Student manual: menu planning, school lunch 2 [1970]

Jack P. Nix, State Superintendent of Schools Georgia Department of Education Office of School Administrative Services
STUDENT MANUAL
Menu Planning
School Lunch 2

STUDENT MANUAL
Menu Planning
School Lunch 2
FOR SCHOOL FOOD SERVICE TRAINING IN DEPTH SERIES
School Food Service Administrative Services Division Office of School Administrative Services Georgia Department of Education
Atlanta, Georgia 30334 1970

FOREWORD
This course is designed to help school food service managers become more proficient in planning breakfasts and lunches that will meet all the requirements of Type A meal patterns and which will at the same time be appetizing, attractive and economical.
Successful menu planning for school meal programs requires a knowledge of requirements and tools of the National School Lunch Act, Child Nutrition Act, etc.; nutrition, purchasing procedures, kitchen layout, equipment and personnel and of quantity food preparation. Some knowledge of the students who will eat the meals is also necessary.
It is hoped that these lessons will provide managers with information which will help them plan meals that satisfy students aesthetically as well as nutritionally and which will be possible to prepare with the equipment and personnel available. The meals must also come within the school's food budget.
Since the food habits established during school are likely to last a life-time and will therefore affect the future health of the nation, planning good school lunch menus is one of today's important jobs.

TABLE OF CONTENTS

UNITS

PAGE

I. The Type A Pattern and Its Relation to Children's Needs 6-11

II. Menu Planning and the Type A Lunch 12-22

III. Use of Vitamin A and Vitamin C-Rich Foods in the Vegetable-Fruit Requirement of the Type A Pattern: Inclusion of B6, Iron and Magnesium...................... 23-37

IV. Salads and Desserts in the Type A Pattern 38-44

V. Tools For Planning Type A Lunches 45-60

VI. Quantities of Food to Meet Type A Requirements 61-69

VII. Importance of Prep1anning Type A Lunches 70-83

VIII. How to Plan and Evaluate Type A Lunches 84-101

IX. Breakfast Menu Planning 102-109

X. Choices in Type A Lunches in High Schoo!. 110-118

Bibliography.. 119-120

FOOD AND NUTRITION BOARD, NATIONAL ACADEMY OF SCIENCES - NATIONAL RESEARCH COUNCIL RECOMMENDED DAILY DIETARY ALLOWANCES,l Revised 1968
Designed for the maintenance of good nutrition of practically all healthy people in the U.S.A.

Infants Children

Fat Soluble Vitamins

Water Saluble Vitamins

Minerals

lvle2
I I Years Weight Height II
FlOm Up to Kg (Ibs) cm (in.) Kcal

Protein gm

A1 Vitamin Vitaminl Vitamin E IAsCOrbiC

31~' I ' i Activity I 0 Activity Acid Folacin

! I I.U. I I.U. I.U.

mg

mg

Hiacin IRiba-1

IVitamin IVitomin

Phaa-

Mag.

/Iavin Thiamine B6 : B12 Calcium Ipharos lodi.. lIOn 'I' nesium

tqU,v:' mg mg I mg I Ilg

I

I

I

gm

gm . Ilg mg I mg

o - 1/6 I 4 9 I 5S 22 Ikg xl20 Ikg X 2.25 1500 400

35 0.05

0.4 I 0.2 I 0.2 1 1.0 0.4 I 0.2 I 25 6 i 40

1/6 - 1/2 I 7 15 I 63 25 Ikg X 110 Ikgx 2.0 5 1500 400

35 0.05

0.5 0.4

0.3 II 1.5

I

I

0.5 0.4! 40 10 I 60

,
,. 1/2 - 1 i 9 20172 28 ikg X 100 Ikg X 1.8 5 1500 i 400

35 0.1

I
8 i 0.6 0.5 0.4 2.0 0.6 0.5 45 15! 70 I

1 - 2 i12 26 I 81 32 i llOO I 25
I
2 - 3-[14 31 I 91 36! 1250 25
I

3 - 4 116 35 1100 39 1400

30

I

4 - 6 119 42 IllO 43 1600 30
1
6 - 8 123 51 1121 48! 2000 35 i

8-10i28 62 1131 52! 2200 40

2000 i 400

10

I

2000 i 400

10

2500 400

10

2500 400 10

3500 400 1 15

3SOO 400 15

40 0.1 40 0.2 40 0.2 40 0.2 40 0.2 40 0.3

0.6,I 0.6 0.5 I 2.0 0.7

I

'

0.7 Q6 I Q6 I t5 0.8

0.8 0.7 iI 0.7 3

0.8

I

II I 0.9 0.8 I 0.9 4

0.8

I

+~i HI I.I1I41, 0.9

I i 15 1.2 I l.l 1.2 i 5

1.0

0.7 55
1" 0.8 I 60
I 0.8 70 ! 0.8 80
0.9 100
1.0 I 110

15 I 100
15 150 10 I 200 10 200
I 10 250
10 250

Males

10 - 12 P5 77 1140 55 I 2500
12 - 14 143 95 1151 59 2700

45 50

4500 5000

400
400 I

t20

40

20

45

Q4
I 0.4

I 17 I 1.3
I 13 I 1.4

114 - 18 ~1170 671 3000 1-;I5000t~I~--;- ;T;.~- 20 1.5

18 - 22 167 147 1175 69 2800

60

5000 400

30

60 0.4

1.3 1.4 1.4 1.6 1.5 i 1.8
2.0

5

1.2 1.2 125 10 300

I5

1.4 I 1.4: 135 I 18 350

1.4 I 1.4 150 I 18. 400 I

5

0.8 0.8 1401i 10 400

22 - 35 170 154 1175 69 2800
35 - 55 ~O 154 173 681 2600
55 - 75+ !70 154 i 171 671 2400

n65

5000

65 5000 -
I -- 65 -- 5000

30 30 30

60 60 60

2.0 5 1.3 1.2 2.0 6

.

I

0.8 I 0.8 ' 1~0~

~J!O~

0.8,

llO 110 350

Females

10 - 12 135 77 !142 56 i 2250
12 - 14 144 97[154 61 2300

_~1-_45OO

50

5000

400' 20

400

20

40 (~~
45 I 0.4

15_~~.~_~~.~_~_
15! 1.4 1.2 )_1.6 . 5

~2~:~~ llO_ll~~300_
1.3 ~.~ 115 18 350

14 - 16 152 ll41157 62 2400

55

5000 400

25

50 0.4 16 : 1.4 1.2' 1.8 5

1.3 1.3' 120 18 350

16 - 18 154 1191160 63 2300

55 - 5000 400

25

50

18 - 22 /58 128 i163 64 2000

55

5000 400

25

55

~22_- 3_5 ~158_+12-8 1-16_3 -6-4 +_20_00 +--5_5 -+_500_0 +----_+----_2-5-----t 55

35 - 55 58 128! 160 63 ~50 1_~J 5000+,,:--=-~2~__ 55

I 55 - 75+ ;-~;r;~ 17~ 55

5000 I --, 25

55

Pregnancy Lactation

+2OO! 65

6000 : 400

30

60

i

I +1000

75

8000 , 400

30

60

0.4

15 11.5 1.2! 2.0 I 5

0.4

! .\
13 1.5 I 1.0

2.0

5

t-_0-.-4t-_1_3_--It1_1_.5I~._I_.0---+Ii_2'-----I--ti_5

0.4 13 j 1~~_~~J3.0J 5

I 0.4

13 I 1.5! 1.0 : 2.0 ; 6

I

0.8

15 1.8 I +0.1' 2.5

I

0.5

20 ; 2.0 +0.5 2.5 I 6

I

1.3 1.3 115 18 350

1-0.8 0.8 100 i 18 350

i
0.8 I 0.8

100 ;'I~----=-~

0.8 0.8 I 90 118 300 I
0.8 0~1O 300

+0.4 +0.4 175 18, 450

+0.5

i.I +0.5

,I

150

!
II

18

i

450

1. The allowance levels are intended to cover individual variations among most
nonnal persons as they live in the United States under usual environmental stresses. The recommended allowances can be attained with a variety of common foods, providing other nutrients for which human requirements have been less well defined. See text for more detailed discussion of allowances and of nutrients not tabulated.
2. Entries on lines for age range 2235 years represent the reference man and woman at age 22. All other entries represent allowances fo r the midpoint of the specified age range.

3. The folacin allowances refer to dietary sources as detennined by LactObacillus casei assay. Pure fonns of folacin may be effective in doses less than 1/4 of the RDA.
4. Niacin equivalents include dietary sources of the vitamin itself plus 1 mg equivalent for each 60 mg of dietary tryptophan.
5. Assumes protein equivalent to human milk. For proteins not 100 percent utilized factors should be increased proportionately.

Nadonal Dairy Council / Dec. 68

4

MENU PLANNING FOR SCHOOL LUNCH PROGRAMS Menu Planning is more than deciding upon a group of foods to be served together. Menu planning is the foundation stone upon which rests good nutrition. It is the key to the entire school lunch program. Knowledge and skill are needed to plan successful menus. This includes
Knowledge of the school lunch program, its purpose and its goals Knowledge of the requirements of the Type A pattern Knowledge of the nutritional needs of children Knowledge of the contribution each food group makes toward meeting nutritional needs Knowledge of the primary tools available through the U. S. Department of Agriculture to help in planning Type A meals, and of how to use these tools Knowledge of food costs Knowledge of personnel, equipment and kitchen layout Knowledge of scheduling work Knowledge of food preparation Ability to plan and serve attractive, nutritious meals that are acceptable to boys and girls
5

UNIT I
THE TYPE A PATTERN AND ITS RElATION TO CHILDREN'S NEEDS
Objective: To develop an understanding and appreciation of the Type A Lunch Requirements and of their relationship to good nutrition.
In order to fully understand the school lunch program, where we are now, how we arrived there and where we are going, it is necessary to know something of our past history. Serving lunch at school is not new. People of all ages have been and are concerned with the health and well being of their children.
The earliest known feeding program for school children was established in Munich, Germany, in 1790 by Count Runiford (Benjamin Thompson) as part of his campaign against school vagrancy.
In the middle of the nineteenth century, interested people formed societies for the purpose of encouraging school attendance. One of the usual means adopted was the provision of meals free or at actual cost.
In 1867, the city of Angers, France, started the "people's kitchens" in the public schools and furnished meals for the equivalent of two cents to those who could afford to pay and free to those who could not.
In England, in 1906, Provision of Meals Act transferred school feeding from charities to educational authorities. England's programs and that of other European Countries was greatly expanded in the ensuing years.
Mrs. Ellen H. Richards is credited with starting American school feeding in Boston in 1894. Many groups in America and many individual schools provided lunches to school children over the years.
However, the type of food provided, the reasons for food service and the educational implications have changed radically over the last twenty-five years.
Wars have given incentive to the school lunch program because of ma1nutritional evidence in the boys called for service. PTA organizations became active in helping provide hot lunches at school. In t'he 1930's surplus foods bought from farmers who could not dispose of them through regular channels were donated to schools serving lunches, and WPA workers were paid to help prepare the food.
The national school food service program is now operated under authority of the National School Lunch Act of June, 1946, and the Child Nutrition Act of 1966. In 1946, for the first time special provision was made for providing money for purchasing some foodstuffs regularly for federally connected school lunch programs. For the first time standards for a school lunch were set and requirements were made of schools receiving agricultural commodities and cash reimbursements.
6

There have been a number of amendments to the National School Lunch Act since 1946, each further defining the school lunch program regulations and the Type A requirements. The Child Nutrition Act of 1965 expanded the school feeding program to include breakfast programs. The Act of 1968 required schools to furnish written policies for granting free and reduced pri~e lunches and further requiring that these policies be administered in exactly the same manner in all schools within the system. The new amendments also required that patrons of an attendance unit (school) be advised that free or reduced price lunches were available if needed.
Objectives of the National School Lunch Act and the Child Nutrition Act
To safeguard the health and well being of the nation's children.
To encourage the domestic consumption of nutritions agricultural commodities and other foods.
Purpose of the Type A Patterns
To serve as guides in planning nutritionally adequate meals which will furnish from one-third to one-half of a child's daily dietary needs as recommended by the National Research Council.
Requirements of the TyPe A Lunch Pattern
These requirements are to be found on the back of every School Lunch Program Application, on the back of every Ga-SFS-2 (menu report) form and in the USDA-PA7l9, ~ ~ Planning Guide for ~ ~ Lunches. See also SL2--Unit I-Attachment 1. Briefly these requirements are
Whole milk--l/2 pint fluid unflavored whole milk as a beverage.
Protein-rich food--2 ounces of cooked or canned lean meat, poultry or fish; or 2 ounces of cheese; or 1 egg; or 1/2 cup of cooked dry beans or peas; or 4 tablespoons of peanut butter; or an equivalent quantity of any combination of these foods served in the main dish or the main dish and one other menu item.
Fruits and vegetables--a 3/4 cup serving consisting of two or more vegetables or fruits or both in raw or cooked form. A serving of full strength fruit or vegetable juice may be counted as meeting 1/4 cup of the requirement. One of the fruits or vegetables served daily must be a rich source of Vitamin C. A Vitamin A rich fruit or vegetable must be served at least twice weekly.
Bread--One slice of whole grain or enriched bread; 9t'aserving of cornbread, biscuits, rolls, muffins, etc. made ~rom whole grain or enriched meal or flour.
7

Butter or fortified margarine--l teaspoon of butter or fortified margarine to be used as a spread, or seasoning; or in the preparation of other foods in the lunches.
The five food groups of the pattern form the foundation of the lunch. Other foods are to be added as needed to fulfill the caloric requirements of children. The amounts specified are those needed to meet the nutritional needs of 9-12 year old children. Lesser amounts may be needed for younger children and larger amounts for older or larger children.

Nutritional Requirements of Children 9-12

The nutritional requirements in terms of protein, vitamin, mineral, and energy needs are to be found on Table of Recommended Daily Dietary Allowances, SL2 Unit l--Attachment 2. For ease in interpretation these daily requirements have been stated in terms of servings from each of the Basic Four Food Groups, as follows.

Milk Group - 3 or more glasses of milk for children 4 or more glasses for teenagers 2 or more for adults

Meat Group - 2 or more servings

FruitsVegetables

4 or more servings 1 to be from Vitamin C rich fruit/vegetable 1 to be from dark green or dark yellow fruit/vegetable

Bread Group- 4 or more servings

Enough other foods to fill the caloric needs. In general, the greater portion of the individual's needs will be filled if the basic foods are eaten in the suggested amount. The size of the serving would depend upon the age of the individual. Larger servings of the basic foods are desirable "when more food is needed, rather than large quantities of additional foods of high caloric but low nutritional value.

Comparison of TyPe A Requirements with Minimum Daily Requirements
The Type A lunch pattern furnishes 1/3 of the milk servings; 1/2 of the meat group servings (This does not mean half of the protein requirements of the day. Some protein comes from sources other than the meat group.); 1/2 of the required servings of fruits and vegetables--one of these to be the necessary Vitamin C serving; 1/4 of the required number of servings from bread group is always furnished. Usually, since rice and baked goods also fall in the bread group (in the Basic Four Food Groups), the school lunch furnishes half or more of the necessary requirements.

8

The Type A lunch when properly supplied, furnishes 1/3 or more of a child's recommended daily dietary needs. Proper selection of meats, fruits and vegetables helps to insure even greater adequacy.
Contribution of Each Component of the TyPe A Lunch Milk - Calcium, protein, riboflavin particularly. Some of all other nutrients. Protein-rich food - Proteins, minerals, especially iron; vitamins, especially A and B vitamins and energy. Fruits/vegetables - Vitamins A and C particularly, also B vitamins. Some fruits and vegetables contribute calcium and iron. Bread - B vitamins particularly and also energy. Butter or fortified margarine - Vitamin A and energy.
Advantages of the TyPe A Pattern It is easy to follow. It helps guarantee the provision of 1/3 of a child's daily dietary needs.
Participant's Responsibilities in Meeting Lunch Requirements Anyone signing the application for the school lunch program accepts the
responsibility for serving lunches which meet the requirements of a Type A lunch; for keeping adequate records of the lunch program operation; and for furnishing lunches without cost or at a reduced price to all children who are determined by the school authorities to be unable to pay the full price thereof and to make no discrimination of any kind against any child because of his inability to pay the full price of the lunch.
9

A Guide to Good Eating
Use Daily:
3 or more glasses milk - Children
smaller glasses for some children under ~
4 or more glasses - Teen-agers 2 or more glasses - Adults
Cheese, ice cream and other milkmade foods can supply part of the milk
2 or more servings
Meats, fish, poultry, eggs, or cheese - with dry beans, peas, nuts as alternates

Vegetables and Fruits

4 or more servings
Include dark green or yellow vegetables; citrus fruit or tomatoes

4 or more servings
Enriched or whole grain Added milk improves nutritional values

Breads and Cereals

10

Build Meals Around These FOUR IMPORTANT FOOD GROUPS

MILK GROUP ... Use daily
3 or more glasses milk-children; 4 or more-teenagers (smaller glasses for some children under 9)
2 or more glasses-adults 4 or more glasses-pregnant women 4 or more glasses-nursing women
(a glass-8 ounces or '.4 quart of milk)
Needs of some younger children may be met by smaller servings. That is, a 6-ounce gloss may replace an a-ounce glass.
These quantities of milk provide obout :y.; of the day's calcium
recommended for good nutrition.
Milk is our main source of calcium in foods. For calcium .
1 slice American cheese (1 oz.) = :y.; glass milk Yz cup creamed cottage cheese = Y3 glass milk Yz cup ('.4 pint) ice cream = '.4 glass milk
Milk also contributes fine quality protein, vitamins-espe cially riboflavin and vitamin A-and many other nutrients.

