Gardening Curriculum for Inter-Faith Food Shuttle’s Cooking Matters

IFFS * EDIBLE GARDEN

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Table of Contents

How to Use this Curriculum ……………………………..…………………………………………………..…… 3

1. Local Foods ……….…………………………………………………………………………….………………..… 4

2a. Garden Stories …………………………………………………………………………………………………..… 6

2b. Container Planting ………………………………………………………………………………………….….… 7

3. Parts of a Plant ………………………………………………………………………………...………………..… 9

4. The Colorful Way to Eat Seasonally ……………………………………………………..……….……… 12

5. Build a Salad ………………………………………………………………………….……………..……….…… 15

6. Where in the World are Bananas From? ………………………………………….………….………… 16

7. Cool Beans: From Bean to Sprout ……………………………..………………..………….……………. 19

8. Grass Feeds the World ……………………………………………...…………………………..………….… 21

9. All About Herbs and Spices …………………………………....…………………………………………… 22

10. Field to Fridge ……………………………………………………………………..………………………….… 26

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How to Use this Curriculum

1. This material is designed as a course enhancement to strengthen participants‘ relationship with healthy, fresh food.

2. These lessons will need approximately 5-15 minutes during each class. Please work with your fellow volunteers to figure out when you will lead gardening discussions or activities. Instructors find that gardening is a good transition from nutrition into cooking.

3. We ask that Lesson 1 is done during Week 1 and Lesson 2 during Week 2. All other lessons are selected by you to fit with participants‘ interests and what is being discussed in the nutrition segment.

4. This material can be presented to kids, teens, adults or families; however, some information may need to be tailored to fit the specific group. Age appropriate modifications are noted with each lesson.

5. Since participants take their plants home after Week 2, we suggest the Garden Instructor also grow a container plant so you can bring it back to class each week. This will encourage participants to share their experience with fellow participants and ask any questions they might have about how to keep it growing, etc.

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#1 – Local Foods

Materials:

FUN & ALIVE handout

Activities:

1. Students will identify four different reasons why eating locally grown food is beneficial and can improve the quality of their diet.

Age: This lesson is important to discuss with all age groups. Kids – ask each student read aloud one of the reasons from the worksheet, and stress the phrase to help them remember the benefits.

Teens and Adults – ask students to name some benefits; explain the ones that were not mentioned.

WHAT TO DO:

1. ASK & SAY: Who can tell me what ―locally grown‖ means? ―Locally grown‖ means that a fruit or vegetable was grown nearby instead of being grown far away and delivered here. Where can you buy locally grown produce? At Farmer‘s Markets.

2. ASK: Where do you think most of the fruits and vegetables that you eat were grown?

California or South America.

3. SAY: There are 8 main reasons why you should buy locally grown or plant your own fruits and vegetables. We made up the phrase ―FUN & ALIVE‖ to help you remember!

F: fresher and tastier U: uses less chemicals N: nutritious

& A: available L: local farmers are helped I: inexpensive V: variety E: environment

4. SAY: Now you know why it is important to grow or plant your own garden. Next week, we are going to plant some seeds of our own.

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There are 8 main reasons why you should buy locally grown or plant your own fruits and vegetables:

F The F stands for FRESHER because local food hasn‘t traveled for a long time to get

to your plate, and fresher also tastes better.

U The U stands for USES LESS CHEMICALS which means it‘s better for your

health.

N The N stands for NUTRITIOUS because local produce is fresher and it holds onto

its vitamins better than food that has to travel from far, far away.

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A The A stands for AVAILABLE because you‘re more likely to eat food grown in

your own backyard than food you have to buy at the store.

L The L stands for LOCAL farmers are helped because eating locally grown produce

helps local farmers stay in business.

I The I stands for INEXPENSIVE because it‘s a lot cheaper to eat food from a

Farmer‘s Market or that you grow yourself than it is to buy food from the store.

V The V stands for VARIETY because local farmers can offer a greater variety of

fruits and vegetables than distant farmers who only grow produce which ships well.

E The E stands for ENVIRONMENT because locally grown produce doesn‘t waste

as many resources as produce that has to be shipped long distances. A lot of energy is wasted on freezing, refrigerating, and shipping non-locally grown food to your neighborhood store. Locally grown food is often grown by sustainable agriculture, which is a form of agriculture that allows farmers to make a profit without damaging the environment and wasting many resources.

