Patricia F. Thanney - <.:.- .-3, --v-+ !;{/ it. ;yt Camell &operative Extension > ' - .L'jJ .. . . I-_- .- : !' - - Mufins & Nore is one in a series of publications to help children ages 9 to 12 acquire food skills and appreciate the science of . The goals of the Cooking Up Fun! initiative are to

increase Life skills related to food preparation. model practices that reflect the Dietary Guidelines and the Food Guide @amid. promote tocall produced foods. expand apportunities for erpe&ntiaI learning. develop unde-ding of the science of cooking. have fun!

Spedappreciation is extended to aU Cornell Cooperative Extension ducators who are involved in the Cooking Up Fun! initiative and who guided the development of Mufills & More. Funding for statewide training is provided by the Hew York State 4-H Foundation. Author: Patricia F. Thonney, Extension Associate, Division of Nunitional Sciences, Cornell UniversitJr Editor: 'hudie Calwrt, Media and Technology Services, Come11 University Dcsignef: Dennis F. Kulis, Media and Technology Services, Come11 University

This publication is brdto further Cooperadw Extmsipn work mmdated by &a of bngm of Hay 8 and June 30, 1914. Tt ma produced with tho cwpmtbn d the U.S. Dcpbwnt of Agriculture; CmwU Coopdm Ertonsion: and Cdleg~at Agricu1ture and Life Sdema College of Human Ecotogy, and College pb %chary lsedidne at Cornen University. Cornall Coopafive mdes equal pfogw aud employment opportuitks. D. Hemill m,DhectPr.

Alternative fmrnats of this pubUeatioR are available on request to pusom with dhbilitk who camuse the printed format. For information d or #rite the Weof the Direaor, Come11 Coopmtim Extedort, 276 Raberts Ha& Itham, NT 18853 (607-255-2237).

Additional copies of this pubbtion may be purchased through bmll UMty,Ma Stmica Ilesollrce htct 7 mu & Whology Park, Itb,NY 14850. b W7-255-2080 FX 607-255-9946 Em?:[email protected]

Roduwd by Media and khnobgy ServiceP at Cornell Univerdty Rinted on recycled paper CdUrtiv;ersity 1999 . . : 399tM20 $8%/7wq/w 4n SL bITS90012 rsBsr 1-57753-264-3 About This Teaching Guide.. ..m...... 3 Experiential Learning ...... 3 Science in the Kitchen ...... 3 Life Skills from the Kitchen ...... 4 Nutrition and Cooking ...... 4

Creating a Coo king Program ...... 5 Recipe Collection ...... 5 Cooking Stations ...... 6 Supplies ...... 7 Cooking Conversations ...... 8 .... Food Activities ...... 10 More Information ...... 11 It's on the Web ...... 11 Sample Coo king Program ...... 13 What's Your Choice? ...... 14 Sample Planning Sheet 1 ...... 15 Sample Planning Sheet 2 ...... 16 Record Sheet ...... 17 Score Sheet ...... 18 Evaluation Form ...... 19

Recipes...... a...... 21 Blueberry ...... 23 Bran Muffins ...... 24 Corn Bread ...... 25 ...... 26 Scones ...... 27 Soda Bread ...... 28 Brown Bread ...... 29 ...... ~...... 30 Gingerbread ...... ,...... 31 Popovers ...... , ...... ~...... 32 Pancakes ...... 33 Chapatis ...... 34 Tortillas ...... 35 Whole Grain Crackers ...... 36 Food Activities ~+~eoe~~~e+~~~++~+~+~a~~mmm*m~mm~~~msm~~aoaoaoaaoeoaaoe+*o*3 7 Reading Recipes ...... 39 Keep It Safe ...... 41 Ingredient Sdence ...... 43 Iron Attraction ...... *.*....*...... *.43 Mystery Whites ...... 44 Sifting through Fiber ...... 45 Inflating Reactions ...... 46 Finding Fat ...... 47 Calorie Connections ...... 48 Storybooks about Bread ...... 49

