Cooking Club Lesson Plan Spanish Grades 6-12 I. Lesson Objectives

Cooking Club Lesson Plan Spanish Grades 6-12 I. Lesson Objectives: A. Students will discuss Latin American culture, cuisine, and cooking practices. B. Students will state the key messages from MyPlate and identify its health benefits. C. Students will prepare and sample a healthy, easy-to-make Latin American dish. II. Behavior Outcomes: A. Follow MyPlate recommendations: make half your plate fruits and vegetables, aiming for variety in color, at least half your grains whole, and switch to fat-free or low-fat milk and milk products. III. Pennsylvania Educational Standards: A. 11.3 Food Science and Nutrition B. 1.6 Speaking and Listening C. 10.1 Concepts of Health D. 10.2 Healthful Living E. 10.4 Physical Activity IV. Materials A. Handouts-“MyPlate” handout in English and Spanish, copies of recipe B. Visual: MyPlate graphic poster from Learning Zone Express or other appropriate visual aid C. Additional Activities- “MiPlato- Get to know the food groups” D. Any other necessary materials E. Optional: reinforcement that conveys the appropriate nutrition message F. Hand wipes, gloves, hairnets/head coverings, aprons, tablecloth G. Food and cooking supplies needed for recipe H. Paper products needed for preparing and serving recipe (i.e. plates, bowls, forks, spoons, serving utensils, etc.) I. Ten Tips Sheet: ”Liven Up Your Meals With Fruits and Vegetables” or other appropriate tips sheet V. Procedure: Text in italics are instructions for the presenter, non-italicized text is the suggested script. Drexel University, CC-S Spanish Lesson Plan, revised 6/19, Page 1 A. Introductory 1. Lesson Introduction a. Introduce yourself and the nutrition education program/organization presenting the lesson. b. Review previous lesson. c. Briefly introduce the lesson topic and recipe that will be prepared. Explain that in this lesson, students will learn about Latin American cuisine and its alignment with MyPlate principles. B. Developmental 1. Discussion of lesson topic a. Ask students: “Have you heard of MyPlate and if so, what do you know about it?” b. Distribute MyPlate handouts in English and Spanish. Review MyPlate and its messages. i. Find Your Healthy Eating Style (a) Eat a Variety of foods to get the nutrients and calories you need ii. Choose Foods and Beverages from all food groups (a) Make half your plate fruits and vegetables. (b) Make at least half your grains whole grains. (c) Switch to fat-free or low-fat (1%) milk or yogurt. (d) Vary your protein. (e) Cut back on foods high in solid fats and added sugars (SoFAS), and salt (sodium). (i) Added sugars and fats load foods with extra calories you don’t need. Too much sodium may increase your blood pressure. (f.) Compare sodium in foods like soup, bread, and frozen meals, and choose the foods with lower numbers. (g.) Drink water instead of sugary drinks. (h.) Everything you eat and drink matters. c. Using MyPlate visuals and handout, review food group names in English and Spanish: i. Frutas/Fruit ii. Vegetales/Vegetables iii. Granos/Grains iv. Proteína/Protein v. Productos Lácteos/Diary d. Ask students: What does the term “Latin American” mean? Elicit responses as needed. Latin American refers to the people or cultures south of the U.S. where Spanish or Portuguese is predominantly spoken. There are many different Latin American cultures. Provide students with examples of different cultures: Argentine, Bolivian, Brazilian, Chilean, Columbian, Costa Rican, Cuban, Dominican, Ecuadorian, El Salvadorian, Guatemalan, Honduran, Mexican, Drexel University, CC-S Spanish Lesson Plan, revised 6/19, Page 2 Nicaraguan, Panamanian, Paraguayan, Peruvian, Puerto Rican, Uruguayan, and Venezuelan. e. Tell students: Eating cuisines from Latin American cultures can help us meet MyPlate recommendations for healthy eating. f. Traditional Latin American cuisines often consist of a blend of ingredients, both indigenous food and food from other cultures. Many of the commonly used vegetables in Latin American recipes are ones that are eaten here in the United States. i. Examples include: tomatoes, corn, lettuce, onions, garlic, or chili peppers ii. These vegetables offer many nutrients such as vitamins A, C, and K. g. A popular Latin American cuisine in the United States is Mexican. Examples of this cuisine include: i. Tacos/burritos (beans, meats, cheese, tortillas, tomatoes, lettuce) ii. Guacamole (avocados, onions, tomatoes, cilantro, jalapeño, lemon juice) iii. Enchiladas (corn tortillas, cheese, meat, chilies, tomatoes, onions, lettuce) If time allows or during the cooking process, ask students to categorize these items in the appropriate food groups. h. Ask students: What are some other foods that come to mind when you think of Latin American foods or cultures? If time allows or during the cooking process, have students categorize foods they associate with Latin American culture into the different food groups. 