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#2a – Garden Stories

Materials: Instructor will share a memory from his/her childhood about gardening with a parent or grandparent

Container Planting materials (next page)

Activities:

1. Students will share a story about gardening with a parent or grandparent. This can be connected to culture, sustainability, or changes in food production history.

2. Students will plant their own seed or seedling in small starting containers.

Age: This lesson can be used for all age groups. Adults – also discuss ideas for how gardening can be a fun activity to incorporate with children, family and friends.

WHAT TO DO:

The group can share gardening stories while they do container planting (lesson #2b). 1. SAY: Tell a story from your childhood about working in the garden with a parent,

grandparent, relative, or community member. Try to emphasize connecting to the other person in some way or having an unusual or fun time. Or tell a story about eating something freshly picked from a garden from your childhood.

2. ASK: Ask students if they have their own garden at home, or if they‘ve ever been

involved with planting one. They can also share what things they‘ve grown or seen growing.

3. ASK: Ask them to share stories about their gardening experience with a parent,

grandparent, relative, or community member.

4. ACTION: Give each student a container to put their name on and add soil and the seed or seedling. Read the seed packets with the students and tell them how to take care of their plant. Students take plants home and watch them grow! (see lesson

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#2b – Container Planting

Materials:

Permanent marker, to write names on containers Seeds, less than a dime size needed per student Containers, one per student Soil, enough to fill each container to ½- ¼ inch? or ½ way? below the top Box cutters, scissors, screwdriver 2-3 Hand trowels How to Care for Your Plant handout

Optional:

Duct tape, to write names or type of plant on containers if darker colored

Buckets, if mixing soil with water and/or fertilizer before putting in containers

Activity:

1. Students will plant seeds and take containers home to watch their plants grow.

WHAT TO DO:

1. Poke small drainage holes in bottom of each container with box cutters, etc.

2. Each student should be given a container. Have them write their names on it with permanent marker.

3. If different types of seeds are available, please have students select which type they

would like to plant. They should write the type of plant on their container as well.

4. Allow students to fill their own containers with soil, ½ ½ way or half inch?below the top.

5. Add water to moisten the soil. Gently mix soil in container with hands or trowel.

6. Ask each student to create a one-inch hole in the center of their soil.

7. Give each student less than a dime size of seeds. Put seeds into hole and cover with soil.

8. Give each student ―How to care for your plant‖ handout and review guidelines.

9. Please make sure students wash their hands after touching potting mix and/or fertilizer.

Optional: Some volunteers prefer to dump soil into large buckets, add water and mix the soil before the kids put the soil into their containers.

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How to Care for Your Plant WATER

Water your plant when the soil is dry to the touch but be careful not to over water it! Make sure the container can drain the water.

Plants like room temperature water the best.

LIGHT

Plants love sun! Make sure they get about 5 hours in full or partial sunlight every day. If your plant starts to wilt move it out of the sun for a short period of time and give it

water if you haven‘t recently.

TEMPERATURE

Plants like warm temperatures, so keep them in a place that is about 65-70 degrees.

Avoid placing plants near drafts or heat

sources.

Move plants away from windows during cold weather.

HARVESTING

If your plant gets too big for the container, move it to a bigger one and add more soil.

Use color and texture or feel, and sometimes smell, to decide when plants are ready to be harvested.

Pick the fruit or seeds, or clip the leaves as you want to use them.

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#3 – Parts of a Plant

Materials: Poster with the picture of all the parts of a plant on it. Cut up carrots, lettuce, tomato, celery, broccoli, and sunflower seeds for each student to eat.

Draw/print a giant chart, like the one below, to hang in the classroom.

Activities:

1. Describe parts of the plant and show them on produce that has been brought in. 2. ‗Parts of the Plant Matching Game‘ will show pictures of the vegetables and fruits and

parts of the plant; students will match the pictures. 3. Students will play taste testing game.

Age:

This lesson can be completed with all age groups. Adults and Teens – instead of the Parts of the Plant Matching Game, you could lead a discussion about the plant parts being used in the ingredients for the recipe that day.