For children, 3 glasses of milk supply about Yz the protein
recommended daily and 011 or almost all the riboflavin. For adults, 2 glasses of milk supply obout '.4 the protein and
about Yz the riboflavin.
Skim milk lacks whole milk's fat and vitamin A (unless forti fied); other food values are the same, calories less.
One glass of skim milk plus 1 scant tablespoon of butter equals the food values of whole milk.
Butter supplies milk's flavorful and easily digested fat along with its vitamin A.
Use milk as a beverage and in cooking-in hot cereals, milk soups, white sauces, puddings and custards. Pour on fruit, cereal and puddings.
The combination of milk with cereal or bread is excellent, especially in meals where little or no meat or eggs are served. The proteins in milk make those in cereals and bread more useful in the body.

MEAT GROUP ... Use 2 or more servings daily
Meat, fish, poultry, eggs, or cheese-with dry beans, peas, nuts or peanut butter as alternates
Use amounts of these foods to supply at least as much pro
tein as that in 4 ounces of cooked lean meat (about Y3
pound raw).
Teenagers, pregnant women and nursing mothers need larger amounts of these foods.
Good practices to follow are An egg 0 day or at least 3 to 5 a week Liver, heart, kidney, or sweetbread about once a week Other kinds of meat, fish, poultry or cheese: 4 to 5 or more times a week With dried beans, peas, nuts or peanut butter, serve milk or cheese. The animal protein makes the vegetable protein more useful in the body.

Foods in the meat group are counted on to supply about Yz
the protein recommended daily for good nutrition.
+ Two servings for an adult might be, for example ... 1 medium serving meat (3 ounces, cooked) 1 egg
Choose combinations from the following which are about equal in amount of protein ...
1 ounce cooked lean meat, poultry, or fish 1 egg 1 slice cheese, American or Swiss (1 ounce) 2 tablespoons creamed cottage cheese (1 ounce) 2 toblespoons peanut butter (1 ounce)
Yz cup cooked dried beans or peas
Eggs and meat, especially liver, are important for iron; also for Bvitamins. Pork supplies large amounts of the Bvitamin, thiamine. The legumes-dried beans, peas, nuts-are good sources of iron and thiamine, but their protein should be supplemented with an animal protein.

VEGETABLES & FRUITS . Use 4 or more servings daily
Include a dark green leafy or deep yellow vegetable or yellow fruit at least 3 to 4 times a week for vitamin A; a citrus fruit, or tomatoes, or other good source of vitamin C every day.
Use other vegetables and fruits for variety as well as their minerals, vitamins, and roughage.
Use potatoes frequently for all these food values plus food energy.
Use fresh, canned or frozen vegetables and fruits. Save food values and flavors of vegetables by cooking
quickly in small amount of water. Dried fruits are valuable for iron.

A serving is Y2 cup or more.
Foods in this group should supply over half the vitamin A and all of the vitamin C recommended daily for good nutrition.

Vegetables & fruits high in vitamin A
broccoli, chard all "greens" kale, spinach carrots sweet potatoes tomatoes cantaloupe, apricots

These are obout equal in vitamin C
1 medium orange, % cup juice Yz grapefruit, :y.; cup juice
2 medium tomatoes, 2 cups juice
Yz large cantaloupe
1 cup strawberries :y.; cup broccoli
1 Yz cups cabbage, raw, shredded

BREADS & CEREALS .. Use 4 or more servings daily
Use enriched or whole grain products. Check labels!
Choose from breads, cooked and readytoeat cereals, corn meal, crackers, grits, spaghetti and macaroni, noodles, rice, quick breads and ather baked goods if made with whole grain or enriched flour.

A serving is 1 slke bread; Yz to :y.; cup cereal.
Foods in this group supply valuable amounts of protein, iron, several Bvitamins, and food energy.
Cereals cooked and/or served with milk and breads made with milk are improved in quality of protein as well as quantity of protein, minerals, and vitamins.

ADDITIONAL FOODS ... The foods recommended form the foundation for a good diet. In general, use smaller serv ings for young children; more or larger servings may be needed by teenagers, pregnant and lactating women.
Most nutrient needs are met by the amounts of foods sug gested by the "Guide." Special attention must be given to food sources of iron for children, teenagers, pregnant and lactating women. Liver, eggs, meat, legumes, dried fruit, dark green leafy vegetables, enriched or whole grain breads and cereals are good iron sources.

More food for energy, calories, is usually required. The amount varies with age, size, and activity. Food from the four groups helps to achieve an adequate diet.
Calorie restricted diets can be pleasing and satisfying when energy comes mostly from foods in these four groups.
Some source of vitamin 0 should be included for infants and children, pregnant and lactating women, and adults getting little sunshine. Good sources are vitamin 0 milk, fish liver oils, and direct sunshine.

IHJ 1967, Jrd Edition-Copyright 1958, 1964, Notional Dairy Council, Chicogo 60606

PRINTED IN U. S. A.

11

UNIT II
MENU PLANNING AND THE TYPE A LUNCH
Objective: To understand the importance of meeting all the requirements of a Type A lunch, both as to components and quantity.
By meeting every requirement of the Type A lunch pattern, both as to components and as to the quantity of each item, school lunch workers will be making a vital contribution to the health of the children they serve. Good health is that state of well being which lets us lead an active and productive life. When we have good health, we have abundant energy and a radiant personality. Nutrition is the corner stone of good health.
Each of the Food Groups Designated in the Type A Pattern Makes Its Own Special Contribution
Protein Foods
Proteins are necessary for the building and repair of body tissue. Proteins are a part of every cell in the body and of every body secretion. They are necessary for life and for growth.
Only those foods listed in the pattern may be counted toward meeting the requirement. These foods are 2 ounces of cooked or canned lean meat, poultry or fish; 2 ounces of cheese; one egg; one-half cup of cooked dried beans or peas; or 4 tablespoons of peanut butter; or an equivalent quantity of any combination of any of these items.
Only those protein foods served in the main dish, or the main dish and one other item, may be counted as meeting the protein requirement of the lunch. For example, if fish sticks and b1ackeyed peas and peanut butter cookies are all served in the same meal, only the fish sticks and peas would be counted toward meeting protein requirements.
The protein provided by the two ounces of protein rich food is needed in addition to the small amounts found in the other foods in the lunch. The average amount of protein needed by a boy of 10-12 is 60 grams daily. Approximately 12-14 grams is furnished by the two ounces of protein food. One-half pint of milk furnishes 8.5 grams. An additional 3-5 grams is furnished by the bread, cereals and vegetables. Altogether, approximately one-third of the day's protein needs are furnished by the Type A lunch.
Not all protein foods are of equal value. An egg, for instance, only gives six grams of protein, but it is exceedingly high in other nutrients as well, especially iron. Two ounces of beef liver, in addition to supplying 13.5 grams of protein, also supplies 30,330 international units of Vitamin A (about a four-day supply), 4.4 mg. of iron and sig-
12

nificant amounts of thiamine, riboflavin and calcium. Pork is richer in thiamine than any other food. Peanut butter and dry beans and peas (except soy beans) yield only incomplete protein and so should not be used as the sole source of protein-rich food more than one day per week.
It can easily be seen that a variety of protein food needs to be included in the school lunch menus.
Protein extenders are useful for the purpose of permitting larger servings of the main dish to be given. Used in this way, they may bring greater satisfaction to the children. Cereals and bread crumbs may be used in the same way, but may not be counted as helping to meet the two ounce minimum protein food requirement.
Vegetables and Fruits
The requirement is stated in vo1ume--3/4 cup rather than in weight.
A variety of fruits and vegetables are available to meet the requirement. It is important that variety be used.
It is important that two or more vegetab1ee or fruits or a combination of vegetables and fruits be served to meet the requirement. Very few children would eat as much as 3/4 cup of anyone vegetable. Moreover, since vegetables are not usually favorite food items with children, it is highly desirable to give two or three different vegetables in order to be sure that at least some are eaten.
Only a relatively few vegetables and fruits contain Vitamin C in appreciable amounts. Since this i~a nutrient that must be eaten daily, it is important that those planning menus know which fruits and vegetables contain this valuable substance and that they know the amount of each vegetable or fruit needed to furnish the 25 mg. which is one-third of the day's requirement. This information is readily available in the USDA PA 719.
Vitamin A rich fruits and vegetables are usually either dark green or dark yellow. Vitamin A is necessary for growth and for keeping in
good condition the mucous membranes of the eyes and respiratory system. This vitamin can be stored in the body and for this reason at ieast two servings each week of a fruit or vegetable rich in this nutrient are sufficient.
Some fruits and vegetables are rich sources of both vitamins A and C. These highly nutrition sources should be used frequently and in as many different forms as possible.
Vegetables and/or fruits may be cooked, raw, frozen or canned.
13

Requirements may be met by serving 1/4 cup of each of two vegetables and 1/4 cup of fruit; or 1/4 cup of one vegetable and 1/2 cup of another vegetable or fruit.
Full strength fruit or vegetable juices may be counted as fu~ishing 1/4 cup of the total requirement.
In addition to furnishing Vitamins A and C, fruits and vegetables are also sources of the B vitamins; some are sources of calcium and iron; and they also provide flavor, variety and cellulose.
Bread
Bread used to meet requirements must be made from enriched or who1egrain meal or flour.
Servings of hot breads should be the equivalent of one slice of bread.
Variety in breads is desirable. Some of those which may be served are rolls, both white and whole wheat, cinnamon rolls; biscuits and their variations, such as cheese biscuits or jelly biscuits; muffins and their variations, such as blueberry, date and raisin; cornbread and their variations, such as onion cornbread, cheese cornbread and hush puppies; bran bread; school made breads, including oatmeal, cheese, cheese-olive, garlic buttered french, raisin and a host of others.
Breads, in addition to calories, or energy, furnish partially incomplete proteins in small amounts.
In the upper grades and with older children, it is permissible to give two pieces of bread in order to provide extra energy calories. This is not a desirable practice with younger children, however, even though they might prefer larger servings of bread which all enjoy. The eating of larger amounts of bread might cause the younger children to neglect their protein foods and their vegetables and fruits, which are of prime importance. Moreover, since nearly all school lunch menus usually contain additional foods such as cereal (rice, spaghetti, noodles, etc.) or cookies, cake or pastry dough, all of which fall in the bread group of the basic four food groups, the giving of extra bread to younger children would mean that school lunches are furnishing too much carbohydrate in proportion to other foods. If larger servings of food are needed, they should be from the protein-rich or vegetable-fruit foods.
Butter or Fortified Margarine
One teaspoon of butter or fortified margarine is needed to meet this requirement.
14

Roughly, one pound of butter per one hundred persons will be needed (one pound of butter furnishes 96 servings of two teaspoons each).
The butter may be used as a spread, or as seasoning in food, or in the preparation of other foods.
Since a teaspoon of butter daily is a part of the Type A pattern, menus which fail to provide for its usage fall short of the Type A requirement. With most menus there is little problem, since nearly all cooked vegetables are improved by the use of butter as a seasoning, and since most baked goods have butter as a prime ingredient. Menus such as the soup/sandwich/fruit combination, which are very popular in all schools, are the hardest menus in which to include butter. Suggestions for including butter in these menus include: serving a cookie or cup cake with the fruit; use of a baked dessert, but having a salad or raw vegetable such as carrot or celery sticks to provide the second serving of vegetable and/or fruit required by the pattern; use of butter as a spread for sandwiches instead of salad dressing or mayonnaise; use of butter in the stock of the soup.
Butter, in addition to being an excellent source of calories (81 percent fat), furnishes valuable Vitamin A.
Butter, being one of the best of all seasoning agents, helps to improve the acceptability of many other foods. It improves the quality of nearly all baked goods.
Milk
At 1eaRt 1/2 pint of fluid, whole milk is needed to meet the requirement of the Type A pattern.
In nearly every school it is possible to buy extra milk (special milk) at a reduced price. Because milk is such a valuable food, and because it is desirable to encourage children to drink more of it, the federal government gives reimbursement to schools up to 4 per half pint in order that children may be able to buy this extra milk below the school's cost.
Only fresh whole milk may be used to satisfy the requirements of the Type A lunch or special milk programs . This is because flavored milks (or drinks) are not made from whole milk and do not meet minimum butterfat requirements. They are lower in Vitamin content than whole milk. Moreover, the drinking of sweetened, flavored milk may dull the appetite for other wholesome food in the lunch.
Milk must meet the minimum butterfat and sanitation requirements of the State and local laws.
Milk is still nature's most perfect food. It is the best possible source of calcium. One quart of whole milk provides all the calcium
15

needed in a day for a boy or girl from 9-12 years of age. Milk also contains very high quality proteins, is an excellent source of riboflavin and contains appreciable amounts of all the needed minerals and vitamins except iron and Vitamin C. It has a small amount of these last two named nutrients, and the iron that it does contain is easily assimilated.
There is no other practical way to get enough calcium and riboflavin into a child's diet.
No reimbursement is made on lunches which do not contain 1/2 pint of whole, unflavored milk.
Milk is the one constant food cost on every lunch. Some of the protein foods, vegetables and fruits, butter or materials for making bread may be given as commodities, but milk must always be bought. Therefore, the cost of milk will be the largest single item in the year's food budget for school lunches.
Non-fat dry milk solids, usually furnished as a commodity, are an excellent source of added protein and other nutrients. They can be used to enrich the lunch by their use in bread and cake making and as additions to other food. They may not be reconstituted and served as a beverage for two reasons. (1) Health laws require that the non-fat dry milk solids be cooked before being served to the public, and (2) use of non-fat dry milk would not satisfy the Type A lunch requirement which calls for whole, fresh, unflavored milk.

It is Necessary that Each Component of the Type A Lunch be Served in the Quantities Specified Except for Children Under Nine Years of Age

Unless each component of the lunch is used in its proper amount, the nutrients which the Type A lunch is supposed to furnish will be missing.

The tendency of a great many school lunch managers and workers is to "extend" the protein-rich main dish by using less meat and more spaghetti, noodles, rice, etc. This is not permissible. The requirement still remains two ounces of the protein food itself for children above nine years of age, and a proportionate amount of one to one and onehalf ounces for children from five to nine years of age. Example: If pizza is to be the main dish, and if there are 670 persons to be served, 300 of whom are above age nine (this would include adults) and if 150 are first graders and 220 are in grades two and three, the calculations for the amount of meat and cheese needed would be as follows

300 2 oz. servings ::: 600 one ounce servings

150 1 oz. servings = 150 one ounce servings 220 l~ oz. servings = 330 one ounce servings

Total

1080 one ounce servings needed.

16

If 30 pounds of chaese is to be used, this will provide 480 one-ounce servings (since th-.e is no waste to cheese, one pound will provide 16 one-ounce servings). This leaves 600 one-ounce servings to be furnished from ground beef. Special purchase ground beef yields 6 two-ounce or 12 one-ounce servings per pound. Therefore, it would require 50 pounds of ground beef to furnish the remaining 600 oneounce servings.
It would require 15 pans of pizza cut 20 servings to the pan to furnish the 300 servings, 7 1/2 pans cut 30 to the pan to furnish the 220 servings of I 1/2 ounce portions and 3 1/2 pans cut 40 to the pan to furnish the 150 one-ounce portions. Therefore, this amount of meat and cheese needs to be proportioned equally to 26 baking pans in the making of the pizza.
The rest of the recipe needs would be proportioned to those amounts needed to go with 50 pounds of ground meat and 30 pounds of cheese. From the recipe and the food buying guide it could easily be determined whether or not this recipe would provide as many as 600 quarter cup servings of vegetables. If it did not, the main dish could not be counted as helping to meet the vegetable requirement for the day.
When only the minimum amounts of foods are used, as on the display lunches, the trays are apt to appear meager.
One-half cup servings of most vegetables are too large--that is, more than most children will eat. For this reason, it is usually better to serve three servings of vegetables and/or fruit, each 1/4 cup size for elementary children or 1/3 cup size for Junior High and High School students. The use of the proper size dishers (a No. 8 disher is one-half cup, a number 12 is one-third cup and a number 16 is one-fourth cup) helps to insure that each child gets his proper amount of each fruit or vegetable. This is an area where school lunch .workers have a responsibility.
Where smaller sized servings are used for younger children, the portions should be smaller in every group (except milk). That is, it is not correct to give a smaller serving of meat to younger children, but the same size serving of dessert or bread as that given to the older ones.
All requirements of the Type A pattern must be satisfied. The classification of Type A foods (pages 8-9 of PA-719) must be followed.
Protein requirements must be met in the main dish or the main dish and one other item.
Common errors
Two fish sticks (yielding one ounce of protein) and no other source of protein on the menu.
17

1/3 cup of baked beans on a meatless day.
One drumstick or short thigh of chicken to fourth grade children, with no other source of protein (yield of one average short thigh, 1.6 oz. meat).
Vegetable and/or fruit requirements must be met by the serving of at least two separate servings of these foods.
Common errors
Considering rice as a vegetable. Rice is an additional food. So is the dressing that usually accompanies turkey.
Serving two servings of vegetables and/or fruit, but with each serving only one-fourth or one-third cup in size.
Serving no other vegetable or fruit on a day when vegetable soup is served. Simply because the serving of soup is larger than threefourths of a cup does not allow this to be the only serving.
Considering cranberry sauce as a fruit. Only if the sauce were made from whole berries and served in at least one-quarter cup amounts could this be considered as meeting a part of the requirement. Otherwise, it is an additional food.
Choosing all the vegetables and fruits from the "other vegetables and fruits" classification. Too often a menu may contain mashed potatoes, lettuce salad and applesauce (or the like) none of which contain either Vitamin A or C. Care must be taken to plan for the serving of vegetables and fruits from each of these groups and in the amount needed to give a sufficient quantity of the desired vitamin.
Each menu must provide for the use or serving of one teaspoon of butter or fortified margarine. 0While most states require fortification of margarine, it is always a good idea to check your own purchases.)
Crackers may not be counted as meeting the bread requirement. Four crackers (the number needed to furnish the same number of calories as a slice of bread) would not supply as much of the B vitamins as one slice of bread.
Additional foods are needed to satisfy appetites and to meet caloric demands.
It is best if these additional foods also help to supply some of the other needed nutrients. Examples--
Peanut butter cookies, baked custards and other desserts containing eggs help increase the protein of the lunch.
18

Fruit cobblers, fruit topped cakes, banana pudding, fruit jellos are better than plain or iced cakes and cookies. In addition, these may be counted as helping meet the vegetable/fruit requirement if the amount of fruit or full strength fruit juice is as much as onefourth cup per serving.
The Type A pattern does not always meet the total nutrient needs of children.
As said before, the fact that all the components of a Type A lunch are present and in the quantity called for does not always mean that a child's total needs are met. A variety of foods must be served and eaten in order to be assured of this. Using peanut butter or baked beans every day to meet the protein-rich requirements would mean that only incomplete proteins were being served in the main dish. Eliminating pork from the menus would mean that thiamine is curtailed. If an egg were used each day to fill the protein-rich requirement, the total amount of protein would be short because one egg has only half the amount of protein of a two-ounce serving of meat. The same thing holds true in choosing fruits and vegetables. There might be two vegetables, or a vegetable and a fruit, and the quantity might equal 3/4 of a cup, but if neither of these vegetables or fruits contained Vitamin C, or if an insufficient quantity of the Vitamin C fruit or vegetable were served, the child's needs would still not be met. Methods of cooking, too, determine whether or not the vitamins present in foods are retained.
19

Practical Exercise

Suggested Food Display

On paper plates, serve the following menus in the minimum amounts shown. This should be an "eye-opener" for some people as to just how small the amounts are.

