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Background For Teachers:
When planning meals there are six things to consider so that food is appealing as well as nutritious. Imagine eating the following for dinner: mashed potatoes, cauliflower, white bread, halibut, vanilla ice cream. Illustrate with food models or real food. Would this be appealing? Why or why not? Answer: The foods are all the same color.
ELEMENTS THAT MAKE FOOD APPEALING:
COLOR: Some of the most beautiful objects in nature are foods. (Show vignettes of fruits, vegetables, bottled foods, etc. or show paintings of fruits, bread, etc.) Many, many colors of food are available. Color combinations can be appealing or make you lose your appetite. Colors that are nearly the same are dull and boring. When planning meals, we need to be like artists painting a picture and use the elements and principles of line and design.
Example of a dinner served to special guests:
TEXTURE: What can be seen; it can be felt with the tongue. A variety of textures adds interest; i.e., smooth, rough, lumpy, soft, crisp.
Some foods that have similar textures:
SIZE AND SHAPE: Use various sizes and shapes. Meatballs, peas and olives are different colors but not different shapes.
FLAVOR: Variety is important! Each person has 9,000 tastebuds that can taste sweet, bitter, sour, and salt. Smell is also important to tell small differences. (Tell about taste test experiments where flavor cannot be distinguished without the sense of smell, i.e., food tastes blend with a cold.)
TEMPERATURE: Meals are more interesting if some hot and some cold foods are used. The temperature outside is a consideration.
HEAVY/LIGHT: Rich, very sweet or fatty foods need to balance with lighter foods. When planning a menu start with a main dish, add appetizers, vegetables, beverages, and a dessert that complements it.
APPETIZERS: Include fruit/vegetable juice, raw fruits/vegetables, soup, sea food, etc.
MAIN DISH: A main dish can be meat, seafood, poultry, a salad, an omelet, pancakes or a casserole.
ACCOMPANIMENTS: Vegetables, breads, rolls, sauces, relishes
SALAD: tossed vegetable or fruit, jellied
DESSERT: cakes, cookies, pies, puddings, fruit
SEVEN MAIN DIFFERENCES BETWEEN FAMILIES:
LEARNING ACTIVITIES AND TEACHING STRATEGIES
Have the students tell whether or not they think the food is appealing and why or why not. Give an example of three foods that go well together which have a variety of color.
Review the basic concepts of color, texture, flavor, temperature, sizes and shapes as they relate to meal planning and food preparation.
All foods in the menu are round in shape.
Have the students share their posters in class. Ask the following questions about each poster:
Allow the students to take turns acting as cashiers, checking to see that the choices include foods that are nutritionally balanced and attractive.
The students will take a field trip to the grocery store. Each unit is allocated $3.50 with which to purchase foods for a balanced meal. All go through the check out together.
In the lab, the students will prepare the balanced meal they planned and shopped for.
Family situations - pretend you have/are:
Review proper table manners before the FINAL PROJECT takes place.
Have the students take the FUN FOOD QUIZ.
NOTE TO TEACHER: If this unit is taught close to a special holiday the following activity may be in keeping with the occasion.
Circular response method variation: Numbers from 1-10 are printed on ten slips of paper. Blank slips of paper are put with the numbered slips in an envelope. Each student pulls out a slip. The ten students with the numbered slips are to name a special food their family has that is associated with a holiday or a holiday tradition.
Each unit is assigned a holiday. Students will then select a food which is associated with the holiday and can be prepared and eaten in one class period. Students will utilize cookbooks or selected recipes assembled by the teacher. As each unit receives teacher approval they will complete their lab sheets. Students will then have a holiday customs lab experience.
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