What Is On a Healthy Plate? // WEEK 2 6 90€¦ · Coyright 006019 ea’s ant oo ats Trann rogra 119 Taste Test Materials » simple whole foods, cut or portioned into bite sizes;

35© C

opyr

ight

200

6-20

19 L

eah’

s Pa

ntry

Foo

d Sm

arts

Tra

inin

g Pr

ogra

m

What Is On a Healthy Plate? // WEEK 2

Time Topics Workbook Reference

5 min. Taste Test SMART Goal Check-in (quick), record on Goal Tracker

p. 11

5 min. The Plant-Focused Diet»» Students learn benefits of eating a diet rich in whole plant foods.

p. 14

15 min. My Plate/Healthy Eating Plate»» Students name the parts of MyPlate.»» Students compare MyPlate and Healthy Eating Plate.

p. 32-33

10 min. Eat the Rainbow»» Students learn the benefits of eating a variety of vegetables.»» Students discover new varieties of vegetables they can try.

p. 36

Make Half Your Grains Whole»» Students learn the benefits of eating a fiber rich diet.»» Students learn what constitutes a whole grain.

p. 44

10 min. Pick one of the following activities:Bean Game/Grain Game»» Students learn to identify various whole grains and beans.

p. 49-50

Veggies Are Vital»» Students name the recommended daily amount of vegetables.»» Students identify a strategy for increasing the number of vegetables eaten in their family.

»» Students can evaluate a vegetable based on nutritional content.

Food Group Bingo»» Students correctly place foods into food groups.

p. 34

45 min. Recipe Demonstration or Activity (see EatFresh.org for ideas)Closing Question: What are some ways to get fat and protein without eating meat?

Notes:

906

119© C

opyr

ight

200

6-20

19 L

eah’

s Pa

ntry

Foo

d Sm

arts

Tra

inin

g Pr

ogra

m

Taste Test

Materials » simple whole foods, cut or portioned into bite sizes; link to workshop recipe or theme if possible. Cut

seasonal fruits or vegetables, unsalted nuts or seeds, plain tofu or yogurt are all good options.

Desired Outcomes » Students explore whole foods with their senses.

The aim of the taste test is multifold: to expose workshop participants to foods they may not have tried before, to raise awareness of the benefits and pleasure of eating seasonal fruits and vegetables, and to raise curiosity and interest in the abundant diversity of food. To this end, the taste test is meant to be an interactive and fun start to the class.

You may find it helpful to coordinate the taste tests with the recipe for each week; for example, if you are making hummus & veggie wraps for a class at the end of summer, you might provide a taste test of different kinds of tomatoes—different colors, heirloom varieties, etc.—and you can then use those same kinds of tomatoes for the recipe, bringing the class full circle.

Directions1. At the beginning of class, provide bite-sized sample portions of your taste test item.

2. Ask participants eat slowly and not comment on the food immediately, but rather observe it using their senses: Sight: What color is the food? Does it look appealing? Can you tell what it is? Smell: What does it smell like? Touch: What is the temperature like? Is the food soft or hard? Wet or dry? Sound: Does it make a sound when you eat it? Taste: Does it remind you of any other foods? How would you describe the taste? Does the taste change as it’s in your mouth?

3. Once everyone has had a chance to try the item, invite students to share their observations.

Additional Information: » Spring: greens: spinach, chard, dandelion, different varieties of lettuce, asparagus

» Summer: berries: strawberries, raspberries, blackberries, blueberries, gooseberries, tomatoes, corn, cherries

» Fall: pumpkin, squashes, apples, pears, grapes

» Winter: citrus fruits: clementines, mandarins, satsumas, persimmons: fuyu and ripe hachiya, pomegranates, berries: strawberries, raspberries, blackberries, blueberries, gooseberries, tomatoes, corn, cherries

» Year-round: milks: skim, low-fat, whole, soy, rice, and almond beverages, nuts: raw almonds, cashews

120 © C

opyr

ight

200

6-20

19 L

eah’

s Pa

ntry

Foo

d Sm

arts

Tra

inin

g Pr

ogra

m

EatFresh.org Recipe & Taste Test Combination Suggestions

Berries, Fruits Fruit and Yogurt Parfaits

Tomatoes Hummus & Veggie Wraps

Vegetables Pita Pizzas

Tomatoes Tabbouleh

Persimmons Spinach & Persimmon Salad

Apples Curried Waldorf Salad; Spicy Sweet Potato & Apple Soup

Avocados Avocado & Orange Soup

Beans, Vegetables Black Bean Soup

Tomatoes, Mangoes Salsa Two Ways

Fruits, Grains Oat Bran Banana Muffins

Berries, Tofu, Soy Milks Tofu Berry Smoothie

Taste Test (CONTINUED)

127© C

opyr

ight

200

6-20

19 L

eah’

s Pa

ntry

Foo

d Sm

arts

Tra

inin

g Pr

ogra

m

Your Nutriti on Goals & Goal Tracker

Materials» workbook pages 9-11

Desired Outcomes» Students create three SMART goals.

» Students identi fy SMART goals, and improve vague goals.

Directi onsHave students follow directi ons to imagine their healthy futures. They can make notes in the workbook. Then:

» Explain “SMART” goals and work with the class to fi nd some examples.

» Help each individual create at least one SMART goal they will try to achieve during the course of the workshop. See the back of the goal tracker for examples.

» Record each student’s goal on the goal tracking worksheet and follow up each week.

9

© C

opyr

ight

200

6-20

18 L

eah’

s Pa

ntry

Foo

d Sm

arts

Wor

ksho

p • S

ee In

stru

ctor

Bin

der f

or c

ompa

nion

info

.

Your Nutrition Goals

Have you ever set a health goal and achieved it? How? Try this approach: Dream Big

First, sit quietly for a moment with your eyes closed. Imagine yourself one year from now, living a healthier life. Let yourself dream big even if you don’t know how to achieve your dream! How is your dream life different from your life now? Where are you? Who are you with? What words or pictures come to mind? Make notes here.

[content continues on next page...]

10

© C

opyr

ight

200

6-20

18 L

eah’

s Pa

ntry

Foo

d Sm

arts

Wor

ksho

p • S

ee In

stru

ctor

Bin

der f

or c

ompa

nion

info

.

Fill in the blanks to create two SMART Goals you might set for the coming week. Then choose one to track using the following page.

I will _________________________ _________________________ this week.

(action) (how often)

I will _________________________ _________________________ this week.


