The most common problem in public school culinary classes is finding unique ways to proof & bake yeast doughs given a series of different challenges such as:

1. 50 minute classes- too short to complete yeast breads in one shot
2. Alternating block schedules- you have longer classes but only see your students every other day
3. Having to plan yeast bread lessons around weekends so the dough doesn’t sit all weekend
4. Having a class first thing in the morning- not having time to warm up or proof the dough
5. Lack of a proofing cabinet
6. Lack of a steam injecting oven- special steam injection expensive ovens is what makes bakery breads turn out with such a beautiful crust

What happens if you don’t have enough time to Proof dough?

• You can refrigerate the dough over night which slows down the fermentation process but still allows the dough to rise and bake it the next day. This is process is called retarding the dough. The longer proofing time increases the flavor of the doughs making them taste more yeasty.

How long should I proof? How long is too long?

• The typical test to see if yeast bread has proofed long enough is the poke test. You simply poke the dough and if it springs back right away it is has not proofed long enough.
• Over proofing your dough is possible if you let the dough ferment too long. Baking over proofed dough will give you finished product that has lots of tunnels (air holes), a lower loaf volume, and less oven spring.

What if you don’t have a proofing cabinet? Create your own!

• Microwave a mug of water for 4 minutes until it is boiling. Move cup to the side of the microwave and add dough to the microwave and close the door.

• Baking Rack: Take sternos and place them on bottom of baking rack. Place tray of water above sternos. Put dough on sheet pans in baking rack. Cover with plastic cover.

• Fill a 13 X 9 pan full of boiling water. Place on lower rack of your oven. Put dough on rack above the water. Close oven door.

• Turn your oven light on then put your dough in the oven and close the door. This creates a draft free proofing box with some heat coming from the oven light.

• If you have a warming drawer you can use that or an oven on very low heat (75F).

• Turn your oven on the lowest heat like 175F for five minutes then shut it off and open the door for 3 minutes. Put your dough in and shut the door. Some of the heat will be trapped in the oven but not too much to start baking the dough.

What if you don’t have a steam injecting oven? Create your own!

• Home ovens vent therefore they don’t trap the steam inside. Ideally you could figure out how your oven vents and cover the venting mechanism to keep the steam created by the methods below in your oven. (Please use caution when attempting this method).
• You can also use Combi Ovens for steam injection. If you don’t have one put one on your list for the next culinary room renovation or grant- they are great!

How to create steam in a home oven:

• Throw ice into the bottom of a hot oven to steam the dough as the ice melts.
• Fill a 13 X 9 pan full of boiling water. Place on lower rack of your oven. Place your dough on the rack above the hot water.
• Spray your dough using a spray bottle, with a mist of water before dough goes into oven.
• Spray the dough and oven walls with water periodically throughout baking. (Note: Be careful not to spray cold water on the light bulb of your oven or it could shatter).

What are some ways to deal with schedule issues and still have my students make yeast breads?

• If your school runs on a period schedule with 8 periods a day and 50 minute classes, why not explain & demonstrate yeast breads in class and assign the making of yeast bread for homework. The King Arthur Bread Baking Program does this for elementary & middle schools across the country.
• If you have classes back to back that are all doing the same lesson it is possible to have the first class make the dough and let it begin to proof then have the next class shape and bake the dough, etc. The last class that day would make dough for the first class to shape since they only made dough the day before but didn’t get to bake it.
• Have a culinary aid or lab assistant make enough pounds of dough for each group. Have your students start by making the dough then use the prepared dough that has been proofing to shape and bake. Have another class or lab assistant bake all the extra dough that the class made and sell it to the faculty.
• If you see your students every day proofing in the refrigerator is the easiest way to go.
• If you have block scheduling you can have your students scale out all the ingredients one day then mix, knead and proof the dough the next. If they can work fast enough to get the bread ready to bake you can bake them all for them and the students can eat their bread when you see them again.
• Have your students make the dough in class then stick it in the refrigerator to proof. Have your students come back at the end of the day to finish making it at home.
• On the same lines of homework, it is also possible that if you see your students only every other day to do a demonstration on yeast breads and the mixing & kneading portion, have each student scale the ingredients, and then assign your students to make the dough at home the night before class, pop it into the refrigerator overnight and bring it to class to shape and bake. This prevents over proofing  the dough- which would result if you keep the dough in the refrigerator for two days until you see your students again.

