CIC April 2020

A program and trademark property of the Okanagan Table Chefs Association. Revised: March 16, 2020

Thank you to our valued supporters who help make Chefs in the Classroom – edible education possible. All Occasions Party and Event Rentals Blossom Fruit Stand Canadian Restaurant Supply Choices Markets Everything Green Okanagan Nature’s Fare Markets Okanagan College Paynters Market Start Fresh Market Sysco Canada Revised: March 16, 2020

Table of Contents 2 3 Introduction 4 5 • Welcome Letter 6 • Background and Overview of Chefs in the Classroom 7-8 • Mission Statement, Vision, Goals 9 - 10 • Lesson Plan Overview 11 • Letter to Teacher 12 • Letter to Parents • Classroom Responsibilities 13 • Contact Information 35 • Volunteer Expense Form 42 Lessons 1-6 51 Lesson 1 – Planting a Garden & Nutrition 59 69 April 27th Naramata/Trout Creek April 20th All other schools 70 Lesson 2 – Vegetables Revised: March 16, 2020 April 27th All other schools May 4th Naramata/Trout Creek Lesson 3 – Thinning, Transplanting, Composting & Cooking May 11th All schools All Schools: Lesson 4 – Vegetables & Cooking May 25th Lesson 5 – Fruits, Herbs & Flavour Combinations June 8th Lesson 6 – Farm Field Trip & Graduation June 15th Chef Academy Resources • Content Resources and websites • Connections to Aboriginal Education • Connections to Ministry of Education Curriculum • Additional worksheets, blank recipe pages

• Welcome to our homegrown Chefs in the Classroom – edible education program, a registered non-profit society and an initiative of the Okanagan Chefs Association. What began as a vision some time ago, took root and sprouted in the fall of 2015. It has been carefully nurtured and has grown into the program you see today. We are very grateful to all of the volunteers who have shared their passion and spent countless hours developing a program that makes a strong investment in the Okanagan’s youth – our future food champions. And to the volunteer teams who will deliver Chefs in the Classroom to nine, Grade 3 classrooms in the months to come. Chefs in the Classroom instills nutrition, health and agricultural values in young students by making it fun, engaging and hands-on. The lesson plans provide books, games and other activities to enhance the learning experience. Sharing your knowledge, passion and real- life experiences will round out the program and resonate with the students for years to come. For some students, this early introduction to growing, cooking and eating healthy food will be life changing. For you, our valued volunteers, it will be rewarding, beyond measure, to grow healthy children in our community. Thank you so much and have fun in the weeks to come! Chef Jeremy Luypen Debbie MacMillan President, Okanagan Chefs Association Chair, Chefs in the Classroom – edible education Revised: March 16, 2020 2

Background The Okanagan Chefs Association (OCA) is a not-for-profit group of chefs, cooks, junior chefs and associates whose primary purpose is to network and promote culinary professionalism, provide mentorship and promote culinary education. The Okanagan Chefs Association piloted an existing children’s cooking program in Kelowna for three years. Going forward, the OCA wanted to develop an edible-education program that is Okanagan inspired. Chefs in the Classroom - edible education was developed, as a program and property of the Okanagan Chefs Association, by a volunteer team of chefs, associates and educators. The program was successfully launched in six Grade 3 classrooms in April 2016 for a two-year term. We continue to learn and have steady, measured growth year after year. Chefs in the Classroom returns for Season 5 in April 2020 in five new schools and three returning schools:. • Kelowna: A.S. Matheson, Pearson Road, Quigley and Spring Valley • West Kelowna: Hudson Road • Lake Country: Davidson Road • Naramata Elementary • Peachland Elementary • Summerland: Trout Creek Elementary Chefs in the Classroom is made possible by our passionate volunteers, and our valued community partners and sponsors: • Mission Hill Family Estate • Kiwanis Club of Kelowna - Summit • Harmony Honda • Kelsey Fairbank – Royal LePage Kelowna • Les Dames d’Escoffier, BC Chapter • Bylands Garden Centre • Farm Credit Canada • The Okanagan Table: The Art of Everyday Home Cooking Revised: March 16, 2020 3

Mission To educate children in our community how to grow, cook and eat local foods. Vision To grow healthy children in our community. Goals 1. To introduce children to farming and gardening best practices in our community. 2. To continue to successfully operate an Okanagan based edible education program. 3. To engage and inspire children through hands-on and interactive, real-life experiences. Chefs in the Classroom Curriculum The curriculum is based on six lessons over a three-month period, April - June. Each lesson includes hands-on activities, discussions, and materials to use in the classroom and at home. Topics covered include: • Planting a Garden • Nutrition • Fruits and Vegetables grown in the Okanagan • Why you should eat local foods • How to prepare easy recipes • Transplanting and Composting • Connections between the food we grow today and the food grown in the past and present by our local Aboriginals The program concludes with a field trip to a farm, lunch prepared by our volunteer teams and a graduation certificate. Contact For more information visit: chefsintheclassroom.com To learn how you can support Chefs in the Classroom – edible education contact: Debbie MacMillan, [email protected] Revised: March 16, 2020 4

