls. Wash a table surface where
students can stand all around the table, or make two stations. Place the empty
plates, knives, a couple cutting boards, and an assortment of vegetables,
cheese, and dip on the table. Leave space between the ingredients for the
students to work on the edible pictures.
Directions for class:
Have
students wash their hands. Stress the importance of clean hands, utensils, and
surfaces when handling food. Have the students stand around the tables and
explain that they will be creating edible pictures on their plates. The paper
plates are their drawing papers. The vegetables, fruit, cheese, and dip are
what they use to create a picture on their plates. Let them be creative. The
vegetable dip works well to help hold things together, but it isn’t
necessary to use it to hold all the vegetable pieces onto the plate. They
can’t put food back that they have already touched. They need to leave
enough food for others. If they cut something, they are to use the cutting
boards and cut down toward the cutting board, keeping their fingers out from
under the food and plastic knife. After they are finished with their edible
artwork, have students show what they have made before they start eating their
artwork.
Follow-up
questions:
1. What pictures did everyone make?
2. What made
you decide what picture to make?
3. What ingredients did you use to make
your picture?
4. Which food group from the USDA Food Guide Pyramid do the
ingredients come from? (Use the USDA Food Guide Pyramid for Young Children
poster found in the back pocket of Growing in the Garden, 4H-905A.)
5. What is the “5 a day” rule? Eat 3 servings of vegetables and 2
servings of fruit each day. Did you eat a serving of vegetables with your
picture?
6. Did you try a new vegetable today? What was the vegetable? Did
you like it?
7. Did you eat stems, leaves, flowers, seeds or fruits?
8.
What other ways do you like to eat vegetables?
Spell, Smell, Swell
Soup
Makes 24 servings
6 to 8 ounce cups
| Ingredients |
Supplies |
2 large packages alphabet pasta
8 (14 1/2
ounces each) cans chicken broth
1 medium-sized onion, chopped
4 cans (28
ounces) crushed tomatoes
1 cup fresh parsley leaves, chopped
2 cups
carrots, cut into rounds
2 cans cut green beans, drained
2 cans sweet
corn, drained
Salt (or garlic salt) and pepper to taste
8 tablespoons
grated Parmesan cheese, optional |
24 6 to 8 ounce cups
24 plastic
spoons
Soup ladle
4 cutting boards
4 paring
knives
Measuring cups
1 or 2 large mixing spoons
2 can
openers
Large stockpot (or 2 2-quart sauce pans)
Camp stove or
burner
Paper towels |
Spelling Activity Supplies
Construction paper (one sheet per person)
Markers
Glue
2 large
packages alphabet pasta
24 small cups
Preparations before class:
Gather all of the supplies needed to make the soup. Wash and drain the
vegetables. Chop the onions, parsley, and carrots if you don’t want the
students to do it. Start heating the broth at least 15 minutes before starting
the classroom activity. Divide the 2 packages of alphabet pasta into 24 small
cups for the spelling activity.
Directions for class:
List the
recipe ingredients on the board. Assign students to work in groups with each of
the ingredients. Have students wash their hands. Stress the importance of clean
hands, utensils, and surfaces when handling food. Add the chopped onions,
crushed tomatoes, chopped parsley, and carrots to the chicken broth in the
stockpot. Stir. Bring the soup stock to a boil, reduce heat, and simmer for 10
minutes. Stir occasionally. Add the beans, corn, and alphabet pasta and cook
for another 10 to 15 minutes. Add salt and pepper to taste. Use a soup ladle to
divide the soup into cups for each student. Sprinkle the top of soup with
Parmesan cheese before serving, if desired.
Spelling activity as the soup cooks:
Distribute the construction paper, cups of alphabet pasta,
markers, and glue. Have the students draw a large cooking pot on the
construction paper. Then have them draw a wavy line to indicate the top of the
soup stock in the pot. Use the alphabet pasta to spell the vegetables that
could be put into vegetable soup. Make glue lines in the soup stock and place
the pasta on the glue lines to spell the vegetables in the soup. The vegetable
words can go any direction. The students can make pictures of the vegetables
they spelled around or near the words. As they are drawing, talk about the
variety of vegetables that could go in vegetable soup. Have them title their
pictures using their name and the name of the soup, such as “John’s
Vegetable Soup.” Let the pictures dry, then display them on the bulletin
board.
Follow up
Questions:
1. What is the largest group on the food guide
pyramid? (Use the USDA Food Guide Pyramid for Young Children as a guide for the
students). How many servings from the Grains, Bread and Cereal group do you
need each day? What grain food is in our soup?
2. How many servings of
vegetables should we have each day? Did you eat at least one serving from the
soup?
3. Which vegetables were added to the soup? Which vegetables did you
spell in the picture of vegetable soup?
4. What could you add to a meal
including this soup that has foods from each of the food groups?
5. Did you
try a new food today? What was it? Would you try it again?
6. Do you have a
favorite soup? What is it? What food groups are included in your favorite soup?
Pick a Better Snack
Try some of these quick, easy, healthy snacks in your classroom.
Ask your local grocer or fruit and vegetable growers to contribute the produce
to encourage the students to try new foods.
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