Your Nutrition Goals (CONTINUED)

Then: Start Small

Now try to think of one small goal for this week to move towards your dream. Your goal should be SMART:

» Specific—Avoid words like “more,” “less” or “better.”

» Measurable—Will you know when you’ve achieved it?

» Action Based—Not everything is in your control; choose goals that relate to your actions.

» Realistic—Choose goals you’re likely to accomplish. Start small.

» Time Frame—Set a goal to achieve this week.

Some examples » I will switch from white rice to brown rice twice this week.

» I will eat a piece of fruit with my breakfast every morning this week.

» I will cook a hot dinner three times this week.

» I will try two new foods this week.

How could the following goals be improved?

1. I will lose weight.

2. I will eat less saturated fat and more fiber.

3. I will never eat fast food again.

TRY IT!

11

© C

opyr

ight

200

6-20

18 L

eah’

s Pa

ntry

Foo

d Sm

arts

Wor

ksho

p • S

ee In

stru

ctor

Bin

der f

or c

ompa

nion

info

.

Goal Tracker

What keeps you motivated? Choose a SMART goal from page 10 to work on for a few weeks. Then, each week, reflect on your goal and your progress.

I will ________________________ ________________________ this week. (action) (how often)

To gauge your progress, ask yourself:

» Did I achieve my goal this past week? Why or why not?

» What was challenging about my goal?

» What was easy?

» Should I continue working on this goal or create a new one? If so, what is it?

Week (end of) My Progress

1

2

3

4

5

6

9

© C

opyr

ight

200

6-20

18 L

eah’

s Pa

ntry

Foo

d Sm

arts

Wor

ksho

p • S

ee In

stru

ctor

Bin

der f

or c

ompa

nion

info

.Your Nutrition Goals

Have you ever set a health goal and achieved it? How? Try this approach: Dream Big

First, sit quietly for a moment with your eyes closed. Imagine yourself one year from now, living a healthier life. Let yourself dream big even if you don’t know how to achieve your dream! How is your dream life different from your life now? Where are you? Who are you with? What words or pictures come to mind? Make notes here.

[content continues on next page...]

10

© C

opyr

ight

200

6-20

18 L

eah’

s Pa

ntry

Foo

d Sm

arts

Wor

ksho

p • S

ee In

stru

ctor

Bin

der f

or c

ompa

nion

info

.

Fill in the blanks to create two SMART Goals you might set for the coming week. Then choose one to track using the following page.

I will _________________________ _________________________ this week.


I will _________________________ _________________________ this week.


Your Nutrition Goals (CONTINUED)

Then: Start Small

Now try to think of one small goal for this week to move towards your dream. Your goal should be SMART:

» Specific—Avoid words like “more,” “less” or “better.”

» Measurable—Will you know when you’ve achieved it?

» Action Based—Not everything is in your control; choose goals that relate to your actions.

» Realistic—Choose goals you’re likely to accomplish. Start small.

» Time Frame—Set a goal to achieve this week.

Some examples » I will switch from white rice to brown rice twice this week.

» I will eat a piece of fruit with my breakfast every morning this week.

» I will cook a hot dinner three times this week.

» I will try two new foods this week.

How could the following goals be improved?

1. I will lose weight.

2. I will eat less saturated fat and more fiber.

3. I will never eat fast food again.

TRY IT!

11

© C

opyr

ight

200

6-20

18 L

eah’

s Pa

ntry

Foo

d Sm

arts

Wor

ksho

p • S

ee In

stru

ctor

Bin

der f

or c

ompa

nion

info

.Goal Tracker

What keeps you motivated? Choose a SMART goal from page 10 to work on for a few weeks. Then, each week, reflect on your goal and your progress.

I will ________________________ ________________________ this week. (action) (how often)

To gauge your progress, ask yourself:

» Did I achieve my goal this past week? Why or why not?

» What was challenging about my goal?

» What was easy?

» Should I continue working on this goal or create a new one? If so, what is it?

Week (end of) My Progress

1

2

3

4

5

6

111© C

opyr

ight

200

6-20

19 L

eah’

s Pa

ntry

Foo

d Sm

arts

Tra

inin

g Pr

ogra

m

The Plant-Focused Diet

Materials» workbook page 14

Desired Outcomes» Students learn some benefi ts of a diet rich in plant foods.

Directi ons» Read the ti p sheet as a group.

Discussion Questi ons» Do you know any vegans or vegetarians? What do they eat?

» What have you heard about vegetarian diets?

» What are some reasons people choose to eat mostly plants or only plants?

» What advantages do you see in adding more plants to your diet?

» How could you create a SMART Goal around eati ng more plant foods?

14

© C

opyr

ight

200

6-20

18 L

eah’

s Pa

ntry

Foo

d Sm

arts

Wor

ksho

p • S

ee In

stru

ctor

Bin

der f

or c

ompa

nion

info

.


Why eat plants? The United States Department of Agriculture (USDA) advises eating lots of plant foods each day. It also gives tips for people who follow a vegetarian eating pattern. Most vegetarians skip meats in favor of plant proteins like tofu and legumes. Some avoid dairy and eggs too.

Some benefits of eating mostly plants

» many whole plant foods are rich in fiber

» whole plant foods are low in sodium

» whole plant foods are high in vitamins and minerals

» plant foods have less saturated fat than animal foods and no cholesterol

» many plant proteins, like beans, are cheap and easy to prepare

If you want to cut back on animal foods...1. Enjoy plant protein sources like nuts,

seeds, legumes and soy foods like tofu and tempeh.

2. Get vitamin B12 from dairy or fortified cereals.

3. Enjoy calcium-rich plant foods like fortified soy milk and dark leafy greens if you also do not eat dairy.

4. Choose whole foods over processed foods. Whole grains, vegetables, and legumes have enough protein to meet most people’s needs; junk foods made from white flour and sugar do not!

Ideas » For breakfast, try a cooked whole grain

like oatmeal or quinoa with fruit.

» For lunch, try a black bean burger on whole grain bread. Or enjoy a vegetable salad with beans, nuts, or seeds on top.

» For dinner, make a one-pot meal like a lentil soup or chili. Or, stir-fry vegetables with tofu, and serve over brown rice.

One study from the 2017 Journal of the American College of Cardiology showed that people who ate mostly plants had a lower risk for heart disease than people who didn’t—but only if they ate mostly whole, natural plant foods. In other words, according to the Harvard School of Public Health, “reducing animal foods doesn’t necessarily lead to greater heart protection if the resulting diet is based on less healthy plant foods.”