Lesson Plan Overview Lesson 1 – Planting a Garden and Nutrition April 27th Naramata/Trout Creek April 20th All other schools Our goal is to grow healthy children in our community. What better way to start that process than to begin with the basics of nutrition. Students will learn how to plant seeds in containers for a garden. Lesson 2 – Vegetables April 27th All other schools May 4th Naramata/Trout Creek Students will learn about tasty vegetable options and why it is important to eat foods that are grown locally, rather than shipping them from far away. Lesson 3 – Thinning, Transplanting, Composting and Cooking May 11th All schools Learn how to thin our plants and transplant the seedlings into containers or school gardens. Explore how garden composts work and why they are so important. Using some of our tomatoes, teach the students how to make a delicious sauce. All Schools: Lesson 4 – Vegetables and Cooking May 25th Students learn the differences between raw and cooked vegetables. Examine how the students’ gardens are growing. Lesson 5 – Fruits, Herbs, and Flavor Combinations June 8th Students learn about the variety of fruits grown locally, how and when they are grown, and the flavour differences between raw and cooked fruit. By exploring the abundance of herbs that can grow in our gardens, students will learn how a combination of herbs with fruit or vegetables will enhance the flavour of our food. Lesson 6 – Farm Field Trip and Graduation June 15th Our last lesson will include a field trip to a local farm, a farm tour, lunch, and graduation certificate. Chef Academy Embrace your inner chef in this fast paced, high energy, cooking adventure. Three lucky students from each school, will be chosen to attend these summer camps. Revised: March 16, 2020 5

Hello Teachers, We would like to thank you for hosting our 2020 Chefs in the Classroom – edible education program in your class. A lot of time and work has gone into building this project, which is the property of the Okanagan Chefs Association. This letter will give you an overview of the dates and activities for the program. The majority of the volunteers are from the Okanagan Chefs Association. All of them have completed their criminal record checks and are ready to go. When the chefs arrive, they will be bringing all of the supplies that they will need for the lesson. Most of the lessons involve eating and cooking fruit and vegetables. All of these fresh veggies and fruit will also be supplied by our chefs. Each lesson has teacher involvement including making a few copies of handouts for your students, separating your class into groups, and helping supervise the activities. The majority of the lesson consists of hands-on activities that will engage all of your students. All of the sessions will be held on Monday mornings from 9:30 – 11:00. The majority of chefs have Mondays off, so this is a great day for them to volunteer. Lesson dates are: Lesson 1 – Planting a Garden & Nutrition April 27th Naramata/Trout Creek April 20th All other schools Lesson 2 – Vegetables April 27th All other schools May 4th Naramata/Trout Creek Lesson 3 – Thinning, Transplanting, Composting, Cooking May 11th All schools All Schools: Lesson 4 – Vegetables May 25th Lesson 5 –Fruits, Herbs and Flavour Combinations June 8th Lesson 6 – Farm Field Trip and Graduation June 15th Chef Academy – Various Summer Dates As you will notice, June 15th will be a field trip for your class. This trip will be at a farm in your area (or as close as possible). The students will be touring the farm as well as having a farm to table lunch created by the chefs. This will be a great event – we will cross our fingers for sunshine! The committee will be looking after booking all of the school buses, paying for the busing, field trip forms and any other costs incurred for this field trip. Leigh-Ann Yanow Chefs in the Classroom Curriculum Team Email: [email protected] Revised: March 16, 2020 6

Dear Parent or Guardian, Starting in April, your child will begin a new program in their classroom called Chefs in the Classroom – edible education, a program and the property of the Okanagan Chefs Association, sponsored by: • Mission Hill Family Estate • Kiwanis Club of Kelowna - Summit • Harmony Honda • Kelsey Fairbank – Royal LePage Kelowna • Les Dames d’Escoffier, BC Chapter • Bylands Garden Centre • Farm Credit Canada • The Okanagan Table: The Art of Everyday Home Cooking Our mission is to educate children in our community how to grow, cook and eat local foods. We want to see children making healthy food choices every day, and also know where their food comes from, how to grow it, and how to prepare healthy food for themselves and their families. The program is taught by a team of volunteer chefs, associates and educators, and runs Monday, mornings: Naramata/Trout Creek April 27th, May 4th, All other schools April 20th, April 27th All Schools May 25th, June 8th We finish off on June 15th with a field trip to a local farm, lunch and a graduation certificate *more details to come! * *Three lucky students from each school will be chosen to attend Chef Academy this summer. * We will be covering a wide range of topics, including, nutrition, planting a garden, cooking, taste tests and more. During the 90 minute classes, students will learn through hands-on experiences as well as story books, games and other fun things. We do need some help from you. Most importantly, please inform your child’s teacher of any allergies, food sensitivities, or dietary restrictions your child may have. We want to ensure that everyone has a wonderful experience and tries new things, but we also need to keep everyone safe! We also need your permission to takes photos of your child. Even though you have filled out the FOIPA forms through your child’s school, this needs to be completed for our organization. We would like the ability to photo or video your child during some of the great lessons that they will be doing. This form of media could potentially be put on our website or used in social media to showcase the program. Please fill out the information at the end of this letter so we can ensure that your request will be taken into account. Please feel free to check out our website at www.chefsintheclassroom.com If you have any questions or concerns, please contact me at the address noted below. Sincerely, Debbie MacMillan, Chair, Chefs in the Classroom – edible education [email protected] Revised: March 16, 2020 7