WHAT TO DO:

1. SAY & ACTION: Let‘s start by talking about the different parts of a plant. Show poster

with different parts of the plant labeled. Plants have many parts. We eat different parts on different vegetables.

2. SAY & ASK: The root is the part that‘s in the ground. A carrot is an example of a

vegetable where we eat the root. Who knows what a root does? It absorbs the water and nutrients for the plant and anchors it to the ground.

3. SAY & ASK: We eat the leaves of vegetables like lettuce, spinach, and collard greens.

What is the purpose of the leaves? They are used to get energy from sunlight (photosynthesis) and also store the water and nutrients.

4. SAY & ASK: We eat the fruit of plants like tomatoes and melons. What is the purpose

of fruits? It is the part of the plant where seeds are often produced. They are sweet so animals will eat them and move seed?

5. SAY & ASK: We eat the stem of foods like celery and asparagus. What is the purpose

of the stem? They support leaves, flowers and fruit, store nutrients and transport water from roots to other parts of the plant.

6. SAY & ASK: We eat the flower of vegetables like broccoli and cauliflower. What is the purpose of the flower? Pollination and fertilization takes place here, the flower is where seeds are formed and helps to disperse them.

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7. SAY & ASK: We also eat the seeds of certain vegetables like peas and sunflower seeds. What is the purpose of the seeds? Seeds are used in the reproduction of plants. A new plant grows from the seed.

8. ASK: What part of the plant is a carrot? tomato? lettuce? celery? broccoli?

9. ACTION: Provide the students with different vegetables to taste and have them guess

what part of the plant it is from.

10. ACTION & ASK: Hang up the Parts of the Plant chart. What parts of the plant is each vegetable from? What other vegetables may be from the same part of the plant?

Item Part of the Plant Other produce that is the same part of the plant

Carrots

Lettuce

Tomato

Celery

Broccoli

Sunflower Seeds

11. ACTION: Have students review the lesson by completing the Parts of the Plant Matching Game (next page).

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Parts of the Plant Matching Game

Draw a line from the picture to the correct part of the plant.

FRUIT lettuce

FLOWER carrot

STEM tomato

LEAF broccoli

ROOT celery

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#4 -The Colorful Way to Eat Seasonally

Materials:

Index cards with different seasonal fruits and vegetables written on them Tape Chart with the seasons labeled at the top and colors labeled on the side What‘s in Season? NC Fruit and Vegetable Availability handout

Activities:

1. Teach students about the importance of eating seasonal fruits and vegetables and the benefits of eating colorful produce.

2. Play a seasonal fruit and vegetable game.

Age:

This lesson is important for all age groups. Adults and Teens – an alternative to the guessing game is to have students come up with a meal based entirely on foods grown in North Carolina during the current season.

WHAT TO DO:

1. SAY & ASK: Why Eat In-Season? Eating fresh fruits and vegetables when they are locally in-season has many benefits. Ask students if they remember some benefits of eating local and seasonally (from lesson #1 Local Foods). Review the remaining reasons:

a. It tastes better. Produce that has been frozen or canned may lose some of the flavor compared to fresh produce.

b. Seasonal produce contains more nutrients. c. It‘s cheaper. Produce costs less when it is in season, because it avoids the cost of

transportation. In season tomatoes average $.99 per pound, while out of season they can cost $3.99 per pound.

d. Supports local farmers. By eating in season from local farmers markets, it keeps them in business.

e. Provide variety to your diet so you are not eating the same fruits and vegetables all year.

2. SAY: Another way to get variety from fruits and vegetables is through eating colorful

produce. The color groups are made up of blue/purple, green, yellow/orange, red and white. Each of these groups is associated with protective health benefits, due to nutrients that are unique to them. For example:

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a. Foods in the blue/purple group such as blueberries, eggplant, and red grapes have been shown to improve memory, and help prevent cancers and decrease heart disease.

b. Foods in the green group like broccoli help protect against cancer and others

like spinach, green apples, and green peppers have been shown to help keep your eyes healthy.

c. Foods in the yellow/orange group such as carrots and sweet potatoes are associated improving your eye function and others like oranges boost your immune system so you can fight off sickness much better.

d. Foods from the red group will give benefits like memory health and heart health and include red apples, tomatoes and watermelon.

e. Food from the white group will help maintain a healthy cholesterol level and boost the immune system. Foods in the white group include cauliflower, potatoes, onions, and mushrooms.

