Students will learn about the Meat & Beans group and the importance of protein.
Students will learn about carbohydrates and the grains group.
Clarify purpose of the course and general expectations for conduct
Teach students how to use the following kitchen tools: Peeler, garlic press, juicer,
2 cups rolled oats
2 T brown sugar
4 T canola oil
4 T honey
1 t vanilla
2 T shredded coconut
2 t cinnamon
½ cup sunflower seeds
½ cup dried fruit (can be a mix of raisins, cranberries, blueberries, apples, etc.)
?? whole wheat tortillas (we will cut these in half, but each student can have 1-2)
6 bananas, sliced
1 lb strawberries, sliced
1 18oz tub of vanilla greek yogurt
Lady Bugs on a Log:
10-20 celery sticks
2 8 oz containers of light cream cheese
½ lb cherry tomatoes, chopped into small ½ inch dices (so that they look like the size of
Toaster Oven Granola: (measure out ingredients before each step)
1. Measure out canola oil, brown sugar, honey, and vanilla. Combine these ingredients
in the bowl.
2. Measure out oats, shredded coconut, cinnamon, and dried fruit. Combine these in the
3. Spread on 2 baking sheets in the toaster oven and bake for 10 mintues.
1. Toast whole wheat tortilla’s in the toaster oven for 2 minutes.
2. Remove tortillas and wait for them to cool down.
3. Spread each tortilla with the fruit dip and top with fruit.
4. Roll up tortilla and slice in half.
Lady Bugs on a Log:
1. Cut celery into 5-inch logs
2. Spread 1 T cream cheese onto each log
3. Place chopped tomatoes on each log.
Clean tables with disinfectant wipes. Set up 3-4 chairs at each table.
Get the aprons, soap, and hand towels out. The hand-washing assistant should find the sink if it is
not in the classroom.
Divide foods and needed tools into three workstations:
1. Granola—You can divide this recipe into three servings and each group can make the
granola and place a baking sheet in the oven, or you can assemble the granola in the
beginning with all groups and then move onto the next two recipes.
2. Fruit Roll-Ups
3. Lady Bugs on a Log
Write out granola and fruit roll-up recipes and place at their appropriate stations.
Divide up the printed kids’ name tags to workstations, being sure to consider potential group
dynamics. Divide ingredients and place in bags on each of the tables.
When the kids arrive, two volunteers should be sitting down. The other two volunteers should
help get the kids to sit as a group, or at their tables.
Welcome to Jumbo’s Kitchen!
Examples of starting group questions: Have you cooked before? Wow! What have you cooked?
What are your favorite things to cook? Does anyone here like burritos? Has anyone ever made
their own burrito before?
Ok, before we start, we need to go over the rules. What are the rules?
[lead kids towards these ideas]
1. Before we cook we wash our hands.
2. While we cook we are careful and take our turn.
3. When we cook we donʼt make faces or use words like “gross.” If you donʼt like it, a good
chef explains how to make it better.
And after we cook we clean up!
a. MyPlate Poster: Present the poster to the students. Who knows what this is? This is
the MyPlate guide to eating healthy, balanced meals. Today we are going to talk
about the Protein and Grains sections.
b. Grains: Who likes granola? Where does granola fit on the plate? Oats are whole
grains and contain lots of fiber
B. Kitchen tools
10 plastic bowls for cut up tomatoes, cilantro, jalapeno, etc…
Serving spoons for black beans, rice.
Reintroduce 1) vegetable peeler, 2) garlic press, and 3) juicer. We’ll use all of these tools today!
C. Hand-washing and aprons
You can separate boys and girls and bring kids to the bathroom, if necessary to avoid a long line.
Have kids find their name tag at their table.
Lead teacher explains to the whole class how the process will work: students will be at each
station for five to ten minutes. When I say freeze, put down what you’re doing and stop moving!
Then you’ll rotate! Once we’ve finished, we’ll get to eat what we’ve made!
At each table, begin by briefly introducing the ingredients, the tools, and the recipe (if
necessary). The teacher will explain relevant skills and have kids apply those skills, either in
parallel (e.g., each child might work on a carrot) or in sequence (e.g., taking turns with the can
opener, garlic press, or lemon juicer). One teacher helps run point between all tables and
announces when the rotation should happen. At the salad dressing table, kids can make two
separate batches to ensure there’s enough work for all rotations.
Have kids rotate between stations about once every five minutes.
Place all the ingredients on a table and let kids make their own burritos. Have kids return to
different tables and sit down to eat. Teachers should also eat the food (model adventurousness!)
and show enthusiasm and praise for the kids’ work. Try to strike up conversation. What do you
like best in the burrito? What might you eat at home? etc.
As the eating starts to wind down, a couple of teachers should start to set up the clean-up stations
(and recruit help from kids who may have finished eating).
Divide kids between the two stations. You need someone who a) clears tables, b) washes, c)
rinses, and d) dries. You can assign two children to certain tasks, as needed.
Itʼs a team effort. Use an assembly line, and try rotating through different roles if kids get antsy.
Try creating a contest for getting the least water on the floor.
If needed, put some kids in charge of cleaning up the floor.
Teachers should put items away.
As cleanup is winding down, sit down and start coloring a worksheet or playing games until
children are picked up. (You can use the fruit and vegetable cards to play Go Fish, Memory, or
other games. You probably need to set up more than one game to accommodate all kids.)