More Information ...... 51 Introducing the Food Guide Pyramid ...... ,...... 53 Nutrients and What They Do ...... 55 A Coolr's Guide to Cleanliness ...... ~...... 56 What's in a Recipe ...... 57 Baking Notes ...... ~...~~~~~~...... 59 A COOKSLanguage and Tools ...... ~.~.~.~~.~.~...... 61 Fast Facts about Ingredients ...... 64 Comell Cooperative Extension OfSices ...... ,...... 66 About TLis Tcrelihq Guidc

Cooking Up Fun! series is designed to Experiential learning puts the adult in the role of youth ages 9 to 12 dewlop indepen- fadlitator rather than lecturer or "expert" teacher. cooking skiIIs, Recipes are the primary Several strategies vll help you develop teaching plans teaching tool, and creating conversations kom the that ensure experiential learning. recipes is important. Planning. Jnvolve the youth in planning the Muflns & More allows flexibility in planning and cooking program by selecting recipes together. Find delivering programs in a variety of settings. It is out what they are interested in leaming. Evergone especially appropxiate for informal education settings- enjoys having choices! 4-H clubs, EWP, summer camps, scouts, and other WsteaIng. Take the time to let youth share what community programs-that provide the time and they know about a recipe before you start cooking. freedom for personal exploration and repetition of This recognizes pemnal experiences they bring to activies. the session, prwides an opportunity far youth to Information to help adults plan and deliver a cooking interact with each other, and will help you guide program featuring muffins and other quick breads is the learning process, organized into five sections: Creating conversations. Ask questions to help AMThis Teaching Guide states the philosophy youth discover information rather than just giving and goals for teaching independent cooking skills, them lots of hcts. Open-ended questions p~omote including their xole in nutrition education. more conversation than closed-ended questions such as those with yes or no answers. Conversa- Creating a Cooking Program provides guidance for tions promote thinking slai that result in more planning, teaching, and evaluakg a series of meaningful learning. cooking sessions, It includes one possible teaching plan for six sequential sessions. Being fhdbk Allow the youth to change your teaching ph. It's a gadidea to have an organized Recipes includes 14 basic recipes, plus miations, outline of what you plan to do. But it's also a good for muffins and other quick breads. idea to change it while you're teaching to meet Food Activities promote skills related to reading unexpected needs or interests of the youth. recipes, kitchen safety, and in-ent science. Having fan! As important as anything you say is More Information provides a quick reference for your enthusiasm for learning. Relax and have fun! selected nutrition, food, and cooking topics. Science in the Kitchen Experiential Learning Cooking is science. From physical changes to chemical Cooking, reading recipes, reading food labels, and doing reactions, much happens when you prepare muffins experiments are all way of discovering the science of and other quick breads. food and food ingredients, including nutritional bene- You use the science of chemistry to mix ingredients fits. The more opportunities youth have to discover the and to bake batters and doughs. You explore biology information you think they should know, the more when handling grains and other plant foods, And you effective your teaching will be. And the more fun they learn the science of nutrition when talldng about how will have! your body uses food. Youth gain much from the process of cooking and maldng the bread than by wamhg them to avoid it. doing science. They learn to choose appropriate tools Teaching that it is OK to prepare all foods avoids and handle them safely, hIIm a procedure, ask labeling them as good or bad. Baking from wratch questions, and wonder what WOUMhappen "if 1used increases understanding about ingredients, including whole wheat flour instead of all-purpose flour; if I fit and sugar content. Coohng provides many oppor- used less sugar; if I left out the salt." They gain tunities for learning nutrition and enjoying food. confidence from messand from sharing the results Breads are grain bods, the base of the Food Guide with others. Pyramid. In general, quick breads have more fat, sugar, and sodium than yeast breads. Yet recipes vary widely. Life Skflls from the Kitchen Some muffins have the same ingredient proportions as Many life skills are closely interwoven with science cupcakes; others have wry little fat. Some tortillas and food skills. Three categories of food slriUs are contain no fat; othe~scontain some fat. emphasized in Muffins& More-reading reapes; food Wpes in MuBns & More provide standards of com- and kitchen safety; and ingredient science, which parison for different types of quick breads. Ingredients includes nutritional benefits. were selected to bit fat and sugar while producing Each of the food sKUs promotes one or more We skills, acceptable products. Many conversations about nutri- including the abiliQ to acquire knowledge, make tion can emerge from comparing ingredient labels and decisions, communicate, and recognize self-worth. Part tabgabout the choices. Some foods contain nutri- of self-worth is the individuality that comes from ents that are lost during bahg, like vitamin C in creative and culturaI expression in cooking. It also orange juice. Others add more Aamr than nutrition includes the "I can do it!" feelings of accomplishment when used in small amounts. But that's OK. Using that are so important to healthy growth and develop- fruits and vegetables may not make the breads more ment. Life shiIs acquired from successful cooking nutritious but will kasefamiliarity with a variety experiences will transfer to other activities, helping of foods. youth become productive members of society. Leaming independent cooking skills is a foundation for healthy choices and good nutrition. As youth gain Nutrition and Cooking experience handling foods, they can prepare more snacks and meals for their family, friends, and personal Baking is fun! Yet sometimes the results add more enjoyment. The more familiar they become with a calories than nutrients. High-fat or high-calorie breads vaiety of foods and their preparation, the more likely are best eaten once in a while Meadof every day. they are to adopt healthy eating practices now and in That message is taught more effectively to youth by the future. Recipe Collection Recipes in MufFns & More were selected to model Basic Redpe Variations ( Blnobemy Muffins Whole Wheat healthy food choices. They reflect concepts from the -berry Guide Raisin Oatmeal Dietary Guidelines and the Food Pyramid: to Apple enjoy a detyof foods, choosing plenty of grains, Lemon Blueberry vegetables, and hits; and to limit fat, sugar, and Whole Wheat Wn sodium. This recipe collection should be expanded to Carrot include personal and cultural preferences. Orange Date Corn Emad Buttemi Nutrition is only one of many criteria to consider when Whole Wheat Corny selehg recipes for beginning cooks. The recipes Ek;?heese provided in Muflns & More Bluebeny Corn Bread Muffins use low-cost ingredients. BWta Drop Whole Wheat use ami1eingxedients. Buttermi Herb require only basic tools and equipment. I E2de hued Cinnamon have easy-to-follow instructions. Scones Whole Wheat provide opportunities to practice cooking tech- Apple Cjnnamon Pumpkill Spice niques. Cheegy require limited adult assistance. are easy to prepare and clean up.

