PROPERTY OF THE
LIBRARY
The Nutrition Education Guidebook for
School Food Service Managers
and Cooperators
For use with children ages 5 through 8
Food and Nutrition Service • U.S. Department of Agriculture FNS127
TABLE OF CONTENTS
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......... .
What's So Important About Eating Vegetables? ...................... .
Objectives ....................................................... .
Learning Experiences ............................................. .
Appendix ........................................................ .
Equipment Needed for a Taste Test ................................ .
Vegetable Soup Recipe, Equipment, and Shopping Lists ............. .
Salad Recipes, Equipment, and Shopping Lists ..................... .
Your Food and Nutrition Information Center ........................ .
Nutrition Education Resource .. Materials
DISCOVERING VEGETABLES
prepared by
Nutrition and Technical Services Staff
Food and Nutrition Service
U.S. Department of Agriculture
Kathryn A. Brunner
had major responsibility
for this publication.
January 1975
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2
INTRODUCTION
To School Food Service Managers and Cooperators ...
Together, you can plan and carry out the learning experiences this
booklet suggests to help children from 5 to 8 years old learn about food.
"Together"-that's the key word, for each of you will play an important role
in developing these learning experiences. The school food service manager
brings the ideas to life by having the children see, work with, and taste
foods. The cooperator helps the children understand what different foods
are available and helps them develop positive attitudes toward eating.
The learning activities in DISCOVERING VEGETABLES can help children
understand that they need a wide variety of foods for good health and
that meals served in child nutrition programs provide this variety. Since
many 5 to 8 year olds "don't like vegetables" and refuse to eat them, this
pamphlet focuses special attention on eating different types of vegetables.
To make children enthusiastic about discovering new foods, you must
feel it's important for them to understand the kinds and amounts of foods
they need for a balanced diet. Remember, enthusiasm is contagious. Do
you feel it?
School Food Service Managers . . .
DISCOVERING VEGETABLES can help you work with interested cooperators
to develop learning experiences for the children in your school.
Several learning activities are directly related to the school food service program,
like touring the cafeteria facilities and planning a Type A menu to be
served in the lunch program. Several others relate to classroom activities
such as food demonstrations or tasting parties.
Cooperators . . .
DISCOVERING VEGETABLES emphasizes teamwork between the
school food service manager and you - concerned parents, teachers,
principals, and others. If your school has no cafeteria, seek help from the
school food service supervisor for the area, State, or region. The supervisor
should be able to help set up nutrition education experiences related
to your school food service program.
Working Together . . .
Together, school food service managers and cooperators can develop
exciting nutrition education programs.
We hope that after working together on these learning experiences you
will continue to cooperate to provide nutrition education for children in the
child nutrition programs. These activities are just a start. The rest is up
to you.
The following pages tell why vegetables are important for the young
child and should be part of everyone's diet. The booklet also gives you the
necessary background for developing food-related learning experiences, especially
for children ages 5 through 8.
3
WHAT'S SO IMPORTANT
ABOUT EATING VEGETABLES ?
Vegetables are an important source of vitamins and minerals. Some
vegetables supply vitamin C, vitamin1 A, and iron. Others ar~supplementary
sources of 8 vitamins such as niacin, riboflavin, and thiamin.
The dark-green leafy vegetables such as kale, spinach, and collard
greens are good sources of VITAMIN C. The body needs vitamin C to help
bind cells together, to help build strong teeth, to keep gums healthy, to help ~
the body resist infection, and to promote the healing of wounds and cuts.
Dark-green leafy vegetables and deep-yellqw or qrange vegetables
such as carrots, winter squash, and sweetpotatoes are good sources
of carotene, which the body can .convert into VITAMIN A. Vitamin A
helps keeps skin healthy, promotes growth and development, protects us
from not being able to see well at night and helps the body build resist-ance
to infection. )}
IRON, another important nutrient, is found in the dark-green leafy vegetables
such as kale, spinach, broccoli, and collard greens, and also in dried
peas and beans. Iron combines with protein to make hemoglobin, the red
substance in the blood that carries oxygen from the lungs to the cells. A lack
tOf iron can cause iron deficiency anemia.
Many other vegetables add variety to the diet. While some cannot be
singled out as important sources of ,911e particular nutrient,_ they all help
build the day's quota of vitamins and minerals.