Save money and boost nutrition through a school yard garden, part of national trend to focus on eating local, whole foods.  “Slow Food is an idea, a way of living and a way of eating. It is a global, grassroots movement with thousands of members around the world that links the pleasure of food with a commitment to community and the environment.” Programs like Slow Food in Schools provide grants ranging from $500-$10,000 to start a program in your school district. There are many different projects that you can customize or create for your school’s individual needs. Some of the projects suggested in the How to Start a Slow Food in Schools Project include contracting local farms to provide local produce to your school’s cafeterias, community gardens, school yard gardens, cooking classes and taste education, farmers market field trips, and farm tours. To read the stories of actual schools across the country that have participated in the Slow Food in Schools programs follow click here.

For those of you who teach, attend, or have connections with a local university, check out Slow Food on Campus, a similar program for colleges.

In addition to teaching our students about where food comes from, for FACS teachers,  a school yard garden means fresh produce and lower grocery bills –a definite plus.

Pros:

• Nutrient dense foods to feed students
• Cheaper foods
• Potential to change the mindset of an entire community towards eating local
• Lots of opportunity for student learning
• Can be a school wide project….not all on your shoulders
• Establish a fund raising outlet by selling the produce grown in the school garden to the community

Cons:

• It takes effort
• One more thing to do
• Start up costs
• Jumping political hurdles to acquire the space and permission
• Learning curve
• Living in colder states creates more challenges

Questions to ask yourself before taking on a school yard garden:

1. Where is my gardening experience level?  Do I need more skills or help to be successful?
   • If you’ve been gardening all your life and have a significant garden yourself you’re probably all set. But what about those of us that have little to no experience growing fruits and vegetables? The best thing you can do is get help from other faculty that have more experience, befriend and/or join master gardeners, and contact your local extension agent who is funded with tax dollars to help us with these types of things!
2. Am I willing to start a substantial project that may mean keeping it going through the summer?
   • Unless you plan on taking the most fruitful season off….you must keep your garden going when schools not in session. My suggestion is to get reliable help for the summer months (refer to question 3).
3. Do I have people that will help me or am I a lone ranger?
   • Finding enough student and adult help is crucial to maintaining the garden year round. Some ways to do this are make the garden a club project or requiring a certain class or classes to maintain it. For example if it is a garden to use for culinary class have your culinary students maintain it. Besides culinary classes, you can pretty much make the school yard garden fit into your other courses as well. For instance if you have a child development preschool you can have the little kids plant seeds with the high school helpers. If you teach life skills you can incorporate a unit in buying food starting with the garden, going to local farmers markets, along with meal planning and grocery shopping.
   • If desperate for help you could make it more of a community garden asking boy scouts, girl scouts, 4-Hers, etc.  to help take care of it periodically.
4. Do I live in a school conducive to gardens or does my location present challenges?
   • For those of you who teach in the city gardening can present more of a challenge. The picture above is an urban garden created by Johnson and Wales in Charlotte, North Carolina. As you can see from the pictures they plant everything in buckets (recycled food service buckets) because all they have is a cement slab. They also compost all their food scraps to create the dirt for the plants. Besides the plants, in this cement slab compound, they also installed several holding tanks to collect rain water.
   • If you live in states that are colder for most of the school year there are several options. My school grows herbs in the window boxes. There also is the option of purchasing or building a green house.