How can you create a SMART Goal around adding more whole plant foods to your diet?TRY IT!

14

© C

opyr

ight

200

6-20

18 L

eah’

s Pa

ntry

Foo

d Sm

arts

Wor

ksho

p • S

ee In

stru

ctor

Bin

der f

or c

ompa

nion

info

.


Why eat plants? The United States Department of Agriculture (USDA) advises eating lots of plant foods each day. It also gives tips for people who follow a vegetarian eating pattern. Most vegetarians skip meats in favor of plant proteins like tofu and legumes. Some avoid dairy and eggs too.

Some benefits of eating mostly plants

» many whole plant foods are rich in fiber

» whole plant foods are low in sodium

» whole plant foods are high in vitamins and minerals

» plant foods have less saturated fat than animal foods and no cholesterol

» many plant proteins, like beans, are cheap and easy to prepare

If you want to cut back on animal foods...1. Enjoy plant protein sources like nuts,

seeds, legumes and soy foods like tofu and tempeh.

2. Get vitamin B12 from dairy or fortified cereals.

3. Enjoy calcium-rich plant foods like fortified soy milk and dark leafy greens if you also do not eat dairy.

4. Choose whole foods over processed foods. Whole grains, vegetables, and legumes have enough protein to meet most people’s needs; junk foods made from white flour and sugar do not!

Ideas » For breakfast, try a cooked whole grain

like oatmeal or quinoa with fruit.

» For lunch, try a black bean burger on whole grain bread. Or enjoy a vegetable salad with beans, nuts, or seeds on top.

» For dinner, make a one-pot meal like a lentil soup or chili. Or, stir-fry vegetables with tofu, and serve over brown rice.

One study from the 2017 Journal of the American College of Cardiology showed that people who ate mostly plants had a lower risk for heart disease than people who didn’t—but only if they ate mostly whole, natural plant foods. In other words, according to the Harvard School of Public Health, “reducing animal foods doesn’t necessarily lead to greater heart protection if the resulting diet is based on less healthy plant foods.”

How can you create a SMART Goal around adding more whole plant foods to your diet?TRY IT!

78 © C

opyr

ight

200

6-20

19 L

eah’

s Pa

ntry

Foo

d Sm

arts

Tra

inin

g Pr

ogra

m

Comparing MyPlate and Healthy Eati ng Plate

Materials

» workbook pages 32 and 33

» chart comparing MyPlate and Healthy Eati ng Plate (below and available at: htt p://www.hsph.harvard.edu/nutriti onsource/healthy-eati ng-plate-vs-usda-myplate/)

Desired Outcomes» Students compare MyPlate and Healthy Eati ng Plate.

» Students deepen their understanding of food groups and serving sizes.

Directi ons1. Have students compare the two models. You may use the chart below to prompt discussion.

Healthy Eati ng Plate My Plate

Whole GrainsThe Healthy Eati ng Plate encourages consumers to choose whole grains and limit refi ned grains, since whole grains are much bett er for health. In the body, refi ned grains like white bread and white rice act just like sugar. Over ti me, eati ng too much of these refi ned-grain foods can make it harder to control weight and can raise the risk of heart disease and diabetes. Read more about the health benefi ts of whole grains.

GrainsMyPlate does not tell consumers specifi cally that whole grains are bett er for health.

FruitsThe Healthy Eati ng Plate recommends eati ng a colorful variety of fruits. Read more about the benefi ts of fruits.

FruitsMyPlate also recommends eati ng fruits.

33

© C

opyr

ight

200

6-20

18 L

eah’

s Pa

ntry

Foo

d Sm

arts

Wor

ksho

p • S

ee In

stru

ctor

Bin

der f

or c

ompa

nion

info

.

My Healthy Eating Plate

How does this model, from the Harvard School of Public Health, compare to MyPlate? Why might it be different?

32

© C

opyr

ight

200

6-20

18 L

eah’

s Pa

ntry

Foo

d Sm

arts

Wor

ksho

p • S

ee In

stru

ctor

Bin

der f

or c

ompa

nion

info

.

My Plate

What does a balanced diet look like? Compare your eating pattern with these recommendations from the USDA.

Consume a healthy eating pattern that accounts for all foods and beverages within an appropriate calorie level. A healthy eating pattern includes:

» a variety of vegetables—dark green, red and orange, legumes (beans and peas), starchy, and others

» fruits, especially whole fruits

» grains, at least half of which are whole grains

» fat-free or low-fat dairy, including milk, yogurt, cheese, and/or fortified soy beverages

» a variety of protein foods, including seafood, lean meats and poultry, eggs, legumes (beans and peas) and nuts, seeds, and soy products

» minimally processed vegetable oils

A healthy eating pattern limits saturated fats and trans fats, added sugars, and sodium.

» Consume less than 10 percent of calories per day from added sugars.

» Consume less than 10 percent of calories per day from saturated fats.

» Consume less than 2,300 mg per day of sodium.

» If alcohol is consumed, it should be consumed in moderation—up to one drink per day for women and up to two drinks per day for men—and only by adults of legal drinking age.

79© C

opyr

ight

200

6-20

19 L

eah’

s Pa

ntry

Foo

d Sm

arts

Tra

inin

g Pr

ogra

m

Healthy Eating Plate My Plate

Healthy ProteinThe Healthy Eating Plate encourages consumers to choose fish, poultry, beans or nuts, and other sources of healthy protein. It encourages them to limit red meat and avoid processed meat, since eating even small quantities of these foods on a regular basis raises the risk of heart disease, diabetes, colon cancer, and weight gain. Read more about the benefits of choosing healthy protein.

ProteinMyPlate’s protein section could be filled by a hamburger or hot dog; it offers no indication that some high-protein foods are healthier than others, or that red and processed meat are especially harmful to health.

VegetablesThe Healthy Eating Plate encourages an abundant variety of vegetables, since Americans are particularly deficient in their vegetable consumption—except for potatoes and French fries. Potatoes are chock full of rapidly digested starch, and they have the same effect on blood sugar as refined grains and sweets, so limited consumption is recommended. Read more about the benefits of vegetables.

VegetablesMyPlate does not distinguish between potatoes and other vegetables.