teach concepts of the Dietary Guidelines. I Buura Bread Whole Wheat promote locally produced foods. Banana Blaebeny Banana Carrot -bw increase exposure to a variety of foods, F&mut Butter Banana zncchini reflect a variety of cultural contexts. I -M Whole Wheat are fun to make! mneg APPb taste great! Try muffins ------collecting all the recipes for from cook- Pancakes Buttermilk books and magazines, and you'll soon have hundreds. Whole Wheat Buckwheat Yet all are variations on a basic recipe. The same is true for other quick breads. With a few basic skills, you tRk, can change ingredients to create dozens of varia- tions-new flavors, new textures, less fat, more fiber, or othex qualities you want. Use the variations in Mu~m& More recipes to promote an understanding of the functions of ingredients while encouraging indi- Whole Grain Crackerr vidual creativity. Your babg will be both successful I and fun! 1 I I Cooking Stations One of the many decisions in creating a cooking pro- Cooky witl r P~rt~r gram is deciding how everpone is going to work in the available space with the available supplies. Begin by This strategy is similar to individual work knowing the environment and the needs of the puth. stations and can be a good way for children to Individual work areas are ideal for experiential learning master skills. Many children enjoy working with but may not be possible with space, cost, adutt supenri- a partner and are able to share tasks. This sion, or other constraints. system works kst if you have a small to medium group (four to eight). Three ways to organhe coobg ~IISare deed. Which mrla best for your teaching situation? What an even number of children. other podbili~scould be considered? children who enjoy working together. adequate space to spread out. multiple sets of cooking tools. enough ingredients. Individua1 work stations ensure that each child the ability to supervise several stations and gets to manipulate ingredienb and equipment ensure that one "buddy" isn't dominating, and practice all steps of the cooking process. Many children will benefit from the opportunity to work independently. This works best if you have a small group (one to four]. LLiy ih r Group I adequate space to spread out. This approach promotes cooperative Learning I multiple sets of cooking tools. skills, but it is the teast desirable for teaching enough ingredients. cooldng sldlls. It is more like a "demonstration" in which task are divided among several children capable of working independently. children, Each child usually spends more time the ability to supe~semultiple stations. watching and waiting for a turn than actually doing. You might choose this approach if you haw a medium to large group (six to twelve). If you choose an option other than individual Limited space. cooking stations, encourage children to try the Limited time. cooking activity again at home with adult supervision or provide another time in your limited equipment and ingredients.