Other resources that are challenging our nation’s way of growing food:

• Make a Mini Green House from a CD Case
• Rethinking School Lunch Guide
• Farm to Table Curriculum
• French Fries and the Food System: A Year Round Curriculum Connecting Youth with Farming and Food
• Fundamentals of Organic Farming & Gardening Instructors Guide - Free 8 unit curriculum!

Articles

• Feeding Kids the Right Food and Inspiring them to Eat it

Course Documents

• Sewing Rules

Curriculum

• Grade 8 Sewing Curriculum

Lesson Plans

• Human Sewing Machine (Word)

• Clothing 1 Sample Notebook

• Clothing 2 Sample Notebook

• Equipment Bag

• Equipment Identification

• Fabric Construction Chart

• Measuring Up!

• Natural Fiber Chart

• Pattern Layout

• Polar Fleece Socks

• Pressing and Seam Finishes

• Sample Packet

• Sewing Equipment Bingo

• Sewing Foundations

• Sewing Machine Parts

• Symbol Syntax

• Symbol Syntax Matching Game

• Synthetic Fiber Chart

• Threading the Sewing Machine

PowerPoints

• Parts of the Sewing Machine (PPT)
• Sewing Machine Basics (PPT)

Worksheets

• The Basics of Sewing (PDF)
• Pattern Markings Scramble
• Seam Finish Match
• Sewing Drivers Test (PDF)
• Sewing Measurements Worksheet (PDF)
• Sewing Supplies Crossword Puzzle
• Stitching Maze

Project Directions

• Football
• Make a Sewing Machine Cover
• Make a Set of Placemats
• Make a Roll-up Sewing Supply Case
• Pillowcase
• Pinwheel Picture Pillow

Rubrics

• Pajama Pants Rubric

Cross “journal” off your list of school supplies -the world’s going paperless and so should you and your classroom! The newest way to journal is online. Online journaling has been around for a while but Penzu is a little different than its competitors in that it actually looks like a piece of paper that you type on. It is free to sign up and use. After students are done journaling they simply email it to you and you have their entry. I don’t know know about you but I am so done with lugging journals home to grade. They’re heavy!

To give it a try visit their website:  www.Penzu.com (you can even try it before registering).

Lesson Plans that have Journal Aspects:

• Discovering Your Life’s Purpose
• Dietary Analysis

I’m a FACS teacher which means I have a lot to do to get ready for school. I have to dust off equipment, buy groceries, prepare demonstrations, unpack utensils, sanitize the child development lab’s toys, and this year unpack my entire classroom that I boxed up thinking I’d return to a new culinary room only to have the project postponed a year. I often find myself wondering if FACS teachers actually do more work that other teachers but I have found that every content area has their own struggles. If I were an English teacher it would mean reading long papers, if I were a math teacher it would mean analyzing equations to find minuscule mistakes, if I were a computer teacher it would mean keeping up and learning the latest software….but I’m a FACS teacher which means I get to figure out market orders, keep an inventory, go grocery shopping, and prep for a wide variety of courses. Since I, like you chose to teach this subject, here are some ways to make having a lot to do to get ready for school more enjoyable and less stressful.

Principle 1: A general principle that I learned while student teaching that I still use to this day is that when you’re feeling drained that means you are doing too much and the students are not doing enough. Have the students do more work- they’ll enjoy the class more and you’ll feel less tired.

Principle 2: Avoid headaches when at all possible.