Fried chicken (remove from bone to show if more than one piece is needed to equal 2 oz.)
Bk. potato - 1/2 cup and 1/2 tsp. butter
Sl. tomato - 2 slices equals 1/4 cup 1 roll and 1/2 tsp. butter 1/2 pt. milk
Roast beef - 2 oz. 1/2 cup mashed potato and 1/2 tsp.
butter 1/4 cup pickled beets 1/4 cup fruit cup - orange and
pineapple 1 biscuit and 1/2 tsp. butter 1/2 pt. milk
Hamburger - 2 oz. pattie 1/2 cup slaw 1/4 cup green beans 1 bun and 1 tsp. butter 1/2 pt. milk

1 oz. cheese 1 oz. luncheon meat
on 1 slice bread with 1 tsp. butter 1/2 cup green peas 1/4 grapefruit sections 1/2 pt. milk

20

Classification of Foods for School Lunches

Classify the following foods according to what each would contribute to the Type A Pattern. Be aware that some foods listed can be counted toward meeting the minimum requirements of the pattern whereas others will be classified as additional foods. In planning our menus, we must first be sure that all Type A lunch requirements are met and then use other foods as needed to make the lunch both attractive and appealing to children.

l. Radishes 2. Canned tomatoes 3. Peanut butter 4. Bacon 5. Cherry cobbler 6. Cottage cheese 7. Macaroni 8. Green peas 9. Broccoli 10. Corn-on-the-cob 11. Rice 12. Lettuce 13. Eggs 14. Ham 15. Jelly 16. Hominy
17. Raisins

18. Weiners 19. Sweet potato 20. Chicken 2l. Bananas 22. Cabbage 23. Crackers 24. Ice cream 25. Cranberry jelly 26. Canned tuna 27. Lemon gelatin 28. Oranges 29. Celery 30. Peaches 3l. Dried beans 32. Spinach 33. Pineapple 34. Pineapple upside-down
cake

35. Apricots
36. Green lima beans 37. Spaghetti 38. Beets 39. Turnip greens 40. Liver 4l. Carrots 42. Mashed potatoes 43. Baked potato 44. Green beans 45. Grapefruit sections 46. Apple crisp 47. Applesauce cake 48. Applesauce 49. Chocolate cream pie 50. Cheddar cheese

Protein-rich Foods

Vegetable or Fruit or Both (at least 3/4 cup)
Vitamin A Vitamin C Other

Additional Foods

21

Pr~ctical Exercise

Quantities of Foods to Meet Type A Requireme.lts

Each of the following menus is deficient in one or more food items necessary to meet the requirements of the Type A pattern. Add the food item(s) in sufficient quantity to complete the pattern.

2 oz. cooked turkey 1/8 cup cranberry sauce 3/8 cup sweet potatoes 1 hot roll 1/2 pt. milk

1/2 deviled egg 1/4 cup shredded lettuce 1/4 cup bananas 1 cinnamon roll 1 tsp. butter

2 tbsp. peanut butter 1 slice bread 1/4 cup carrot salad 1/4 cup tomatoes 1/2 pt. milk

1/2 cup cooked dry lima beans 1/2 cup cole slaw 1 square cornbread 2 tsp. butter

1 oz. cheese 1/2 cup potatoes 1/4 cup green peas 2 tsp. butter

1 oz. canned tuna 1/2 hard-cooked egg 1/4 cup green salad 1 slice bread

2 oz. cooked ground beef 1/4 cup tomatoes 1/2 cup fluffy potatoes 1/2 pt. milk

1 oz. slice cheese 1 oz. slice luncheon meat 1 slice bread 1/4 cup carrot sticks

22

UNIT III
USE OF VITAMIN A AND VITAMIN C-RICH FOODS IN THE VEGETABLE-FRUIT REQUIREMENT OF THE TYPE A PATTERN:
INCLUSION OF B6, IRON AND MAGNESIUM

Objective:

To understand that Vitamin A and Vitamin C are very necessary nutrients in the daily diet.

To recognize the role of other nutrients--B6, magnesium, iron.

To learn how these nutrients can best be supplied in the Type A Lunch.

Lunches as served may often be deficient in Vitamins A and C. A common fallacy is that all vegetables and fruits are rich sources of these vitamins, when in fact, only a relatively few have a sufficient quantity of either to be counted as good sources. Some of the most popular vegetables and fruits have neither vitamin or, at best, only a small amount. On the other hand, a few fruits and vegetables are rich sources of both vitamins and should be included often in the school lunch menus. A greater understanding of the need for these nutrients is necessary. So, also, is a knowledge of how to present those vegetables and fruits in an appealing manner and a knowledge of how to prevent the loss of the vitamins from the foods in which they are contained.

Vitamin A Need for Vitamin A To maintain growth. To help build resistance to colds and other infections. To help keep the skin and the linings of nose, mouth and inner organs in good condition. For the development of sound teeth, particularly the enamel. For good vision. Sources of Vitamin A Whole milk Butter Cheese Eggs

23

Liver
Dark green vegetables
All greens, as turnips, collards, kale, spinach, dandelion greens
Green peppers Broccoli Others as listed in PA-719
Deep yellow vegetables
Carrots Ptmlpkin Winter Squash Sweet Potatoes
Some red vegetables
Red Sweet Peppers Tomatoes Tomato juice
Deep yellow fruits
Apricots Peaches (except canned) Cantaloupe Mangoes
Some red fruits
Red, sour Cherries Purple p1tmls (canned)
Properties of Vitamin A
Fat soluble, therefore it can be stored.
May be destroyed if fats containing it become rancid.
How obtained in the school lunch
Almost half of the Vitamin A requirement of the lunch is supplied by the 1/2 pint of milk and the 1 teaspoon of butter served daily.
Cheese and eggs contribute Vitamin A also, but these are not served every day.
Liver is the best single source of Vitamin A available, but it is not often served.
24

Dark green (not to be confused with pale green) or dark yellow vegetables and/or fruits must be served at least twice weekly in order to supply the remainder of the Vitamin A needed.
Vitamin C Need for Vitamin C To hold the body cells together, as mortar holds bricks in a building. To help resist infections and assist in healing wounds. To prevent long-time deficiency which would cause the gums to become tender and bleed easily. To prevent pain and swelling in the joints and weakening in the walls of blood vessels. Sources of Vitamin C Best sources, because of frequency of use, are Citrus fruits and juices Tomatoes and tomato products Fresh cabbage Greens, especially those which also are rich in Vitamin A Peppers, red and green Potatoes, baked, boiled or steamed Pineapple (because of its popularity and wide use) Other excellent sources, though not so frequently used and probably more expensive, are Fresh asparagus Broccoli Brussels sprouts Cantaloupe Strawberries Sweet potatoes 25

Properties of Vitamin C

Water soluble, therefore cannot be stored in the body and must be eaten every day.

Easily destroyed by heat and exposure to air.

How Vitamin C is Obtained in the School Lunch

Through daily inclusion of those fruits and/or vegetables which are good or excellent sources.

Through the use of raw fruits and vegetables, as oranges, peppers,

tomatoes, fresh cabbage.

~

Through the use of full strength fruit or vegetable juices which contain Vitamin C, particularly orange and tomato juice.

Through care in not over cooking vegetables, not cutting vegetables too finely, not cooking in large amounts of water.

Through care in covering juices and cut fruits and vegetables.

Through baking, boiling or steaming potatoes in jackets instead of peeling and cutting before cooking.

Through use of Vitamin C rich fruits and vegetables fresh when in season, saving the canned or frozen foods which supply the vitamin until later.

Through making vegetables appetizing by ca~~ and proper seasoning.

Vitamin B6
Need for Vitamin B6
Plays the role as part of a coenzyme in the body.
Concerned with several enzyme systems that aid in the metabolism of amino acids, fatty acids and the release of energy.
Breakdown of certain amino acids, the formation of new amino acids and the conversion of the amino acid, tryptophan, to the vitamin.
Effects of a Deficiency of Vitamin B6 in Man
Skin 1esions--greasy sca1iness about nose, mouth, eyes.
Anemia. Convulsive seizures, especially in infants fed commercial milk formula lacking B6.
26

Recommended Allowances
Not definitely established, but probably between 1-2 mg. daily.
Food Sources of Vitamin B6
Widely distributed among plant and animal foods.
Amount needed will be provided in the average mixed diet.
Richest sources are chicken livers, green peppers, brewer's yeast, beef liver, fish, lettuce, celery, egg yolk, whole wheat, lemons, whole fresh milk.

Iron

Functions in the Body Essential to processes of oxidation. Carries oxygen to every cell. Most of iron in body is located in the red cells of the blood. Iron is the keystone for the formation of hemoglobin. Hemoglobin carries oxygen from the lungs to the tissues. Iron containing enzymes in muscle make possible the oxidation of carbohydrate, fat and protein within the cell. The amount of iron absorbed into the blood stream is regulated to a considerable extent by the need of the body.
Effect of Inadequate Iron in the Body Insufficient iron in the body may result from: An inadequate intake Poor absorption Abnormal blood loss Iron deficiencies Latent--not recognized by outward appearances Manifest Weak Pallid

27

Frequent headaches Hemoglobin level lower than normal. Red cells smaller than normal (hypochromie macrocytic anemia). Feeling of fatigue Anemia Found in infants and young children fed on cow's milk formulas without sufficient supplementation of iron-containing foods. Occurs in women because of blood losses during menstruation or increased needs during pregnancy. Blood donors for limited time. Recommended Allowances 15 mg daily for young people 16-19 years old. 10 mg for men. 12 mg for women. Adequacy of diet makes a differehce in the amount of iron needed. Food Sources Liver--excellent Ot~er meat products Egg yolk Dried fruits, as apricots and prunes Green leafy vegetables, as spinach Enriched and whole grain cereals Molasses In order to assure meeting the Recommended Allowances, foods that are good sources of iron must be eaten daily. In addition, excellent sources, such as liver and green leafy vegetables, should be included frequently.
Magnesium Found in body in bones and teeth. 28

Function Not clearly understood. Important in certain enzymatic reactions and in calcium and, phosporous metabolism. In metabolism of carbohydrates, magnesium activates several of the enzyme systems which break down glycogen for release of energy. Excessive amounts in diet interfere with normal calcification of body tissue.
Result of Deficiencies Experimental deficiencies developed in laboratory produced retarded growth, convulsive attacks, and finally death, if deficiency maintained. Deficient rats hyperecitable. Magnesium deficiencies in humans characterized by tremors and muscular twitchings.
Recommended Allowances None yet made because amount required unknown. Sufficient amounts available from ingestion of ordinary diet. Occurs in meats, cereals, milk, plant foods.
29

Suggested Weekly Pattern Including Vitamin C

The following Suggested Weekly Pattern for planning Vitamin C foods into the menu will minimize the chore of planning if only you will give it a chance. Try the pattern and you will be pleased to find the Vitamin C-rich foods popping up in your menus every day in such a variety of ways.

Serve oranges in some form I

I once during the week

I

I

I I Serve fresh or canned tomatoes
I once during the week

Serve one of the many varieties

of cabbage salad once during the

week

I

Serve fruit cup or congealed

salad containing at least 1/4 cup

fruit high in Vitamin C once during

the week

I

Serve tossed vegetable salad which includes at least 1/4 cup food high

in Vitamin C once during the week

One of the following items may be substituted for any of the foods listed above.
1. Cooked vegetable which is a good source of Vitamin C.
2. Melon when in season.
3. Fruit juice which is a good source of Vitamin C.

30

Winning Ways With Vegetables
LET'S GET VEGETABLES OUT OF THE "PlAIN JANE" ClASS!!! We have collected some imaginative ways with vegetables that will take them out of the drab and secondary place in school lunches. May we remind you that seasonings suggested in the following items should be used like cosmetics--subtly and for effect. Do not operate on the idea that if a little is good, a lot is better.
The Germans had a way with cabbage--caraway seeds. Include them in cabbage slaw.
Use 1/2 applesauce and 1/2 mayonnaise in your carrot-raisin salad. It changes and improves the flavor of this popular salad combination.
Lemon butter is a tangy topping for green asparagus and mustard butter offers a savory flavor boost to canned kernel corn.
Sprinkle just a wee bit of nutmeg over buttered carrots for a change.
Add a little thickening to the syrup you use on candied sweet potatoes. It keeps the sweeting ON the potatoes, not in the pan.
Season green beans with chopped chives, butter, salt, pepper, and a dash of nutmeg.
After Brussels Sprouts are tender, saute in butter until slightly brown, together with bread croutons.
Cooked cabbage wedges may be seasoned with salt, pepper, a dash of ground cloves and melted butter; or served with tomato sauce.
Cooked carrots may be seasoned with parsley or chive butter, and a few anise seeds adding oomph to this ordinary vegetable.
Chili powder is a flavorsome garnish for vegetable salads.
Half a cup of dried parsley flakes and a quarter cup paprika adds something different to scalloped potatoes when mixed with 2 1/2 gallons of white sauce.
Try butter sauce for vegetables. This recipe came from the Human Nutrition Research Branch.
31

Butter Sauce for Vegetables

2 1/2 cups 3 1/2 Tbsp. 1 qt.

Butter Cornstarch Hot water or vegetable water

Mix softened butter with cornstarch. Stir in hot water. Simmer until cornstarch is well cooked (about 15 minutes) and pour over drained vegetables.

Provides 1 teaspoon butter for 1 portion of vegetable.

32

Planning for Vitamin C in Type A School Lunches by Dr. Fannie Lee Boyd
Goals for this Lesson To review the Type A meal pattern.
To learn why fruits and vegetables are important in the diets of boys and girls. To discover the importance of Vitamin C and ways to include the recommended amounts in the school lunch.
Fruits and Vegetables in the TyPe A School Lunch The Type A Pattern specifies that at least 3/4 cup of fruits and/or
vegetables be included in the school lunch. Fruits and vegetables not only supply most of the Vitamin A and C but also
some other essential nutrients which help to supply our total need for nutrients. The roughage supplied by foods from this group is also important.
This requirement must be met by serving at least two different fruits and/or vegetables.
Fruits and vegetables are particularly important as sources of Vitamin A and Vitamin C.
Vitamin A-rich foods should be served twice a week. Vitamin C-rich foods should be served daily.
Other fruits and vegetables should be included as needed to meet the 3/4 cup requirement. They will also provide variety in the menus.
Fruit juices should be served occasionally, but they can be counted for not more than 1/4 cup of the recommended requirement for fruits and vegetables.
Function of Vitamin C (Ascorbid Acid) Since Vitamin C cannot be stored in the body, it should be included in the
diet daily.
33

VITAMIN C Helps to build healthy gums, muscles, and connective tissue.
Aids in building strong, we11developed bones. Builds resistance to infection.
Helps prevent fatigue.

Lack of VITAMIN C Causes Swollen, bleeding gums. Soreness and stiffness of joints. Loose teeth--fragi1e bones. Hemorrhages under the skin. Loss of weight. Muscular weakness or fatigue. Lowered resistance to infections.

How Much Vitamin C is Needed?

The Type A Pattern is designed to provide 1/3 of the daily dietary needs of a 10 to 12 year old boy or girl. The recommended daily allowance for Vitamin C is 75 milligrams; therefore, the Type A lunch should provide 25 milligrams of Vitamin C.