, program for them to practice the sldlls. inability to supenrise multiple work stations. exhausted the possibilities fox breaking into smallex groups. Supplies A major part of planning a coolsing program is organiz- ing supplies. If yuu need to transport equipment to douslocations, create a supply kit to keep basic equipment together in a large storage bin. The number of youth and type of cooling stations will determine how much duplicate equipment is needed. Many baking ingredients can also be organized into a supply kit. Be sure all containers have tight-fitting lids or place in resealable storage bags.

h

Ck&list of BAiy Iyrcdicnts CkJIid of BhLi y Equiyunt

Flour/Grain Leavening Me-wl BWg all-purpose flour baking powder liquid mwsuring cup baking sheet whole wheat flour baking soda dry measuring cups tin r~efiur cxeam of tartar measuring spoons loaf pan (8 x 4,9 x 5) oats Seasoning/Spice cornmeal spatula or table knife square pan (9 x 9,8 x 8) salt whole wheat bran cereal nutmeg cooling rack Mixing potholders Sweetener cinnamon mixing bowls white granulated sugar ginger wooden spoons 60okhg brown sugar lemon peel pastry or forks small saucepan molasses orange peel blender honey vanilla rubber scraper cast iron skikt or lemon juice griddte Fat Cutting chili powder vegetable oil cayenne cutting board Cleaning shortening dill weed paring knife dishcloth margarine grater dish towel butter Other Ingredients peeler dish detergent peanut butter blueberries chefs knife eggs banana 2-inch round cutter I&uid apple sldm milk applesauce * buttermilk pumpkin carrot Yogurt raisins appk juice dates water cheese green chilies

% CooHng Conversations It's a good idea to haw a few questions to start the Mpes are the primary teaching tool in a cooking conversation, but be prepared to let the youth direct it program, and creating conversation from them is as well. You can capture their questions or comments important, Food skii, including relwant nutrition for future reflection in a group notebook or on a hge information, should emerge from a cycle of ahvity: sheet of newsprint taped to the waU, selecting ingredients, sharing experiences, making the Here are examples for Blueberry Muffins: recipe, evaluating results, and planning the next Haw you ever made muffins? (from scratch or a session. mix; on your own) Selecting ingredients What ingrediem do you think are in muffins? Cooking involves many decisions. Most ingredients are How do you think muffins and cupcakes are alilre adable in moxe than one form, type, or brand, and or Merent? choosing different reapes provides opportunities for How have you eaten muffins? (snack, walking to individual preference. the bus, dinner) The choice of ingredients will set certain conditions or Questions recipes be parameters for the recipe and conversations about it. that compare two can asked again Consider planning one session as a &Id trip to a local at the end of cooldng sessions. These questions will discussion food store to involve youth in this step of food prepa- promote comparison thinking and about ration. Ano the1 way to involve youth in the process of ingredients, cooking techniques, and product charac- selecting ingxedienk is to collect a variety of food teIistics. packages for reading labels and making comparisons. You could also begin a session with dimmion about Youth could help to create the collection. the recipe used in the previous session and ask Mding ingredients for one or more variations in a whether youth tried making it at home, Did they have recipe allows individual choice and creativity. It also any problems? How did family or friends like it? What changes allows you to compare ingredients and show how or variations were tried? recipes can be changed. Here are some examples from the Scones recipe: Making the Recipe Whole wheat flour adds mr and changes flavor Demonstrating techniques before you start may be and t&we. useful but is not essential. If you think it is, have one of the youth help you mthm than just le-g to A changes PumpIdn adds vitamin and flavor. them. Cinnamon enhances sweetness. Be prepared to guide the cooking process but don't be Cheese adds calcium and changes hr. too mw.When youth are learning to cook it's OK to make mistakes or not follow the dimtions pre- Sharing Experiences My.At the end of the session, you may decide that Take time to hdout what the youth aLeady know repeating it together would strengthen their cooking about a xecipe. This will help you recognize the skills. personal erperiences they bring to the session, allow As they work or while the food is baling, involve the them to interact with each other, and guide the youth in conversation about what different instruc- learning process. Opening each cooking session with a tions mean, what Steps can be done in different ways, brief conversation can also tell you if they are using and why a certain technique wiLk affect the products information learned from pxevious sessions, acceptaw*Encourage youth to ask questions about both ingredients and manipulation of the ingredients. Evaluating the Resukts Planning the Next Session Conclude the cooking experience by evaluating the At the end of each session, hewplans for the next bread. An wa1uation can be simply jotted down on session. If youth are helping provide supplies for the scrap paper and might look like this: cooking program, it's a good idea to send home a written reminder for the next session.