• Child Development: Working off principle one- have one of your beginning lessons about making a home, classroom, or area safe for a child. That includes how to clean things that they would put in their mouths, etc. The practical part of this lesson is to have your students sanitize and prepare the child development lab for the little children that will be attending your program during the semester.
• Culinary: It is a good idea to track how many ingredients you go through in a year. Every school is different as far as purchasing ingredients is concerned but if your school gives you some lead way, why not buy things like flour in large quantities so you are not running out to the store every other week. Inventory what you have and what you know you are going to use. Make a list of all the nonperishable items that you can purchase for the semester ahead of time to save you time in the future. You’ll still have to shop for the perishable items as needed but you’ll have less to buy and will be in and out of the store faster if you make one large purchase up front. I met one teacher who used principle one in that she actually had her students put together a market order and order the food themselves. She used an online grocery store that delivered right to her classroom. Another teacher I know has students that need to make up a class go to the grocery store with her before school and help her shop.
• Foods: During the first few days of school have your Foods students learn about budgeting their money and how to grocery shop. Again referring to principle one- put your students to work and have them clip & categorize coupons for you to use at the store when you buy your groceries. Read the class inspiring stories like Eating Well on $1 a Day and use this lesson plan on Comparison Grocery Shopping to teach nutritious frugality.
• Interior Design: I know some teachers go to the store, call different vendors to get rug, paint, and wallpaper samples for their students. I know some of this may be necessary, but you can also make it a  valuable learning experience to have your students call different businesses asking for samples and take a class field trip to Home Depot to look at paint chips and different interior design mediums.
• Sewing: Most teachers send their students out to the store with a letter that says what type of pattern, thread and fabric to purchase for their classes. This is one way to abide by principle one because at least you’re not ordering all the materials yourself. However, to abide by principle two, it is best to take a class field trip or meet sometime after school when parents can accompany their children to the local fabric store. The reason this is better is because more often then not, letting students choose their own materials can be a headache if they get the wrong stuff or if parents have to take their kids back to the store a second time. The amount of time it takes to get every student ready to begin sewing will be much faster if you accompany them to the store and get it right the first time. This way you’ll avoid the purchases of spandex, sequins, quilting thread, shinny costume fabrics, and the wrong zippers.

What do you do to get ready for back to school? Post your comments below.

Ali Parker, a high school senior, is in love for the first time in her seventeen-year life. Her Mr. Perfect boyfriend, Matt Ryan, is a talented artist who hopes to attend Pratt Institute in New York, and Ali plans to major in journalism at a prestigious college. Both Ali and Matt are outstanding students. Their future possibilities seem endless.

Then the inconceivable happens—Ali becomes pregnant. Suddenly, her entire world shifts. Everything she was sure of changes. What should she do about this baby . . . about Matt . . . about her life? Ali is faced with the dilemma of responsibility and choice. She’s supported by a fun, loyal best friend, Monica, but Ali knows that now, nothing will ever be the same again. She’s abruptly and unwillingly forced into the world of adulthood as she faces the crisis of being a pregnant, unwed teenager.

As she considers her various options, Ali reveals her internal struggles honestly. As she wrestles with difficult decisions, not liking any of her choices, she learns about the tender balance of relationships while dealing with a shocked boyfriend, overbearing but loving parents, quirky teachers, and gossiping classmates. When tragedy strikes, Ali is also reminded that, while the unintentional life of a baby started so quickly within her, life can end all too quickly and unexpectedly as well.

Ali’s detailed narrative is so personal and endearing, it creates a vicarious experience for any reader. This compelling, inspiring, and enlightening story engages the heart as it shows the struggles of life, the selflessness of real love, and the endurance of hope.

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“Butterflies in May is a heartwarming story that beautifully captures the full range of emotions of young love. It follows the emotional roller coaster of Ali and Matt and their families as they grapple with the realities of an unplanned pregnancy. It quickly took me back to my own teenage years and my idealistic notions of ‘young love that will last forever.’  As a mother, I thought of my own four children and how our family would handle this situation. As an educator, I was taken into the world of so many of my students and the heart-wrenching decisions they face at such a young age. I cried as I read the last pages. I will use this book in my child development/parenting classes because I want every boy and girl to experience the reality of the ‘it won’t happen to me’ mindset. Karen Hart is a master at capturing the emotions and using them to present to readers the truths, options, and decisions facing Ali and Matt and other like them. A great read!”―Becki Shrum, Family & Consumer Science Teacher, Poplar Bluff High School, Poplar Bluff, Mo