Healthy OilsThe Healthy Eating Plate depicts a bottle of healthy oil, and it encourages consumers to use olive, canola, and other plant oils in cooking, on salads, and at the table. These healthy fats reduce harmful cholesterol and are good for the heart, and Americans don’t consume enough of them each day. It also recommends limiting butter and avoiding trans fat. Read more about the benefits of healthy fats and oils.

(Not Included on MyPlate)MyPlate is silent on fat, which could steer consumers toward the type of low-fat, high carbohydrate diet that makes it harder to control weight and worsens blood cholesterol profiles.

WaterThe Healthy Eating Plate encourages consumers to drink water, since it’s naturally calorie free, or to try coffee and tea (with little or no sugar), which are also great calorie-free alternatives. (Questions about caffeine and kids? Read more.) It advises consumers to avoid sugary drinks, since these are major contributors to the obesity and diabetes epidemics. It recommends limiting milk and dairy to one to two servings per day, since high intakes are associated with increased risk of prostate cancer and possibly ovarian cancer; it recommends limiting juice, even 100% fruit juice, to just a small glass a day, because juice contains as much sugar and as many calories as sugary soda. Read more about healthy drinks and read more about calcium, milk and health.

DairyMyPlate recommends dairy at every meal, even though there is little if any evidence that high dairy intakes protect against osteoporosis, and there is considerable evidence that too high intakes can be harmful. MyPlate says nothing about sugary drinks or juice.

Stay ActiveThe figure scampering across the bottom of the Healthy Eating Plate’s placemat is a reminder that staying active is half of the secret to weight control. The other half is eating a healthy diet with modest portions that meet your calorie needs. Read more about the benefits of staying active.

(Not included on MyPlate)There is no activity message on MyPlate.

Comparing MyPlate and Healthy Eating Plate (CONTINUED)

32

© C

opyr

ight

200

6-20

18 L

eah’

s Pa

ntry

Foo

d Sm

arts

Wor

ksho

p • S

ee In

stru

ctor

Bin

der f

or c

ompa

nion

info

.

My Plate

What does a balanced diet look like? Compare your eating pattern with these recommendations from the USDA.

Consume a healthy eating pattern that accounts for all foods and beverages within an appropriate calorie level. A healthy eating pattern includes:

» a variety of vegetables—dark green, red and orange, legumes (beans and peas), starchy, and others

» fruits, especially whole fruits

» grains, at least half of which are whole grains

» fat-free or low-fat dairy, including milk, yogurt, cheese, and/or fortified soy beverages

» a variety of protein foods, including seafood, lean meats and poultry, eggs, legumes (beans and peas) and nuts, seeds, and soy products

» minimally processed vegetable oils

A healthy eating pattern limits saturated fats and trans fats, added sugars, and sodium.

» Consume less than 10 percent of calories per day from added sugars.

» Consume less than 10 percent of calories per day from saturated fats.

» Consume less than 2,300 mg per day of sodium.

» If alcohol is consumed, it should be consumed in moderation—up to one drink per day for women and up to two drinks per day for men—and only by adults of legal drinking age.

33

© C

opyr

ight

200

6-20

18 L

eah’

s Pa

ntry

Foo

d Sm

arts

Wor

ksho

p • S

ee In

stru

ctor

Bin

der f

or c

ompa

nion

info

.My Healthy Eating Plate

How does this model, from the Harvard School of Public Health, compare to MyPlate? Why might it be different?

85© C

opyr

ight

200

6-20

19 L

eah’

s Pa

ntry

Foo

d Sm

arts

Tra

inin

g Pr

ogra

m

Eat the Rainbow!/My Family’s Rainbow of Fruits and Vegetables

Materials» workbook pages 35 and 36

Desired Outcomes» Students learn to associate colors of fruits and vegetables with

diff erent vitamins.

» Students use the rainbow analogy to determine whether they’re getti ng all their vitamins.

Directi ons1. Have students fi ll in the chart with examples of their family’s

favorites. Which colors are missing? Then share this informati on:

» Orange foods oft en contain Vitamin A, which keeps our eyesight sharp and our skin healthy (eggs, spinach, and milk also contain this vitamin)

» Green foods

» Vitamin B: helps release food’s energy so our body can use it. It also helps our body make red blood cells, which is crucial to making sure oxygen is carried throughout our bodies. (Whole grains, fi sh, meat, eggs, citrus fruits and dairy products also contain Vitamin B.)

» Vitamin E: maintains our body’s ti ssues in our eyes, skin, and liver. It also protects our lungs from air polluti on. (Whole grains, egg yolks and nuts also contain this vitamin.)

» Vitamin K: helps our blood clot when we get a cut! (Liver, pork, and dairy products also contain this vitamin.)

» Red and orange citrus fruits oft en contain Vitamin C, which keeps our body’s ti ssues (like our muscles and gums) in good shape. It also works hard to keep our immune system strong and heal us when we get hurt. (Broccoli and cabbage also contain Vitamin C.)

2. Explain the diff erence between fat soluble and water soluble vitamins.

» Fat soluble vitamins are stored in the fat ti ssues of your body and wait unti l your body needs them (A, D, E, K).

» Water soluble vitamins (B, C) travel through your bloodstream and are either used immediately or discarded by your body. Make sure to eat these vitamins every day!

Discussion Questi ons» Based on that informati on, what kinds of foods do we need to make sure we eat EVERY day?

» whole grains » leafy greens

» citrus fruits or other fruits containing Vitamin C

36

© C

opyr

ight

200

6-20

18 L

eah’

s Pa

ntry

Foo

d Sm

arts

Wor

ksho

p • S

ee In

stru

ctor

Bin

der f

or c

ompa

nion

info

.

Eat the Rainbow!

Which color do you eat the most? Different colored fruits and vegetables are full of nutrients. How can you add variety to your day?

Green Foods» Lower your chance of getting cancer

» Keep your eyes healthy

» Keep your bones & teeth strong

Yellow & Orange Foods» Keep your heart healthy


» Lower your chance of getting cancer

» Keep you from catching colds

Red Foods» Keep your heart healthy

» Keep your bladder healthy

» Keep your memory strong


Blue & Purple Foods» Stay healthy as you age




White Foods» Keep your heart healthy

» Have good cholesterol levels


spinachcelerygreen beansbroccolicabbagebok choycucumbersasparagus

kaleartichokeshoneydewgreen grapesgreen appleslimesavocados

carrotssweet potatoesyellow pepperspumpkinspineapplepapayas

cantaloupetangerinesmangoesorangeslemonspeaches

tomatoesred peppersred cabbagestrawberriescherries

watermelonred onionred applesbeets

eggplantpurple cabbageraisins

blueberriesblackberriespurple grapes

oniongreen onioncauliflowerchivesmushrooms

gingergarlicjicamafennel

TRY IT!TRY IT!