Appearane Wlknt Good Need to Imprwe The What's Your Choice?-Recipe Selectionu sheet (page 14) is a way to hvoIve youth in sel- recipes for a cooking program. You may choose to do this Flavor Excellent Good Need to Improve planning all in the first session. Or you may want to select recipes as you go along. Sometimes conversa- tions or new experiences will shift interests in a new tmtme Exrellen t Good Meed to Improve diredon and changing a plan could be a gwd idea.

Teaching Tips Or it could be a more detailed scoxe sheet like those Cooking is a wonderfu1 vehicle for self-expression and used @age 18). fo~judging 4-H fair *its Talk social interaction. To make it a rewarding experience, about personal preferences and how you might change the recipe to make it moxe acceptable. monitox frustration levels and assist if needed but allow youth the time and space they need to learn EvaLua4hg the cooking experience ineludes more than new m* just dedding the quality of the bread. Talk about the process as well. Were any mixing or baking techniques recognize participation and progress toward confusing? What might you do differently? How easy mastering skills. was it to mrk together? Did evwyone help clean up? offer lots of encouragement. What suggestions do you haw for the next session? listen. Encourage youth to make the recipe at home and to relax and show enthusiasm for learning. practice until they can prepare it on their own. It often takes several repetitions for youth to be able to use recipes independently. Food Acthities Ingredfent Science Food activities are grouped into three skill-building These activities are designed to help youth learn sldUs categories: reading recipes, practicing food and kitchen related to the function of ingredients, including safety, and understanding ingredients. In addition, an nutritional benefits. Activities are organized by annotated listing of chiien's storyboola about bread is concepts that include learning about fat, calories, provided Add your own ideas to each category or fiber, iron, leavening agents, and physical and &mi- involve the youth to ueate new ones. cal properties of baking ingredients. Each concept includes two experiments and additional activities that Readfng Recipes involve reading labels and recipes. These activities are designed to help youth learn skills The "Fast Facts about Food Ingredients" provides a related to interpreting recipes and following diredons. broader context for simple expeximents. You don't need Knowing how to handle tools and manipulate ingredi- to know a lot of facts to have an effective science ents is part of using written recipes. It takes practice to experience with youth. Genuine curiosity and a use recipes easily and will also strengthen basic wi1bgness to explore new things are the real keys language skills. to success.