Parent/ Guardian Permission Due April 9th, 2020 Child’s Name ______________________________________________________________________ Teacher’s Name ___________________________________________________________________ School _____________________________________________________________________________ Food Allergies _____no _____yes (Details)____________________________________________________________________ Food Sensitivities_____________________________________________________________________ Dietary Restrictions __________________________________________________________________ Photo/ Video Release ___ Yes, my child can be photographed or video recorded for the promotion of Chefs in the Classroom – edible education program in widely distributed photos or videos to be used in perpetuity, including but not limited to posting on Chefs in the Classroom website and use on social media. I acknowledge that photos and videos are the ownership of Chefs in the Classroom – edible education. ___ No, my child cannot be photographed or video recorded for the promotion of Chefs in the Classroom – edible education program in widely distributed photos or videos to be used in perpetuity, including but not limited to posting on the Chefs in the Classroom website and use on social media. I acknowledge that photos and videos are the ownership of Chefs in the Classroom. Parent/ Guardian Name __________________________________________________________ Parent Signature _______________________________ Date ___________________________ Revised: March 16, 2020 8

Classroom Responsibilities Team Leader/Lead Chef • Meet with the teacher before the first lesson (April 27th Naramata/Trout Creek, April 20th All other schools) to introduce yourself and to review the school kits and curriculum binder. Note: Naramata/Trout Creek receive school kits at the Orientation, planting supplies delivered April 6th School District #23 classroom kits and planters delivered April 14. School District #23 plants delivered April 17. School District #67 classroom kits will be picked up at orientation on April 6. • Review each week’s lesson plan by the Friday before and determine who is responsible for each part of the lesson. Advise your team and teacher. • Arrange for any additional materials needed for each lesson. • Keep receipts of additional materials and food purchased to submit for expenses at the end of the program (Expense form pg. 12). • If you are short volunteers, please advise [email protected] • Team reports to School Office on arrival. All approved Criminal Record Checks must be provided to Team Leaders to hand into the School Office who will send to SD23. Attention: Human Resources • Naramata hand into school office Volunteers • Review any photo/video restrictions or food allergies with your team. • Be on time and present at every Chefs in the Classroom class. • If you are unable to attend, please notify your team leader, so that a replacement can be found. • Arrive 15 minutes before class to review lesson plan. • Teach the students about healthy eating and how to grow their own fruits and vegetables. • Listen to the students and encourage them to ask questions. • Have open communication with the teachers about their involvement. • Be aware of any classroom rules and follow them. • Be an example through behavior, appropriate language and professionalism. • Please wear a chef jacket or a Chefs in the Classroom apron, and a nametag. • Relax, have fun and make this program your own! Volunteer Appreciation Celebration Save the date June 22nd evening Details TBA Revised: March 16, 2020 9

Classroom Responsibilities (Continued) Teacher • Be present at every class. • Make sure that the volunteers are aware of any classroom rules, food allergies and photo restrictions. • Help to maintain order in the classroom at all times. • Please ensure that all photocopies are ready to go, students are wearing their chef hat and have their duo-tangs out for the start of class. • All classes are organized into three stations. Please identify which children are in each group prior to starting our program. You may want to identify the groups on the chef hats by using three different coloured stickers. • Send recipe scores and ‘would you make it again’ after each lesson to Debbie at [email protected] • You will find some word scrambles and other games in the Resource Section of your curriculum binder. Please have a class set of each game on hand and readily available should extra class time become available for an added activity. • Have open communication with the volunteers, if you have any questions or concerns, please ask. • Have fun and thank you for allowing us in your classrooms! Revised: March 16, 2020 10

Revised: March 16, 2020 11

Name: Lesson # Chefs in the Classroom V Date Instructions: • Please save ALL relevant re • Complete expense report b • Bring completed form and Mailing Address: Item Description ____________________________________________________________ Date Payment Issued: _______________________ Cheque Numbe

Volunteer Expense Report eceipts and write Lesson # on receipt for reference below, include item description, lesson # it was used in all receipts to the Volunteer Appreciation, June 17th evening Amount School:____________________________ PST GST Total SUBTOTAL TOTAL _________________________________________________________ er: ___________

Lesson 1 – Planting a Garden & Nutrition April 20th All other schools April 27th Naramata/Trout Creek The Big Idea Our goal is to grow healthy children in our community. What better way to start that process than to begin with the basics of nutrition. Students need to understand the importance of eating healthy in order to stay healthy. Through a process of learning about nutritious eating, students will be able to make a dish that is healthy and DELICIOUS! Students will learn how to plant seeds in containers for a garden. By planting a seed and watching it grow, students will discover what plants need to grow to full maturity. Activity Overview Meet the Chefs/Volunteers Introduce everyone to the students Nutrition Making healthy food choices Growing a Garden How to look after your garden Group Stations: Station 1 - Seed Examination and Planting Take a look at the seeds and seedlings. Plant seeds in pots. Station 2 - Nutrition Activity Nutrition Worksheet from Jack and the Hungry Giant Station 3 – Smoothie Make a healthy Okanagan Start Smart Smoothie Revised: March 16, 2020