Vegetables are good sources of water in the diet. They provide necessary
bulk which aids in digestion and elimination. One important plus is that
most vegetables are low in calories while providing needed bulk (fiber).
Vegetables are great by themselves as snacks -or as a complement to
any meal. Served cooked, raw, or in juice form, they can add EYE APPEAL,
INTERESTING FLAVOR, and TEXTURE to any meal.
1
OBJECTIVES
General Objective:
The child should be able to distinguish among a wide variety of foods
with special emphasis on recognizing and eating a variety of vegetables.
Specific Objectives: "
Upon full comprehension of the materiats presented in this booklet, the
child will:
• Be able to identify a variety of vegetables by color, shape, size, taste,
and name.
• Be able to participate in the preparation of a variety of vegetables.
• Have tasted a variety of vegetables.
• Have increased his acceptance of Vegetables served in the lunch pro-gram
and at home. ·
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LEARNING EXPERIENCES
How To Use The Learning Experiences:
These learning experiences may be used as a separate unit or integrated
into many other areas such as art, history, or social studies. It is important
to adapt these activities for your children in your school. You may
use several activities as a special unit on vegetables or use them singly
throughout the year, depending on the age and ability of the children. The
more activities the children undertake, the greater the opportunity for
learning.
Tasks for the school food service manager are in the left column; for
the cooperator, in the right. The numbers indicate single learning experiences
and also show whether tasks are performed sequentially or simultaneously.
Experiences are listed in suggested order of performance.
SCHOOL FOOD SERVICE MANAGER COOPERATOR
-------------------------------1--------------------------~---
Talk with the children about the early ex-plorers
to the United States. Discuss how
the explorers often ran out of fruits and
vegetables during their long sea voyages,
and what effect the lack of fruits and vegetables
had on the explorers' health. Talk
about the new foods such as corn and
squash, that they discovered in the New
World.
Ask the children if they would like to go on
an explorers' voyage to the local supermarket
to discover all the different vegetables
available there. If you are in a more
rural area, a visit to a truck farm to see the
vegetables growing would be a worthwhile
experience.
--------------------------------2--~----~------~~------~---
Prepare for the cooperator a shopping list Ask the children to bring in pictures of sev-with
a wide variety of vegetables. Select eral vegetables they would like to pur-some
that are familiar to the children and chase.
some that are not.
--------------------------------3-------------------------------
If possible, go with the children to the grocery
store. If a store is set up in the classroom,
help the children identify the different
vegetables.
Arrange to take children to the local market,
supermarket, or farm, and have them
pick out as many different vegetables as
they can find. If it is not possible for the
children to go on a field trip to the store,
set up a play store in the classroom with
real vegetables you ,have purchased.
SCHOOL FOOD SERVICE MANAGER COOPERATOR
----------------------------------4------------------------~--------
Discuss with cooperator the best way to
display vegetables.
From vegetables purchased, set up a display
of several raw vegetables (about five
or six will be enough). This experience
may be repeated several times. Talk about
each vegetable for a few minutes. Give
children its name. Put a card with its name
in front of each vegetable. Let children
examine each one. Give child a mystery
box containing one of the vegetables. Have
him put his hand in the container and describe
to the other children what he feels.
Have the other children guess which vegetable
is being described. Have a child put
the correct answer on the board (check
spelling).
----------------------------------5----------------------------------
Set up a taste test for the children. On a
plate, place whole raw vegetables discussed
previously. Peel, chop, or cut the
whole vegetables so the children can see
what the inside looks like. Let the children
take the cut pieces, feel them, and describe
how they feel. Have children break the
pieces in two, listening for the different
sounds when the vegetables split. Ask, do
they squish or crunch?
Give children a bite-sized sample of each
of the raw vegetables discussed. Let them
describe how these vegetables feel in their
mouths and what they taste like.
With the school food service manager, set
up a taste test using vegetables discussed
previously. Talk with children about how
the vegetables taste.
Discuss with children the fact that vegetables
are a part of a growing plant.
Through pictures or drawings, show what
parts of plants are edible. Have the children
tell which part of the plant the different
vegetables come from.