To meet nutritional needs of older children, particularly boys, it is necessary to serve larger portions or seconds of the food specified in the Type A Pattern or to serve additional foods that help meet the energy needs of these older children.

The following chart shows a comparison of the recommended daily dietary allowances of calories and Vitamin C as set up by the National Research Council for three age groups:

16-year old boy 10-to 12-year old boy or girl 7-to 9-year old boy or girl

Recommended Daily Allowances For Calories 3,600
2,500
2,100

Recommended Daily Allowances
For Vitamin C 100 mg.
75 mg.
60 mg.

Vitamin C Content of Fruits and Vegetables
Pages 4 and 5 of PA-264, "Planning Type A School Lunches," list suggested foods for Type A lunches which are good and fair sources of Vitamins A and C.
The following graph, however, gives a comparison of the Vitamin C content in 1/2 cup servings (unless otherwise specified) of some fruits and vegetables:

34

Pineapple (canned)
Strawberries (fresh)
Orange Juice (frozen)
Raspberries (5 oz. frozen)
Apple (1 medium) Cabbage
(raw)
Turnip Greens (fresh)
Tomato Juice (canned)
Green Pepper (1/4 medium)
Baked Potato (1 medium)
Green Beans (canned) Carrots (cooked)

",-_ _ ........ _ _ ~.,..,..,..,.