Tools and Materials Overview Teacher Supplied: • Class set of: o \"I Can Fill Up My Plate\" worksheets o Canada Food Guide o Okanagan Start Smart Smoothie Recipe • Whiteboard with Pens/Smartboard • Desks set up into three groups • Four sets of large white labels printed with students first names (i.e. Avery labels #5395, 2 1/3” x 3 3/8”: 1. for chef’s hat 2. For duo-tang 3./4. For plant pots From the kit: • Book: Jack and the Hungry Giant • Chef Hats and Duo-Tangs* (Teacher to have class complete prior to first lesson) • Chefs in the Classroom stickers (for chef hats and duo-tangs) • Poster: The Canada Food Guide • Seeds (peas, beans, radish, red cabbage) • Plants (tomato, parsley, mint, violas) • Watering Can, Spray Bottle • Trowel • Soil, Compost • Plant Markers – popsicle sticks • Gardening gloves (one pair for each student) • Pots (4”) • Trays and Plastic Domes • Plastic container for plants that regrow • Bamboo poles • Waterproof sharpies • Twist Ties • “Planter Box Layout” page from your curriculum binder to attach to planter. • Disposable tablecloths • Blender • Cups for smoothie and ‘fancy water’ – 2 class sets Chefs/Volunteers: • Smoothie ingredients • A whole celery and bunch of green onions for plants that regrow • Containers and ingredients for ‘fancy water’ • Samples of food items from the Canada Food Guide Teachers: • Prior to Lesson 1 prepare Chef Hats & Duo-tangs (Put Chefs in the Classroom sticker, and student name sticker on front of hat & duo-tang. Students can decorate the hat with pictures of gardening and/or healthy food choices. Students should have Chef Hats on and Duo-tangs out prior to the start of each lesson. Revised: March 16, 2020

Teaching Plan Meet the Chefs & Volunteers – 5 Minutes • Team members introduce themselves and say what they do. • Team Leader gives a brief description of what exactly a chef does. Give an Overview of what you are doing today -10 minutes Station 1 Growing a Garden • Learn about seeds, seedlings, plants and even plants that regrow! • What you need to grow a healthy garden. • How to take care of a garden. • Station 2 Nutrition • Learn about the new Canada Food Guide, the different food groups and what’s in them. • Read ‘Jack & the Hungry Giant’ • Draw what you think are good choices on your healthy plate. • Station 3 Breakfast Smoothie • Learn why breakfast is so important. • How to make a breakfast smoothie. • What are healthy ingredients for a smoothie and what makes them healthy? We’ll talk about what you learned and liked today at the end of class. Send the team and students to their stations. Revised: March 16, 2020

Group Stations Have the teacher break the class into 3 groups. The groups will rotate every 20 minutes. Station 1 Seed Examination and Planting – 20 minutes Tools: (seeds, plants, watering can, spray bottle, trowel, soil, compost, plant markers, gardening gloves, 4” pots, trays, plastic domes, bamboo poles, sharpies, twist ties, plastic container for plants that regrow) Brainstorm about what plants need to grow. Seeds just starting out have different needs than seedlings that have sprouted. • Seeds need darkness, Seedlings need light • Both need soil/nutrients and warmth • Seeds need to be misted (2 squirts from spray bottle daily and covered) • Seedlings need to be watered every other day (to be safe, touch the soil to see if it is dry, before watering Planting the Pots: • Show the seeds and plants that we will be planting: o Pots – Peas & Beans o Planter – Radish, Tomato, Mint, Parsley, Viola (plants) • Show how small the seeds are compared to the plant • Discuss why we plant flowers with the vegetables (to attract bees – pollination) • Hand out garden gloves • Volunteers write student’s and seed name on each pot (1– peas, 1- beans ) *plant 2 extra pots of each for transplanting in Lesson 3) • Students fill the pots with soil ¾ full • Hand out seeds (4 peas, 3 beans each student), place on top of soil • Cover seeds with ½” of soil • Students water their seeds. 5 squirts from the squirt bottle • Place pots on trays – cover with plastic dome, place in a warm spot • Instruct students to check plants every day and water if soil is dry – 2 squirts from the squirt bottle Revised: March 16, 2020

• Students will take their seedlings home after Lesson 3 • Plants that regrow: cut the lettuce plant and green onions down to 2\" (students can eat the tops) • Place in a container with 1/2\" of water (plastic container supplied) • Put in a sunny spot and watch them grow! Refill water as needed. Planting the Planter Box: • Volunteers to loosen any existing soil in planter box, top up with fresh soil • Add compost – discuss benefits of compost (Lesson 3) • Save some compost for Lesson 3 o Plant all plants as per planting chart at the end of the lesson plan – ensure all 3 groups get to plant something o Tomato plant – stake with bamboo poles, attach stems with twist ties o Parsley, Mint, Viola – as per chart o Radish, Red Cabbage – plant 2 rows densely (so we can thin in Lesson 3). • Place labeled plant marker where seeds and plants are planted • Water (plants with watering can, seeds with squirt bottle) • Instruct students to water plants and seeds a little each day (not too much or they will rot). Discuss with students the benefits of growing your own food. • Attach a copy of the planting chart to the planter so the students know where everything is planted. Clean up Instruct students to leave their gloves at school as they will be needed in Lesson 3, then they can take them home. Revised: March 16, 2020

