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KITCHEN LESSONS
& RECIPES Kitchen Lesson Template Middle Ages: European Serf Diets Fried Rice: Culinary Recycling Autumn Harvest Soup Stuffed Grape Leaves Red Bean Stew Frittata Potato and Chive Biscuits Edible Schoolyard Ice Tea Zucchini Fritters Dia De los Muertos: Day of the Dead Bread Grain Tasting Lesson: Whole Grain Cereal Early Farming Middle Eastern Storytelling Lesson Mexican Diet Lesson Kitchen Journals Visit the Classroom Lessons section to learn more about related lessons taught in the King school classrooms. Visit the Garden Lessons section to learn more about related lessons taught in the Edible Schoolyard garden. Kitchen Lesson Template Learning Objectives
Classroom Preview Lesson (10-20 minutes) In the classroom prior to their kitchen visit, students preview vocabulary, geography, literature, historical information, and nutritional concepts relating to the recipe being prepared as the kitchen lesson. The preview also provides background for the linking activity, which will be introduced in the kitchen. Kitchen Lesson (90 minutes)
Linking Activity Students return to the classroom to complete linking activity, (fill in a blank map, use-cooking verbs to create a poem, depict a cooking method in cartoon, tell a story, or design a menu.), linking the kitchen lesson with the preview lesson. Evaluation Classroom follow up evaluates the students understanding of the preview, kitchen and linking lessons. Extension Lesson Class or homework that expand students understanding and applies their knowledge of concepts introduced in the kitchen lesson. back to top Middle Ages: European Serf Diets Learning Objectives
Classroom Preview Lesson (10-30 minutes) Students read the short selection from the TCI binder on The Diet of the European Serf; highlight all of the foods mentioned, and list those from the article that they include in their personal diets. Next to each food, students describe the way each is prepared, or included as an ingredient in dishes or foods they eat. Students read the selection on ‘New Technologies in Feudal Europe’ from Food in History (Tannahill). In the note-taking margin, they draw diagrams representing the contrast between the two and three-crop rotations described, and write an explanatory caption for each. At the end of the article, students write a statement, which demonstrates their understanding of the relationship between crop rotation, diet, and stamina, and make a prediction about how this combination might have affected historical events. Kitchen Lesson (90 minutes)
Linking Activity Students view a display of postcards of paintings depicting various scenes of medieval life and use index cards to write a description of each, including: the season, type of work, clothing, foods, tools, and animals. Evaluation Students refer to their readings to create a cartoon or storyboard in which they show the key ideas of the effects of farming technology on Medieval Europe. Extension Lesson Students brainstorm figures of speech that contain food words, such as ‘full of beans’, ‘two peas in a pod’, ‘the apple of my eye’, ‘comparing apples to oranges’, and illustrate and interpret them. Handout European Serf Diets in the Middle Ages The serfs, or peasants, were the farmers of Medieval Europe, and they produced the food for themselves, and for people above them in the hierarchy. Read about their diet below: The diet of the European serf was poor, especially in the wintertime when there was no fruit or fresh vegetables. During the spring and summer, most serfs had tiny gardens in which they grew such vegetables as cabbage, turnips, onions, peas, beans, and leeks. Serfs also raised barley, oats, and rye, to be made into bread, cider, and ale (beer). Meals would consist of porridge or soup, into which they dipped pieces of coarse dark break, since most serfs had few teeth to chew anything hard. Many serfs owned hens, geese, hogs and one or two cows, plus oxen to pull their plow. However, because farm animals were valuable for more than their meat, only a few were slaughtered during the fall to provide food for the winter. Furthermore, since serfs were forbidden to hunt, meat was often eaten only when the lord of the manor gave a feast. In the worst of times, serfs would sometimes be forced to eat bark and roots from the manor woodlands. Which of these foods have you eaten? Next to each food, describe the dish you usually eat with this ingredient, or your favorite way of eating it. In Medieval Europe, food production and population both increased rapidly. There were new technologies (such as a heavy plow to till the soil) and new methods of farming, such as rotating crops to preserve the nutrients in the soil, as well as new foods, such as cabbage, parsley, and leeks. The diet of the peasants, or serfs, became tastier and healthier. Read about crop rotation below (from Food in History by Tannahill). Much of the soil that was not tilled for the first time was put to better use than it would have been before. The Greeks and Romans had known that land very soon became impoverished if the same crop was grown on it year after year. But though they also observed that legumes plants of the pea and bean family seemed to restore rather than to exhaust the soil, they did not make a habit of alternating legumes with their other crops. This may have been partly because upper-class Greeks and Romans had a peculiarly ambivalent approach toward beans, which some believed to contain the soils of the departed, and others blamed for causing defective vision. Whatever the reason, and despite the recommendations of such enlightened agronomists as Cato the Elder, the Classical world seems generally to have settled for a simple system of planting half the land with grain in the autumn and learning the other half fallow; in the following year, the roles were reversed. Soon after the moldboard plow appeared in the north, however, it became clear that the two-field system of rotation could be improved upon, that a three-field system was, relatively, much more productive. Using three-field rotation one field planted at the end of the year with wheat or rye, the second put down in spring to peas, chickpeas, lentils, broad beans, oats or barley, the third left fallow it was possible to make a given acreage of land productive for two years out of three, instead of just one out of two. By a fortunate coincidence, farmers who adopted this system produced not only more food but better food. Peas and beans contained amino acids, which dovetailed neatly with the elements in grain to produce good, solid, nourishing protein (something which grain alone does not provide). More protein meant better health, increased energy, and greater stamina. In the lands of the three-field rotation system the empire of Charlemagne society itself became forceful. As one historian of technology has put it, the people of the north were soon, in every sense, full of beans. Describe the system of crop rotation in your own words, and tell how it contributed to more healthy diets; what is the implied meaning of full of beans? Recipe Serf Diet: Roasted Root Vegetables with Garlic This makes a nice lunch when served with a green salad.