“Karen Hart’s Butterflies in May is a gut-wrenching yet realistic look at teen pregnancy. Told in the first person, Ali’s emotional, mental, and physical journey is a wonderfully accurate account that  shows the far-reaching ripple effect that one ‘mistake’ can have.  We as readers experience excellent character development in the reactions of the boyfriend, her parents, her friends, his parents, a trusted relative, teachers, and counselors. Often, teens naively think ‘it’s my baby, so it’s my decision,” but teen pregnancy forever changes so many lives. The reader’s emotions will run the gamut as Ali explores her options—abortion, adoption, parenting. Perhaps there is the realization that once the threshold of teen sex is crossed, life’s options change dramatically. This book is not only for girls, but also for boys and their families to read, and to frankly discuss ‘what if’ scenarios – the challenges and consequences of decisions before taking the leap into being sexually active. As Ali’s mom points out, being well informed does not preclude our doing dumb things. I am haunted by a sad question that will always remain unanswered—what would Ali and Matt’s future have been under different circumstances?”—Debra Smith, High School Teacher, Littleton, CO

“Butterflies in May is an insightful, true-to-life look into the heart of teenage pregnancy.  Karen Hart has captured the struggle, heartache, indecision, and joy of teenage pregnancy. Her accurate portrayal had me in tears as I remembered my own experience as a pregnant teen. I went through the same emotions and decision-making process as Ali, the main character, and I’m glad that this book is out there for others to read and benefit from. I recommend Butterflies in May to everyone, whether they are experiencing a teenage pregnancy, have someone close to them in this situation, or just want to read an amazing and heartfelt book. I only wish this story had been around when I was eighteen.”—Jessica Stringer, Teacher and Mother, Greenville, TX

“I was engaged from the beginning. Sharing emotions of happiness, frustration, hope, and sadness with all the characters, I felt involved in the story. Reading this book is a safe way for a reader to experience and learn about unspoken topics. The physical, psychological, and emotional changes women go through during pregnancy were described perfectly. There were a variety of subjects exposed throughout the book that are extremely important: family, friendships, teen pregnancy, and high school love. Each topic was introduced and worked through, eventually coming to terms with the most positive way to handle all situations. Karen Hart painted a beautiful picture of adolescence and life. Butterflies in May is an incredibly appropriate book for high school students. I would recommend this book to young adult and adult readers alike.”–Kara Lemke, Physical Education Teacher, Maria Carrillo High School, Santa Rosa, CA

“A wonderful book that will be most useful to our students.”―Jackie Tinsley, School Age Parent Educator, Lakeview Centennial High School, Garland, TX

“Teenagers often keep traumatic experiences to themselves and spiral into depression or denial. The fact that teen pregnancy is a delicate subject makes it even more difficult to talk about openly. Butterflies in May breaks this taboo and brings readers immediately into Ali’s personal crisis of teen pregnancy, thereby providing a springboard for discussion and learning.”—Catharine Farrell, Librarian, Montgomery High School, Santa Rosa, CA

“I loved Butterflies in May! I read the book in one afternoon. As a freshman in high school, it gave me real insight into the challenges and consequences teenagers face when they choose to become involved in sexual relationships. It really touched my heart!”—Sarah Hickam, aged 14, student at Pope John Paul the II High School, Hendersonville, TN

Click Here to Read Chapter One

“Butterflies in May soars right into the hearts of young and old readers alike. It takes you into an unparalleled journey through the life of an expectant teenager. Author Karen Hart does an exceptional job of pulling you right into the mind of an adolescent faced with a life altering decision: whether to have an abortion, keep her newborn, or give her baby up for adoption. Butterflies in May made me feel as if I was Ali (the expectant teenager). I got a better understanding of what it would be like if I were to become pregnant. With that information, I believe I’m even better equipped to teach my PSI (Postponing Sexual Involvement) class to pre-teens, who are curious about sex. I will definitely be using Butterflies in May as a teaching tool. This book is a must have for all families because it opens up channels of discussion.  Butterflies in May has broken the chains of silence that have held this topic (teenage pregnancy) captive for years.”—Crystalyn Thomas-Davis, PSI Teen Leader, Walnut Hills High School ’07, Cincinnati, OH

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About the Author Karen Hart

Karen Hart began writing as a teenager. She wrote for her high school newspaper and later majored in journalism at Illinois State University, where she also wrote for the campus newspaper, The Daily Vidette.

