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Cooking Matters for Adults Week 4 Nutrition LessonGoal: Encourage participants to plan healthy, low-cost meals to make the most of their food dollars. Handouts: Menu Planning Basics (p.48), The Cooking Matters Pantry (p.50), Stocking Your Pantry (p.51), Spice It Up (p.33), Chill Out (p. 36), How to Cut a Whole Chicken (p. 37), Grab-and-Go Breakfasts (p. 38), Week Four: the Power of Planning (p.58) , $10 Challenge Activity (review for next week)Tools: Flip-board, markers, recipes section of the participant guide, calculators, unit pricing items, unit pricing tags, similar products in various packages and forms (bulk, frozen, fresh, canned) to compare unit pricing (Note: all tools are underlined and bolded indicating when they are to be used)Culinary Activities: How to Cut a Whole Chicken, (pg. 37); Nutrition Lesson Activity: Ready, Set, Plan! (pg. I26 - I27)Objectives: Practice planning meals in advance.Discuss the benefits of shopping with a listPrepare recipes using herbs and spices instead of saltPractice identifying breakfasts that can be made in 5 minutes or less.Lesson:Welcome / IntroductionHave participants complete Program Log & Demographics formsASK: What do you recall about the topics we discussed last week?Review last week’s challenge activities. ASK: Who completed a challenge activity? How did it go?Explain that today we will talk more about how we can prepare meals using nutritious ingredients while sticking to our food budget.Nutrition, Part 1 (25 minutes) Discuss menu planning benefits and strategies, then lead participants in a simple menu planning activity. ). (Objective 1: Practice Planning meals in advance)ASK: Do you plan menus in advance? What are some of the benefits? What are some of the challenges? As needed, point out that menu planning helps us save money (by avoiding unnecessary purchases, using up items you have on hand, and using ingredients across several meals) and helps us eat better (by reducing reliance on convenience items, planning to include healthy foods from all food groups, and avoiding impulse buys). ASK: participants to share their tips for planning menus. Add to responses as needed, using the tips on the Menu Planning Basics handout, pg 48.Point out that when planning menus, it’s ok to start with just a concept or an idea first instead of an exact recipe. Review the Recipe Frameworks on pages 61-71 of their books. Discuss how participants can start with an idea like “stir-fry” or “soup” and choose the specific ingredients to use based on what’s in their pantry, what’s on sale, leftovers from another meal, etc.ASK: What foods do you normally keep on hand in your pantry? What’s helpful about keeping a well-stocked pantry? As needed, point out that a good pantry can help you create healthy meals in a hurry – no need to run back out to the store.Stocking Your Pantry Handout, pg 51Point out the value of “cook once - eat twice” for saving time and money. Suggest participants plan at least one meal a week that they can double and freeze the extra portion to pull out when they don’t have time to cook. Point out recipes in their books that freeze and re-heat well (e.g. soups, casseroles, lasagnas). Breakfast, dinner, lunch and snacks (Instructor’s Manual) – can make copies of recipes ahead of class for participants to take home.Stove Top Macaroni and Cheese, pg. 95Frittata, pg. 102Orange Oatmeal Pancakes, pg. 104Pineapple Carrot Muffins, pg. 106Tomato Salsa, pg. 98Barley Lentil Soup, pg. 114Barley Jambalaya, pg. 115Chicken with Apples & Raisins, pg. 120Black-Eyed Peas and Rice, pg. 123Smoked Ham Hocks with Lima Beans, pg. 126Spaghetti and Meatballs, pg. 127Tomato Sauce, pg. 130Sweet Potato Shepherd’s Pie, pg. 128Turkey Chili with Vegetables, pg. 133Turkey in Mole sauce, pg. 134Vegetable Lasagna, pg. 136Whole Wheat Pizza dough, pg. 138Lead Participants in the Ready, Set, Plan! Activity on page I-26ASK participants to keep in mind week 5 grocery story $10 challenge & week 6 secret ingredient challenge when leading participants in the activity.Review The Cooking Matters Pantry handout, pg. 50Review Menu Planning Basics handout, pg.48 Discuss the benefits of shopping with a list (Objective) ASK: Do you shop with a grocery list? What’s helpful about using a list? Point out that creating a shopping list is the next step after creating a menu. It will help you stick to your menu plan and your budget, avoid impulse buys, spend less time and money at the store, and avoid buying things you already have at home. Remind participants that they can still be flexible when shopping with a list, for instance, to