~......,..,..,...,..,,...,..,r-r-

""""""-r-lV1

~~~~w...w...4-!..J,...~~,!,,!-..J..!.~~~w...w...'-I0'\

/w

What Have We Learned?
That various groups of foods recommended for the Type A School Lunch perform certain functions in the body.
That Vitamin C is needed in the diet of boys and girls to:
Help build healthy gums, muscles, and connective tissue.
Aid in building strong, well-developed bones.
Build resistance to infection.
Help prevent fatigue.
That serving a school lunch which is rich in Vitamin C might help to improve school attendance since this vitamin helps build resistance to infection in the body.
That Vitamin C is not stored in the body and that is why we need to include some Vitamin C-rich foods in our diets each day.
That most of the Vitamin C in our diets comes from fruits and vegetables.
That fruits and vegetables which are rich sources of Vitamins A and C are often short in school lunches.
What is meant by good and fair sources of Vitamin C as listed in our Menu Planning Guide No. PA-264, "Planning Type A School Lunches."
That lettuce does not contain as much Vitamin C as cabbage and that you cannot serve one slice of a tomato and meet the Vitamin C needs.
That a baked potato is more nutritious than creamed potatoes--and that broccoli surpasses green beans in food value, especially in Vitamins A and C.
That a high school boy or girl needs more food for growth and development than a 10- to 12-year old child.
Reasons why larger portions of all goods should be served to pupils as they grow older--and why an extra serving of bread alone is not sufficient.
That an animal experiment can dramatically illustrate the effect of foods in the body. If we cannot conduct an animal feeding demonstration, we should cooperate with teachers in this endeavor.
36

c,.
That it is most valuable to come together with other school lunch managers and work on our problems.
37

UNIT IV SALADS AND DESSERTS IN THE TYPE A PATTERN
Objective: To understand and appreciate the contribution which good salads and desserts make to enjoyment and to the nutritive value of the Type A lunch.
Salads It has become almost an accepted fact of American meal planning that a
salad will be a part of almost every meal. At any time the salad adds that fresh crisp accent to a meal which stimulates the appetite and gives a high degree of satisfaction through eye appeal, flavor and texture.
The freshness, color and texture combinations, the garnish, and the arrangement of ingredients on the plate or in the bowl determine the attractiveness of a salad and its acceptability.
The characteristics of a good school lunch salad are It meets part of the food requirements of the Type A lunch. It retains valuable minerals and vitamins. It contrasts in texture and temperature with the rest of the lunch. It adds color and eye appeal to the lunch. It has simple combinations of ingredients. It is palatable and appetizing. It has clean, fresh, chilled ingredients. It uses the right amount of dressing to accent the salad, not drown it. It has subtly blended flavors which complement the rest of the lunch. It uses pieces that are bite-size; it is easy to eat, and ingredients keep their identity. Children like to know what they are eating.
Salads generally fall into one of four categories Protein--meat, poultry, fish, egg, cheese, dry bean. These may be used to supply the proteins for Type A lunch. Examples are 38

Chicken
Ham
Tuna
Deviled Egg
Salmon
Shrimp
Crab
Cottage cheese, alone or in combination with fruits or vegetables.
Diced American cheese in combination with meats, vegetables, or both.
Bean salad, made with several kinds of beans combined, usually with a very piquant dressing.
In general, the flavor of protein salads is improved by mixing the dressing with the salad ingredients from two to four hours before serving.
Vegetable--There is scarcely any limit to the variety of vegetables and vegetable combinations which can be used in salad.
Vegetables may be raw, cooked, canned or frozen.
Vegetables may be used alone or in combination with fruits, meats or cheeses.
Vegetables in salad help meet the vegetable/fruit requirement of the Type A lunch and may supply Vitamins A and C.
When a mixture is used, the ingredients are tossed together as lightly as possible to avoid crushing or mashing them.
If a dressing is used, all pieces should be coated with it before serving. Usually this is done just before serving time, except with potato salad.
Cooked vegetables should be slightly undercooked as a crispness of texture is desired.
The undergarnish on salad plates acts as a frame for the salad and adds to its appeal.
39

Green leafy vegetables commonly used as an undergarnish are leaf, bib or head lettuce cups, romaine, endive, spinach, celery and beet tops, water cress and parsley. Like other greens, they should be clean, crisp, chilled and dry and be of a si~e to fit the plate without extending over the edge.
A few examples of vegetable salads are
Cabbage salads of endless variety
Tossed salads of vegetables alone, or of vegetables with strips of meat/cheese, egg (Julienne, Caesar, Chef's salads)
Tomato Salads
Carrots, shredded or sliced, alone or with cabbage, raisins, pineapple or other vegetables and fruit
Fresh spinach and hard cooked egg
Marinated vegetable salads, such as pickled beet and sliced onion
Fruit--fresh, canned, frozen, dried. Here again there is an almost endless variety.
Fruit salads are usually popular and quite frequently take the place of a dessert.
Fruit salads may be used to help meet the vegetable/fruit requirements. Frequently supply Vitamins A and C.
When fruit is combined with cheese (cottage or American), a fruit salad may also help meet the protein requirements of the Type A lunch.
The rules for preparing fruit salads are the same as those for preparing vegetable salads.
Fruit must be clean, crisp, chilled and well drained.
If cooked, the fruit must be free from any evidence of overcooking.
Dressings must complement the flavors of the fruits.
Dressings should be added just before serving.
Pieces must be large enough to retain identity, never crushed or mashed.
40

Congealed--Congealed salads may be of any type--meat, vegetable or fruit. The most frequently used congealed salads for school lunch however, usually use vegetables or fruits, or a combination of these. Congealed salads
May be used to help meet the vegetable/fruit requirements.
May supply Vitamins A and C.
Gelatin is available in granulated or pulverized form. Granulated (plain) must be soaked in cold water to disperse readily in hot water. Pulverized is generally in combination with sugar and flavoring and available under various trade names as flavored gelatins. It disperses readily in hot water without preliminary soaking in cold water.
Factors in making gelatin salads
With other factors held constant, gelation occurs only at a given concentration.
Acids, such as lemon or tomato juice, necessitate an increase in the concentration of the gelatin in order to produce a firm gel. An opposite effect is produced when milk is the solvent.
A medium amount of sugar increases the stiffness at a given concentration whereas a large amount seems to retard the formation of a gel.
Common error of adding excess gelatin to insure stability does not yield a palatable satisfactory product.
A fruit or vegetable gelatin, to be satisfactory, must have clear-cut edges, firm and delicate but not rubbery texture, and definite but not rigid form.
Much time can be saved in the quantity preparation of gelatin salads by hydrating the gelatin in a small amount of cold liquid and then adding only enough boiling li~uid to dissolve the moistened gelatin. The remainder of the liquid required in the formula is added cold. The amount of hot liquid used may be further decreased by placing the hydrated gelatin in the steamer for a short time until it is dissolved.
A good practice in making gelatin dishes is to let the solution stand at room temperature for approximately 1 1/2 hours and then to put it into the refrigerator for the completion of the gelation process. This procedure produces a gelatin dish with a texture superior to that of one wholly refrigerator cooled.
41

The all-too-common practice of limiting fruit gelatins to fruit cocktail stirred into a sweetened gel shows lack of imagination. This type of fruit gelatin also contributes little in the way of Vitamin A and C.
Examples of combinations are
Pineapple and shredded carrot in lemon or orange gelatin.
Apricots and pineapple in orange gelatin.
Applesauce and red cherries in lime gelatin.
Cottage cheese, pineapple and horseradish in a combination of lemon and lime gelatins.
Vegetable combinations in a zippy gelatin, as cabbage, green pepper, celery and pimiento in lime with added lemon and vinegar.
Salads are economical, both in nutrition and in money
Nutritionwise salads are economical because
Fruits and vegetables used in salads are rich in minerals and vitamins. Dark green leaves and deep yellow vegetables are excellent sources of Vitamins A and C. Properly prepared vegetables provide important amounts of calcium, phosphorus and iron.
All foods lose some food value in cooking. By serving fruits and vegetables raw and fresh, important minerals and vitamins are not wasted.
Children like raw foods, particularly finger foods. These foods are easy to eat, and there is practically no plate waste.
Fresh fruits and vegetables in prime condition contain a maximum of vitamins and minerals.
Moneywise salads are economical because
Generally, the ingredients of school lunch salads are not in the expensive class.
Every plentiful foods list has at least one item that can be used as a salad. Foods in good supply are more reasonably priced and are of better quality.
Cooking space and fuel are saved and there are no kettles to wash. Time and fuel used add their bit to the cost per serving.
42

Good tools and equipment for salad making are not usually expensive.
Salad dressings are of several types and should be suited to the salad Oil and vinegar type dressings, especially suited to vegetable salads and greens are French Russian Oil and vinegar Egg, oil and acid emulsions, usually best suited to protein salads, potato salads, some fruit and vegetable salads are Mayonnaise Salad Dressing Either of the above combined with whipped cream and fruit juice Creamy dressings, also suited to greens and vegetables are Blue Cheese Roquefort Green or white goddess
Desserts Children (and most adults) need little urging to eat desserts. They are
probably the most popular of any of the food groups. The problem then is not how to include desserts in the menu, but how to include desserts that will contribute to good nutrition and to helping meet the requirements of the Type A pattern.
Classification of desserts Fruit desserts contribute Vitamins and Minerals. Examples are Raw Canned or frozen Baked, as cobblers, baked apples
43

As sauce Congealed Milk and Egg type desserts contribute proteins, minerals, as calcium and iron and some vitamins. Examples are Custards Puddings Creams Baked desserts contribute less, nutritionally, than either of the above, but still contain eggs and butter. Examples are Cakes Cookies Pastries Candies contribute the least, nutrition wise, of any dessert and are very high in calories.
Psychological value of serving desserts They finish off the meal and give a feeling of satisfaction. A popular dessert may improve a meal which has used some less popular food. Desserts increase participation in the school lunch program.
Some dangers in serving desserts Concentrated sweets may help to cause dental caries. Sweets dull appetite. The food budget may not be able to afford costly desserts. It is important to meet Type A requirements and to keep the meal price within the cost children can pay. Too much time may be spent on an elaborate dessert. A plain one may be more desirable and acceptable. Rich pastries crowd out needed foods and are hard to digest.
44

UNIT V TOOLS FOR PLANNING TYPE A LUNCHES

Objectives:

To achieve an understanding of all the factors that affect menu planning--particularly menu planning of the Type A lunch.
To acquire the knowledge necessary to use the tools that have been prepared for helping plan Type A lunches.

The success or failure of a food service can often be traced to the menu. The menu determines
Foods to be purchased Equipment and personnel needed Work schedules Supervision required Basis for pre-costing food to be served

The well planned menu reflects careful thought and represents three points of view.
The customer or guest (at school, this means the child) who desires and expects variety and ample amounts of food to satisfy his appetite and bring him pleasure.
The employees upon whom fall the burden of work in translating the written word into attractive, palatable, and nourishing food.
The management who derives satisfaction from work well done in the tangible form of a well run operation and satisfied happy clientele.

Menu planner must be aware of all problems common in home meal planning, plus many others. This person must have
A wide k~owledge of foods, their availability and cost, and the many different methods for preparing and serving foods.
Ability to interpret the written meal plan to those who will prepare and serve it.

45

Certain factors are basic to all menu planning. These include Knowledge of the people to be served
Their nutritional needs
Food habits of the group as determined by racial, regional and religious customs
Number to be served
Conditions under which food is to be prepared
Arrangement of kitchen and serving areas
Equipment available
Personnel--their schedules, abilities and skills Amount of money available
Type of service
Season of the year Climate
Availability of food
Need of variety in texture, color, flavor, form or shape, consistency, temperature, satiety value and method of preparation
There are other additional factors which are peculiar to school lunch planning. These are
The need for each lunch to meet Type A requirements and to be nutritionally adequate The need for including combinations of food that are pleasing to children
The need to control food costs by including USDA-donated foods, foods in plentiful supply and foods purchased wisely
The need to control labor costs by making the most efficient use of equipment and the time and skills of the employees
The recipe for success in any job includes the right tools to work with, and the proper time and place in which to work. Certain tools have been devised specifically for the Type A Lunch planner.
46

1\
PA-719--A Menu Planning Guide For TyPe A School Lunches. Contains
Type A requirements Contribution of each Type A component A system for planning menus Classification of foods used for Type A lunches
Tips for planning successful Type A lunches Steps in menu planning How to plan menus for two weeks
Sample menus A discussion of cycle menus How to evaluate menus
PA-63l--Recipe Card File Recipes are catalogued by letter and number, and divided into sections under appropriate headings for use in planning school lunch menus. Recipes are in terms of 100 portions of a stated size. Space is provided to show quantities of each ingredient needed to make the recipe for any size program. A statement is included to show the contribution, if any, to the Type A lunch requirements. The value of the card file is increased by the number of variations included. Suggested menus for protein-rich recipes are included in the salad, sandwich and soup sections as well as in the main dish sections.
The general information section contains such valuable cards as "How to Adjust Recipes," "Fractional Equivalents," ''Weighing and Measuring Ingredients" and many others. For easy, convenient use, the Index or Heading Cards show the name of the recipe and card number. All recipes were "program tested" before including them in the file.
47

Use of good recipes is a must if uniformly good quality food is to be served all the time. Good recipes must be standardized and tested.
Standardized recipes will not only reduce or eliminate poor quality food products, but will help in controlling costs, prevent waste of ingredients, provide a known quantity of finished product so portions can be controlled and save the tempers and dispositions of the cooks.
PA-270--The Food Buying Guide For Type A Menus Sections are divided into same groupings as components of Type A lunch.
It is a valuable aide in determining approximate yields on foods and the amount to be purchased for predetermined portions. It gives two methods of calculating the quantity of food needed. It prOVides other valuable information, useful measures and equivalents.
Menu Planning Form. Some desirable characteristics are Enough space is available for handwriting. Space is provided to show amounts of food to use.
Spaces are allowed for at least one week's menus with the days named. Space is allowed to show the number of lunches planned. Names of the food groups in the Type A Pattern are given.
Other Valuable Aides Menu Record File A review of previously served menus will help to avoid too much repetition of the same menus and menu items. Also, if notes are written on the menu worksheets, acceptance or nonacceptance of the menu will be known.
Food Inventories Knowledge of stocks on hand will
Prevent over-use of similar foods Allow for using foods on a first-in, first-out basis
48

Prevent over-ordering and over-stocking some foods Reduce damage and spoilage of foods Make last-minute purchases or substitutions in the menu unnecessary Plentiful Foods List An important bulletin sent out each month by the USDA. Information on foods, prices and supply conditions locally'. Tested recipes from sources other than the USDA Card file. These must be reviewed to determine Contribution recipe makes to Type A Whether it is a good school lunch recipe Whether it requires skills and/or equipment not available in your program Basic quantity cook books Monthly publications of the restaurants, hotels and hospital associations
Suitable arrangements are vital to menu planning A suitable place to plan menus An office, if one is available, or a quiet space in kitchen or dining room. This room should be Well lighted Comfortable Well ventilated Equipped with Desk or table Chair Bulletin board, if possible File cabinet, bookcase or built-in shelf for reference materials and recipes
49

A suitable time to plan menus
Plan menus from two weeks to a month ahead of the time they are to be served.
Decide on the day(s) of the week or month on which to plan menus. Set aside a special time when you will be free from interruption. Select a time when you are relaxed and your appetite is good.
Allow enough time to study food inventories, current market and price reports, previous menus used, to review menu suggestions, select recipes, and plan and check the menus.
Allow time also to determine quantities of foods needed and to prepare market orders.
A suitable method of planning
Good menu planning goes beyond the listing of specific foods to be included in daily lunches. Plan for the total job, although it may not be possible to do the total job at one sitting.
Record the menus planned on a form designed for that purpose and suited to individual needs.
Select the specific recipes to be used in preparing the different menu items. Put the number of the recipe beside the menu item-(PA-631).
Determine the size portion or serving desired.
Estimate the number of lunches to be prepared.
Adjust the recipes selected to provide the necessary number of portions.
Calculate the amounts of food required for the total number of lunches to be served to children and adults. (Use PA-270).
Evaluate the menus from the standpoint of quality and quantity.
Prepare market orders as needed.
Develop time and work schedules.
Careful systematic planning of menus well in advance, is a key to good management.
50

Cycle Menus In some schools a series of carefully planned menus are used on a cycle basis. This is a good way to make use of menus that provide economical and nutritious school lunches. Before planning cycle menus Decide on the length of time each cycle will run. A series of 8, 12, or 16 basic menus will help provide a good variety of foods and help avoid serving the same menu on the same day of the week each time it is repeated. Decide on the number of different sets of cycle menus desired such as A series for hot weather and one for cold A different series of menus for holiday seasons Plan menus carefully for the period selected. Keep in mind all factors for planning menus, using the Type A pattern for a guide. Provide for flexibility. Review frequently to allow for changes due to USDA donated foods, to take advantage of a specially good buy and to provide a suitable lunch for a holiday or special occasion. Remember cycle or rotating menus will not put an end to menu planning, but when properly planned and efficiently used, they may help save time and stream-line the job.
51

Example of Suggested 13 Day Cycle of Type A School Lunch Menus

Protein - Rich Foods 2 ounces cooked lean meat, poultry, fish; or 2 ozs. cheese; or 1 egg; or 1/2 cup cooked dry beans or peas; or 4 ThIs. peanut butter.

Vegetables and/or Fruits

Two or more vegetables and/or

fruits to total at least 3/4 cup.

Sources of Sources Other

Vit. A

of Vit. C Fruits &

Ve2"etables

Bread

Butter or

1 or more Fortified

servin~s Maragarine

Milk 1/2 pint

Monday

Other Foods

Tuesday

Baked *Chicken with Crispy

Carrot

Orange &

Buttered *Schoo1

2 tsp.

*Peanut butter coating- 1

Sticks- -

Grapefruit *Greenpea~ Baked Roll

drum stick with wing or back

1/8 cup Sections

3/8 cup

1

VI N
Wednesday

1/4 cup Tom :Ito and ----- Onion

*Hamburger

Slices

Hamburger 2 tsp.

1 patty -2 ounces cooked meat Buttered *Sp nach 1/4 cup

1/4 cup French-fri
~o}2t,?,~~

:i

Bun 1

1/2 pt.

*P1ain Cake w/vanilla cream frost-
in2".

1/2 pt.

*Cornmea1Raisin Cooky - 1

Thursday Baked * Beans ~ 1/4 cup

Cole Slaw

Sliced

*Boston

2 tsp.

1/2 pt. *Cinnamon

with *Frankfurter

1/2 cup

Peaches

Brown

Crispie

1/2 of a 2 ounce frank Friday

1/4 cup

Bread

1

1 Slice

Scrambled *Egg Surprise 1/3 cup-- provides 2 ounces protein-rich food

Buttered * roccoli 1/4 cup

_ _ _ _ _ _ _ _ _ _ _ _-L.L.

L...-

App1eCe1ery*Raisin-

*Biscuit 1

Salad-

1 / 2 - - - J I . . . . = ! . . . .C= .U. . .D. . : = _ . . . . l . L

Honey Butter 2 tsp.