How do you hope your book will be used?

Butterflies in May can easily stand alone as a novel that teens will find engaging, whether they are sexually active or not.  It’s a story about first love and letting go–timeless subjects that have wide audience appeal. But it certainly could be used as an educational tool, and I hope that it will.  Statistics show that 80% of all teenagers are having sex. (Annie E. Casey Foundation, 1998.) I think Butterflies in May, in an engaging way, brings young adult readers into situations with which they are likely to identify.  This book addresses first love, adolescent sexuality, contraception, reproductive services, and relationships–topics that can serve as a platform for discussion at home or in school.

How is Butterflies in May different from other teen pregnancy books?

Butterflies in May does not resort to apologies, pitiful pictures, or victimhood to touch the reader. It’s not a story about being pressured to have sex, about getting date-raped, about being underprivileged, or about being unlikable. Teens by their very nature consider themselves invincible. To be painted as a victim is usually not something with which they identify. (If it were, 80% of them wouldn’t still be having sex, given the known probability of pregnancy and disease.) Ali and her story stand out for the fact that she and her boyfriend are strong and intelligent with big plans for their future education and lives. Their laudable qualities attract the interest and respect of the intended audience in a way that engages the young adult reader, bringing them into situations with which they are more likely to identify. Ali and Matt choose to become sexually active, they choose to take precautions. Do they think they’re invincible? Yes. Are they? No. They take precautions, but one time lose themselves in their youthful passion. Are they careless? Yes. Victims? No.  What’s more, in Butterflies in May, the dilemma of responsibility and choice is stage front and center.

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Click Here to Request a Free Review Copy

Title Information

ISBN:  1890862444

LCCN: 2005931541

TITLE: Butterflies in May: A Novel

AUTHOR’S LAST NAME: Hart

AUTHOR’S FIRST NAME: Karen

EXACT NAME OF PUBLISHER: Bancroft Press

PUBLISHER PHONE NUMBER: 410-358-0658

PUBLISHER WEBSITE: www.bancroftpress.com

PUBLICATION DATE: May 2006 (May 2010 in E-Book Format)

PRICE: $16.95

FORMAT: Paperback

NUMBER OF PAGES: 204

SUBJECTS/TOPICS OF BOOK: Young Adult Fiction, Adolescent Issues, Teenage Pregnancy

LEXILE® ANALYSIS: 730 (which equates to fourth grade on up)

ACCELERATED READER INFO: Quiz # 106894, Reading Level: 4.5; Interest Level: Upper Grade; Point Value: 9

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To Buy “Butterflies in May”

Click here or to purchase your book(s) by phone, call Bancroft’s toll-free number at 800-637-7377.

If you teach culinary and have never been to Johnson & Wales’ Summer Educator’s Program you are missing out. I highly recommend attending if you get the opportunity. The J & W Summer Educator’s Program is professional development for vocational and FACS teachers who want to learn how to improve their skills especially working in a commercial kitchen. There are several programs. I happened to have taken the baking and pastry program but they also offer Culinary Essentials which follows their high school text book that goes by the same name.

The educator courses are offered at all four of the Johnson & Wale’s campuses (Providence, Denver, Charlotte, Miami). Their course offerings change slightly every year so if you don’t see anything you would like for this year check it out again next year. They courses they offered this summer were Culinary Essentials, Baking & Pastry Arts I & II, Sustainable Food, and Culinary Nutrition. The pricing is $595 for the course and room & board, however travel expenses are not included.