Ingredients
Procedure
back to top Fried Rice: Culinary Recycling The Leadership class at MLK Middle School is responsible for all the recycling at the school: paper, cardboard, plastic, glass, and metal. The classroom teacher wanted to make that curriculum tie to the kitchen. Fried rice is the perfect solution for recycling leftovers in your refrigerator. Fried rice can include any leftovers or vegetables that you have available and works best if you start with cold rice. The key is to cut up everything small. Then add eggs and you have a meal. View illustrated recipe handout. Autumn Harvest Soup Soup from the garden, students really enjoys making stock from scratch! View illustrated recipe handout. Stuffed Grape Leaves View illustrated recipe handout. Red Bean Stew View illustrated recipe handout. Frittata View illustrated recipe handout. Potato and Chive Biscuits View illustrated recipe handout. Edible Schoolyard Ice Tea View illustrated recipe handout. Zucchini Fritters View illustrated recipe handout. Dia de Los Muertos (Day of the Dead) The Day of the Dead is a traditional practice in Mexico, and takes place every Fall-around Halloween. It is a celebration of the lives of friends, family and loved ones who have passed away. In this lesson each student receives a portion of dough and are asked to make something that reminds them of someone who has passed away. Many students will make their dough in the shape of a cat or dog, in honor of a deceased pet. The dough shapes are sprinkled with topping and placed in the oven to bake. While the shapes are baking, students write a remembrance for the person or animal they are honoring. An altar is ‘built’ in the kitchen and decorated with the writings, produce, and candles. Each class adds their written remembrance to the altar. This lesson can, and does bring emotions and feelings, some happy and some sad to the closing discussion. Recipe Day of the Dead Bread
Dough Mix the following ingredients in a large bowl until smooth:
Topping In a small bowl, combine and mix these ingredients for the toppings:
back to top Grain Tasting Lesson This lesson incorporates the history and concept of food preservation during the Neolithic time. Grains are on display to facilitate students’ review of the concept of grains and staples. Recipe Whole Grain Cereal
Early Farming Coming soon... Middle Eastern Storytelling Lesson Coming soon... Mexican Diet Lesson Coming soon... back to top Kitchen Journals Journaling is a key step in experiential learning, providing a format in which students can process observations and experiences. Journals are an important tool for monitoring learning and development in the students thinking, processing, understanding, and writing. Students are given time to reflect on their experiences. They record their thoughts, experiences, and answer questions relating to their kitchen lessons. Below are some excerpts from students' kitchen journals: "Yesterday was our last day in the kitchen. Out table (dinner) was really good, even though our table had a lot of trouble some kids, we did really well. Over the past six weeks, I have learned about all the tools in the kitchen and how to use them. I mean, at first I thought that the kitchen was going to be really boring but it turned out to be really great. I rally liked how Ms. Cook explained how to make the dish and how to cut the food. I had never made won-ton soup before. I'd say the won-ton soup and the pasta with vegetables were my favorite recipes. I asked Ms. Cook for the won-ton recipe and she gave it to me. I hope we (meaning my mom and I) make it some time" – Isabel "Today we made pasta with vegetables and GOD that was great!! It had chard, kale, carrots, broccoli, garlic, and Parmesan. Mayra and I cut, no not cut, shredded the chard. Courtney was head, and immediately became mom as usual. Even Bethanie called her Mom. I will admit, I actually ate the chard and kale, both of which I usually refuse to eat. I really liked working with the people I worked with." – Emily "Today in the kitchen we made tortillas and it was fun making them. First we took some kind of tortilla dough and starting making them into a ball. Then we took a tortilla press and started to make tortillas. To use the tortilla press, you had to get one of those tortilla balls, set it on press, and it like squashed the ball and made a tortilla. Then we put it in a cooking pan. Then we put some cheese on one half of the tortilla, and turned the other half on the side with the cheese." – C.J. Diversity - "Diversity means that it is a lot of difference. It also means like everything in this school is diverse. So is vegetables, like these tomatoes they are all different, but they can work together just like my school" – Kent back to top |
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