-L

1/2 pt. *Peanut Butte

Brownie

1

-L

..

_'__

_ ~

-{( Donated Foods

Example of Suggested 13 Day Cycle of Type A School Lunch Menus

Protein - Rich Foods 2 ounces cooked lean meat, poultry, fish; or 2 ozs. cheese; or 1 egg; orl/2 cup cooked dry beans or peas; or 4 thIs. peanut butter.

Vegetables and/or Fruits

Two or more vegetables and/or

fruits to total at least 3/4 cup

-Sources of :sources of Uther

Vito A

Vito C

Fruits &

Vegetables

Bread

Butter or

lor more Fortified

servings Maragarine

Monday

Relish Tray *Sandwich 2 tsp.

'I< Split Pea Soup

Citrus Fruit (Celery

Bread

1/2 cup

Cup - 1/2 cup sticks, Rad- 2 slices

"Peanut Butter and Raisin

ishes, Turnip

Sandwich-2 T. peanut butter

Sticks)- 1/4

CuP

Tuesday

*Turkey (Brunswick) Stew 1/3 cup" provides 2 ounces

Tossed Salad Vegetables *French (~abbage,gree from Stew Bread

2 tsp

protein - rich food

pepper, caul 1/2 cup

1 Slice

iflower)-1/4

cup

. Wednesday

Buttered * Af paragus- 1/4 up

*Biscuit or

Cheese * Meat Loaf-- 1 piece Cherry 3/4 " thick-provides 2 ounces Icobbler-

Steamed Potatoes

*Roll-l 2 tsp.

protein rich food

1/4 cup

1/4 cup

cherries

Thursday *Tuna Shortcake- 1/2 cup -provides 2 ounces protein rich food

Buttered
Stewed*toma oes--l/2cup iL-i*mGasr- ~A Cup
Celery stick

*Biscuit or *Cornbread 1 serving

2 tsp.

Friday

1

-

*Pizza
I piece 3-1/4 x 5 inches Provides 2 ounces protein - rich food.

Confetti salad *Raisin (Carrot, cab- Crunch-bage, green 1/4 cup pepper)- 1/2

*Bread from Pizza

2 tsp.

cup

Milk 1/2 Pint
1/2 pt.

Other Foods
*Coconut Cooky- 1

1/2 It.

*Rolled Wheat Cake with lemon
icing - 1 piece

1/2 pt.

1/2 pt. *Peanut butter Cake - - 1 piece

1/2 pt.

*Bread Stick 1

Example of Suggested 13 Day Cycle of Type A School Lunch Menus

Protein-Rich Foods 2 ounces cooked lean meat, poultry. fish; or 20zs.cheese; or 1 egg; or 1/2 cup cooked dry beans or peas; or 4 tbls. peanut butter.

Vegetables and/or Fruits

Two or more vegetables and/or

fruits to total at least 3/4 cup

01 ~ources i:)Ources

-UUl~r

Vito A

of Vito C Fruits &

Ve2"etables

Bread lor more servin2"s

Butter or Fortified Ma raga rine

Milk 1/2 Pint

Other Foods

Mon~
Barbecued *Pork 1/3 cup Barbecue-Provides 2 ozs, protein -rich food

Carrot Sticks 1/8 cup

*Strawberries 1/4 cup

Buttered *Green Beans 3/8 cup

* Bun 1

2 tsp.

1/2 pt. Pickles *Shortcake

Tuesday *Turkey Chop Suey3/4 cup- provides 2 ounces protein- rich food
Wednesday *Chili Con Carne with beans-1/2 cup - provides 2 ounces of protein -rich food Thursday *Baked Ham - 1 ounce *Deviled Egg- - 1/2

CabbagePineapple Salad 1/2
cup

1/3 cup vegetable from Chop Suey
Peach Half

*Freckled Face Roll
1

2 tsp.

Raw * Spinae hand *Tom to Apple-

Salad /2 cup

*Raisin Pie

1/4 CUD

Orang ~-glazed Sweetpotatc ~s ,1/2 cup

Green Salad 1/4 cup

*Cornbread 2 tsp. 1 serving

*Rolled Wheat
Muffin -1

2 tsp.

Friday

2 tsp.

1/2 pt.

*Steamed or oven cooked rice 1/4 cup

1/2 pt.

1/2 pt.

*Chocolate Cake with Choc' olate Icing--
I Piece

1/2 pt.

II

To convert a home-size recipe to use for school lunch, the following steps are necessary

Determine whether or not the recipe is one that lends itself to school lunch. Ask these questions:

Can it be prepared with the equipment and personnel available at school and in the time allotted for food preparation?

Is it a recipe that children will enjoy?

What are its holding qualities? Souffles, for example, must be eaten as soon as prepared. They would not be suitable for school lunch.

What contribution, if any, does the recipe make toward the Type A pattern? To determine this, you must calculate the number of 2 ounce servings of protein available (if it is a main dish) and/or the number of 1/4 cup servings of vegetables or fruit available. To do this, take the home-size recipe and, using your buying guide, and following the instructions on page 8, method 2, determine the number of such servings available from the home-size recipe. This gives you the key to use in multiplying all the ingredients in the recipe to give the number of servings desired.

Example: If a recipe calls for 1 pound of ground beef and 1/2 pound of cheese, you would determine the number of 2 ounce servings as follows:

1 pound ground beef 6 2 ounce servings

1/2 pound cheese

4 2 ounce servings

Total

10 2 ounce servings

To get a recipe yielding 100 two-ounce servings of protein, multiply every ingredient in the recipe by 10.

Convert measurements to largest size: i.e.: 1 quart instead of 4 cups; 1/2 cup instead of 24 teaspoons.

If a recipe does not contribute to the Type A pattern (for example, plain cake) you would determine how much your equipment could prepare at one time and multiply your home-recipe accordingly. If, for example, your mixer can accommodate only the amount of cake batter that you normally get from 4 1/2 pounds to 5 pounds of flour, you would determine by how much you would have to multiply the recipe to get this amount of flour. In the following example, the original recipe calls for 3 cups (3/4 pound) of flour. If your mixer will only accommodate 4 1/2 pounds of flour (18 cups), you would multiply the entire recipe by 6 to get the correct recipe for use. Be sure to double check such things as the amount of water to use when using dry eggs instead of fresh and dry milk instead of fresh.

55

Plain Cake--Based on 1-2-3-4 Recipe

Original Recipe

20-qt. Mixer (3 baking sheets)

1 c. butter 2 c. sugar 3 c. flour 4 eggs 1 c. milk 1 tb. baking powder 1/2 tsp. salt 1 tsp. vanilla
30-qt. Mixer (4 1/2 baking sheets)
4 1/2 lbs. butter 4 1/2 qt. or 9 lbs. sugar 6 3/4 qt. or 6 3[4 lbs. flour 6 c. dried eggs c 6 c. water 2 1/4 qt. milk (2 1/4 c dry milk
plus 2 1/4 qts. water) 9 tb. baking powder (1/2 c.+l tb) 1 1/2 tb. salt 3 tb. vanilla

3 lbs. butter 3 qt. or 6 lbs. sugar 4 1/2 qt. or 4 1/2 lbs flour
4 c. dried eggs c 4 c. water
1 1/2 qt. milk (1 1/2 c. dry milk plus 1 1/2 qt. water)
6 tb. baking powder (1/4 c. plus 2 tb.) 1 tb. salt 2 tb. vanilla
60-qt. Mixer (9 baking sheets)
9 lbs. butter 9 qt. or 18 lbs. sugar
c 13 1/2 qt. or 13 1/2 lbs. flour
3 qt. dried eggs 3 qt. water 4 1/2 qt. milk (4 1/2 c. dry milk plus
4 1/2 qt. water) 1 c. plus 2 tb. baking powder 3 tb. salt 1/3 c. plus 1 tb. vanilla

Method: Preheat oven to 3750

Cream butter thoroughly. Add sugar gradually. Beat until fluffy. Reconstitute dried eggs and beat. Add to creamed mixture. Sift flour--then measure it and sift again with baking powder and salt. Add alternately with milk and vanilla to creamed mixture. Do not overbeat when adding flour and milk. Set the mixer on slow speed for this part of the operation and beat each addition just enough to mix it in. Stop beater occasionally to get batter from the sides. Grease and flour baking sheets. Bake 20-25 minutes. (Do not overfill pans. Half full is enough.)

For school lunch--NOTE:

If using dry eggs and dry milk, add the two amounts of water to give the total amount. The dry eggs can then be sprinkled on top of the creamed butter and sugar and beaten in. The dry milk can be sifted with the flour. The water will be added alternately with the flour mixture.

56

Practical exercise
Quite often you will find a recipe in a magazine or cookbook that you may wish to serve at school. As you know the Recipe Card File states the amount of protein-rich food per serving, making menu planning much easier for you.
Determine the amount of protein-rich food per serving from the following recipe.

DRIED BEEF RAREBIT

32 Servings

Amounts

Ingredients

1 lb. 8 oz. 2 tbsp. 2 tbsp. 1/4 tsp. 1 gal. 2 1/4 lbs. 1 1/2 lbs.

Butter or fortified margarine Flour Dry mustard Worcestershire sauce Pepper Milk Grated cheese Dried beef, shredded

Method

1. Melt butter or margarine. Add flour and seasonings.

2. Add milk slowly while stirring and cook until smooth and thickened.

3. Add cheese and stir until it is melted. Stir in dried beef.

4. Serve over toast or toast squares.

Compare the above recipe with D-23 from your Card File. What necessary information is lacking from the above recipe?

57

Practical exercises
From the following recipe calculate the number of 1/4 cup servings of vegetable and fruit which will contribute toward meeting this requirement in the Type A lunch.

Perfection Salad

100 Servings

Amounts

Ingredients

1 cup 1 quart 1 gallon 4 1/4 cups 2 tbsp. 1 quart 3 1bs. 3 1bs. 2 quarts 2 cups

Plain gelatin Cold water Hot water (boiling) Sugar Salt Vinegar Cabbage, shredded Celery, diced Pineapple (crushed or diced) Green pepper, chopped

Method: Soak gelatin in cold water and then dissolve in hot water; add sugar and salt. Cool until slightly thickened and add remaining ingredients.

This recipe contributes

1/4 cup vegetable/fruit.

58

Practical exercise

Convert the following home-size recipe to 100 servings.

Talerine (A Texas Dish)

Home Size

Ingredients

100 Servings

3
2
1/2 cup 1 1/2 lb. 1 small can (No.2) 1 can (No.1) 1 3/4 cups 1 small pkg. 1 No. 2 can Sugar, salt, pepper, chili powder
1/2 lb.

Onions chopped Large green peppers, chopped Shortening Ground beef Tomatoes Tomato paste Water Noodles Cream style corn
Cheese

Saute onions and peppers in shortening. Add meat. Cook until almost done. Mash constantly while cooking. Add tomatoes, paste, and water and bring to boil.

Add 1 small pkg. noodles and cook until all ingredients are done. Add one can Cream Style corn. Season with sugar, salt, pepper, chili powder.

Put in oven for one hour at 3500 Grate cheese over top before serving.

59

Schoo1,

GEORGIA DEPAR1MENT OF EDUCATION Suitable Form for Writing Type A Menus _

- Date ----------

-Mi-lk

Protein-Rich Food (At least 2 oz. cooked or canned lean meat,
poultry, fish; or 2 oz. cheese, or 1/2 cup cooked dry peas, beans; or 4 T. peanut butter; or 1 egg)

Bread

Butter or Additional

Enriched Fortified Foods to

or Who1e- Margarine Meet Energy Comments

Vegetable or Fruit or Both grain (1 (with Needs of

(at least 3/4 cup)

or more bread or Children

(two or more)

portions) in foods) (Serve

(2 tea- seconds as

Vitamin A Vitamin C Other

spoons) needed)

oC\

General Comment:

UNIT VI QUANTITIES OF FOOD TO MEET TYPE A REQUIREMENTS

Objective:

To understand that a buyer must have knowledge of Type A requirements and of the use of the Food Buying Guide in order to be able to make food purchases in the proper quantity, and to develop skill in the use of the guide.

The requirements of the Type A lunch are the first point of consideration in purchasing for school lunch programs.

Each lunch each day must contain at least the specified quantities of the five food groups 1isted--(For children aged 9-12).

Protein-rich foods

Foods that may be counted toward meeting requirements and minimum amounts to be used are

2 ounces (edible portion as served) of cooked or canned lean meat, fish or poultry.

1 egg

2 ounces cheese

1/2 cup cooked dry beans or peas

1/4 cup peanut butter

An equivalent quantity of any combination of the above listed foods.

Only those foods mentioned above may be counted toward meeting the protein-rich requirement. Other foods containing protein only add to the nutrient content of the lunch and should be served in addition to and not in place of the protein-rich food specified in the pattern. These particular foods are selected for the Type A lunches because they are

Traditional main dish foods.
/
Concentrated sources of protein.

Well liked and accepted by children.

To be counted in meeting the Type A protein-rich requirement, these foods must be served in the main dish, or in the main dish and one other menu items. Examples are

61

Weiners and Baked Beans
Fish Sticks and Black Eyed Peas
Beef-vegetable Soup and Toasted Cheese Sandwich
Tuna Salad and 1/2 Deviled Egg
Use of the Buying Guide--PA-270--to determine amounts of protein foods needed for each menu.
The buying guide is divided into sections which are the same as the five groups of food required by the Type A pattern, plus a section of General information.
The buying guide presents two methods to use in determining the quantities of food needed when the size of the serving is predetermined. These methods are outlined on page eight.
Foods are alphabetized within groups.
Nearly all foods which would be used in school lunches are included.
The sections are indexed for easy use.
In nearly every case the size of the serving is given as two ounces, when the protein-rich food is meat. One exception to this is fryer pieces, where a serving is considered as one piece. Here the amount of meat provided by one average sized serving of each particular part of the fryer is given--as one thigh, 1.6 ounces. In a case like this, it is necessary that another, smaller piece of chicken (such as a wing) be used to augment the thigh, or that a second source of protein be provided in the same menu.
The breading on a protein-rich food does not count as a part of the protein. For example, a fish stick, though weighing one ounce, only provides one-half ounce of protein-rich food.
To find the number of purchase units needed of any particular item, divide the number of lunches to be served by the number of servings per purchase unit. Example: If the number of lunches to be served is 172, to find the number of pounds of ground beef needed for hamburgers, divide 172 by 6. 28 2/3 pounds, (or 29 pounds) is needed.
If only half the protein-rich requirement of a lunch is to be met by a particular item, the number of servings per purchase unit is doubled. Example
If pizza is to be served, half the protein requirement will be met by ground beef, half by cheese. If 172 lunches are to be served:
62

172 = 14 1/3 ground beef (or 15) 12
172 = 10 3/4 or 11 1bs. cheese
16
Ground beef has 6 - 2 oz. or 12 - 1 oz. servings per lb. Cheese has 8 - 2 oz. or 16 one oz. servings per lb.
Vegetable - Fruit Group
Each day each lunch should include a 3/4 cup serving consisting of two or more vegetables or fruits or both.
Full strength vegetable or fruit juice can be counted to meet not more than 1/4 cup of the above requirement.
Nutrients provided by fruits and vegetables are important and it is desirable to serve a Vitamin A rich food at least twice a week, a Vitamin C rich food each day and other fruits and vegetables as needed to meet the 3/4 cup requirement.
Vegetables and fruits provide most of the attractive coloring of the lunch.
Vegetables and fruits should be chosen to go well with the main dish and with each other.
For texture as well as nutrient value, a raw fruit or vegetable should be served each day--or as often as possible.
Use at least two, preferably three, vegetables and fruits to meet the 3/4 cup requirement. Very few vegetables are well enough accepted by children to warrant serving 1/2 cup. Three one-quarter cup servings are better.
Vitamin C fruits and vegetables must be served in the amounts listed in order to meet requirements. If it requires 1/2 cup of a vegetable to give a sufficient amount of Vitamin C, and only 1/4 cup is given, then a second Vitamin C rich food would be required.
Poor preparation of fruits and vegetables not only wastes minerals and vitamins, but will also mean that the amounts attributed to these foods per serving unit will not be obtained, and also that the foods will probably not be eaten.
The best way to teach children to eat and enjoy different vegetables is to serve them so attractively (good color, flavor, texture) that they are true appetite teasers. Examples
63

Combine fresh sliced carrots and fresh cabbage, each cooked just long enough to be crisply tender, and season with melted butter.
Mix some red cabbage with green to give a brightly colored slaw.
Use bits of pimento and green pepper in corn for "polka-dot corn. "
Substitute apple sauce for half of the water in making lime je110 for a delightfully different texture.
Use of the Food Buying Guide to calculate quantities needed of fruits and vegetables.
Each fruit and vegetable listed has several different forms. For example, fresh, canned, frozen, dried. The number of servings per purchase unit for each these forms is given.
Canned vegetables are usually listed in more than one size of can; for example, no. 10 and no. 2.
Vegetable and fruits have different numbers of servings per unit for different methods of preparation. For example, a pound of cabbage will yield 12 1/2--1/4 cup servings when prepared for slaw, but only 9.2--1/4 cup servings when chopped and cooked.
Before determining the amount of any vegetable or fruit to buy or prepare, it is necessary to determine whether a 1/4 cup or a 1/2 cup serving is to be used.
To determine the amount of any vegetable or fruit needed, divide the number of lunches to be served by the number of servings per purchase unit. For example: 1/4 c of green beans is to be served to each of 650 students. Number of lunches 650. Number of 1/4 c servings per no. 10 can--48. Number of cans needed is 650 divided by 48 or 13 1/2. Open 14 cans.
To evaluate the quantity of vegetables and fruits in Type A lunches.
Calculate the number of quarter-cup servings of each vegetable and fruit being served on the lunch.
Add the total number of all the quarter cup servings.
Divide the total number by three to find the number of 3/4 cup servings.
Compare this with the total number of lunches served to adults and children.
64

Practical exercise

Determining The Amounts of Protein-Rich Foods for Different Participations

Complete this exercise by

Showing in column (b) the size of one ready-to-eat serving of food.

Referring to your Food Buying Guide for the number of servings per purchase unit to be entered in column (c).

Figuring the amount of food required for the estimated number to be served by dividing the estimated participation by the number of servings per purchase unit.

Example:

For beef stew meat, shown on the first line below, a ready-toeat serving is 2 ounces. Your Buying Guide (p. 19) shows you there are 5.25 cooked servings of stew meat per pound. If you are to plan for 225 lunches--column (d)--you determine the amount of stew meat you need by dividing 225 by the 5.25 servings per pound. (225 divided by 5.25 equals approximately 42.8 lbs. that you will need.)

Protein-rich Food (a)

Size of one Serving
(b)

Number of Servings Per Purchase Unit
(c)

Estimated No. to be Served
(d)

Quantity of Food Needed
(e)

Beef Stew Meat

2 oz.

5.25

225

Blackeyed Peas

1/2 c

225

Fish Sticks

4 (2 oz.)

225

Luncheon Meat

2 oz.

225

Oven Ready Turkey

2 oz.

225

Stewing Hens

2 oz.

225

Tuna Flakes

2 oz.

225

43 lbs.

65

Practical Exercise

Determining Quantities of Protein-Rich Foods For Estimated Participation in Your School

A. Complete the following exercise in same manner as exercise 1--but use the average daily participation in your school (column d).

Protein-rich Foods

Size of Serving

(a) _ _ ...._ . _ .{lU

Number of Servings per Purchase Unit
(CL_

Estimated No. to be served
(d)

Quantity of food needed
(e)

Beef stew meat B1ackeyed peas Fish sticks Luncheon meat Ready to cook turkey Stewing hens Tuna flakes

2 oz. 1/2 c 4 (2 oz.) 2 oz. 2 oz. 2 oz. 2 oz.

B. How much of each of the following foods would you need to use in your school if you planned to meet only 1/2 of the protein-rich food requirement with that food?

Protein-rich Foods

Size of Serving

(a)_W

Number of Servings per Purchase Unit
~)_ _

Estimated No. to he served
idt_

Quantity of food needed
(e)

Beef stew meat B1ackeyed peas Fish sticks Luncheon meat Ready to cook turkey SteWing hens Tuna flakes

66

Practical exercise

Determining Quantities of Fruits/Vegetables To Prepare for Different Participations
Using your Food Buying Guide, complete the following exercise by determining the quantity of food to prepare for the estimated participation shown in column (b) when the serving size is predetermined--column (c).
First, determine the number of 1/2 cup or 1/4 cup servings you will get from one pound of the food. The serving size is shown in the third column of your Buying Guide and in all cases is 1/2 cup. The fourth column of the Buying Guide shows the number of 1/2 cup servings you will get from one pound. To arrive at 1/4 cup servings per pound, simply multiply by two.
Second, to determine the number of pounds you will need to prepare divide the number of lunches by the number of servings you get from one pound.
Example: If you want to prepare stewed apricots and have the equivalent of 1/4 cup for each of 212 lunches,
1 lb. of apricots yields 12 1/2 servings of 1/2 cup each or 25 servings of 1/4 cup each 212 lunches divided by 25 equals approximately 8 1/2 1bs. (See the first line below)

Fruit or Vegetable
(~)
Dried apricots

Number to be served
(b)
212

Mashed potatoes

285

Canned cherries

120

Shredded cabbage

176

Frozen green peas

130

Fresh seedless grapes 340

Diced cantaloupe

160

Shredded carrots

195

Shredded lettuce

316

Size of serving
(c)
1/4 c
1/2 c 1[4 c 1/4 c 1[4 c 1[2 c 1/4 c 1[4 c 1/4 c
67

Number servings per unit
(d)
25

Amount of food to prepare
(e)
212 .;. 25 =
8 1/2 1bs.

Practical exercise

Determining Amounts of Fruits/Vegetables to Prepare for ~ School Participation
Complete the following exercise in the same manner as Exercise 5 but use the estimated participation in your school (column b).

Fruit or Vegetable (a)

Number Served Size of Number Servings Amount of Foo6

in Your School Serving

Per Unit

to Prepare

(b)

(c)

(d)

(e)

Mashed potatoes

1/2 c

Canned cherries

1/4 c

Shredded cabbage

1/4 c

Frozen green peas

1/4 c

Fresh seedless grapes

1/2 c

Diced cantaloupe

1/4 c

Shredded carrots

1/4 c

Lettuce for salad

1/4 c

68

Practical Exercise

Evaluating the Quantities of Fruits And Vegetables in the Lunch

This exercise is designed to help you evaluate the fruit/vegetable part of the Type A school lunch and to know whether you have met the 3/4 cup requirement. We have a very simple formula to help with this evaluation.

Determine the total number of 1/4 cup servings for the day's lunch.
Total No. of 1/4 cup servings divided by 3 = No. portions of 3/4 cup
each.

Example: Your food use records show these foods and amounts used in the lunch:

Potatoes - 50 lbs., Frozen Peas - 18 lbs., Blueberries - 5 #10 cans.

Potatoes, 50 lbs. x 6.9

= 345 1/4 cup servings

Frozen Peas, 18 lbs. x 10.48 = 189 1/4 cup servings

Blueberries, 5 #10 cans x 48 = 240 1/4 cup servings

774 1/4 cup servings

774 ~ 3 = 258 portions of 3/4 cup each