TRY IT!

TRY IT!

TRY IT!

© C

opyr

ight

200

6-20

18 L

eah’

s Pa

ntry

Foo

d Sm

arts

Wor

ksho

p • S

ee In

stru

ctor

Bin

der f

or c

ompa

nion

info

.

Eat the Rainbow!


Green Foods» Lower your chance of getting cancer



Yellow & Orange Foods» Keep your heart healthy




Red Foods» Keep your heart healthy




Blue & Purple Foods» Stay healthy as you age




White Foods» Keep your heart healthy





carrotssweet potatoesyellow pepperspumpkinspineapple

cantaloupetangerinesmangoesorangeslemons





TRY IT!TRY IT!TRY IT!

TRY IT!

TRY IT!

TRY IT!35

© C

opyr

ight

200

6-20

18 L

eah’

s Pa

ntry

Foo

d Sm

arts

Wor

ksho

p • S

ee In

stru

ctor

Bin

der f

or c

ompa

nion

info

.

Green Foods Red Foods

Yellow/Orange Foods Blue/Purple Foods

White Foods Others

My Family’s Rainbow of Fruits and Vegetables

How colorful is your plate? Fill in the chart with the fruits and vegetables you and your family eat the most. What colors are missing?

35

© C

opyr

ight

200

6-20

18 L

eah’

s Pa

ntry

Foo

d Sm

arts

Wor

ksho

p • S

ee In

stru

ctor

Bin

der f

or c

ompa

nion

info

.

Green Foods Red Foods

Yellow/Orange Foods Blue/Purple Foods

White Foods Others

My Family’s Rainbow of Fruits and Vegetables

How colorful is your plate? Fill in the chart with the fruits and vegetables you and your family eat the most. What colors are missing?

36

© C

opyr

ight

200

6-20

18 L

eah’

s Pa

ntry

Foo

d Sm

arts

Wor

ksho

p • S

ee In

stru

ctor

Bin

der f

or c

ompa

nion

info

.

Eat the Rainbow!


Green Foods » Lower your chance of getting cancer



Yellow & Orange Foods » Keep your heart healthy




Red Foods » Keep your heart healthy




Blue & Purple Foods » Stay healthy as you age




White Foods » Keep your heart healthy





carrotssweet potatoesyellow pepperspumpkinspineapplepapayas

cantaloupetangerinesmangoesorangeslemonspeaches





oniongreen onioncauliflowerchivesmushrooms

gingergarlicjicamafennel

TRY IT!TRY IT!

TRY IT!

TRY IT!

TRY IT!

106 © C

opyr

ight

200

6-20

19 L

eah’

s Pa

ntry

Foo

d Sm

arts

Tra

inin

g Pr

ogra

m

Make Half Your Grains Whole

Materials» workbook page 44

» package samples from products that contain grains, including some whole grain products

Desired Outcomes» Students identi fy some diff erences between whole grains and

refi ned grains

» Students learn some benefi ts of consuming whole grains.

» Students practi ce using food labels to identi fy whole grain products.

Directi ons1. Review the handout and diagram with the whole group.

2. Pass out the packaging samples to individuals or pairs.

3. Explain that they should try to fi nd products that have whole grains as a fi rst ingredient. These usually have “whole” or “whole grain” in the name, such as “whole wheat” or “whole grain oats.”

Discussion Questi ons» What whole grains do you like? How oft en do you eat them?

» What whole grains have you heard about or seen that you’d like to try?

» Which of your products contained whole grains? How do you know?

» Were you surprised by any of the products?

44

© C

opyr

ight

200

6-20

18 L

eah’

s Pa

ntry

Foo

d Sm

arts

Wor

ksho

p • S

ee In

stru

ctor

Bin

der f

or c

ompa

nion

info

.


Why choose whole grains? Consider ways to add fiber-rich whole grains to your meals.

Whole grains are usually darker in color and stronger in flavor than refined grains and flours. Eating whole grains has been shown to lower the risk for diabetes, heart disease, high cholesterol, and high blood pressure.

A whole grain contains the germ, endosperm and bran, while a processed grain only contains the endosperm. The germ and bran are the most nutrient rich parts of the grain, and the highest in fiber. Check the ingredient list to make sure you’re getting a truly whole grain product: the first ingredient should be something like “whole wheat” and not just “wheat.”

A diet rich in fiber, as found in whole grains and beans, aids digestion and keeps you full for longer. Make sure to get 3 servings of whole grains and 41/2 cups of fruits and veggies each day for the recommended amount of fiber.

DID YOU KNOW?

REFINED GRAIN FOODS (endosperm only)

» White pasta » White bread » Most cakes, cookies, and pastries

WHOLE GRAINS (bran + endosperm + germ)

» Oats » Farro » Brown rice » Spelt » Whole wheat » Quinoa » Barley » Millet » Buckwheat » Teff

Bran: protects the seed

» Fiber » B vitamins » Minerals

Endosperm: energy for the seed

» Carbohydrates » Some protein » Some B vitamins

Germ: nourishment for the seed

» B vitamins » Vitamin E » Minerals » Phytochemicals

44

© C

opyr

ight

200

6-20

18 L

eah’

s Pa

ntry

Foo

d Sm

arts

Wor

ksho

p • S

ee In

stru

ctor

Bin

der f

or c

ompa

nion

info

.


Why choose whole grains? Consider ways to add fiber-rich whole grains to your meals.

Whole grains are usually darker in color and stronger in flavor than refined grains and flours. Eating whole grains has been shown to lower the risk for diabetes, heart disease, high cholesterol, and high blood pressure.

A whole grain contains the germ, endosperm and bran, while a processed grain only contains the endosperm. The germ and bran are the most nutrient rich parts of the grain, and the highest in fiber. Check the ingredient list to make sure you’re getting a truly whole grain product: the first ingredient should be something like “whole wheat” and not just “wheat.”

A diet rich in fiber, as found in whole grains and beans, aids digestion and keeps you full for longer. Make sure to get 3 servings of whole grains and 41/2 cups of fruits and veggies each day for the recommended amount of fiber.

DID YOU KNOW?