Station 2 Nutrition: Canada Food Guide, I Can Fill Up my Plate Worksheet and Placemat 20 minutes (Tools: Jack and the Hungry Giant book, whiteboard, “I Can Fill Up my Plate” worksheet, class set of Canada Food Guide – pg. 1, container and ingredients for ‘Fancy Water’, samples of food items in the food guide) • What are the food groups in the Canada Food Guide? o Fruits and Vegetables o Protein foods o Whole Grain foods o Water as the drink of choice Ask students for some examples of these foods and show some of the foods you have brought today. Always focus on foods that are grown or made in the Okanagan. If using something that is out of season, explain that it is not available now but it will be in the summer, fall, etc. There are lots of vitamins in fruits, vegetables and other foods. Choose a couple from the list Additional Nutrition Information pages at the end of the lesson plan and explain why they are beneficial. Serve some ‘fancy water’ infused with berries or mint to the students. Have students save their cup for the smoothie station. • What happens when you do not have a balanced diet? o How does it make you feel? o Explain to students how nutritious food gives you energy and unhealthy choices do not. o What are examples of healthy snacks and non-healthy snacks? o What are examples of healthy snacks that are from the Okanagan? • Read \"Jack and the Hungry Giant – Eat Right with My Plate\" by Loreen Leedy o Synopsis: The story starts out the traditional way with Jack climbing up the beanstalk and being discovered by a hungry giant. Fortunately, it turns out that Waldorf wants to cook a healthy meal for Jack. They explore the My Plate food groups, enjoy eating together, and discuss options for exercise. • Review the book and encourage discussion: o How do you think Jack feels when he eats with Waldorf and Zofia? o How do you feel when you eat? • What else is important about how Jack and Waldorf make a meal? o Eating together as a family Revised: March 16, 2020

o Making meal times fun o Trying new foods (like Jack!) oMaking food from whole ingredients o Cooking together o Using your senses o Smells? o Taste? o How does it feel in your mouth? oWhat does it feel like to be hungry? o What does it feel like to be full? • Explain how to fill out the Growing Healthy Foods worksheet: o Find foods in the book to add to the list on the sheet. o Have students draw, label and colour the foods on their placemat that they would like to eat. o Students share their plates o Discuss the pros and cons of the food choices on the worksheet. Revised: March 16, 2020

Station 3 Breakfast Smoothie (tools: hand sanitizer, recipe, blender, cups, spatula, measuring cup, smoothie ingredients) • Have students wash their hands before starting. • Breakfast is the most important meal of the day. Skipping breakfast can cause health risks. Starting your day with a healthy breakfast helps you learn better at school. 60% of learning happens before lunch. • A smoothie, made with healthy, local ingredients, is a great way to start your day. • Review the Okanagan Start Smart Smoothie ingredients, with the students. • Get the students to help make the smoothie. • Talk about why the ingredients you used are good choices. Focus on local fruits and vegetables that are in season, or may not be in season but can be grown here. • Discuss the use of frozen fruits and how easy it is to freeze fruit. • Ask the students what other ingredients could be used in a smoothie. Get them to write them down on the recipe space provided. • At the bottom of the recipe, have students score the smoothie, and would they make again. Do a hand count at end of class and send results to Debbie at [email protected] • Have students save their cup for the Nutrition Station. Revised: March 16, 2020

Lesson 1 Review – 15 minutes • What kind of rules and reminders do we need for our classroom garden? o On the Whiteboard/Smartboard, brainstorm things we need to do to keep our plants safe and healthy. o Make sure to include some of the rules from the list below if the students do not come up with them on their own. § Leader of the Day in class is responsible for checking if the plants need water. § Do not eat anything from the garden § Do not touch the garden unless we are working on it § Only water the garden according to the water schedule § Make sure to turn the gardens so that they are getting proper sunlight – move planter outside if it is warmer than 15 degrees C outside and put on the greenhouse cover. § On Weekends, make sure the gardens are placed by a light source in the school • Have the teacher copy down the brainstormed Classroom Garden Rules. The students can sign their names to the finished printed list. Post in class near the planter. • How would you rate your Okanagan Start Smart Smoothie? o On whiteboard/smartboard take a show of hands starting with the highest score of 10 and working down. (hopefully not too far down!) • Would you make it at home with supervision? Take a show of hands Yes/No and record responses What did you learn about healthy eating? Take 5 or 10 responses, depending on time. Record Responses Have teacher send results to Debbie at [email protected] Revised: March 16, 2020



Healthy eating recommendations – Canada’s Food Guide https://food-guide.canada.ca/en/healthy-eating-recommendations/ Home Health Food and nutrition Canada's food guide Healthy eating Download the alternative recommendations format Download PDF (107 KB, Healthy eating is more than the foods you eat. It is 1 page) also about where, when, why and how you eat. Organization: Health Be mindful of your eating habits Canada Take time to eat Notice when you are hungry and when you are full Type: Guidance Document Cook more often Plan what you eat Cat.: H164-245/2019E - Involve others in planning and preparing meals PDF ISBN: 978-0-660-25310-7 Enjoy your food Pub.: 180394 Culture and food traditions can be a part of healthy eating Date published: 2019-01-22 Eat meals with others Make it a habit to eat a variety of healthy foods each day. Eat plenty of vegetables and fruits, whole grain foods and protein foods. Choose protein foods that come from plants more often. Choose foods with healthy fats instead of saturated fat Limit highly processed foods. If you choose these foods,

1 of 2 2019-03-24, 12:35 p.m. https://food-guide.canada.ca/en/healthy-eating-recommendations/ Healthy eating recommendations – Canada’s Food Guide eat them less often and in small amounts. Prepare meals and snacks using ingredients that have little to no added sodium, sugars or saturated fat Choose healthier menu options when eating out Make water your drink of choice Replace sugary drinks with water Use food labels Be aware that food marketing can influence your choices Date modified: 2019-02-25