Evaluate the following quantities of foods to determine whether the fruits/vegetables were adequate for the number of lunches indicated.

For 103 lunches

Cabbage - 8 lbs. Frozen Green Limas - 10 lbs. Red Sour Cherries - 3 #10 cans

For 188 lunches

Carrots - 10 lbs. Potatoes - 30 lbs. Frozen Spinach - 20 lbs.

For 167 lunches

Green Beans - 5 #10 cans Celery - 3 lbs. Seedless Grapes - 3 lbs. Apples - 9 lbs. CantalouI: e - 30 lbs.

For 408 lunches

Lettuce - 20 lbs. Tomatoes - 40 lbs. Kernel Corn - 11 #10 cans Purple Plums - 10 #10 cans

69

UNIT VII IMPORTANCE OF PREPLANNING TYPE A LUNCHES

Objectives:

To understand the advantages of preplanning lunches.

To learn how to pre-cost menus and to determine actual per plate costs.

To learn how to plan Type A menus which will meet all requirements, stay within the budget, be in accord with good menu planning principles, and be pleasing to children.

Menu Planninz is the focal point of all the activities of the school lunch program. These activities include purchasing, storage, deliveries, food preparation and serving, record keeping, use of recipes and equipment.

Preplanning school lunch menus for at least two weeks, preferably a month, offers many advantages.

The Type A lunch requirements will be met every day.

Preplanning permits detailed evaluation of each menu and of the menus as a whole to be sure that each component is present, that Vitamin C foods are included every day and Vitamin A rich foods are included at least twice each week.

More variety will be offered.

Preplanning forces the planner to take a look at the menus over a period of time. There is far less likelihood that the same meat will be served two or three times during the week or prepared in the same way. A wider variety of fruits, vegetables and breads will also result.

The principles of good menu planning are more likely to be observed. These questions can be asked--What foods in each menu offer contrasts of color? texture? flavor? consistency? shape or form? type of preparation? temperature?

Better buying techniques can be employed because it will be possible to

Buy for a longer period of time.

Buy in larger quantities.

Buy with less waste of time and materials.

Make price comparisons before buying

Bid buying on specification.

70

Compare cost of in-season fresh produce with that of canned or frozen.
Compare costs between kitchen prepared and commercially prepared menu items (spaghetti sauce, baked beans, cookies).
Study grades, qualities and yields of foods for specific uses in the school lunch menu.
Permits Cost Controls. By precosting menus it is possible to know in advance what the average per plate cost will be for a month. If the average is too high, adjustments can be made by substituting some lower priced ones before the menu is served.
Permits wiser scheduling of equipment use.
Permits a fairer distribution of the work load of employees.
Permits the scheduling of cleaning activities and of prepreparation of food in advance. (Pizza sauce the day before it is to be used, ice box cookies a week or more in advance, jello the day before).
Insures wiser use of USDA donated foods, letting canned goods be spread out over as much of the year as possible, planning for use of the plentiful commodities as often as possible.
Insures fewer last minute substitutions. Orders can be placed well in advance--shortages avoided.
Insures peace of mind for both manager and workers. Confusion avoided.
Professional attitudes encouraged.
Permits more time for other supervisory and educational activities.
One of the goals of the school lunch program is to furnish a nutritionally adequate lunch to children at a price they can afford to pay.
The school lunch program is non-profit, although it is desirable, even necessary to build up an operational balance of from one to two month's of operating costs. This is necessary in order to be able to buy to advantage, in large enough quantity to obtain the best prices, to be able to take advantage of discounts for cash and of exceptionally good buys.
The price to the child of a school lunch is rarely more than 30. The reimbursement rate per lunch is normally about 4. This gives an income of approximately 34 per lunch, assuming that all lunches are paid for. If there are free lunches this lowers the per plate income. Most schools do have enough free lunches to bring the average per plate income down to about 32 per lunch.
71

The advised division of the school lunch dollar is 60-70 percent for food; 25-30 percent labor; 5-10 percent equipment, all other expenses and operational balance.
To determine the proper amount of money to be allotted for food use the following procedure:
If income per lunch is .32 .60
.1920 or 19.2 per lunch
to .32 .70
.2240 to 22.4 per lunch
Obviously, 70 percent could not be spent for food unless the combination of labor and all other expenses was kept to 30 percent or under.
To pre-cost a lunch, the expenditures for food would have to be itemized as follows:
Milk
Protein rich food or foods
Vegetables! __
Fruits
Bread
Other foods

Total
Example:
Milk 7.0 3 oz. hamburger 8.l Cabbage slaw 1.2

Green beans (1!4 c) School baked bun Butter (commodity) Oatmeal cookie Total

2.0 0.5
0.5 19.3

To find the "cost per serving" of an item, divide the cost per unit by the number of servings per unit. Example: If ground beef is 47 per lb., the cost of one 2 oz. serving is 48 divided by 6 or 8 per serving.
For a school with income of 32 per meal average, the average cost of the lunches for the month should be in the neighborhood of 19.5 per meal.
72

""

The use of commodities whenever possible cuts down on the purchased cost of food. If the average cost of the meals for the month runs higher than the amount set as necessary, then the menus should be reviewed and these changes made.

Substitute commodity foods for some purchased foods.

Eliminate some of the higher priced protein-rich foods and substitute lower cost foods. It may be necessary to have one meatless meal per week (using dry beans, eggs, cheese, or peanut butter).

Substitute low cost vegetables, as cabbages, turnip greens, collards for higher priced Vitamin C foods.

Eliminate some of the additional foods which do not contribute to Type A requirements, such as potato chips, pickles, ice cream.

Wasted food costs just as much as that which is served and eaten. To keep this at a minimum

Use the average daily participation as a guide to the quantities to order.

Check with the principal about special events, field trips and the like which might cause pupils to be away from school on a particular day.

Be advised daily of absences.

Know from past records what effect unusually inclement weather has on your school's attendance. Make adjustments in the cooking accordingly.

Give the correct count to your cooks as quickly as possible in the morning.

At the end of the day, run a per plate cost on that day's meal--make notes on that day's menu about acceptance of the food, amounts required--leftovers.

To do a per plate cost

Take the total amount used of all items and list them with the cost of each.

Milk, 500 @ 7 Roast Beef 85# @ 60 Cabbage - 50tft Carrots - lotft Relish, 1 gal. Green beans, 11 cans @ 95 Fat Back, 31ft Oranges, 250 Seasonings, yeast
73

$35.00 51.00 2.25 .60 l.15 11.45 .30 1l.25 3.00
$116.00

Divide by total number - $116.00 divided by 500 = 23.2 per
plate cost of this lunch. It is obvious that if many meals ran this high the budget would be far exceeded unless a number of other meals were correspondingly less than the permitted amount per lunch. Preplanning of lunches permits better use of equipment and of worker time. Examples of poor planning Menus which have all items for the lunch baked in the oven Menus on which several items require a good deal of chopping Menus which have two items fried (as fried chicken, french fries) Menus with all items which must be cooked at the last minute and served hot Menus which have one or two people bearing an unduly heavy share of the load, unless those with easy preparation items are definitely assigned to help those who have a great deal of preparation to do Examples of good planning Menus which take into account the type and size of equipment and distributes the work load so that nearly every piece of equipment is used, but none over loaded Menus which permit each employee to do some preparation for today and some for tomorrow, plus some cleaning
74

List of USDA - Donated Foods Used in Suggested Cyc'.e of Type A School Lunch Menus and Estimated Cost Per Jmch

Comparing Cost of Menus Using USDA - Donated Foods with Menus Using All Purchased Foods

MENU

SAVINGS TO

COST PER LUNCH SCHOOL (bas- USDA-DONATED

USING USING ALL ed on market FOOD USED

pONATED PURCHASED value of USDA-

FOODS

FOODS donated foods)

Tuesday Baked chicken with
crispy peanut butter coating Buttered peas
Orange & grapefruit
sections Carrot sticks School baked rolls Butter and milk Plain cake with vanilla
cream frosting

S 0.1351 $ 0.365 1$ 0.230

Chicken, peanut butter, canned peas, grapefruit sections, flour, nonfat dry milk, shortening, butter, dried eggs.

Wednesday Hamburger on bun French fried potatoes Buttered spinach Tomato and onion slices Butter and milk Cornmeal-raisin cook-
ies

0.153

0.294

0.141

Ground beef, flour, nonfat dry milk, cornmeal, raisins, butter, shortening, dried eggs.

Thursday Baked beans with
frankfurters Cole slaw Sliced peaches Boston brown bread Butter and milk Cinnamon crispies

0.183

0.210

0.027

Beans, canned peaches, cornmeal, raisins, flour (whole wheat), flour (all purpose), rolled wheat or oats, shortening butter, nonfat dry milk, dried eggs.

Agriculture--Washington D. C.

75

List of USDA - Donated Foods (continued)

MENU
Friday Scrambled egg surprise Buttered broccoli Apple-celery raisin
salad Biscuit Milk - honey - butter Peanut butter brownies

SAVINGS TO

COST PER LUNCH SCHOOL (bas- USDA-DONATED

USING USING ALL ed on market FOOD USED

DONATED PURCHASED value of USDA-

FOODS

FOODS donated foods)

$ 0.157 1$ 0.237 1$ 0.080

Canned chopped meat, nonfat dry milk, raisins, flour (all purpose), shortening, butter, peanut butter, honey, dried eggs.

Monday Split pea soup Peanut butter and
raisin sandwich Citrus fruit cup Relishes Butter and milk Coconut cookies

0.227

0.317

0.090

I Split peas, pea-

nut butter,

raisins, nonfat

dry milk, flour

(all purpose),

butter, dried

eggs, grapefruit

sections, short-

ening.
--------------~-----------------

Tuesday Turkey brunswick stew Tossed salad French bread Butter and milk

0.175

0.321

0.146

Turkey, flour (all purpose), rolled wheat, dried eggs,

Rolled wheat cake with

butter, shorten-

lemon frosting

ing.

-------------------------~---------~---------p--------------~-----------------

Wednesday Cheese meatloaf Steamed potatoes Buttered asparagus Cherry cobbler Biscuit Butter and milk

0.216

0.316

0.100

----------------------------------~----------~--------------

Cheese, ground meat, nonfat dry milk, flour (all purpose), butter, shortening, dried eggs.

76

List of USDA - Donated Foods (continued)

MENU
Thursday Tuna shortcake Buttered green limas Stewed tomatoes Celery sticks Butter, milk, biscuit Peanut butter cake

SAVINGS TO

COST PER LUNCH SCHOOL (bas- USDA-DONATED

USING USING ALL ed on market FOOD USED

DONATED PURCHASED value of USDA-

FOODS

FOODS donated foods)

$ 0.237 1$ 0.326 1$ 0.089

Cheese, flour (all purpose), shortening, canned tomatoes, butter, nonfat dry milk, peanut butter, dried eggs.

Friday Pizza Confetti salad Raisin crunch Butter and milk Sesame seed bread
sticks

0.144

0.279

0.135

Flour (all purpose), ground beef, cheese, shortening, raisins, orange juice, rolled wheat or oats, dried eggs, nonfat dry milk, butter.

Monday Barbecued pork on bun Buttered green beans
Carrot & pickle sticks
Strawberry shortcake Butter and milk

0.141

0.372

0.231

Pork and natural juices, flour (all purpose), nonfat dry milk, butter, green beans, shortening.

Tuesday Turkey chop suey Steamed or oven cooked
rice Cabbage-pineapple salad Peach half Freckled face roll Butter and milk

0.148

0.305

0.157

Turkey, rice,

canned pineapple

bulgar, flour,

shortening, non-

fat dry milk,

butter, canned

peaches.

---------~---------~--------------

77

List of USDA - Donated Foods (continued)

MENU
Wednesday ChiIi con carne with beans Raw spinach and
tomato salad Apple-raisin pie Cornbread Butter and milk

SAVINGS TO

COST P R LUNCH SCHOOL (bas- USDA-DONATED

USING USING ALL ed on market FOOD USED

DONATED PURCHASED value of USDA-

FOODS

FOODS donated foods)

$ 0.183 1$ 0.276 1$ 0.093

Ground beef, beans, raisins, flour (all purpose), cornmeal, nonfat dry milk, dried eggs, butter, shortening.

Thursday Baked ham Deviled egg half Orange glazed sweet-
potatoes Green salad Rolled wheat muffin Butter and milk Chocolate cake with
chocolate icing

0.195

0.291

0.096

Orange juice, sweet potatoes, nonfat dry milk, rolled wheat, flour (all purpose), dried eggs, butter,
shortening.

-------------------------~---------~---------.--------------.-----------------

78

Planning Type A School Lunches
Practical Exercise

The following menus were served during one week. Obviously, they were not preplanned. Carefully review each menu and write your criticisms in the space provided opposite the menu.

Monday

Beef-vegetable stew Bread-butter sandwiches Pears - milk

Tuesday

Spaghetti-tomato casserole
Mashed potatoes Cupcakes - milk

Wednesday

Tuna-noodle casserole Lettuce salad Buttered green beans Bread-butter sandwiches Milk

Thursday

Weiners on buttered buns Pickle chips Potato chips Pears - milk

Friday

Macaroni and cheese Mixed green salad Buttered carrots Rice-date pudding Bread Butter Milk

79

Planning Type A School Lunches
Information Sheet
Suggested Food Display
On paper plates, display the following menus pointing out the principles of good menu p1anning--or lack of them. Be very sure that each menu displayed meets the quantitative requirements of the Type A Lunch.
Invite free discussion of each of these menus from the following standpoints!
Color? Texture? Balance of hot and cold foods? Combination of flavors? Flavor accents for bland foods? Time of year to serve? Food Shapes?
Swiss steak Buttered beets Red cabbage slaw WW bread/butter sandwich Purple plums in syrup, milk
"Dagwood Sandwich" (cheese, cold cuts, tomato slice, onion slice, lettuce)
Potato salad Orange and grapefruit sections Brownie, mi1k
Turkey 'n gravy/steamed rice Lettuce wedge, carrot stick Applesauce, sugar cookie Milk
Baked ham Oven-browned potatoes Carrot-cabbage-green pepper slaw French bread, butter Fresh apple, milk
Chili Carrot sticks Buttered green 1imas Pickle chips 1/2 orange, spice cake milk
80

Practical Exercise

1. Figure the per serving cost of each of the following.

~

Unit

Fish sticks

6 lb. box

Boston butts

lb.

Hens (ready to

cook)

lb.

Green beans

No. 10 can

Fresh cabbage for

slaw

lb.

Beans with pork No. 10 can

Fresh tomatoes

(2 slices)

lb.

Cost per Unit
$1.83 4150
.2725 1.11
.045 .56
.35

Size Serving
2 oz 2 oz.
2 oz. (1/4 cup)
(1/4 cup) (1/2 cup)
(1/4 cup)

Serving per Unit

Cost per Serving

2. Figure the cost per serving of plain cake, using the following recipe:
Plain Cake Yield: 6 bk. sheets @ 70 each or 420 servings.
Ingredients:
Purchased
12 lb. sugar @ 10.5 4 doz. eggs @ 54 2/3 cup baking powder - 15 lb. 2 tb. salt and 1/4 cup vanilla 1.5

Conunodity
6 1bs. butter 8 1bs. flour 1 lb. dry milk

81

3. Figure the per plate cost of the following lunch: 510 lunches

Menu

Meat loaf Potato in jacket (1 small) Hot egg bread - milk, butter Peach cobbler

Items Used

Purchased

Conunodity

47 1bs. gr. beef @ 526 lb. 4 1bs. onions @ 3 4 1bs. celery (two stalks) @ 10 stalk Eggs, 12 doz. @ 53 per doz. Potatoes - 128 1bs. @ 3.25 per 50 lb. bag
Sugar - 10 1bs. @ 10.15 per lb. Peaches - 11 No. 10 cans @ 1.04 ea. 1/2 pt. milk, 510 @ 7 Miscellaneous (seasonings, etc.) 3.00

30 1bs. ground pork 10 1bs. cheese 10 1/2 1bs. butter 10 1bs. flour 10 1bs. lard 10 1bs. meal 3 1/2 1bs. dry milk Left over bread crumbs

-82

Practical Exercise

Prep1anning Menus to Meet Type A Reguirements

Meeting the requirements of the Type A lunch for groups of children served in the school lunch program is very definitely a matter of PREPLANNING.
Prep1anning both the menu and the amounts of foods to be used in preparation of the lunch. Take the worry out of menu planning by figuring ahead of time the amounts of foods you will need for each lunch. In that way, you will KNOW that the lunches served consistently meet requirements.
For practice, preplan the amounts of foods needed for this menu in an elementary school serving 142 lunches.

Menu
Beef patties Buttered spinach Celery-carrot sticks Apricot-rice pudding (C-37) Bread/butter/milk

Foods to be used:

83

UNIT VIII
HOW TO PLAN AND EVALUATE TYPE A LUNCHES
Objectives: To develop the understandings necessary to effectively plan good Type A lunches and to evaluate menus.
A good menu is more than a list of foods to be served together. A good school lunch menu reflects the principles of good menu planning, meets all Type A requirements, shows the amounts of foods needed and indicates the recipe to be used.
To plan menus quickly and easily
Find a place to plan that is comfortable and properly equipped.
Arrange a time to plan.
Have all reference materials readily available.
Using the Type A Pattern as a guide, follow these steps.
Select a protein-rich main dish for each day of the week.
Use Recipe Card File, previous menus, professional publications for suggestions.
Plan a different protein-rich food or combination of protein-rich foods for each day in the week.
Plan for a variety in protein-rich foods. Try to include beef, pork, poultry, fish in some form each week.
Counter-balance expensive protein-rich foods with some that are less expensive.
If planning to use a main dish that is not in the recipe card file, calculate the amount of protein-rich foods in the recipe that may be counted toward meeting Type A requirements.
From a nutritional standpoint it is desirable to include an Uextra" source of protein (meat, cheese, peanut butter) whenever eggs, luncheon-type meats, dry beans or dry peas are used as the main protein-rich food in the lunch.
Cooked dry beans or dry peas may be counted as a protein-rich food or as a vegetable--not as both in the same meal.
A two ounce portion of a commercially prepared cheese product (cheese food or cheese spread) will meet only 1/2 of the proteinrich food requirement.
84

Select fruit and vegetables.
Choose vegetables and fruits that combine well with each other and with the main dish.
Plan for a Vitamin C rich food each day.
Plan for a Vitamin A rich food twice during the week.
Try to use a raw vegetable or fruit daily.
For lists of vegetables and fruits that are sources of Vitamin A, Vitamin C and iron, see the chart--Foods For School Lunches-page 8--PA-7l9.
Plan for variety. Try to introduce the children to as many fruits and vegetables as possible while they are in school.
Plan for at least two, preferably three, servings of fruits and vegetables at each meal in order to meet the 3/4 cup requirement. Few vegetables are popular enough to warrant giving a 1/2 cup serving (no. eight scoop).
Avoid repeating the same vegetables with the same main dish too frequently. Green beans and tossed salad are not the only vegetables which are good with spaghetti; corn does not always have to accompany pizza, nor mashed potatoes with roast beef.
If a recipe in the menu has come from a source other than the Recipe Card File, calculate the contribution in either 1/2 or 1/4 cup portions for the fruit/vegetable part of the Type A pattern.
Remember
Full strength vegetable or fruit juice may be counted to meet no more than 1/4 cup of the vegetable/fruit requirement. If you give six ounces of orange juice, it still counts as 1/4 cup.
Cereal foods such as macaroni, spaghetti, noodles, rice and hominy are considered other foods and do not meet the vegetable/fruit requirement.
Select an appropriate bread.
Choose an enriched or whole grain bread which will go well with the meal.
Before making the selection, look over the breads in the Recipe Card File or other lists and try to introduce variety in breads. There are many delicious breads. Cheese added to biscuits is delicious and helps to enrich the meal nutritionally.
85

Bran bread, blueberry muffins, raisin batter bread are but a few suggestions to keep this item on the menu from becoming routine.
Plan for extra bread for the older children. Energy needs are high in this group and bread is an excellent source of energy.
Remember--crackers cannot be counted as bread.
Milk
1/2 pt. of whole, fluid milk as a beverage is an inflexible part of the Type A pattern.
The milk served must meet local and State laws for butterfat content.
The milk served must have been processed under the strictest sanitation requirements of the State and Local ordinances.
Chocolate or other flavored milks are not permitted because
These drinks are not prepared from whole milk. They do not meet the butterfat requirement. They do not generally have the Vitamin A content of whole milk.
Sweetened drinks dull a child's appetite for the rest of his meal.
A child needs to develop a taste for unflavored milk so that he will be able to drink the entire amount he needs daily. Few people would care to drink a quart of chocolate milk daily.
For teenagers, chocolate milk would aggravate acne and would add more calories daily than some of the teenage girls would want.
Include butter or fortified margarine.
Plan to use I teaspoon of butter or fortified margarine as a spread for bread and in the preparation of other foods in the lunch.
Butter is the ideal seasoning for most_vegetables.
Butter in cakes improves texture.
Remember, the use of butter or fortified margarine as a spread for bread is optional only when the required amount is used in food preparation.
86

Add a dessert and other foods as needed.
See the list of "other foods"--page 8, PA-719. Other foods is not the same as other fruits and vegetables.
Select foods that will supply extra nutrients and energy as well as those that have taste appeal. Desserts that contain such foods as fruits, eggs, peanut butter, milk and enriched or wholegrain cereals, flour or meal are desirable.
Try to use an extremely popular dessert with less popular main dishes or vegetables.