Keep It Safe Storybooks about Bread These activities are designed to help youth learn Sto~yboohare a great way to create conversations related to kitchen and food safety. Sharp hives, about food. Many convey cultural experiences that electrical appliances, and hot foods make ktchens the may not be easily found in all communities. Although source of many home accidents. Knowing how to handle written for younger children, these storybooks provide equipment safely preventE accidents. interesting information about food for all ages. Keeping food safe to eat is part of kitchen safety. Too Reading to younger children is also a great way for aften gemthat cause infectbns and disease are youth to begin sharing what they know about food. carried in improperly handled food. Practicing safe food Conned with bcal hiraries or literacy handling di1Ls prevents ilb programs to create a commu- nity service opportunity for youth that com- bines reading and More Information It's on the Web What is the most important nutrition information for Many Web sites provide u you to how? You certainly don't need to be a nutri- easy access to food and tional "expert* to create an educational cooking nuition - program for youth. You do need a wiUingness to learn don. When 1 and the ability to bdreLiabk information. youth have a question, it's a The information sheets provide some quick basics to good bet that give the adult fadlitator a broader context for doing they will enjoy the Mlious activities in MUBM& More. looking it up on Introdudng the hod hide Pyramid-a general the compute^ This guide for choosing healthy diets sbategy ahhelps build technology skills. Here are a Iutdernta and What They Do-a simplified chart that few reliable, youth-friendly sites: connects nutrients to the Food Guide Pyamid http:l/-doLe5aday.com A COOKSGuide to Cleanliness-tips for handling Dok 5-A-Day is sponsored by Dole Food Company for food safely youth ages 5 to 12. A cast of cartoon characters create Whafs in a Redpe'i-a description of basic ingredi- an engaging way to tom all about hitsand ents and their functions in breads vegetables. mixing Baking Not#-tips about ingredients, batters, http//www. kidsfood-04 and modifying recipes Kids Food Cyber Club is sponsored by the Conne~cut A Cook's Language and 'p0ob-a brief cooking Association for Human Services and Kaiser Permanente dictionary for youth ages 8 to 12, A detyof games and interac- Fast Facts abut Ingredients-concepts xelated to tive features teach about hod, nutrition, and health. science experiments http://wwm health.owgpower/bodywise Bodywise is sponsored by the Department of Health andHumanSewicesfor girlsagesgto 14aspartof the national Girl Power! campaign. A variety of games and interactive features provide information on exercise, healthy eating habits, and positive role models.

Sample Cooking Program 6-Session Teaching Plan

This teaching plan using material in Mufins &More is designed for six 2-hour sessions with a small group of youth. Each session features one recipe, plus additional food activities to do before, during, or after the cooking experi- ence. In the first session the youth should help select the reapes for subsequent sessions. The additional food activities cover basic concepts and are not linked to any one recipe. The goal is to use each recipe as a basis for teaching food skills related to using recipes, practicing food and kitchen safety, and undmstanding ingredients, including nutritional benefits. This can be achieved through conversations while you're cooking, as well as doing additional food activities.

Sessfon 1: Making Muffins Session 4: Making Food Skills Food Ski& Cooking Experience Coolring Experience Keep It Safe-&an Hands Role Play Reading Recipes-Prepare Ahead Ingredient Science-Finding Fat Ingredient Science-Mystergr Whites Life Skills Lifi SkilIs Acquiring knowledge Acquiring knowledge Making decisions Making decisions Communicating Communicating Recognizing self-worth Recognizing self-worth Inwh youth in hosing recipes jbr remaining sessions. Session 5: Making Session 2: Making Food Skills Food WIIs Cooking Experience Cooking Experience Keep It Safe-Where It Goes Relay Reading Recipes-Measure Up! Ingredient Science-Sifting through Fiber Ingredient Science-Inflating Reactions Lij2 Skills Lib mils Acquiring knmledge Acquixing howledge Makinq decisions Pidkingdecisions Communicating Communicating Recognizing seV-worth Recognizing self-mrth Session 6: Making Session 3: Making Food skills Food SkiIIs Cooking Experience Cooking Experience Reading Recipewhatzit? Keep It Safe-In the Kitchen Ingredient Science-Iron Attraction Conne~ons Ingredient Science-Calorie Lifi SRiIlr LiJe Sh7k Acquiring knowledge

Acquiring knowledge + Making decisions Making decisions Communicating Communicating Recognizing sev-worth Recognizing seLf-worth What's Your Choice? Recipe Selection

You Name

In the first session we will prepare muffins. Help select recipes for the rest of the cooking sessions. Read wer the foIlowing descriptions of recipes, decide what you are most interested in maldng, and list your choices here.