Links:

• Summer Educators Registration Form
• Johnson & Wales University

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This month’s Innovative Family Consumer Science Teacher is Rachel Baxter, a high school FACS teacher in Mobile, Alabama. She’s taught FACS for five years now as her second career. She was inspired to become a FACS teacher by her sister who was also a FACS teacher. Unfortunately, her sister Janet, died three years ago of cancer, nonetheless, Janet’s legacy continues through Rachel!

This past spring, faced with a smaller class size, Rachel tried Fresh FACS Publishing’s curriculum on ecology as a mini-unit, since that applied to all the courses she was teaching.  In the meantime, she realized that the blackberries behind the school were ripe, so she had the class pick up their bowls and go blackberry picking, to teach a lesson on sustainability.  The students had a great time, many had never known they could eat those little berries (or even knew they grew like that in their own backyards.)  When they came back, they washed them up and the next day made blackberry cobbler.  It was such a treat, and Rachel got in several good lessons on ecology, math, geography, history, and science.

I just got back from this year’s Fancy Food Show in the Jacob K. Javits Center in New York City. The Fancy Food Show is put on by the NASFT (National Association for the Specialty Food Trade).

“Since 1955, the Fancy Food Shows have been North America’s largest specialty food and beverage marketplace. Between the Winter Show in San Francisco and the Summer Show in New York City, the National Association for the Specialty Food Trade events bring in more than 40,000 attendees from more than 80 countries to see 260,000 innovative specialty food products, such as confections, cheese, coffee, snacks, spices, ethnic, natural, organic and more. Only NASFT Members can exhibit at the Shows, where retailers, restaurateurs, distributors and others discover innovative, new food and beverage products. The Shows are attended by every major food buying channel, influential members of the trade and consumer press and other related businesses.”

This is my third year attending the show and as always I try to spot trends in the specialty food industry. There were a lot of popcorn and nut vendors offering a variety of flavors. There were also many products that were advertising “gluten free” which is to be expected. I think that the most interesting trend though was all the different flavored mayonnaises like bacon and chipotle flavors that were displayed by different vendors. It seemed like it was only a few years ago that mayonnaise had a bad reputation but it seems from this year’s show that it is making a come back.

My other favorite, “new” products that were at the show were breakfast pitas, falafel chips, wine ice cream, bagel holes, rice whip cream, and sprayable herbs. Along with all the new finds I got to meet Miss Belgium and Miss Italy, I also saw Barefoote Contessa at her booth. So if you ever get the chance to visit the Fancy Food Show I would highly suggest it. It makes for a fun day; just come hungry because there are several miles of samples awaiting you.

See what others said about the show on Twitter!

Lesson Plans

• Foodborne Bacteria (Word)
• Analyze Meals & Snacks by Food Guide (Word)
• Chemical Leavening 101-Baking Powder Reaction

PowerPoints

• JWU Plate Presentation (PPT)
• Managing the Family Dollar (PPT)
• Nutrients Jazz (PPT)
• The Safe Foodhandler (PPT)
• Welcome to Foods I (PPT)

Worksheets

• Cooking at Home (Word)
• Digestive System Notes (Word)
• Hand washing Review (Word)
• Hand washing Rubric (Word)
• Management of the Family Project Directions (Word)
• Management of the Family Project (Word)
• Management Project (Excel)
• My Pyramid Computer (Word)
• Nutrients Transparency (Word)
• Nutrients Worksheet (Word)
• Nutrients Overview (Word)
• Nutrition E-Tour (Word)
• Nutrition Game (Word)
• Nutrition Game Answers (Word)
• Recipe Chart (Word)
• Yeast Breads for Traditional Block Schedules (PDF)

Links

• Hospitality, Tourism, and Culinary Arts by the Curriculum Center of FCS