Planter Bo

ox Layout Revised: March 24, 2019

Okanagan Start Smart Smoothie Ingredients: Directions : 1 Cup Yogurt Add all ingredients to the blender and puree until 1 Cup Spinach smooth. 1 whole Apple (peeled & Enjoy! cored) ½ Cup Kale Makes about 2-3 servings. 1 Cup Berries - your choice (Fresh or Frozen) Notes ½ Cup Ice Other Smoothie Ideas Nutrition Notes Yogurt: An excellent source of protein which is important for every cell in the body: hair, nails, bones, muscles, skin and blood. Your body uses protein to build and repair tissue. And it helps keep you full! One cup of Fat Free Plain Yogurt has14 grams of protein. Fat Free Greek Yogurt has 23 grams Spinach: Vitamin K gives you energy, Vitamin A good for eyesight, Vitamin B good for skin, eyes, hair Apple: Vitamin C – good for your immune system. Helps with tissue growth and repair, and healthy gums. Kale: Vitamin K, Copper – for formation of bone and red blood cells, Calcium – strong bones, teeth, gums. Blueberries: Vitamin K, C, Copper and Manganese – keeps muscles and nerves healthy. Can help improve your memory. How Would You Score The Okanagan Start Smart Smoothie on a scale of 1 to 10. Take these factors into consideration: Taste, Colour, Healthy, Easy to make. SCORE______ Would you make one at home with supervision? _______ Revised: March 16, 2020

Additional Nutrit For Volunteer and Teacher r Vegetable/Fruit: Vitamins Minerals Tomatoes High in Vitamins A, C, K, & Potassium, small amo Folate. Calcium, Magnesium Phosphorus Onion Biotin (a B Vit), B6, C Copper, Manganese, Carrots A (your whole recommended Potassium daily intake [RDI]), Biotin, K Celery K Potassium Bell Peppers A, C (100% RDI), E Potassium Garlic B6, C Selenium K (100% RDI), folate, B1, B2, C, Copper, Selenium Asparagus E, Potassium B6, C (but not much as Vit C is Russet Potatoes destroyed by cooking) Lemon/Lemon Juice Vitamin C, folate Cucumbers K Lettuce A, K *The darker the lettuce Spinach leaves, the more nutrients in them K (more than 100% RDI), A, Folate, B2, B6, E, C (if eaten raw) Iron, Manganese, Ma Copper, Potassium, Z

tion Information reference during discussion. Antioxidants/Phytochemicals ounts of Lycopene - Gives toms their colour. Great for bone m, & and heart health Quercetin- an anti-inflammatory and anti-allergy compound. Anthocyanins - (purple antioxidants) are Potassium found in red onions Flavonoids, Phenolic Acids (types of antioxidants) - great for heart health. Starches which help with inflammation and digestion Sulphur compounds which help the body to detoxify, support immune function, keep bugs away (and vampires) Inulin- a \"prebiotic\" which feeds the good bacteria in our digestive tract Flavonoids which have antibacterial effects Flavonoids and lignans which have antioxidant and anti-inflammatory actions agnesium, Zinc Flavonoids Revised: March 16, 2020

Summer Squash A, C Copper Peas K, B1, C, Folate, B6 Manganese, Copper, Phosphorus Radish C, Folate Potassium Beans A, Folate, K Potassium Kale Swiss Chard K (more than 100% RDI), A, Folate, C Manganese, Copper, Magnesium, Copper, K (more than 100% RDI), A, C, E Manganese, Potassiu Basil K Manganese Parsley K, C, A, folate Iron, Copper A Chives A - full of carotenoids! Copper Marigolds A, C Manganese, Iodine (Tagetes spp) C Violas (Viola C, K spp) C (100% RDI), folate Apple Pear Strawberries Blueberries K, C Manganese, Copper

Flavonoids, Saponins - help lower the risk of Type 2 diabetes and keep blood sugar stable Calcium Beans are high in protein , Lutein- an antioxidant which supports eye health. um Sulphur compounds which support detoxification Polyphenol antioxidants that protect the heart and support healthy blood sugar Volatile oils (which create the strong smell) and flavonoids which are antioxidants and have antimicrobial activity Volatile oils (which create the strong smell) and flavonoids which are antioxidants and have antimicrobial activity Lutein (a carotenoid), quercetin. Both antiinflammatory antioxidants Anthocyanin- that purple coloured antioxidant Quercetin - an anti-inflammatory and anti-allergy compound The skins contain most of the anti-inflammatory and antioxidant compounds Very high in antioxidants Contain one of the highest antioxidant levels of all fruits and veggies. Anthocyanins- purple antioxidants which can help improve memory Revised: March 16, 2020

What Do These Also known as beta-carotene (from carrots, where it was dis Nutrients Do? being able to see at night), skin, immune and mucous memb healthy and free of illness). Vitamin A is fat-soluble so you g Vitamin A bit of fat with them. I.e.: a drizzle of olive oil on your tomato Vitamin Bs The B Vitamins are a group of vits which help with energy pr Vitamin C help to keep stress at bay. They keep the nerves, skin, eyes, Vitamin C has over 300 roles in the body. It is an antioxidan growth and repair. It is important for your adrenals (keeping Vitamin E A fat-soluble antioxidant, Vitamin E is important for heart an Vitamin K Important for helping with blood clotting (so you don't blee strong bones and may prevent osteoporosis. It may help to your greens!) Calcium Vital for the formation of strong bones, teeth, and gums. It Copper Copper is necessary for the formation of bone and red blood Iodine maintain healthy taste buds Iron Iodine is important for a healthy physical and mental develo healthy metabolism - what your body does with the energy Super important for your blood! Iron helps to keep your red your body. Also very important for your immune system.