Corn Bread Gingerbread hover the distinctive flavor and texture of commea1 It's not exactly a bread but it's not a cake either*This in bread, Make it extra "comf by adding corn-one of recipe blends ginger and molasses into a somewhat several variations you can try* mild but distinctwe flavor. Create more flavor sensa- by Biscuits tions adding fruit. Make picture perfect rounds or the most wonderful Popovers "ugly" biscuits you can imagine- It's a recipe that can Powered by egg and steam, this bread really "pops." be used for shortcake or pizza crust. The floppy shapes add to the fun! No wonder it was Scones named "popover," What's a scone? It's a Scottish tradition that's lilre a Pancakes sweet . But you can make it sweet, spicy, or Flip up some fun making pancakes! Yes, pancakes are a cheesy. type of bread that easily makes a meal-, , dinner, or snack! Add variety by creating Soda Bread than butter and syrup. The name of this Irish classic comes from baking soda toppings other just used for leavening. Create your own hand-shaped loaf, Chapatis with ox without raisins or caraway seeds. From India comes this unleavened bread made from Sort Brown Bread just whole wheat flow salt, and mter. of like a pancake, it's cooked on a griddle or skillet. Enjoy a taste of the past without the fuss. This recipe creates a good imitation of Boston Brown Bread Torti Llas without steaming or long hours of preparation. Yet another unleavened bread hails from Mco. And yes, Banana Bread it too cooks on a griddle or skillet. From apple to zucchini, choose your flavor. It's easy to Crackers change a recipe for banana bread to zucchini bread. Just hrfun, compare aackers to breads. They are sort of like a toxhUa ox chapatis but not really. Guess what creates the crispness! Sample Planning Sheet 1 Create Your Own Cooking Program

Sar don Focus Activities Cooking Experience In redient Science Teaching Concepts (1 0-15 minutes) (45-60 minutes) 920-30 minuter)

1. Making Muffins Tall about Muffins Set up work stations. Finding Fat 1. Keeping hands clean keeps food safe to eat. Include 15 minutes for Keep It Safe!-Clean Hands Prepare Bhebeny Muffins. Test for fat; identify in redi- choosing recipes for other Role Play ents in ~ecipesand on food 2. You can make in redient sessions. Evaluate product quality. labels that add fat; identlfy choices to limit #it in Clean up work stations. ways tolimit fat. muffins and other baked products.

2. Talk about Set up work stations. Inflating Reactions 1. Standard measurin tools make successful baqdng Reading Recipes-Measure Up! Prepare Experiment with leavening agents. easier. Evaluate product quality. 2, Leavening agents create Clean up work stations. chemical reactions.

3. Taut about Set up work stations. Calorie Connections 1. Handling tools and Keep It Safe!-In the Kitchen Prepare Create a human calorie model equipment safely prevents labels kitchen accidents. quality. and compare food for Evaluate product calories per serving. 2. Catories in baked products Clean up work stations. come from three nutrients.

4. Talk about Set up work stations. Mystery Whites 1. An ingredient list hdhg~p-hepare Ahead Prepare Compare the physical and sometimespreparation includes steps. chemical roperties of several Evaluate product quality. %gre&ntr in 2. Each ingredient has Clean up work stations. ba ng. specific functions in a recipe.

5. Talk about Set up work stations. Sifting through fiber 1. Proper storage keeps food safe and reduces food Kep It Safe!-IWh?re It Goes Prepare Compare the physical proper- waste. Relay ties of ~ralflours and Evaluate product quality. grains: identify ingredients in 2. Whole grains, fruits, and Clean up work stations. recipes and on food labels vegetables contain fiber. that add fiber.