3. SAY & ACTION: Give each student an index card with a seasonal fruit or vegetable

written on it; tape it to their forehead so they cannot see it. 4. ACTION: Have students ask each other questions to get clues from each other about

that fruit or vegetable.

5. ACTION: Once they guess what is written on their card they can take it off of their forehead and place it on the chart in the correct season and color.

6. SAY & ACTION: Give students the handout to give them an idea of the fruits and

vegetables that are in-season throughout the year in North Carolina. Discuss the handout asking students to find out what season their favorite fruits or vegetables grow in.

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#5 - Build a Salad

Materials: Pictures of fruits, vegetables, and seeds from different parts of the plant and in a variety of colors

Plates or bowls (optional)

Activities: 1. Students will choose different produce to create a salad. 2. Review parts of the plant and the importance of eating a variety of colors.

Age:

This lesson can be completed by all age groups. Adults and Teens – ask them to suggest ways to add protein to salads. Adults – focus on health benefits of eating colorfully more so than parts of the plant.

WHAT TO DO:

1. ACTION: Spread out pictures on a table. Hand out plates or bowls, if available.

2. SAY: We‘re going to build a salad today. There are pictures of fruits and vegetables on

the table. Each person is going to choose 6 that they would like in their salad.

3. SAY: Remember, it‘s important to eat a variety of foods in your diet. Let‘s use what we learned about the parts of the plant and eating different colors to create a healthy, balanced salad. Allow students 2-3 minutes to do this.

4. SAY and ASK: Ok, let‘s see what everyone came up with. Who would like to tell us

about their salad? 5. ASK: Which parts of the plant did you include? Did anyone else include a different food

from the same part of the plant?

6. SAY and ASK: I see you chose a (insert color and food here, e.g. red apple). Do you remember why (insert color here, e.g. red) foods are good for you? Review the health benefits of each color as you go. Does anyone have a different color?

7. SAY: As you saw today, there are many ways to make a salad. Mix it up and have fun

with it. Look for fruits and vegetables that are in season and try something new! You can also add beans, lean meat, or cheese to your salad for protein.

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#6 - Where in the World are Bananas From?

Materials:

World map, or bring in a globe if you have one Small blank stickers or pieces of paper Push-pins or tape String What‘s in Season? NC Fruit and Vegetable Availability handout (from lesson#4) List of Common Food Origins

Activities: 1. Students will learn that we import our food from all over the world. 2. Students will identify where different foods came from and locate it on a map. 3. How importing food has consequences for our environment. 4. Students will learn which produce is available in NC and when. 5. Different foods need different climates to grow. 6. Review importance of eating local, seasonal produce.

Age:

This lesson is best for kids. Adults – skip the sticker and string activities (steps 3 and 4). Focus on what foods are grown in North Carolina and the benefits of eating local foods.

WHAT TO DO:

1. ACTION: Hang map poster, or place flat on table.

2. ACTION: Hand out foods with country of origin stickers to students. Have students read food labels/stickers and identify where the foods came from.

3. ACTION: Students should draw the food on a small sticker or piece of paper. Have the

students stick, pin, or tape the drawing to the state or country of origin on the map.

4. ACTION: Have students cut a piece of string long enough to reach from the state or country of origin of their food item to where you are located in North Carolina. Then the students can measure which string is the longest (indicating that food travelled the furthest).

5. ASK: Which food has travelled the furthest? Did any come from the United States?

What about from NC?

6. ASK: Which foods came from other states and countries, but could have been grown in NC? Refer to NC Fruit and Vegetable Availability calendar.

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7. ASK and SAY: Which foods have to be grown abroad? Give the examples of bananas (from Africa and South America), pineapples (from tropical regions) etc. See List of Common Food Origins (next page).

8. SAY: Discuss why we can‘t grow bananas or pineapples in the United States. It‘s not

the right climate, too cold, etc.