REFINED GRAIN FOODS (endosperm only)

» White pasta » White bread » Most cakes, cookies, and pastries

WHOLE GRAINS (bran + endosperm + germ)

» Oats » Farro » Brown rice » Spelt » Whole wheat » Quinoa » Barley » Millet » Buckwheat » Teff

Bran: protects the seed

» Fiber » B vitamins » Minerals

Endosperm: energy for the seed

» Carbohydrates » Some protein » Some B vitamins

Germ: nourishment for the seed

» B vitamins » Vitamin E » Minerals » Phytochemicals

102 © C

opyr

ight

200

6-20

19 L

eah’

s Pa

ntry

Foo

d Sm

arts

Tra

inin

g Pr

ogra

m

Grain Game, Bean Game

Materials» small amount of each grain and bean in the quiz—put in individual, small, numbered baggies

» workbook pages 49-50

» pens

Desired Outcomes» Students learn to identi fy various whole grains and beans.

Directi ons1. In pairs, have students pass around the bag and try to identi fy the names of each food by placing the

corresponding number from the baggie in the space provided on the workbook page.

2. Go over answers and explain diff erent ways of cooking the beans and grains.

EatFresh.org Integrati on» Show parti cipants how to search for a parti cular bean or grain. These pages include informati on on

storage and cooking, as well as links to related recipes.

49

© C

opyr

ight

200

6-20

18 L

eah’

s Pa

ntry

Foo

d Sm

arts

Wor

ksho

p • S

ee In

stru

ctor

Bin

der f

or c

ompa

nion

info

.

Grain Game

Can you identify different whole grains? Whole grains are a nutritious, filling alternative to refined grain foods such as white pasta. Experiment by using them in soups or as salad bases, breakfast cereals, or side dishes.

Ȫ AMARANTH: Combine 1 cup amaranth with 21/2 cups of water in a pot and bring to a boil. Cover and simmer for 20 minutes, until water is absorbed. Amaranth can also be popped like popcorn in a skillet.

Ȫ BARLEY: Add 1 cup of barley to 3 cups of boiling water, cover and cook for 45 minutes or until barley is tender and water is absorbed. Choose whole barley instead of pearled for more nutrients.

Ȫ BUCKWHEAT (or kasha): Place 1 cup of buckwheat in a pot and cover with 2 cups of water. Cover and boil for 15-20 minutes, or until all the water is absorbed. Buckwheat is gluten-free.

Ȫ BULGUR WHEAT: The finer ground the bulgur, the shorter time it needs to be cooked. For a medium grind, pour 2½ cups of boiling water over 1 cup of bulgur. Cover and let stand for 30 minutes, or until the water is absorbed. Bulgur wheat is a great option for a limited kitchen.

Ȫ COUSCOUS: Bring 1½ cups of water to a boil in saucepan, take off the heat, add 1 ½ cups of couscous, cover and let sit for 5-10 minutes, then fluff with a fork. Couscous is a great option for a limited kitchen. Choose whole wheat couscous for more nutrients.

Ȫ MILLET: Add 1 cup millet to 2½ cups water in a saucepan. Bring to a boil, cover and simmer for 25 minutes. Make it creamier by adding more water and stirring frequently while cooking.

Ȫ OATS: Cook 1 cup of oats in 2 cups of water. For rolled oats, cook 15 minutes and for steel-cut oats, cook for 30 minutes.

Ȫ QUINOA: Bring 1½ cups of water to a boil and add 1 cup of rinsed quinoa. Cover and cook for 15 minutes. Quinoa is gluten-free.

Ȫ WHEAT BERRIES: Bring 3 cups of water to a boil and add 1 cup of wheat berries. Simmer uncovered for 45 minutes and drain before serving.

Ȫ BROWN RICE: Boil 2 cups water and add 1 cup rice. Cover and cook for about 45 minutes.

50

© C

opyr

ight

200

6-20

18 L

eah’

s Pa

ntry

Foo

d Sm

arts

Wor

ksho

p • S

ee In

stru

ctor

Bin

der f

or c

ompa

nion

info

.

Bean Game

What beans do you know?Beans are a great source of protein and fiber, and have been shown to lower cholesterol and blood pressure, reduce risk of certain cancers, and aide with digestion. Rinse and pick through your beans before soaking or cooking to discard any discolored beans. Do not use salt or any acidic ingredients until the beans are finished cooking, otherwise the beans might not soften. Use beans in soups, salads, burritos or tacos, or mash them to make a dip.

Ȫ SOY BEANS: Used to make soy milk, tofu, and tempeh. Soak for 8 hours or overnight. The water will rise while cooking soybeans, so make sure that the dried beans only come up to one fourth of the height of the pot, and the water should come up to one third of the height of the pot. Cook for 3 hours.

Ȫ GARBANZO BEANS (or chickpeas): Used to make hummus and falafel, in addition to being a great addition to soups and salads. Soak overnight, then drain and cover with twice the amount of water than beans. Cover and cook for 1 hour.

Ȫ BLACK BEANS: Soak overnight, then drain and cover with 3 cups of water for each cup of beans. Cook for 45 minutes to 1 hour.

Ȫ GREEN SPLIT PEAS: There is no need to soak split peas, just bring to a boil 1 cup of peas with 3 cups of water and simmer for 30-45 minutes.

Ȫ RED “CHILI” BEANS: Soak overnight, drain and cover 1 cup of beans with 2 cups of fresh water. Boil for 1½ -2 hours.

Ȫ LENTILS: A quick and versatile ingredient full of healthy protein. There are many different varieties, but they can all be cooked the same way. There is no need to soak lentils, simply simmer 1 cup of lentils with 2 cups of water for 20-45 minutes, depending on their size.

Ȫ KIDNEY BEANS: Soak overnight, drain the water, and cover 1 cup of beans with 3 cups water. Cook for 1-1½ hours.

Ȫ BLACK-EYED PEAS (or “cow-peas”): Often used in Southern cooking. No need to soak black-eyed peas, just cover 1 cup of the black-eyed peas with 3 cups of water in a big pan and boil for 45 minutes to 1 hour.

Ȫ PINTO and ͟ NAVY BEANS: Soak overnight, drain the water and cover 1 cup of beans with 3 cups of water. Cook for 1-1½ hours.

49

© C

opyr

ight

200

6-20

18 L

eah’

s Pa

ntry

Foo

d Sm

arts

Wor

ksho

p • S

ee In

stru

ctor

Bin

der f

or c

ompa

nion

info

.Grain Game

Can you identify different whole grains? Whole grains are a nutritious, filling alternative to refined grain foods such as white pasta. Experiment by using them in soups or as salad bases, breakfast cereals, or side dishes.