---------------------------------6---------------------------------
Prepare the cooked foods and place them
on a heating unit for tasting later.
Display one vegetable in several different
forms such as raw peas in a pod, canned
green peas, frozen green peas, and dried
peas.
Have available for display cooked green
peas and dried peas. Let the children examine
the difference in color and texture
between the raw and cooked product.
Let everyone taste both products and describe
how both taste and feel in their
mouths. Ask which they prefer. Discuss
changes in color, texture, and shape
caused by cooking.
----------------------------------7----------------------------------
Work with the cooperator to develop a
shopping list for the food preparation
lesson. Also discuss equipment needed.
Recipes, shopping lists, and lists of equipment
needed to prepare vegetable soup
and salad are found on pages 12 and 13
of this pamphlet.
Discuss with the school food service manager
which food preparation experience
would be better for your class. With suggestions
from the children, decide whether
they should prepare vegetable soup or a
salad.
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SALAD
8
SCHOOL FOOD SERVICE MANAGER COOPERATOR
----------------------------------8 ----------------------------------
Explain to each child what he will be doing
to prepare the food. Discuss what will take
place during the lesson.
---------------------------------9--------------------------------
Help set up the equipment and food for the
lesson. If cooperators are unfamiliar with
food preparation techniques, take a few
minutes to demonstrate. If cooperators
feel uncomfortable in this area, perhaps
you could show the children how to clean,
cut, crunch, tear, and crisp the vegetables.
Show how to peel a carrot, slice a cucumber,
tear lettuce, etc.
---------------------------------10 Have the children wash their hands thoroughly.
This is a good opportunity to impress
upon them the need for cleanliness
in food preparation.
Then, either by yourself or with the help
of the school lunch manager, demonstrate
to the children how to prepare the vegetables.
Depending on the age and ability
of children, have them finish preparing the
foods for the lesson. (If taught properly,
even very young children can safely handle
paring knives. Sturdy plastic knives offer
another safe alternative.)
------------------------------11------------------------------
As the children work, discuss with them the
fact that many raw vegetables can be eaten
as is and make good snacks. Then let them
taste.
------------------------------~12--------------------------------
lf the children are going to make the raw Have children taste raw salad. Then have
salad, show them how to combine the vege- them taste salad with salad dressing. Dis-tables.
cuss difference between texture and taste
Make simple salad dressing. (See page of salad with dressing and without. Ask
13 for recipe). the children which they prefer and why.
Serve salad plain and with dressing.
SCHOOL FOOD SERVICE MANAGER COOPERATOR
--------------------------------12a--------------------------------
lf the children make vegetable soup, dis-cuss
why we use recipes. Discuss how
we know which ingredients and amounts
to use. Explain how listed information tells
us what to do with ingredients. Put the
recipe on the blackboard. If the children
can, have them copy it and take it home.
Discuss the recipe for vegetable soup with
children. What ingredients are listed?
Hold up whole vegetables in the amount
the recipe calls for. Discuss why other
ingredients are included.
------------------------------12b------------------------------
Show children how to prepare vegetables
for soup. Show preparation techniques and
how to use electric pan or hot plate. Have
children discuss changes in flavor and texture
occurring in the vegetables while
cooking. Compare color and feel of raw
and cooked vegetables. Let each child
taste the finished products.
Have children prepare vegetables for soup.
Cook soup. (See attached recipe on page
12).
--------------------------------12c--------------------------------
Explain your recipe for vegetable soup for
the lunch program. Compare ingredients
and amounts used for the classroom demonstration
and for the larger quantities in
the lunchroom.
------------------------------13
Discuss with the children how vegetables
are cleaned, prepared, and cooked in the
school lunch program. Discuss how food
is ordered for the lunch program. In gen-eral
terms, give children an idea of the
size of the operation you run.
Discuss with children the Type A Pattern.
Discuss contributions vegetables make to
the Type A Pattern: the requirement for
% cup of fruit and/or vegetables; vegetables'
taste, texture, and eye appeal; and
how they help to supply vitamin C, vitamin
A, and iron.
SOUP
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10
SCHOOL FOOD SERVICE MANAGER
Invite the children to come to the cafeteria
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to see how vegetable soup is prepared for
lunch.
Introduce the children to all the school
food service workers. Give children a
tour of the storage and preparation facilities.