6. Talk about Set up work stations. Iron Attradion 1. Kitchen tools haw been created for specific tasks. Reading Recipes-Whatzit? Prepare Experiment to find iron in cereal; identify ingredients in 2. Iron is a nutrient (min- Evaluate product quality. recipes and on food labels eral) in whole grain and Clean up work stations. that add iron. ennched Rours. Sample Planning Sheet 2 Create Your Own Cooking Program

Session Focus Activities Cooking Experience Ingredient Science Teaching Concepts (lG15 minutes) (45-60 minutes) (2&30 minutes)

1. Making Muffins Talk about Muffins Set up work stations. finding Fat 1. Keeping hands clean keeps food safe to eat. Include 15 minutes for Keep It Saf e!-Clean Hands Prepare Blueberry Mufins. Test fo~fat; identify in redi- choosing recipes for other Role Play ents in recipes and an kod 2. You can make ingredient Evaluate product quality. sessions. labels that add fat; identify choices to limit fat in Clean up work stations. ways to limit fat. muffins and other baked products.

2. Set up work stations. hepare Evaluate product quality. Clean up work stations.

3. Set up work stations. Prepare Evaluate product quality. Clean up work stations.

4. Set up work stations. Prepare Evaluate product quality. Clean up work stations.

5. Set up work stations. Prepare Evaluate product quality, Clean up work stations.

6. Set up work stations. Prepare Evaluate product quality. Clean up work stations. Record Sheet Check Your Progress

wpes Othw Recipes I Made I made these: f will mh these agofn:

0 Blwbwry Muffins 0 Blueberry MuCfm Bran M& 0 Bran Ma Com Bread 0 Corn Bread PBisclm 0 Biscuits 0 Scones P Scones [1 Soda Bread Soda Bread P BrmBread P Brown Bread OBananaB~ead P Banana Bread O Gingerbread U Ghgerbxead O Popoven O Popavers O Pancakes 0 Pancakes Chapatis Ill Chapah 0 Tortiuas 0 Tortillas 0 Crackers 0 Cradwn

Three things I learned about mabg muffins and quick Three things I shared with Mly, friends, or younger breads: children:

Two things I learned about kitchen and food safetg: What I enjoyed most:

Two things I learned about ingredients:

2. Your name Date Score Sheet Muffins & Other Quick Breads (Muffins, Biscuits, Scones, Loaf Bread)

* 1 = well done: 2 - good; 3 - could improve

General Comments:

t 8 Nufins & More, brneU Coogemtiw Extension. Division of Nutritional Sciences, CPrrtell Universjty, 1999 Evatuation Form

Name: Date: Phone, e-mail, address: Please a few minutes to tell us how well Muffins & More met your needs and how it could be imp& for worldng with youth ages 9 to 12. Return this farm to your local Cornell Cooperative Extension office or to Cooking Up Ekn!, 308 MVR Hall-DNS, Cornell University, Ithaca, NY 14853.

About Yourself

bH leader O School-age child care provider 0 Community youth educator O Ctassroom teach EFNEP educator 0 Home schooling parent

Youth Participation: Briefly describe the program(s) in which you used this resource. Description of semng Demiption of chiidren Number ofpam'cipntr

P School-age child care 0 Male 9-year4Ids P 4-H club P kmak 10-m-olds 0 EFNEP 11-year-olds O Community youth program OAfdeanAmnican 12-year-olds 0 Parenting program 0 Cal~a~ian Other

Q -P owpanic D -m 0 IPatiw American P 0th~ 0 Other

Your Use of Mum8 h:Check all that apply. How I used the Wingguide About the sequential sessions in our pmgrum

0 I ueated a new pgram for puth. Number of times we met: 0 I wid parts in *g programs for youth. How frequently we met: 0 day weeny O monthly I 0 1 iTIy01~aputh in planaing the pmgnm. I Length of each session: hour+). 0 IdtheSampleCookingRogmm. Where we met: D I1#ouldusethisteachingguideagain. Other comments: P I shared this teaching guide with another educator.

How would you rate Mufins & More? EXCEUENT GOOD FAIIl POOR

Did you receive any trainifig for using MufFns & More? NO YES-where?

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Recipes

2 1 Mufins 8 Maw, ComeII Coopratiue Extension. Division of Nutritional Sciences, Cord1 Unimty, 1999