Ȫ AMARANTH: Combine 1 cup amaranth with 21/2 cups of water in a pot and bring to a boil. Cover and simmer for 20 minutes, until water is absorbed. Amaranth can also be popped like popcorn in a skillet.

Ȫ BARLEY: Add 1 cup of barley to 3 cups of boiling water, cover and cook for 45 minutes or until barley is tender and water is absorbed. Choose whole barley instead of pearled for more nutrients.

Ȫ BUCKWHEAT (or kasha): Place 1 cup of buckwheat in a pot and cover with 2 cups of water. Cover and boil for 15-20 minutes, or until all the water is absorbed. Buckwheat is gluten-free.

Ȫ BULGUR WHEAT: The finer ground the bulgur, the shorter time it needs to be cooked. For a medium grind, pour 2½ cups of boiling water over 1 cup of bulgur. Cover and let stand for 30 minutes, or until the water is absorbed. Bulgur wheat is a great option for a limited kitchen.

Ȫ COUSCOUS: Bring 1½ cups of water to a boil in saucepan, take off the heat, add 1 ½ cups of couscous, cover and let sit for 5-10 minutes, then fluff with a fork. Couscous is a great option for a limited kitchen. Choose whole wheat couscous for more nutrients.

Ȫ MILLET: Add 1 cup millet to 2½ cups water in a saucepan. Bring to a boil, cover and simmer for 25 minutes. Make it creamier by adding more water and stirring frequently while cooking.

Ȫ OATS: Cook 1 cup of oats in 2 cups of water. For rolled oats, cook 15 minutes and for steel-cut oats, cook for 30 minutes.

Ȫ QUINOA: Bring 1½ cups of water to a boil and add 1 cup of rinsed quinoa. Cover and cook for 15 minutes. Quinoa is gluten-free.

Ȫ WHEAT BERRIES: Bring 3 cups of water to a boil and add 1 cup of wheat berries. Simmer uncovered for 45 minutes and drain before serving.

Ȫ BROWN RICE: Boil 2 cups water and add 1 cup rice. Cover and cook for about 45 minutes.

50

© C

opyr

ight

200

6-20

18 L

eah’

s Pa

ntry

Foo

d Sm

arts

Wor

ksho

p • S

ee In

stru

ctor

Bin

der f

or c

ompa

nion

info

.

Bean Game

What beans do you know?Beans are a great source of protein and fiber, and have been shown to lower cholesterol and blood pressure, reduce risk of certain cancers, and aide with digestion. Rinse and pick through your beans before soaking or cooking to discard any discolored beans. Do not use salt or any acidic ingredients until the beans are finished cooking, otherwise the beans might not soften. Use beans in soups, salads, burritos or tacos, or mash them to make a dip.

Ȫ SOY BEANS: Used to make soy milk, tofu, and tempeh. Soak for 8 hours or overnight. The water will rise while cooking soybeans, so make sure that the dried beans only come up to one fourth of the height of the pot, and the water should come up to one third of the height of the pot. Cook for 3 hours.

Ȫ GARBANZO BEANS (or chickpeas): Used to make hummus and falafel, in addition to being a great addition to soups and salads. Soak overnight, then drain and cover with twice the amount of water than beans. Cover and cook for 1 hour.

Ȫ BLACK BEANS: Soak overnight, then drain and cover with 3 cups of water for each cup of beans. Cook for 45 minutes to 1 hour.

Ȫ GREEN SPLIT PEAS: There is no need to soak split peas, just bring to a boil 1 cup of peas with 3 cups of water and simmer for 30-45 minutes.

Ȫ RED “CHILI” BEANS: Soak overnight, drain and cover 1 cup of beans with 2 cups of fresh water. Boil for 1½ -2 hours.

Ȫ LENTILS: A quick and versatile ingredient full of healthy protein. There are many different varieties, but they can all be cooked the same way. There is no need to soak lentils, simply simmer 1 cup of lentils with 2 cups of water for 20-45 minutes, depending on their size.

Ȫ KIDNEY BEANS: Soak overnight, drain the water, and cover 1 cup of beans with 3 cups water. Cook for 1-1½ hours.

Ȫ BLACK-EYED PEAS (or “cow-peas”): Often used in Southern cooking. No need to soak black-eyed peas, just cover 1 cup of the black-eyed peas with 3 cups of water in a big pan and boil for 45 minutes to 1 hour.

Ȫ PINTO and ͟ NAVY BEANS: Soak overnight, drain the water and cover 1 cup of beans with 3 cups of water. Cook for 1-1½ hours.

122 © C

opyr

ight

200

6-20

19 L

eah’

s Pa

ntry

Foo

d Sm

arts

Tra

inin

g Pr

ogra

m

Veggies Are Vital

Materials » different kinds of vegetables in different colors

» several (empty) packages of frozen vegetables

» several examples of canned vegetables

Desired Outcomes » Students name the recommended daily amount of vegetables.

» Students identify reasons why eating enough vegetables is difficult.

» Students create a strategy for increasing the number of vegetables eaten in their family.

» Students can evaluate a vegetable based on its nutritional content.

Additional InformationThis activity is designed to create a dialogue about vegetable consumption that encourages students to eat more vegetables. Depending on the living situation of the students, they may not have access to a variety of vegetables, so it’s important to listen before creating strategies for eating more veggies. As the facilitator, you are able to provide them information about why vegetable consumption is important, as well as information about how to buy, prepare, and encourage their children (if applicable) to eat more.

While fresh, local produce is the most nutritious way to get veggies, there are several benefits to frozen veggies: lower cost, less waste, easier preparation, etc. Also, “fresh” produce that travels a far distance is likely lower in nutritional content than frozen vegetables that were frozen close to where they were grown. In general, canned vegetables have a lower nutritional content than either fresh or frozen. Many of the nutrients in canned vegetables are lost when they are soaked in water.

In response to the argument that vegetables are too expensive to buy, one strategy is to identify other foods families are purchasing that could be substituted for lower priced alternatives (bulk rice, oatmeal instead of dry cereal, etc.), leaving more money for veggies. Encourage students to consider both the price and the nutritional content of the foods they choose to buy—a cheap product that has no nutritional value is a waste of money no matter how little it costs.