scovered!). An antioxidant that helps with eyes (especially brane health (i.e.: keeping your sinuses and digestive tract get the most out of your vitamin A-rich foods when they have a oes roduction in the body; aka, they make you feel energetic and , hair, liver and mouth healthy. Folate is a B vitamin nt, is important for the immune system, and helps with tissue g stress at bay) and for healthy gums. nd hormone health. ed to death when you scrape your knee). It is also essential for increase resistance to infections; especially in children (eat is also important to keep your heartbeat regular d cells (part of why your blood tastes copper-ey!) Also helps opment - aka your body and your brain! Also important for from the food that you eat. d blood cells healthy and moving oxygen to all the parts of Revised: March 16, 2020

Magnesium Has hundreds of roles in the body! Mg helps keep your mus Manganese feel jittery or irritable, or leave you with muscle cramps. Very small amounts are needed to help your body use the p the cartilage and lubricating fluid in the joints. Phosphorus Needed for blood clotting, bone and tooth formation. It is a Potassium Helps to support our heart and keep our blood pressure s sodium. An antioxidant mineral that is also important for thyroid fun Selenium Zinc Vital for immune system, hormones, and the reproductive s Notes: helps our taste buds work properly. *All fruits and veggies contain fibre, which is super importan our blood sugar stable (helps us to feel full) *All fruits and veggies also contain water, and so can contrib *Antioxidants are compounds which help prevent damage a as well as support every cell in our body against oxidative da scrape your knee and it gets red, swollen, and sore) References: whfoods.com Marigold Phytochemicals: http://www.irjponline.com/admin/php/uploads/1566 Viola phytochemicals: http://www.alive.com/lifestyle/edible-flowers/ http://nutritiondata.self.com/

scles and nerves healthy. Too little magnesium can make you protein and fat that you eat. Important for bone growth and for also important for heart rhythm and kidney function stable. Controls the body's water balance in conjunction with nction. It protects the immune system. system. Also important for skin health (prevents acne) and nt for our digestive system (helps us poop), and helps to keep bute to our daily requirement for fluid intake at the cellular level. Antioxidants help keep cancer cells at bay amage (like rust on a car) and inflammation (like when you 6_pdf.pdf Revised: March 16, 2020

Lesson 2 – Vegetables – April 27th All other schools May 4th Naramata/Trout Creek The Big Idea Other than common vegetables, most students are not aware of the vast variety of vegetables available, what they look and taste like, and how delicious they can be. In the Okanagan, we are lucky to have so many vegetables that are grown here. Students will learn about tasty vegetable options and why it is important to eat foods that are grown locally, rather than shipping them from far away. Activity Overview Students share which vegetable they like the best Follow a tomato from seed to maturity Favourite Vegetables Guess the different vegetables. Learn where/when they grow Plant Life Cycle How do they taste? Vegetable Identification Taste Test Group Stations Station 1 - Taste Test Students taste a variety of cut-up vegetables and complete the Taste Test worksheet. Station 2 - Where food comes from Read How Did That Get In My Lunchbox and discover what goes into producing everyday foods, have students look in their own lunchboxes. Station 3 – Sandwich Making Students make a sandwich and discuss lunch options. Garden Growth and Review Note changes in the garden and review today’s lesson Revised: March 16, 2020

Tools and Materials Overview Teacher Supplied: • Class Set of: o “Taste Test” worksheets o “Tomato Life Cycle” • Whiteboard with pens/Smartboard • Desks set up into three groups From the kit: • Book: How Did That Get in My Lunchbox • Cutting Boards • Hand Sanitizer • Knives • Plates • Posters: Tomato Life Cycle, Fresh to you – Agriculture Fish + Food in BC • Tomato Plant • Paper Towels • Tablecloths • Zip-lock bags Chefs/Volunteers: • Vegetables – ones we have planted as well as unique ones for taste test, preferably “ugly”/imperfect • Sandwich Bread (Whole Wheat) gf option? • Spreadable cream cheese • A variety of tomatoes, cucumber and lettuces for sandwich making • Have Tomato Life Cycle & Agriculture posters out to use at stations – Leave with teachers to pin up in classroom • Bring a variety of healthy choices that could go in your lunch boxes • Bring some choices that aren’t the best choices but could be a “sometimes food” Revised: March 16, 2020

Teaching Plan Volunteers • Greet students. Ask them a few questions – 5 minutes o What healthy food choices did they make since we were there? o Did anyone make a smoothie at home? o Did anyone plant something at home? Give an Overview of what you are doing today -10 minutes Station 1 Taste Test • Learn about the different vegetables that are grown in the Okanagan • See how they taste • Follow a tomato from seed to maturity Station 2 Where food comes from • Read ‘How did that get in my lunchbox’ • Discover what goes into producing everyday foods • Take a look at what’s in your lunchbox Station 3 Sandwich Making • Make a delicious sandwich • Explore other lunch options We’ll talk about what you learned and liked today at the end of class. Send the team and students to their stations. Revised: March 16, 2020