9. SAY: Discuss why it is better for us and the environment to use locally produced food (e.g. NC apples versus apples from Washington State). When we import foods from other countries, or even from around the United States, the food uses a lot of ―food miles‖ before it gets to our plate. That means, since the food has to be transported long distances by truck or airplane, it pollutes the air. So, we are helping the environment when we eat local food that‘s in season. Usually, when foods travel less and don‘t require long storage times, fewer pesticides are used. Another reason to eat local food is that since there is less time from the farm to your table, it is fresher, has more nutrients, and tastes better.

Lesson adapted from Friends of the Earth Trust

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List of Common Food Origins NORTH AMERICA

Turkey Pumpkin Black Walnut, Pecans Maple Syrup

CENTRAL AMERICA

Amaranth Vanilla Corn Peanuts Squash Tomatoes Potatoes Agave Lima Beans

SOUTH AMERICA

Sweet Potatoes Chocolate Cacao Strawberries

NORTH EUROPE

Raspberry Blackcurrant Parsnips Turnips Mustard Radishes Rapeseed

AUSTRALIA

Macadamia Nuts

MEDITTERANEAN

Beets Broccoli Cauliflower Cabbage Kale Kohlrabi Brussels sprouts Walnuts Fennel Caper Fig Olive Pomegranate Grapes

AFRICA

Yams Watermelon

ASIA

Shiitake Mushrooms Yams Eggplant Azuki bean Coconut Kiwi Lychee Peach Persimmon Rhubarb

List from Wikipedia.org

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#8 - Cool Beans: From Bean to Sprout

Materials: 1 small glass jar per person/family (e.g. baby food, pickle, or jelly jar) Plastic wrap (if you do not have lids for the jars) Metal forks Paper towels Water Dried Beans (preferably Lima or Mung Beans); enough to give each person/family ~5 beans * NOTE: Beans can be soaked in room temperature water overnight by the instructor. This is best for promoting their growth in the jars.

Activities: 1. Students learn how plants grow. 2. Students observe and discuss the process of beans forming into sprouts.

Age: This lesson is best for kids. Adults – instructor could plant one, bring it in to the class, and quickly discuss the process of bean to sprout.

WHAT TO DO:

1. ASK & SAY: What is inside the bean? A seed/tiny plant. Why do you think it needs a hard shell around it? To protect it from things that could kill the plant like extreme cold or hot temperatures. How does the seed get water? Through the tiny hole at the bottom of the bean. What would happen to the seed if it couldn‘t get water and sunlight? It would not sprout. Where do you see evidence of this simple plant activity outside? Seeds get blown by the wind and can sprout almost anywhere if they get enough sunlight and water.

2. ACTION: Allow each student to pick ~5 beans, 1 jar, and 3-4 paper towels.

3. SAY: Please look at the bottom of the beans for the hole where the bean gets water to grow.

4. ACTION: After collecting all of their items, have the students pour water into the bottom of the jar, approximately ½ inch. Then fold the paper towels and fill the jar with paper towels placed vertically in the jar (see image to right). Tell the students to push the beans in the jar between the side of the jar and the paper towel so they can see the beans.

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5. SAY: The water from the bottom of the jar should be soaked up by the paper towels. Tell students to fill the jar with water each day just enough to make the paper towels damp.

6. ACTION: Have students place a lid or plastic wrap on the jar and poke a small hole through it.

7. SAY: Your jars should be placed in an area with sunlight. (Students can take the jar home and record what they see during the week or they can leave it at the class site if appropriate until the following week.)

8. SAY: The bean should sprout in 5-6 days. Next week, we will talk about what we observe as the sprout grows.

* For next week, plan to spend ~5 minutes discussing the students‘ observations. Students can plant their bean outside and let it continue to grow. The bean stalk will need support (e.g. a bamboo stick) to continue growing.

Adapted from www.education.com Learn Science with Bean Sprouts Lesson

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#8 - Grass Feeds the World

Materials: Different types of grain such as cereal, oatmeal, rice, pasta, popcorn, etc.

Activities: 1. Start with a game identifying which items come from grass. 2. Teach students that the foundation of our grains is grass.

Age: This lesson is best for kids and families. Adults and Families – Focus on various types of grains, bring in samples, discuss dishes that contain different types of grains and how to incorporate a variety of grains into your diet (i.e. sample dishes).

WHAT TO DO:

1. ACTION: Bring in boxes of cereal or other breakfast foods, rice, pasta, and other grains. Place each item on a table with a sheet in front of the item.