Also use this as an opportunity to discuss the other “costs” of poor nutrition: poor health, low energy, increased difficulty learning. There is a strong correlation between a healthy diet and school attendance/school success. Parents can help their kids in school by providing them with healthy foods.

123© C

opyr

ight

200

6-20

19 L

eah’

s Pa

ntry

Foo

d Sm

arts

Tra

inin

g Pr

ogra

m

Veggies Are Vital (CONTINUED)

Directions1. Divide the class into groups of three. Have each group answer the following questions:

» What vegetables does your family eat? Fresh? Frozen? Canned?

» What makes it difficult to eat more vegetables?

» What resources or information would help you feed your family more vegetables?

2. Bring the class back together and have each group share their brainstorms. Highlight the similarities among each group and add any ideas that haven’t come up.

3. Ask the group to share reasons why it’s important to eat a lot of fruits and vegetables. Move their responses from the general (“they’re good for you”) to the specific (“they help prevent cancer”).

4. Pass around the different examples of fruits and vegetables. Encourage the students to ask questions and make comments about each (How is it prepared? This is gross!, etc.).

5. Using a few brightly colored examples (carrots for vitamin A, spinach for B vitamins, etc.) show the students how they can use the colors of vegetables to determine what vitamins they contain.

Additional Information » Orange foods often contain Vitamin A, which keeps our eyesight sharp and our skin healthy (eggs,

spinach, and milk also contain this vitamin).

» Green foods often contain:

» Vitamin B: helps release food’s energy so our body can use it; also helps our body make red blood cells, which is crucial to making sure oxygen is carried throughout our bodies. (Whole grains, fish, meat, eggs, citrus fruits and dairy products also contain Vitamin B.)

» Vitamin E: maintains our body’s tissues in our eyes, skin, and liver; also protects our lungs from air pollution. (Whole grains, egg yolks and nuts also contain this vitamin.)

» Vitamin K: helps our blood clot when we get a cut! (Liver, pork and dairy products also contain this vitamin.)

» Red and orange citrus fruit often contain Vitamin C, which keeps our body’s tissues (like our muscles and gums) in good shape; also works hard to keep our immune system strong and heal when we get hurt. (Broccoli and cabbage also contain Vitamin C.)

124 © C

opyr

ight

200

6-20

19 L

eah’

s Pa

ntry

Foo

d Sm

arts

Tra

inin

g Pr

ogra

m

Veggies Are Vital (CONTINUED)

6. Explain the difference between fat soluble and water soluble vitamins.

» Fat soluble vitamins are stored in the fat tissues of your body and wait until your body needs them. (A, D, E, K)

» Water soluble vitamins (B, C) travel through your bloodstream and are either used immediately or discarded by your body. Make sure to eat these vitamins every day!

7. Based on that info, what kinds of foods do we need to make sure we eat EVERY day?

» whole grains

» citrus fruits or other fruits containing Vitamin C

» leafy greens

8. Last, specifically address the concerns the families have about increasing vegetable intake.

» “Veggies are too expensive.”

» Buy seasonal veggies, frozen veggies.

» “Veggies are hard to prepare.”

» Simply steaming veggies in the microwave or the stove top is the most nutritious way of cooking.

» “My kids won’t eat them and we don’t have money to waste.”

» Kids can take 15 exposures before they eat a new food.

» Give very small portions (frozen veggies are good here) so you’re not frustrated when they refuse.

» Avoid bribery, threats, punishment and nagging—it only reinforces their idea that veggies ARE bad (or why would they need to be bribed?).

» Include education—if kids know that veggies make them big, strong, and smart they will be more interested than if they’re just told to eat them because I told you so.

» “I don’t like vegetables.”

» Set a good example if you have kids—it’s your job as a parent!

92 © C

opyr

ight

200

6-20

19 L

eah’

s Pa

ntry

Foo

d Sm

arts

Tra

inin

g Pr

ogra

m

Food Group Bingo

Materials» workbooks page 34

» paper and pen

» examples of foods (pictures or actual food items), or a list of various foods

Desired Outcomes» Students correctly categorize diff erent foods.

Directi ons1. Have students open workbooks to the Food Group Bingo sheet.

2. Randomly select a food item, and either call out the name or show students the picture or item.

3. Ask students to identi fy the food.

4. Have students write the name of the food in one of the squares for that food group on their cards. For example, if a muffi n is shown, students write ‘muffi n’ in one of the Grain Group squares. Inventi ve spelling is acceptable.

5. The fi rst player to fi ll fi ve squares horizontally, verti cally or diagonally wins.

6. As a check, have the winner read off the names in the winning food/food group squares.

7. To play this game more than once, have students write the name of the food you menti on in the top left corner of each box; in later rounds, have them write food named in the bott om right.

34

© C

opyr

ight

200

6-20

18 L

eah’

s Pa

ntry

Foo

d Sm

arts

Wor

ksho

p • S

ee In

stru

ctor

Bin

der f

or c

ompa

nion

info

.

B I N G O

Dairy Protein Vegetable Fruit Grain

Combination Fruit Dairy Protein Vegetable

Fruit Grain FREE Combination Protein


Combination Vegetable Dairy Protein Vegetable

Food Group Bingo

Be the first in your class to complete a row. Identify an example from each food group.

34

© C

opyr

ight

200

6-20

18 L

eah’

s Pa

ntry

Foo

d Sm

arts

Wor

ksho

p • S

ee In

stru

ctor

Bin

der f

or c

ompa

nion

info

.

B I N G O


Combination Fruit Dairy Protein Vegetable

Fruit Grain FREE Combination Protein


Combination Vegetable Dairy Protein Vegetable

Food Group Bingo

Be the first in your class to complete a row. Identify an example from each food group.

26 © C

opyr

ight

200

6-20

19 L

eah’

s Pa

ntry

Foo

d Sm

arts

Tra

inin

g Pr

ogra

m

Food Demonstration Planning Template

Recipe Title: _________________________________________________________________________

EQUIPMENT/MATERIALS INGREDIENTS

Recipe Modifications to Suggest:

Healthy Nutrition Message to Highlight:

Culinary Skill to Demonstrate:

Food Bank-Friendly Items to Show:

Ingredients to Prep Ahead of Time (if any):

Documents

What Is On a Healthy Plate? // WEEK 2 6 90€¦ · Coyright 006019 ea’s ant oo ats Trann rogra 119 Taste Test Materials » simple whole foods, cut or portioned into bite sizes;