Ask workers to show how vegetable
soup or salad is prepared for the lunch
program. Show children what equipment
is needed (huge pots, etc.), to cook soup
or mix salad for the lunch program. Serve
soup or salad for lunch. Discuss how soup
or salad makes a contribution to the vegetable
and fruit component of the Type A
lunch.
COOPERATOR
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Have each child bring from home a recipe
using his favorite vegetable and a cut-out
magazine picture of this vegetable.
Have the children put together their own
vegetable cookbook to be duplicated for
a class project.
-------------------------------16-------------------------------
Review the requirements for Type A lunch
with the children.
Ask children if they would like to plan a
special Type A lunch featuring some of the
vegetables they have discovered.
Plan with the children a special Type A
Menu featuring vegetables. Suggest a
theme, such as new explorations like those
done by the early settlers. Have children
invite their parents to eat with them in the
lunchroom. (Parents should pay the same
price as teachers.)
~--~------~--~----~--~~-17------------------------------- Serve the menu the children plan. Pub-licize
that it is a special menu planned by
children.
--------------------------------18--------------------------------
Have the children discuss whether they
liked the lunch that was served. Ask if
they noticed whether their friends in other
classes tasted the vegetables. Did they
feel that the meal was a success?
Have children write a thank-you note to
the school lunch manager for helping prepare
and serve the lunch. Use names of
the vegetables served.
Remember, these ideas are just a beginning. With creativity and cooperation you
can do much more: plant a garden, outdoors or inside; make coleslaw or stew; have a
poster contest; make ice cream. The sky's the limit, so let's begin.
APPENDIX
Tray
Cutting board
Paring knife
EQUIPMENT NEEDED FOR A TASTE TEST:
Paper plates
Serving fork or spoon
Paper napkins
Electric frying pan; electric heating
unit plus 3 qt. pot (or electric pot)
Raw, canned, frozen, and dried
vegetables
This equipment could be placed on
a moveable cart stored in the lunchroom
and wheeled to the classroom.
Some vegetables which can be displayed in different forms are:
POTATOES: raw, mashed, flakes, dried hash browns, frozen french fries,
baked, boiled
CORN: raw, on the cob, canned, frozen, popped, cornmeal, cereal, Indian
PEAS: fresh, canned, frozen, dried
.,
·-
VEGETABLE SOUP RECIPE (25 HALF CUP SERVINGS)
4 cups canned tomatoes
1f2 cup sliced carrots
1/4 cup chopped celery
1 tablespoon salt
~ .
2 tablespoons butter or marganne
5 cups vegetable, beef, orchicken
broth
1 cup frozen green p·eas
1 cup chopped cabbage
Simmer tomatoes, carrots, celery, salt, and fat in liquid about 35 minutes.
Add peas and cabbage. Cook 5 minutes more.
Equipment Needed:
Tray
Cutting board
Paring knife
Measuring cup
Electric heating unit with 3 qt. pot
(or electric pot)
P--aper towels
Disposable cups (for hot liquids)
Plastic spoons
Napkins
Damp sponge
Large spoon
Shopping List:
2 lb. canned tomatoes
1 small cabbage
1 bunch carrots
1 bunch celery
salt
butter or margarine
1 box broth mix or 3 cans broth
1 pkg. frozen peas
TOSSED SALAD RECIPE
Use fresh, crisp, raw vegetables. Tear leafy greens, such as lettuce or
"'spinach, into bite-size pieces. Add small amounts of sliced, c~opped, or
cut-up vegetables such as cabbage, celery, onion, cafrots, cauliflower, cucumbers,
turnips, radishes, green· peppers, or tomatoes. If desired, add vin-
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egar and oil salad dressing. ·
Ht:ARTY SALAD RECIPE
To Tossed Salad, add pieces of cheese or cooked meat, poultry, or fish.
SPINACH AND TOMATO SALAD RECIPE
Use bite-size pieces of raw spinach with cut-up tomatoes, celery, and
onions. Add salad dressing and toss lightly to mix.
VINEGAR AND OIL SALAD DRESSING
1 teaspoon finely chopped onion
2 teaspoons vinegar
2 tablespoon~ sugar
i '.../
2 tablespoons vegetable oil
V4 teaspoon salt
1 tablespoon catsup (if desired)
Put all ingredients in a small jar with a tight lid. Shake until well mixed.