2. ACTION: Have students put a mark on the pages in front of the items they think comes

from grass.

3. ASK: Based on the activity we just did who thinks they eat grass for breakfast?

4. ASK & ACTION: What part of the plant do you think we eat when we eat grasses? (Give a hint by passing around some familiar items that come from grasses: popcorn and rice.)

5. SAY: Explain that while animals can digest the leaves and stems of grasses, humans

worldwide depend on grass seeds for survival. Half of the world's population, in fact, depends on the seeds of one grass alone for food: rice.

6. SAY: The ground seeds of wheat, believed to have been grown for food for 10,000 years,

are a major ingredient in breads, breakfast cereals, and many other products. Corn, also cultivated for thousands of years, is used for animal feed, cereals and breads, as well as in corn syrup, corn oil, paint, plastics, soaps, and other products.

7. SAY: Sugarcane, one of the largest grasses, is raised for the sweet juice in its stem. Two-

thirds of the sugar we eat comes from the crushed, boiled, and crystallized solid stems of this plant. Molasses is the thick syrup that also comes from the cane.

8. ASK: What are some other ways we depend on grass for our food other than us eating

it? (Give them hints to guide them to grain-eating cows, chickens, pigs, and other animals whose products we rely on.)

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#9 - All About Herbs and Spices

Materials Needed: Different Herbs and Spices including: mint, coriander, oregano, chili powder, cinnamon, etc.

Blindfold Herbs & Spices Chart (next page)

Activities:

1. Students learn about herbs and spices 2. Students smell and match herbs and spices with foods

Age: This lesson is appropriate for all age groups, especially for teens and adults. Adults – emphasize how to cook with/use herbs and spices.

WHAT TO DO:

1. SAY & ASK: What is an herb? An herb is a plant that is valued for flavor, scent, or other qualities. Herbs are used in cooking, as medicines, and for spiritual purposes.

2. SAY & ASK: What are Spices? A spice is a dried seed (pepper), fruit (vanilla pod), root (ginger), bark (cinnamon), leaf (basil), used as a food additive to enhance flavor or color of food.

3. SAY: They both differ from other plants in that they contain some active ingredient that

is useful to us. But the real role of herbs and spices is to help a plant survive in its environment — that is, to defend against being eaten.

4. SAY: History of Herbs and Spices: o Herbs and spices were considered more valuable than gold, and people took risky

journeys to find and trade them. o It was discovered that certain plants could be used to treat illness and injury. o The word drug comes from the old Germanic word drigan, which means "to dry,"

since drugs were originally dried herbs. o Many of our drugs are still plant-based or synthesized from plants. o Without refrigeration, food spoiled quickly. Herbs and spices could be used to

disguise the odors and tastes of spoiling food. o The fragrances of many of these plants were also used to keep homes and bodies

smelling fresh in the form of potpourri, perfumes, or lotions. During the medieval period, freshly cut herbs were actually strewn on floors to scent air and repel pests.

5. ACTION: Students will be blindfolded and an herb or spice is placed in front of them to smell. They are to guess what the herb or spice is.

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6. SAY: Once the herb or spice is identified discuss what types of foods that particular

herb or spice would go best with (use Herbs & Spices Chart).

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Herbs & Spices Chart Name Type Characteristics Example Use

Allspice Spice: whole ground Small brown berry, flavor resembles a

combination cinnamon, clove, and nutmeg.

Native to West India.

Sausages, braised meats, poached

fish, cooked fruits, puddings, pies,

and relishes.

Basil Herb: leaf, fresh or

dried.

Aromatic green leaf. Member of mint family. Tomato dishes, pesto, egg dished,

salads, marinades, fish, and

compound butters.

Bay Leaf Herb: whole leaf. Stiff dark green, oblong leaf with a pungent

aroma reminiscent of sassafras. Comes from

the Laurel tree.

Stocks, sauces, soup, stews, and

braised meats.

Caraway Spice: whole seed. Dark brown curved seed. Grown in Northern

Europe.

Rye bread, cabbage, sauerkraut, and

Eastern European Cuisine.

Cardamom Spice: whole pod or

ground seed.

