Kitchen Garden Program Syllabus - · PDF fileKitchen Garden Program Syllabus: ... • Warm...

Kitchen Garden Program Syllabus

TEMPERATE & COOL

Introductory

The Kitchen Garden Program Syllabus

Every Kitchen Garden School receives a specially written Syllabus, in the form of four 172-page

manuals customised to your school’s climate zone (cool, temperate, tropical or subtropical). The

Syllabus provides complete instructions for 16 garden classes and 16 kitchen classes per year, giving you flexibility around timetabling. It includes garden

activities, menus, recipes and curriculum extensions for the first two years of your Kitchen Garden

Program. Your first Syllabus book is provided at your first Kitchen Garden Program Training and gives you

all the information you need to begin kitchen and garden classes immediately after training.

This extract is from the Kitchen Garden Program Syllabus Temperate & Cool Introductory Book and

is an example of the guidelines for one complete session. Schools in Tropical & Subtropical regions are

provided with a version for their climate.

Kitchen Garden Program Syllabus: Temperate & Cool Introductory © 2013 Kitchen Garden Program Syllabus: Temperate & Cool Introductory © 2013

Theme

the themes for the garden and the kitchen this session are: what is organic? and seasonal eating.

aim

To allow for discussions about seasonality, which will flow through for the rest of the Program. To learn what the word ‘organic’ means and how it applies to the food we eat.

Session 5

Overview

You are now more than halfway through the Introductory delivery! In this session we start to introduce the concepts of seasonality and organics. What is organic food, how does it get that way, and what does this mean for the garden and the way we look after it? And seasonality, although a term that permeates the whole Program, can be focused on particularly in this session so that when you touch on it in future the students are really clear what it means.

Ask the students what their favourite fruits and vegetables are, then discuss whether they can be harvested at this time of year. Ask the students what they are seeing grow in the garden right now (refer to your harvest table). Does this match their favourites?

Start each class with a short discussion on these topics.

Summary

This session’s garden

activities are:

• Harvesting & Planting

• Garden Design: Beds

• Composting

• Pest Control or Propagation

• Protection Structures

This session’s indoor garden

activity ideas are:

• Herb Identification

• Scarecrow

This session’s summer/autumn

kitchen menu is :

• Warm Beetroot & Herb Salad

• Potato & Rosemary Pizza

• Carrot Dip

• Leafy Greens Ravioli, with Tomato & Garlic Sauce

This session’s winter/spring

kitchen menu is:

• Peas, Beetroot, Feta & Mint Salad

• Leek & Silverbeet Pizza

• Broad Bean Dip

• Linguine, with Broccoli, Chilli & Lemon Sauce

This session’s

curriculum links are:

• ‘Recipes and Audiences’ (English, Yrs 3–4); see Tools for Teachers 3 – Years 3&4

• ‘Pizza Party’ (Mathematics, Yr 5); see Tools for Teachers 2 – Years 5&6

By now, students should be gaining familiarity with a recipe. ‘Recipes and Audiences’ looks at the many places recipes are used, such as in busy restaurant kitchens or on television. Students role-play their recipe and take into account the situation, context and audience.

The ‘Pizza Party’ unit is suggested because students are making pizza for the first time. Pizza is an absolute favourite in Kitchen Garden Schools, and ‘Pizza Party’ is an inquiry unit spanning several sessions in which students work out a plan and a budget for a party, with the option to debate the environmental, cost and ‘fun’ factors of making versus buying pizzas. You could begin this unit at any time from here on in, now that students know how much fun it is to make pizzas of their own.

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Kitchen Garden Program Syllabus: Temperate & Cool Introductory © 2013

Garden Overview


Garden Preparation

skills

• Harvesting & planting

• Garden design

• Composting

• Pest & disease control

• Protection structures

Key words

organic, design, pest, seasonal, scale, diameter, carbon, nitrogen

This session contains some repeated tasks, as well as some new ones. Remember, if you don’t need to do all of these tasks this session, choose ones that you do need to do and substitute them in. Composting is repeated again, so make sure a third team of students is assigned to this task in this session. You will also start to look at other key garden tasks such as making a protection structure, along with an exercise to get students thinking about designing basic garden elements.

• As the theme is What is Organic?, begin by seating the class and talking about what the word ‘organic’ means. How does this relate to our conversation about the healthy garden last session? Why is it important for our garden to be organic?

• Run through the activities for the day.