2. Review the vocabulary of the day based off of the recipe prepared: a. Pozole: A thick, hearty soup usually consisting of pork (sometimes chicken), broth, hominy (made from corn), onion, garlic, dried chilies and cilantro. b. Quesadilla: a tortilla filled with cheese (“queso”) and then grilled. Vegetables and beans can also be added. 3. Cooking Activity a. Distribute copies of recipes to students. Suggested recipes are provided but may be altered as needed. When selecting a recipe, choose recipes that have ingredients from at least three food groups and can be prepared within the allotted time. b. Review the ingredients and instructions for preparing the recipe. c. Remind students of food safety guidelines and proper cooking equipment use. d. Involve students in food preparation and cooking. Choose volunteers and assign each student a task or have groups of students take turns assisting. e. Discuss the following points while cooking: i. Have students identify in which food group each ingredient belongs, and review the words in Spanish for each food group. ii. Grades 9-12: Discuss the nutrients that are found in the ingredients. f. Provide each student with a sample-sized portion of the recipe to taste. 4. Additional Activities: may be used with students who are not participating in cooking or as a follow-up activity a. “MiPlato-Get to know the food groups” Drexel University, CC-S Spanish Lesson Plan, revised 6/19, Page 3 i. Students will work together to determine the matching Spanish food name with the English food name. Once students have matched each of the words they can now place each item into the appropriate food group of MyPlate. Students can draw a large MyPlate on the board and list each of the food groups in Spanish: Frutas, Granos, Vegetales, Proteína, Productos Lácteos. See if students can come up with other food names, in Spanish and have them categorize each of these foods. C. Conclusion 1. Review take-away messages from lesson. a. Ask students to state the MyPlate recommendations for the five food groups. b. Ask students to list common vegetables used in Latin American cooking. c. Ask students to identify the importance of consuming a variety of vegetables. 2. Optional: Distribute the reinforcement, read the message and/or explain the reason why they are receiving the reinforcement. 3. Distribute Ten Tips Fact Sheet (or other appropriate fact sheet) and encourage students to share it with their families. 4. Thank the students for their participation and answer any question they may have. Drexel University, CC-S Spanish Lesson Plan, revised 6/19, Page 4 Drexel University, CC-S Spanish Lesson Plan, revised 6/19, Page 5 Drexel University, CC-S Spanish Lesson Plan, revised 6/19, Page 6 Drexel University, CC-S Spanish Lesson Plan, revised 6/19, Page 7 Spanish Cooking Club Match Food Names: ANSWER KEY Pan Bread Naranja Orange Platano Banana Leche Milk Jugo Juice Carne Meat Zanahoria Carrot Pizza Pizza Mantequilla Butter Manzana Apple Lechuga Lettuce Huevos Eggs Queso Cheese Arroz Rice Frijoles Beans Pollo Chicken Drexel University, CC-S Spanish Lesson Plan, revised 6/19, Page 8 Mexican Pozole Soup Serving Size: 1 cup Nutrition Information Per Serving: Yield: 10 servings Calories: 220 Sodium: 400mg Total Fat: 7g Dietary Fiber: 3g Ingredients: Saturated Fat: 2g Sugars: 5g Cholesterol: 60mg Protein: 22g 2 cups pre-cooked cubed lean beef (or pre-cooked chicken) 1 Tablespoon olive oil 1 large onion 1 finely chopped garlic clove 1/4 teaspoon salt 1/8 teaspoon pepper 1/4 cup cilantro 1 can (15 ounces) stewed tomatoes 2 ounces tomato paste 1 can (1 lb. 13 ounce) hominy Instructions: 1. In a large pot, heat oil. Sauté cooked beef. 2. Add onion, garlic, salt, pepper, cilantro, and enough water to cover the meat. Cover pot and cook over low heat until meat is warmed through. 3. Add tomatoes and tomato paste. Continue cooking for about 20 minutes. 4. Add hominy and continue cooking another 15 minutes, stirring occasionally, over low heat. If too thick, add water for desired consistency. Note: Skinless, boneless chicken breasts may be used instead of beef cubes. Cost: Per Recipe: $ 9.74 Per Serving: $ 0.97 Source: Adapted from: Delicious Heart Healthy Latino Recipes National Heart, Lung and Blood Institute http://recipefinder.nal.usda.gov/index.php?mode=display&rec_id=30 Drexel University, CC-S Spanish Lesson Plan, revised 6/19, Page 9 Quesadillas Nutrition Information Per Serving: Serving Size: 1 quesadilla Yield: 2 servings Calories: 239 Sodium: 442mg Total Fat: 3g Potassium: 523mg Saturated Fat: 1.4g Dietary Fiber: 6g Ingredients: Cholesterol: 6mg Protein: 14g Nonstick cooking spray 2 (6 inch) whole wheat tortillas ¼ cup reduced-fat cheddar cheese, shredded 1/3 cup fresh tomatoes, finely chopped 1/3 cup onions, finely chopped 1/3 cup fresh mushrooms, sliced 1/3 cup green bell peppers, chopped Instructions: 1. Spray skillet with nonstick cooking spray. Have skillet set on medium heat. 2.

Load more