Tiny brown seeds, white or green pods. Sweet,

aromatic, and expensive. Native of India and

Guatemala.

Pickling, Danish pastries, and

curries.

Cayenne Spice: ground, seed. Very powerful, ground hot red pepper. Native

of French Guiana.

Soups, sauces, fish, and eggs.

Celery Seed Spice: whole seed or

ground.

Tiny brown seed with strong celery flavor. Too

much can create a "hot" spice effect.

Salads, dressings, pickling, tomato

dishes, and marinades.

Chili Powder Spice: ground, blend. Blend of ground cumin, chili pepper, oregano,

allspice. Can be mild or hot.

Chili, stews, sauces, and ground

meats.

Chives Herb: fresh, dried,

frozen.

Fine, hollow, green top of a very small onion. Salads, egg and cheese dishes, fish

soups, and sauces.

Cilantro Herb: leaf, dried or

fresh.

Light green aromatic leaf. Shaped like flat

parsley but much more pungent flavor. Leaf

from coriander seed.

Salads, salsa, sauces, soup, eggs,

and dressings.

Cinnamon Spice: stick or ground Reddish brown aromatic bark from cinnamon

or cassia tree. Native of East India.

Preserves, stewed fruits, breads,

pastries, desserts, ham, and hot

beverages.

Clove Spice: whole or ground Dried flower bud of tropical clove tree.

Pungent, sweet in flavor. Native of Indonesia.

Whole: Marinades, stocks, sauces,

braised meats, hams, and pickling.

Ground: pastries, fruits and cakes.

Coriander Spice: whole or ground Round light-brown seed of cilantro leaf with a

slightly aromatic flavor. Native to Argentina

and Morocco.

Pickling, sausages, stocks, pork,

curry, gingerbread, salsa, and

dressings.

Cumin Spice: whole or ground

seed.

Small seed resembling caraway, but lighter in

color. Grown in Mexico and Syria.

Chili and curry powder blends,

sausages, salsa, egg & cheese, curry

dishes, vegetables, soups, sauces,

fish, meat, and rice.

Curry Spice: ground, powder

or paste.

Mixture of up to 20 spices including turmeric,

cumin, coriander, ginger, clove, and cinnamon.

Peppery, yellow in color. Can vary from mild

to very hot.

Curry dishes, vegetables, soups,

sauces, fish, meat, and rice.

Dill Herb: Leaves, fresh or

dried.

Herbs and seed with "dill pickle" flavor. Seed

more pungent than herb.

Seed: pickling, soups, sauerkraut,

marinade. Herb: salads, soups, fish

& shellfish, vegetables, sauces, and

vinegar.

Spice: whole seed.

Fennel Spice: whole seed. Greenish brown seed, similar in flavor to anise.

Grown in South America, Asia, and Africa.

Sausages, tomato sauces,

marinades, fish, and pickling.

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Fine Herbs Herb blend Generally a bouquet blend of three or more

finely chopped herbs possibly including chives,

tarragon, parsley, basil, savory, etc. Used to

enhance various dishes.

Herb sauce, compound butters,

broiled meats, fish, and cold

sauces.

Garlic Fresh, whole bulb. Strong aromatic member of onion family. Widely used.

Dried bulb: Granulated,

powdered, or mixed

with salt.

Ginger Spice: fresh whole,

dried powder, candied

crystallized, or

pickled.

Light brown knobby root from tropical plant. Baked goods, desserts, fruits, curry

dishes, pickling, and chutney.

Chinese, Caribbean, and Japanese

cuisine.

Mint Herb: leaf, fresh or

dried.

Aromatic herb with cool flavor. Spearmint and

peppermint are most common.

Lamb, fruits, tea, fruit beverages,

peas, carrots, potatoes, jellies,

soups, and sauces.

Mustard Seed Spice: whole and

ground seed.

Very pungent white, yellow or brown seed. Prepared mustard, pickling, sauces,

and salsa.

Nutmeg Spice: whole or

ground.

Sweet, aromatic kernels of nutmeg fruit.

Grown in Netherlands, East and West Indies.

Baked goods, pies, cream sauces,

soups, chicken, veal, vegetables,

desserts, and breads.

Oregano Herb: leaf or ground,

fresh or dried.

