Croatian National Grid Infrastructure (CRO NGI) - Iniciativa Nacional Croata de Infraestructura Grid (http://

• 2 cloves of garlic, minced

• 1 shallot, finely diced

• 1 tomato, diced

• Juice from 1/2 lime

• 1 jalapeño, finely diced

• Pepper to taste

• Pinch of salt

2) Add shallot and garlic. Add diced tomato.

1) In a large mixing bowl, add chopped avocado. Lightly mash to desired texture.

3) Cut jalapeño in half, remove all the seeds and membrane, then chop jalapeño. Add to the mix.

4) Add lime juice, salt and pepper to taste. Mix. Taste. Enjoy!

Pink Chefs

Lesson 6: Carbohydrates and Protein Age of learners: 12-14 years

Time allotted: 2 hours

General Goal(s):

- This lesson teaches students how the body gets energy from carbohydrates and proteins. It discusses the difference between simple and complex carbohydrates, refined and unrefined carbohydrates, and what makes a grain whole. Also, it discusses the difference between complete, incomplete, and complementary proteins and how the body needs protein for cell replacement.

Specific Objectives:

- The students will identify that carbohydrates and proteins are two of three energy sources for the body through a cooking practicum.

- The students will be able to describe how carbohydrates (simple and complex) are used for energy through cooperative learning and show and tell.

- The students will be able to distinguish the difference between refined and unrefined starchy carbohydrates through discussion of whole grains and refined grain products.

- The students will be able to distinguish the difference between the types of proteins: complete, incomplete, and complementary through a group activity.

- The students will identify the appropriate serving sizes of carbohydrate products and proteins through repetition.

- The students will use a standard taste test methodology to assess different soymilk products in terms of taste, texture, and descriptive words.

- The students will be able to name two food sources: one complex carbohydrate and one protein in the meal they prepare.

Required Materials:

Instructor needs: Students need: groups of 3 Volunteers need:

First aid kit Apron, hair net (1 per

student)

Have the volunteers prepare the quinoa according to the package. Use vegetable stock.

Camera Cutting board (1 per group) 1 Pot with lid

Classroom rules No skid shelf liner (1 per group)

Pot holders Classroom snack (seasonal fruit or

vegetable) & drink

Knife (1 per group) 1 Spatula

Recipe (1 per group) Towel (1 per group) *Have the volunteers set up a separate work station for

ingredients, the instructor and each group. Place a cutting board with a non-slip liner underneath. Place a recipe and rotate the clean up responsibility at each station. Also, have the volunteers place the student's materials needed for the lesson at each station. This exercise will be repeated for the entire program.

Clean Up Responsibilities (1 per group)

Colander (1 per group) Carbohydrate & Protein handout (1

per student)

Large bowl (1 per group) Soymilk Taste Test worksheet (1

per student)

Spoon (1 per student) Pre-measured serving sizes Sauté pan (1 per group) Mini plastic cups Spatula (1 per group) Extra Tupperware Plastic spoons for tasting

Teacher Preparation:

- Read about quinoa and soybeans and their nutritional benefits. - Read about carbohydrates and proteins.

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- Bring in a bag of edamame, dried soybeans, tofu, and soymilk. Read how soybeans are processed into tofu and soymilk.

- Bring in plain, vanilla, and chocolate soymilk for a taste test.

- Pre-measured serving sizes of carbohydrates (quinoa) and proteins (tofu). - Bring in pre-measured examples of complementary proteins.

5 min. Anticipatory Set:

Display 3 oranges and 1 can of soda. First, ask the class which would they choose, the orange or the soda and why. Ask the class if they feel full after drinking a can of soda. Ask the class if they feel satisfied or full after eating 1 orange. Then discuss how 3 oranges is the same amount of calories as one soda. Could you imagine eating 3 oranges? Discuss how their bodies react to the consumption of these drinks and processed sugar. ALTERNATIVE ACTIVITY: pass around tubes of sugar contained in food products (ex. soda, candy, etc.).

10 min. Step-by-step Procedure:

1) SNACK: pass out and discuss the snack for the day.

2) Have a brief discussion regarding the soft tacos with black beans and guacamole.

3) Pass out the Carbohydrate and Protein handout.1-2 4) What is a Carbohydrate?1

a) Sugar used by the body for energy. b) Foods that have Carbohydrates. c) Types of Carbohydrates:

i) Complex ii) Simple

iii) What is a whole grain?

iv) Pass around the loaves of bread. Discuss why the wheat bread is heavier than the white bread (it contains all the parts of the grain).

v) Pass around the flours. Have the students touch the flour and identify the difference in texture; therefore, there is a difference in weight.

vi) Pass around serving size examples of carbohydrates. vii) ALTERNATIVE ACTIVITY: use plastic food samples.

viii) Use QUINOA for one of the examples. Discuss how it is going to be used in today’s recipe and the grains nutritional value.

15 min. 5) What is protein?2

a) Part of every cell, tissue, and organ. b) Foods that have proteins.

c) Types of proteins: i) Complete ii) Incomplete iii) Complementary

(1) ACTIVITY: Split the students up into groups of 2-3. Onto a table, place the pre-measured examples of complementary proteins. Have the students pair the proteins to make a complete protein, 1 per group. Go around the classroom and allow the groups to discuss their complementary proteins. iv) Pass around serving size examples of proteins.

(1) Introduce edamame. Pass around the soybean for the students to try. Demonstrate how the outer part of the seed can be removed. Once it is removed, the seed is no longer whole.

(2) Pass around the dried soybean.

(3) Discuss how soybeans are processed into tofu and soymilk.

(4) TASTE TEST: Pass out the Soymilk Taste Test worksheet. Have the students taste the plain, vanilla, and chocolate soymilks. Then, allow them to rate the soymilk on taste, texture, and list 2 words to describe the soymilk. Have a brief discussion. Has anyone had soymilk before? If not, what did they think?

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10 min. 6) Kitchen demonstration:

a) Mince garlic: have a student model how to mince garlic.

b) Introduce gingerroot. Show the students how to peel the ginger, then use the fine grater or mince the ginger with a knife.

c) Discuss cornstarch and how it is used as a thickening agent.

d) Ask the students who have not sautéed to do that portion of the recipe.

60 min. 7) Make the recipe!3

20 min. 8) Divide the leftovers. Clean up!

Plan for Independent Practice:

- Mince garlic and ginger, sauté tofu, use cornstarch as a thickening agent; make informed, educated choices regarding carbohydrate and protein products.

Closure:

- What did you learn?

- Ask the students to name the carbohydrate source and protein source prepared in the recipe.

Chef Challenge:

- Within the next week, replace rice with quinoa or replace a protein source with tofu in a family meal.

Did you follow the session plan with discussion points? YES / NO Did you make any alterations to the session plan? YES / NO If yes, what were these?

Were there any problems with the session?

Do you have any further comments about the session?

1_{U.S. National Library of Medicine/National Institutes of Health. (2006). Medline Plus Medical}

Encyclopedia: Carbohydrates. Accessed: September 21, 2008. http://www.nlm.nih.gov/medlineplus/ency/article/002469.htm

2_{Body for Life 2. (2003). Incomplete vs. Complete Proteins. Accessed: September 21, 2008.}

http://www.bodyforlife2.com/incompletprotein.htm

3

Janice Smiley, Oregon State University Extension Services. (2005). Healthy Recipes: Vegetable and Turkey Stir-Fry. Accessed: September 21, 2008.

http://healthyrecipes.oregonstate.edu/sites/default/files/pdf/VegetablesandTurkeyStir-Fry.pdf