• Remind students of the safety rules, and reiterate they will need gloves for some of their jobs. Make sure they know where to get them.

• Remember to bring students back together at the end of the class to discuss their learning.

Session 5

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Garden Overview


Garden Preparation

Preparation

• Prepare the harvest list, including quantities.

• Prepare the equipment for the pest spray activity and the protection structure.

• Prepare piles of material for the compost bays.

• Print two copies of each activity (one for the Educator and one for the volunteer) and laminate them.

• Prepare an indoor garden activity if required.

Garden activities

• Harvesting, page 58 and Planting, pages 68–72

• Garden Design: Beds, page 56

• Composting, page 53

• Pest Control, pages 64–67

• Protection Structures, page 76

Make sure you check the weather before the class, and prepare

an indoor garden activity if it is too hot or wet to work outside!

Harvest list:

• 1 kg tomatoes

• 2 handfuls rocket

• 2 lemons

• 2 onions

• 3 large potatoes

• 3–4 sprigs rosemary

• 4 carrots

• 5 eggs

• 5 stalks silverbeet

• 6 medium–large beetroot or 24 small beetroot (including tops)

• 10 garlic cloves

• handful basil

• handful mint

• large handful mixed herbs

• small handful parsley

Harvest list:

• 1 chilli

• 1 large handful silverbeet

• 1 leek

• 2 eggs

• 2 handfuls basil

• 2 handfuls mixed herbs

• 2 kg broad beans in pods

• 2 medium beetroot

• 3 heads broccoli

• 3 lemons

• 4 handfuls snow and/or sugar snap peas

• 10 garlic cloves

• small bunch mint

SuMMER/AuTuMn w InTER/SPRInG

Remember:

Harvest lists are designed for a class of 24 students, plus helpers, to

enjoy only a taste of each dish. You may need to increase or reduce the amount you

harvest accordingly.

Session 5

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Kitchen Overview


Kitchen Preparation

skills

• Salads & dressings

• Pasta & noodle doughs

• Pizza doughs

• Dips

• Sauces

• Knife skills – dicing, slicing

Key words

bake, blanch, blend, boil, de-string, drain, drizzle, flouring, knead, linguine, pod, purée, ravioli, steam, unshelled

There are five recipes offered in this session (two combining to make one recipe), again with plenty of new skills being learnt. If you have fewer than 20 students, choose two or three of these to suit, but always including the salad. As the garden salad is now featuring regularly, try to vary the type of salad dressing you ask the students to make.

Pasta and pizza making are repeated skills, so ensure different students from last session are allocated to these recipes. Remember, if you don’t have all the ingredients, look at the substitute items offered for each recipe at the end of the book.

• As the theme is Seasonal Eating, begin the class by listing the seasons on the board. What season is it now? Look at the ideas in the overview to expand your discussion.

• Run through the menu, emphasising what produce came from the garden.

• Refer to the overall menu – choose an interesting fact to focus on and ask questions. What cuisine does ravioli or linguine come from?

• Ask the students making the dip to set the tables this session.

Session 5

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SuMMER/AuTuMn w InTER/SPRInG


Kitchen Overview


Kitchen Preparation

Recipes:

• Warm Beetroot & Herb Salad, page 164

• Basic Pizza Dough, page 104

• Leafy Greens Ravioli, page 122

• Tomato & Garlic Sauce, page 161

• Potato & Rosemary Pizza, page 140

• Carrot Dip, page 109

Harvest table:

basil, beetroot, carrots, eggs, garlic, lemons, mint, mixed herbs, onions, parsley, potatoes, rocket, rosemary, silverbeet or chard, tomatoes

additional preparation:

If you think you will be really pressed for time, it may pay to pre-prepare the ravioli filling so students can start forming the ravioli shapes straight away. Once finished, they can make a batch of the filling for the next class.

Recipes:

• Peas, Beetroot, Feta & Mint Salad, page 134

• Basic Pizza Dough, page 104

• Basic Pasta: Linguine, page 100

• Broccoli, Chilli & Lemon Sauce, page 106

• Leek & Silverbeet Pizza, page 127

• Broad Bean Dip, page 105

Harvest table :

basil, beetroot, broad beans, broccoli, chilli, eggs, garlic, leek, lemons, mixed herbs, silverbeet or chard, snow or sugar snap peas

additional preparation:

Broad beans can take time to pod, so you could pod some before the class starts, then allow the students to pod as many as they have time after the dip is finished and before the class ends, to assist the next class.