Pungent herb, similar to marjoram, but

stronger. Native to Italy and Mexico. Also

grown domestically.

Italian & Mexican dishes, tomato

sauces, soups, sauces, stews, meats,

salads, and marinades.

Paprika Spice: ground Ground from dried sweet, red pepper. Fish, seafood, meats, salads, sauces,

dressings, and garnish.

Parsley Herb: fresh leaf in

bunches, dried chopped

leaf.

Green leaf, curly or flat, with delicate sweet

flavor. Excellent source of vitamin C.

Garnish, fried, stews, sauces, salads,

vegetables, and potatoes.

Pepper: Spice: whole, cracked,

medium or fine

ground.

Small hard berry. Widely used

black, white,

or green

Black: pungent, aromatic. White: What is left

when black outer casing is removed, milder,

adds sharp tang to all foods. Green: Packed in

mild brine.

Rosemary Herb: whole leaf, fresh

or dried.

Very aromatic light green leaf resembling pine

needles. Healthy and strong, even in cold

weather.

Lamb, fish, beef, sauces, soups,

stews, salads, and marinades.

Saffron Whole "threads." Only the stigmas from the saffron crocus are

used. Very expensive. Gives bright yellow

color to foods with a mild distinctive flavor.

Baked goods, rice, potatoes, soups,

sauces, curry, and meats.

Sage Herb: whole, rubbed, or

ground leaf, fresh or

dried.

Pungent gray green herb with fuzzy oblong

leaves.

Stuffing, meat, poultry, soups,

stews, salads, and fish.

Tarragon Herb: fresh, dried,

pickled leaf.

Delicate green herb with small oblong leaves.

Flavor is similar to mint and licorice.

Béarnaise sauce, vinegar, chicken,

fish, salads, dressings, and eggs.

Thyme Herb: fresh or dried

leaf, crushed or

ground.

Tiny brownish green leaf, very aromatic. Soups, chowders, stocks, sauces,

meats, poultry, and salad dressing.

Turmeric Spice: ground Intense yellow root of ginger family. Mild but

peppery flavor.

Curry powder, pickles, relish,

salads, eggs, rice, and chow-chow.

Chart from www.foodandnutrition.com

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#10 – Field to Fridge

Materials:

Pictures of the food cycle process for different food items such as fruit, bags of lettuce, potatoes, etc. There should be 7 food cycle pictures for each food item. Cut out items below.

Activities: 1. Students will learn the food cycle process. 2. Students will play food cycle game and put pictures in order of the process.

Age: This lesson is best for kids and families. Adults – emphasize the steps omitted when purchasing local foods from farmers

markets.

WHAT TO DO:

1. SAY & ASK: Where do you think most of your foods like fruits and vegetables come from? There is a food cycle process that all foods go through before they get your fridge.

2. SAY: Foods start as seeds which have been planted in the ground. Over the next couple

of months, plants use air, water, soil and sunlight to grow.

3. SAY & ASK: Once it is grown it is then harvested. Does anyone know what harvest means? It means gathering of fully grown plants.

4. SAY: After the food is harvested it often needs to be stored. How food is stored depends

on that particular plant. For instance when you store lettuce it needs to be stored at certain temperatures to make sure that it stays crisp and fresh whereas potatoes could be stored at room temperature to stay fresh.

5. SAY: Processing and packaging happens next, which can include cleaning the plant,

sorting out any items that may have gone bad or may not be the right size, etc. Once the item has gone through cleaning it could potentially be cut to a certain size or packaged in bags or wrappers.

6. SAY: The item is transported to grocery stores via trucks (temperature controlled if

necessary).

7. SAY: Once in the grocery store it is put on the shelf for your purchase.

8. ACTION: The class is divided into a 2-3 groups depending on the size of the class. Each

group is given a series of 7 pictures that have a description of what is taking place on the back.

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9. ACTION: The group has to put the pictures in order from Field to Fridge: 1. Field that has just had seeds planted 2. Grown plant in a field 3. Plants being harvested 4. Plants being stored 5. Plants going through the process of cleaning and packaging 6. Packaged item being delivered from farm to grocery store 7. Purchase of the item from the grocery store

10. ASK: Have students describe how this process might look different if you were looking

at produce from a local farm going to your local farmers market?

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