Equipment Needed:
Tray
Cutting board
Paring knife
Measuring spoons
Small jar
Large bowl
2 large spoons
Plastic forks
Paper plates
Napkins
Damp sponge
Shopping List:
1 head lettuce
1 package spinach
1 head cabbage
1 bunch celery
2 small onions
1 bunch carrots
1 head cauflflower
2 cucumbers
2 turnips
1 bag radishes
2 green peppers
2 tomatoes
Vinegar
Vegetable oil
Salt
Sugar
Catsup
\
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YOUR FOOD AND NUTRITION INFORMATION CENTER
Before beginning your program the school food service manager may
want to contact the Food and Nutrition Information and Educational Materials
Center (FNIC). The Center houses several hundred audio-visual and
print materials related to school food service and nutrition education. The
Center can provide the school food service manager with references to help
arrange and carry out a program. In addition to materials on nutrition and
nutrition education, the Center has materials covering the following areas:
management and administration; education and training; menu planning and
recipes; food preparation and production; equipment; sanitation and safety;
and food purchasing, receiving, and storage.
FNIC's Loan Service
Requests for materials may be placed by mail or telephone or in person.
Allow ample time for delivery. Most print materials may be borrowed
for a period of one month. Non-print media (films, slides, etc.) can be borrowed
for two weeks only and no more than three copies can be loaned at any
one time to one person. Non-print media can be scheduled no more than
one month in advance. The center supplies franked labels for shipment both
ways. Printed publications normally developed and distributed by the Department
of Agriculture, State Experiment Stations, and State Agricultural
Extension Services are on loan but free copies are not distributed through
the Center. They may be obtained by writing directly io the USDA agency
distributing the publications.
Here's How to Reach FNIC
Mail Address: The Food and Nutrition lnformaUon and Educational
Telephone:
Office Hours:
Street Address:
Materials Center
National Agricultural Library
Room 304
Beltsville, Maryland 20705
(301) 344-3719 (24-hour te.lephone monitor)
8:00-4:30 Monday-Friday
10301 Baltimore Boulevard
Beltsville, Maryland 20705
NUTRITION EDUCATION RESOURCE MATERIALS
You can order nutrition education material for children from:
1. American School Food Service Association
4101 East Iliff
Denver, Colorado 80222
Activity Fun with Foods, 1970 pamphlet, 21 p., 20 cents each; over
20 copies, 15 cents each.
Yummy Rummy Game. Educational Game of Food and Nutrition for
All Ages, 1970 game, 62 cards, boxed, $1.25 each; more than 10,
$1.00 each.
2. Instructor Educational Service
United Fresh Fruit and Vegetable Association
Education Materials
Box 510
Dansville, New York 14437
Jane and Jimmy Learn About Fresh Fruits and Vegetables, pamphlet,
12 p., kit of 35 pamphlets and teacher's guide, 25 cents.
3. Inquiry Department
Scholastic Magazines
904 Sylvan Avenue
Englewood Cliffs, New Jersey 07632
Bread & Jam for Frances, 60 cents.
The Carrot Seed, 60 cents.
What's for Lunch, Charlie?, 50 cents.
For additional reference materials write to:
4. Blue Goose, Inc.
P.O. Box 46
Fullerton, California 92632
The Buying Guide for Fresh Fruits, Vegetables, and Nuts, 1967 Revised
Edition, $2.00.
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5. U.S. Department of Agriculture
Office of Communication
Washington, D.C. 20250
Single copies free:
How to Buy Fresh Vegetables, 1967, Order No. G-143.
Family Fare: A Guide to Good Nutrition, 1972, Order No. G-1.
6. Pacific Coast Publishers
Menlo Park, California 94025
The Mother-Child Cookbook, An Introduction to Educational Cooking,
1970, Nancy J. Ferreira, $2.95.
7. Missouri Home Economics Association
University of Missouri
Columbia, Missouri 65201
Teaching the Young Child Good Eating Habits for Life, $1.00.
All programs of the Department are available to everyone without regard to
race, creed, color, sex, national origin, or political belief.
Home Economics and Household Collection