take advantage of sale items or less expensive foods. Have participants share examples of changes they may make to their list at the store (e.g. buying ground turkey on sale instead of ground chicken). If time permits ASK participants for strategies to stay within a food budgetWriting a grocery listPlanning meals for the weekClipping coupons and plan meals around sale items. If time permits, review the instructions for the $10 Challenge activity, pg. I-36 and handout pg. 54), which participants will complete next week. Explain that we will be doing more with the unit prices on the grocery store tour next week. Review “$10 Challenge” activity.Introduce unit pricing (calculators, unit pricing items, unit pricing tags)Discuss why unit prices are good to look atChoose between brands of similar productsBuying in bulk vs. not buying in bulkDiscuss how unit prices are calculated and where they are found on price sticker at grocery store.ASK: participants to break into 4 groups for figuring out unit pricesEach group figures out what the unit price is for their itemDiscuss the unit prices. ASK: how can we use unit prices to make decisions amongst products? Compare Prices handouts 52-53, similar products in various packages and forms (bulk, frozen, fresh, canned)Nutrition, Part II (35 minutes for nutrition lesson with eating together) While the food cooks and/or is being served and participants are sharing the meal together, ASK participants to join you for the second nutrition lesson. If nutrition lesson during eating time together – as an example, serve a plate according to the serving size indicated on the Nutrition Facts Panel of the recipe or following the example of MyPlate.Have participants comment on taste of the meal.Ask participants to share ways they might make adjustments to the recipe, and particularly the herbs and spices, to suit their own or their families’ tastes when making the recipe at home.Transition into breakfast discussion on the muffins if participants are discussing the muffin recipe for today.Discuss ways to eat breakfast more often.Remind participants that the sample menu planning worksheet, pg 48 - they reviewed earlier includes spaces for breakfast, lunch, and dinner.ASK: Do you normally eat breakfast? Why or why not? Discuss barriers to eating breakfast. Have participants brainstorm different ways to overcome barriers.Point out that breakfast is important for energy and focus throughout the day and to prevent overeating at other meals.ASK: What would make it easier for you to eat breakfast more often? Acknowledge time constraints participants often feel in the morning. Allow participants to share tips with one another for eating breakfast more often. As needed, point out that menu planning is another great way to help ensure participants eat breakfast every day.Have participants pair up. Give them three minutes to brainstorm as many breakfast ideas as they can that can be made in five minutes or less. Point out that a balanced breakfast includes foods from at least three food groups. When time is up, have pairs share their favorite ideas with the rest of the group.Point out other quick breakfast ideas on the Grab-and-Go Breakfasts handout pg. 38. Suggest recipes in their books that can be made on the weekend, packaged into individual portions, and frozen to re-heat in the microwave each morning.Hearty Egg BurritosOrange Oatmeal PancakesFrittata slicesPineapple Carrot MuffinsOr any muffins from Make Your Own Muffins recipe frameworks, pg 68. Wrap Up ASK: Did you enjoy today’s class Summarize the key messagesPlan menus in advance to save time and money and make healthier choicesUse your menu plan to create a shopping listUse herbs and spices to flavor your meals in place of saltMake your own grab-and-go breakfasts to eat a healthy breakfast more often.Point participants to the list of challenge activities on the Week Four: The Power of Planning handout, pg 58 in their books. Review the challenges together. Encourage them to star the challenge they want to try this week. ASK them to write down or share aloud a few details of how they will complete the challenge (e.g. which recipe they will cook, which days they will eat breakfast).Make one of today’s recipes at home, adjusting as needed to fit their needs.Create a menu plan for the week.Eat a balanced breakfast three or more days this week.Make their own weekly challenge based on something they learned today.ENCOURAGE EVERYONE TO HELP CLEAN UP. PASS OUT GROCERIES TO TAKE HOME. GET PARTICIPANTS EXCITED ABOUT NEXT WEEK’S TOPICS AND ACTIVITIES. ................
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