Preparation

• Shopping – do you have everything you need for the recipes?

• Pasta dough – make one batch in advance as it will need time to rest. The students will use this for their pasta, but will also make a new batch in the class and leave it for the next class to work with.

• Pizza dough – as above.

• Recipes – print two copies of each recipe and laminate them ready for class.

• Workstations – prepare one workstation per recipe with the equipment listed in each recipe. A volunteer can help with this.

Session 5

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Garden


ALL RECIPES • Ensure the chopping boards are set up correctly, and students are shown how to use the ‘bear claw’ again as they start.

Kitchen

wARM BEETROOT

& hERB SALAd

BASIC PASTA dOuGh

(fOR RAvIOLI

OR LInGuInE)

w InTER GREEnS

RAvIOLI w ITh

TOMATO & GARLIC

SAuCE

POTATO & ROSEMARy

PIzzA OR LEEK &

SILvERBEET PIzzA

• Preheat the oven to 200°C before the class begins.

• Make sure the beetroot is chopped to small 1.5 cm cubes so it cooks in the allotted time, and get it in the oven as quickly as possible.

• Take the baking tray in and out of the oven for the students.

OR PEAS, BEETROOT

fETA & MInT SALAd

• Have the pot of water for blanching at a boil as the class begins.

• If you don’t have a mortar and pestle, crush the garlic with a knife.

• Make sure the beetroot is chopped into small (1.5 cm) cubes so it cooks in the allotted time.

• The pasta dough should have rested already, although you will make another batch in the class.

• Show students how to cut a piece off, then flatten it with their palms and fingers.

• Remember to flour the pieces if they feel too wet.

• Pass through the machine, folding in thirds.

• Keep the lengths manageable for students – if pieces are getting too long cut them in half to make them more workable.

• If you are making ravioli, keep the pasta in sheets. Otherwise attach the cutter, and once the linguine is cut, hang over a clotheshorse, or flour and mound on trays.

• This recipe is completed by two teams of students, one for the pasta and one for the filling and sauce.

• You need two teams of students in the filling and sauce team – one for the filling and one for the tomato & garlic sauce. Set all the students in the team to making the filling and sauce first, then get them to work together to fill the ravioli.

PASTA SAuCE

• You need two teams of students – one for the pasta and one for the sauce.

• The sauces for all the pastas are quick and easy to make.

• Students often love chilli, so don’t be tempted to leave it out if it is in the recipe.

• Preheat the oven to 220°C first so it is the correct temperature.

• Use the pre-prepared dough for the pizza in this team. Ask half the team to roll it out, then make the next batch of dough. Ask the other half to prepare the toppings, put them on the pizza and then clean the workstation.

• Take extra care with vegetable-slicing gadgets as they are very sharp.

CARROT dIP OR BROAd

BEAn dIP

• Work quickly with the students to create the dip. Podding broad beans is a fun opportunity to share and chat around a table.

• When they finish, ask students to set the tables. They may also be needed by other teams for extra help.

hARvESTInG

& PLAnTInG

GARdEn

dESIGnCOMPOSTInG PESTS

PROTECTIOn

STRuCTuRE

• This team may have mixed tasks today. Ask some students to rotate between some harvesting and some planting.

• Check with the teacher what you are planting today – seeds, seedlings, tubers or any other variations – and be comfortable with the planting requirements for each vegetable.

• Ask students to use the measurements provided.

• Explain the activity and what students need to begin to do.

• This may be an activity that crosses over to next session, or into the classroom.

• Talk about layering, and the right things to compost.

• Ask students to start layering with pre-prepared materials.

• Do you have compost ready to turn? Show students how to do this.

• Be careful with garden forks and shovels.

• The class will either be making or using some organic pesticide today, or perhaps even using manual controls such as finding and picking off caterpillars to help control the pests in the garden.

• If you are making a pesticide you will be using natural and safe ingredients, but follow the instructions well.

• Once finished, always ensure the bottle or container is marked with what is inside – the contents may be natural and organic but they can do damage when applied incorrectly or to the wrong plants.

• Bamboo canes make great fighting tools, so ensure students aren’t given the opportunity for play sword fights!

• You may need to help students tie the twine.

• Ensure you know where the structure is being built as you won’t want to move it once constructed.

Session 5: volunteer Briefing

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