Group Stations Have the teacher break the class into 3 groups. The groups will rotate every 20 min. Station 1 Taste Test (tools: cutting boards, hand sanitizer, knives, plates, tablecloth, Taste Test worksheet, sample vegetables – show those ugly vegetables some love!) • Have students wash their hands. • Ask students what their favourite vegetables are. Keep track on the whiteboard. • Display a variety of vegetables (unique and traditional, some “ugly/imperfect”, different colours) • Have the students guess what the vegetables are. • Then do a blind taste test and see if they can guess. • Which vegetables can be grown here? When? • Review knife safety • Each group will get a variety of vegetables to cut up and taste (include the vegetables that we have planted) • Discuss the Tomato Life Cycle using the poster from the kit and our large tomato plant. • Dissect tomatoes and show how seeds can be dried on a paper towel and planted to make a new tomato plant. • Rotate all three groups through to try all of the vegetables • Place any vegetable scraps in a zip-lock bag and save for Lesson 3 on composting • Have students fill in the Taste Test worksheet o Draw and/or name the vegetable o Did you like the vegetable? o What did it taste like? Revised: March 16, 2020

Station 2 Where does food come from? – 20 minutes • Read \"How Did That Get in My Lunch Box\" by Chris Butterworth (Book can be used as a guideline, focus on examining the student’s lunches) o Synopsis: One of the best parts of a young child’s day is opening a lunchbox and diving in. But how did that delicious food get there? From planting wheat to mixing dough, climbing trees to machine- squeezing fruit, picking cocoa pods to stirring a vat of melted bliss, here is a clear, engaging look at the steps involved in producing some common foods. Health tips and a peek at basic food groups complete the menu. • Where does the food we get in our lunchboxes come from? Let’s take a look! o Posters: Tomato Life Cycle, Fresh to you – Agriculture Fish + Food in BC • Why is it better to get our food locally? o Transportation/Fuel o Freshly picked vs. picked unripened o Environment o Support local farms by: § Shopping at Farmers’ markets § Buying from a farmer § Looking for local, Okanagan, or Canadian products at the grocery store Station 3 Sandwich Making (tools: cutting boards, hand sanitizer, knives, plates, tablecloth) 20 minutes § Have students wash their hands before starting. § Review knife safety § Review the TLC Sandwich ingredients on Page 34 with students § Ask students for some other healthy lunch options. Options instead of bread? Instead of cream cheese? Sandwiches can be great for breakfast too! What would you put in your breakfast sandwich? Get students to write ideas down on the recipe space provided. § Focus on local fruits and vegetables that are in season or may not be in season but can be grown here. Revised: March 16, 2020

§ Get students to help make the sandwich. § Place any vegetable scraps in a zip-lock bag and save for Lesson 3 on composting. § Students give sandwich a score out of 10 based on: taste, colour, healthy, easy to make and record it on their recipe card. § Would they make a sandwich at home, with supervision? § Record students’ ratings on smart board or flip chart and send results to Debbie, [email protected] Lesson 2 Review – 15 minutes Garden Examination and Review – 15 Minutes • Review any changes to the gardens o How have the seeds changed? Can we see any new growth? o Are the plants getting enough water and light? • What was your favourite new vegetable? • How would you rate your TLC Sandwich? o On whiteboard/smartboard take a show of hands starting with the highest score of 10 and working down. (hopefully not too far down!) • Would you make it at home with supervision? Take a show of hands Yes/No and record responses What did you learn about healthy eating? Take 5 or 10 responses, depending on time. Record Responses Have teacher send results to Debbie at [email protected] Revised: March 16, 2020

TLC Sandwich Ingredients: Directions: 1 tomato – any colour 1. Wash and slice tomato and cucumber 1 cucumber – peeled or 2. Spread softened cream cheese on each slice of unpeeled bread. Lettuce – romaine, butter, iceberg or mixed greens 3. On one slice of bread, place one layer of tomatoes, and one layer of cucumbers on top 2 slices whole wheat bread of cream cheese. 1 Tablespoon whipped cream cheese - softened 4. Sprinkle lightly with salt and pepper and top with lettuce. 5. Top with other slice of bread and cut into 4 pieces. Other Sandwich Ideas Notes How Would You Score the TLC Sandwich on a scale of 1 to 10. Take these factors into consideration: Taste, Colour, Healthy, Easy to make. SCORE______ Would you make one at home with supervision? _______ Revised: March 16, 2020

What Am I Taste Test W Tasting? How Write or Draw the SOUR vegetable or fruit SALT

Worksheet w Does It Taste? SPICY SWEET TART

Lesson 3 – Thinning, Transplanting, Composting and Cooking May 11th All Schools The Big Idea Now that our seeds have grown into seedlings, they are ready to go out into a garden. How do you thin your plants to grow the strongest and most productive garden? What is the best way to transplant your seedling? Explore the use of Garden Composts. How do they work and why they are so important? Finally, a lesson is not complete without some cooking! Using some of our tomatoes, teach the students how to make a delicious sauce. Activity Overview Why is it so important to thin your plants? Learn how to transplant your seedlings Thinning How does a compost work? Transplanting Composting Using tomatoes create a delicious pasta sauce Cooking with Tomatoes Group Stations: Station 1 – Thinning & Seed matching game Match pictures of a plant with its seed Station 2 – Composting Create “Layer Cake Compost” Station 3 – Cooking Sauce Make sauce from our class tomato plants Garden Examination Examine growth and review lesson Revised: March 16, 2020