Remember that the dessert may be what "sells" the lunch and thus encourage the eating of other valuable foods.
Since we "eat with our eyes" the dessert can frequently make the meal more attractive. A festive touch can be added to cakes and cookies for special holidays with little extra cost, such as
Chocolate cookies frosted with orange icing and with raisins for features at Halloween.
Red-tinted coconut for valentine.
Green-tinted coconut and jelly beans to make nests of eggs on each cup cake or frosted cake square at Easter time.
The texture of the dessert should be different from the texture of the other foods on the menu. You wouldn't want banana pudding with brunswick stew and steamed cabbage.
If other sweet items are on the menu, such as candied sweet potatoes or spiced apples, the dessert should be tangy.
Potato chips, dill pickles and such are "other foods". They add to the cost of a lunch without adding nutritive value. They do have a place on the menu occasionally because of their appeal to children, but should be used only occasionally as a taste treat to encourage participation.
Put the size of the serving to be used beside each item, as 1/2 or 1/4 cup for vegetables and fruits.
Evaluate
After the menu is tentatively planned, before recipes are named, amounts of food calculated, or purchase orders made, the menus need to be evaluated, both as a whole and each separately.
To evaluate the lunches as a whole, ask these questions
87

Has a variety of protein-rich foods been used? Are there some from each category--beef, pork, poultry, fish, eggs, cheese, variety meats, dry beans and peas, peanut butter?
Has care been taken that the same food is not always prepared in the same way? There are many ways to prepare ground beef, for instance.
Has care been taken that the same foods are not served for several days in succession, for example, hamburgers, meat loaf and pizza, or steamed cabbage, cole slaw, cabbage and carrots.
Do the menus take into account the season of the year and the weather--more hot foods in winter, more salads and fruits in spring and summer?
Do the menus include some new dishes as well as old favorites?
Do the menus as a whole stay within the food budget, with expensive menus off-set by cheaper (but still good) meals?
Were the inventories on hand considered?
Were plentiful goods used?
Were USDA commodities used as fully as consistent with good budgeting? (It is unwise to use all of the commodity canned goods or frozen meats in a month or two, keeping food costs ~ low for these months, and then have to buy everything after these commodities are gone. It is far better to try to spread the use throughout the year if possible. On the other hand, plentiful commodities such as peanut butter, dried peas, rice, should be used as often as good menu planning will permit.)
Are the majority of foods and food combinations those that children like?
Are Vitamin A foods included at least twice weekly?
To evaluate each lunch individually the following questions need to be asked
Does this lunch meet all Type A requirements?
Will the children like it?
Is there a Vitamin C rich food (or foods) included?
Are Vitamin C foods in sufficient quantity to meet needs? Some need be given in 1/4 cup amounts, some in 1/2 cup. (See Foods for Type A lunches, p. 8, PA-7l9).
88

Is there a Vitamin A rich food today? If not, is there one on the day preceeding or following this day?
Is there good contrast in color?
Are there varieties in the shapes of the food?
Does the lunch contain something crisp and something soft?
Does this lunch have contrasts in flavor?
Have different methods been used in preparing the foods? For instance, no two creamed dishes.
Has consideration been given to use of the equipment?
Has consideration been given to balancing the work load among the workers?
Has consideration been given for any necessary prepreparation for the next day's menu?
Is there a fresh food on the menu?
Has excessive use of starchy foods been avoided?
Pre-cost Menus
A chart needs to be kept of the approximate cost per serving of each dish in order that a reasonably good idea may be had of what each individual day's lunch will cost, and what will be the average for the month.
When the menus have been pre-costed, substitutions should be made if the menus as a whole run too high for the budget. Less expensive items are frequently as tasty as expensive. Commodity items may be substituted for bought.
Note Recipes Needed
Put the Card File number beside recipes from the USDA file.
If a new dish, from a source other than the card file is to be used, calculate the recipe for the quantity needed in this school (or in quantities of 100, if for a system). Calculate the contribution, if any, toward meeting the Type A requirements of protein-rich or vegetable/fruit requirements or both. Indicate the size serving required to meet this requirement.
Write the recipe in its largest terms
Not 4 cups, but 1 qt.
89

Not 4 qts., but I gal.
Give both measure and weight of ingredients to be used.
From the number of lunches to be served, calculate market orders.
Make Work Schedules
Work schedules should be made a few days before a menu is to be served, to take care of conditions as they exist at the time.
Work schedules must take into account
The length of time it requires to prepare and to cook items.
The desirability of having hot dishes and breads come out of the oven as near serving time as possible.
Staggering of cooking
Use of equipment
Efficiency of workers
Delivery of supplies
Preparation already made for this day, and that needing to be done for the next
Additional activities, such as cleaning, checking in deliveries
The work load must be fair. If the dessert cook, for example, has a canned fruit for dessert, she should be assigned on this day to help the person who has a heavier schedule and should also be assigned special cleaning duties.
Work Schedule
Should tell the worker when to begin, what to prepare and how much to prepare.
Will show whether or not all labor hours are being used to advantage.
May help to cut labor costs by using time to better advantages.
Will plan for all extra activities that are a necessary part of meal preparation.
Prevents confusion and helps prevent dissatisfaction among workers.
Prevents foods such as cabbage, breads, etc. from being cooked too far ahead of time.
90

Will permit regular hours of work among school employees. Prevents wasted time in the mornings while decisions are being made as to what is to be prepared and how much. Discourages a "Let George do it" attitude among workers. Picture how the lunch will look on the tray. Will it need a garnish to give color and eye appeal? If the evaluation check list has been followed, the lunch should be attractive, because it will offer contrast of color, shape, texture, methods of food preparation, and height of food.
91

MENU ON DAY PREVIOUS TO THE ONE FOR WHICH SCHEDULING IS SHOWN
Hamburgers Sliced beets and onions Butter French fried potatoes 1/2 orange Milk
Prepreparations to be done for next day.
1. Bake 50 lb. ham 2. Count 300 eggs into steamer pan 3. Weigh ingredients for cake. Put
butter in mixer bowl and cover. 4. Clean storeroom. 5. Make salad dressing. 6. Wash vegetables for salad. Put
in crisper. 7. Wash refrigerators. 8. Make some sandwich bread for
later.

MENU FOR DAY AFTER THE DAY FOR WHICH THE SCHEDULING I S SHOWN
Cheese meat loaf Apple, celery, and raisin salad Milk Mashed potatoes Butter Rolls Cornmeal macaroons

******-1,
IMPORTANT THINGS TO NOTE
Manager makes a master schedule for self showing all jobs to be done for everyone.
This schedule shows the prepreparation which was done the day before.
The worker's card for the day shows only the work to be done for the day in question. The work card for the previous day would have shown the prepreparation for this day.
Work schedules are distributed and discussed (if necessary) the day before, not on the morning the menu is to be served. By doing this, each worker can come in and get straight to work.
Menus for the entire week (or longer) are posted ahead of time.
Each worker has her own work card. The card shows clearly each task to be done, the time it is to be done, and the amount of each food item to prepare.

92

SAMPLE: DAILY WORK SCHEDULE
Menu served to 600 students. Manager and 5 workers Manager hours - 8 Worker hours - 6 each

DATE:

Baked Ham (1 oz.) Deviled egg (1/2)

Honey glazed sweet potatoes

Green salad

Rolled wheat rolls

Butter

Milk

Chocolate cake with chocolate icing

PREPREPARATION
Manager 7:45-3:45
7:45--0pen up. Turn on stoves and steamer. Put on water for teacher's tea. 8-8:45 Oversee all activities. Check in milk; make teacher's tea and coffee. 8:45-9:45 Check teacher's slips; count money; make deposit slios' lock monev in desk. 9:45-10:45 Check in w'h'se delivery. Oversee proper disposal. Check on all food preparation. Lend hand where needed. 10:45-11 Check steamer table and final aooearance of all food. 11-1 Oversee every aspect of serving. Help watch cooking food. 1-1:20 Lunch 1:20-1:50 Make out next day's work cards. Put amounts of food to be oreoared on cards. 1:50 Distribute work cards. Give soecia1 instructions for next dav. 2-3:45 Records. Daily per plate costs; put in meat and produce orders for following week; make out schedule for following week.

Bake 50 lb. ham, Make part of Weigh ingred. Make salad

Wash refrigerators.

Count 300 eggs sandwich bread for cake. Put dressing. Wash

into steamer

for Thurs.

butter in bowl, vegetables for

cover; clean salad. Put in

storeroom.

crisoer.

Worker 111

Worker 112

[Worker if3

Worker if4

Worker if5

8:00-2 P.M.

8:00-2 P.M. 8:00-2 P.M.

8:00-2 P.M.

9:00-3 P.M.

8-8:10 Put

8:00-10:45

8-9:30 Make 8-8:45 Prepare 9-9:45 Help with

eggs in

Make and bake and bake 9

potatoes--13

eggs and clean up.

steamer

600 rolls.

sheets cake. cns.

9:45-10:15 Help put

8:10-8:40 Slice Make bread

Make up icing. 8:45-10 Pre- away w'h'se suop1ies

ham--600-1 oz. wlextra roll 9:30-10 Weigh pare tossed

10: 15-11 Clean rest

slices

dough.

ingred. for mac salad' refrig. rooms.

8:40-9:40 Peel 10:45-10:55 aroons for Wed. 10-10:45 Wash 11-11:30 Lunch and

and devil eggs. Break cake and 10-10:30 Cut apples and ce1- break.

9:40-10 Grate bread to steam cake' ice.

ery for Wed. 11:30-2:05 Dishroom

cheese for fo1- counter.

10: 30-11 Clean Clean up from duty. Clean machine

lowing day; pre- 11:00-1 Serve un.

own activities. and dishroom.

pare bread

1-1:20 Lunch 11-11:30 Lunch 10:45-10:55

2:15-3 Sweep and

crumbs.

1:20-1:50

and break.

Break

moo kitchen.

10-10:45 Clean Clean up and 11:30-1:50

10:55 Salad

up and potwash- ;ootwashing. Dishroom dutv. and potatoes to

ing.

serving count-

10:45 Break

er.

10:55 Ham and

11-1 Serve

deviled eggs to

1-1:20 Lunch

steam counter.

1:20-1:50 Pot-

11-1 Serve

washing.

1-1:20 Lunch

1:20-1:50 Clean

up.

1:50 Receive

next day's cards

INDIVIDUAL WORKER CARDS TO BE DISTRIBUTED AFTERNOON BEFORE

WORKER NO.1

(Day of Menu)

8 - 8:10 Put eggs into steamer

8:10 - 8:40 Slice ham: 600 1 oz. slices

8:40 - 9:40 Peel and devil eggs

:~

9:40 - 10:00 Grate 25 1bs. cheese for next day's meat loaf

I

Prepare 5 1bs. bread crumbs for next day's meat loaf

10:00 - 10:45 Clean up and potwashing

10:45

Break

10:55

Ham and deviled eggs to steamer table

11:00 - 1:00 Serve

1:00 - 1:20 Lunch

1:20 - 1:50 Clean up

1:50

Receive next day's card and special instructions

WORKER NO.2

8:00 - 10:45 Make and bake 600 rolls Make loaves of bread with extra roll dough

10:45- 10:55 Break

10:55

Bread to steam counter

11:00 - 1:00 Serve

1:00 - 1:20 Lunch

1:20 - 1:50 Clean up and potwashing

1:50

Get next day's work card and special instructions

94

WORKER NO.3

8:00 - 9:30 Make and bake 9 sheets cake. Make up icing.

9:30 - 10:00 Weigh ingredients for Wednesday's macaroons

10:00 - 10:30 Cut cake, then ice

10:30 - 11:00 Clean up

11:00 - 11:30 Lunch and break

11:30 - 1:50 Dishroom duty

1:50

Get next day's work card and special instructions

WORKER NO.4

8:00 - 8:45 Prepare potatoes - 13 cns

8:45 - 10:00 Prepare tossed salad - refrigerate

10:00 - 10:45 Wash apples and celery for Wednesday; clean up

10:45 - 10:55 Break

10:55

Salad and potatoes to serving counter

11:00 - 1:00 Serve

1:00 - 1:20 Lunch

1:20 - 1:50 Pot washing

1:50

Receive card for next day

WORKER NO.5 9:00 - 9:45 Help with eggs and clean up 9:45 - 10:15 Help put away warehouse delivery 10:15 - 11:00 Clean rest rooms 11:00 - 11:30 Lunch and break 11:30 - 2:15 Dishroom duty and clean machine and dishroom 2:15 - 3:00 Sweep and mop kitchen

95

Dailv

tJn ...k '"' -,. '>-,1"" l?n... r.1"".<Illino

Monday

Tuesday

Wednesdav

Thursday

Friday

1- Clean all eauiument that is used--cleaned bv user. 2. Wash steam table. 3. Wash tops of stoves and any spills. 4. Wash milk box. 5. Leave dishwasher clean and filled with water. 6. Straighten and wipe out refrigerator. 7. Sweep storeroom and do any necessary straightening. 8. Wash garbage cans or have them washed.
9. Clean restrooms. 10. Mop kitchen and entrance porch.

Weeklv

1st Week

1- Take everything out of refrigerator, wash with

soda water. Straighten. Wash top of refrigerator.

2. Clean storeroom--iust before delivery date.

3. Clean drawers and dish cabinets--tops as well as insides.

4. WiDe down vento hood inside with mop.

5. Clean fan in dishwashing room.

2nd Week

3rd Week

4th Week

Month Iv 1- Clean around legs of eouipment and plumbing. 2. Wash back doors--inside and out. 3. Wash light fixtures. 4. Wash. or have washed. inside of windows. 5. Clean vento hood. inside and out. 6. Defrost and clean freezer as needed.

Put the name of the individual responsible for performing these tasks in the blank spaces.
The cleaning duties should be listed here
-an-d on the worker's daily card.

Suggested Guide for Planning Lunches

Need 20 to 22 Lunches per Month

PROTElN

Times per

Month

Ground beef as

hamburgers or patties

once a week

4

Meat sauces--10af or

other--once a week

4

(Soup 1 month)

Pork

Ham - - - 1 month

1

(at least for dried

peas or beans)

VITAMIN C
Turnip greens twice a month
Cabbage--twice a week Sweet potatoes
twice a month Tomatoes (canned)
once a week stewed (cold, depending on price and if commodity) Soup--one month

Times per Month
2 8
2
4

Chicken as

1 - fried month

1

(other)

1

Grapefruit sections--twice

2

1 - congealed salad

1 - dessert

Turkey - twice a month 2

Oranges

1

Weiners - once a month 1

Dried beans - twice a

month

2

Cheese - once a week
(mac. & cheese)
Cheese & potatoes or
rice Cheese on apple pie
TOTAL

4 2"0

COOKIES

Ice box Peanut butter Oatmeal Sheet cakes
or cupcakes

Strawberries (frozen)

1

TOTAL 20

-OTH-ER
Sweet pepper Broccoli (frozen)

BREAD

Corn bread - 1 week corn muffins squares
Rolls - 2 or 3 per week Biscuits - 1 per week Might purchase bread once a month
(To improve yellow meal may use 1/3 yellow meal - 1/3 white-purchased and 1/3 flour) Other--as bran bread, blueberry muffins once or twice per month

97

CHECK LIST FOR ONE WEEK'S MENUS

1. Do all the lunches meet Type A requirements?

YES NO COMMENTS

2. Is a Vitamin C food included daily?

3. Is a Vitamin A food included twice this week?

,{:

4. Are the lunches planned with good con-

i :~

trast in color?

t.;

5. Are there varieties in the shape of

::,'

foods?

::;
..:

'.'

6. Do the meals contain something crisp

"'~

and something soft?

-';;0,

;~:'

7. Do the lunches have foods of both mild and strong or pronounced flavors?
}

8. Are most of the foods and food combinations ones that the children have learned to eat?

9. Is one new food or one new method of preparation of a familiar food used this week?

10. Has an inventory on hand been considered in planning the lunches?

11. Have more than one USDA commodity been included in these lunches?

12. Has consideration been given the use of equipment?

13. Has consideration been given to balancing the work load among the workers from day to day?

14. Has the use of more than one canned food been avoided each day?

98

CHECK LIST FOR ONE WEEK'S MENUS (con't )

[YES

NO

CG'lMENTS

15. Has the excessive use of starchy foods

been avoided?

16. Are lunches planned in order that some preparation can be done the day before?

17. Is there a balance in the week between low cost and high cost meals?

18. Have the lunches been planned in keeping with the season of the year?

19. Are baked breads included two or more times per week?

From: "Plotting The Course" Louisiana School Lunches Baton Rouge 4, Louisiana

99

Date of Menu.
Type A Pattern Protein-rich food

EVALUATE THE MEAL SERVED AT YOUR SCHOOL TODAY

LUNCH ANALYSIS

_ Student Lunches Served:

Adults:

Milk As Beverage:

Paid

_

Regular Program: Free ----,

_

Faculty -_:_--c::-----:----- Morning Inventory

~

Reduced Price

School Lunch Personnel

Other School Personnel

_ No. l:2 pts. purchased

.

Sub-Total

Visitors

_ Student Lunches & Breakfast.....

I

Adult Lunches & Breakfast .. ~

Title I

Adult "extra" Milk .

OEO .

Total Adults

Student "extra" Milk ..

Other

Total Used ..

Student Total

TOTAL LUNCHES SERVED

Balance or Deficit ..

Foods Used

Allowable __=Olu;::an=t.=ti,.v.z.......U=se;,:;d:::""'_-1 Servings

Unit

Amount Per Unit

Total Servings

Size

No.

Number Number Servings Servings
Needed Served Over Short

Vegetables and Fruits (2 or more)
Ioo-'

~ cup Serving

//

1

-

.~.

,..cup

-

-

--+-

--(

3/4

cup

3/4

cup

serving

servings servings

Bread, enriched or whole-grain

Butter or Margarine (in food or as spread)

48/1 lb.

2 tsp.

Additional Foods to meet Energy Needs

1. Did the lunch analysis indicate that Type A requirements were met as to Components? _~

~

Quantities?

,

2. Was the lunch attract ive: Color? 3. Were these foods used? Donated? _ _--:

_T:e_-x:t-u-r-e:?----------------=S-e-r=v-e-=d-?-=--=--=--=--=-~WP- leelnl t

prepared? ifu 1 foods-=?-_-

- _-_-_-_-_-

--.,.__-:-__.,-

-1

4. Did menu contain two or more fruits and vegetables? _~

Is menu adequate in Vitamin C? _~_:_-------~_:_-Vitamin A

5. Were portions increased to meet needs of older students?

~Are all pupils offered the same menu and size portions according to needs?____

:-:-

-:;-

--;- If no, exp la in:

6. Ways menu planner could make improvements in menu:

7. Recommendations to Principal and/or Superintendent

INSTRUCTIONS FOR COMPLETING A LUNCH ANALYSIS

The lunch analysis form is designed to assist you in evaluating school lunches and to determine if they meet the requirements of the Type A Pattern.

Use the Buying Guide for Type A School Lunches, PA 270 to assist in making the determination.

Fill the blank spaces at the top of the form.

List not more than two protein foods included in the menu. Normally the "unit" is pound and the "amount" is the total number of pounds. Obtain the number of allowable servings per unit from the specific line(s) of the Buying Guide. Extend figures in appropriate spaces on the lunch analysis to determine the number of protein servings served.

To make a quantative analysis of the vegetables and/or fruits in a lunch, follow the simple formula listed below:

Determine the total number of 1/4 cup servings for the day's menu, using the "Food Buying Guide."

Determine the total number of 3/4-cup servings by dividing the total number of 1/4-cup servings by 3.

Example: You have determined that the following foods and amounts were used in the lunch:

Vegetables and/or Fruits

Quantity Used

Servings Per Purchase Unit

Potatoes, diced Frozen peas Blueberries

25 lbs. (x4.6l) 18 lbs. (x5.24) 5 No. 10's (x24)

230 (1/4-cup servings) 188 (1/4-cup servings) 240 (1/4-cup servings) 658 (total of 1/4-cup servings)

658 divided by 3 equals 219 which is the total number of 3/4-cup servings in the lunch.

Answer all the questions at the bottom of the lunch analysis form. If you have any difficulty or need assistance from a State Assistant Supervisor, please request.

101

UNIT IX
BREAKFAST MENU PLANNING

Objectives

To understand the importance of breakfast for school children.
To develop skill in planning simple, nutritious attractive breakfast menus which can be served at school.

Background
A few years ago school administrators and the U. S. Department of Agriculture became concerned over the fact that many children came to school with no breakfast or with very inadequate breakfasts. The reason given by over half of those not eating breakfast was a lack of time. This was especially true of rural children who traveled long distances to school. Research studies further indicated that poor breakfasts interfere with achievement at school.
The Child Nutrition Act of 1966 authorized a two-year Pilot School Breakfast Program to study the possibility of providing breakfast at school. The legislation provided cash and food assistance for pilot break~ast programs. Special groups to be reached are needy children who arrive at school without breakfast and children who travel long distances to school.
Schools serving breakfasts under this program are eligible for cash reimbursement up to 15 cents per meal, and for the donated foods that are available under the USDA Price Support and Surplus Removal Programs. In addition, the Child Nutrition Act authorizes funds for equipment needed to establish or expand breakfast programs where local resources are inadequate.
Children who are able to pay for breakfast pay a maximum of fifteen cents per meal. Those who cannot afford to pay this amount pay a reduced price or are given breakfast free.
The Pilot Program has worked so well that many schools are now considering instituting a breakfast program.

Why Is Breakfast Important?
Eating breakfast regularly will benefit both the child and the school. The child is more alert and less fatigued and has a better chance to do well in school. There are fewer discipline problems among c~i1dren who start the day right with a good breakfast. Many administrators who have had a breakfast program in their schools for a year or more feel that breakfast at school is of even more benefit than lunch at school because so many children come to school without breakfast, and the school day is half over before they get their lunch.
The food that children eat each day makes a difference in the way they look, the way they feel and the way they grow and learn.
102

Breakfast should provide its share of the food energy, protein, vitamins and minerals needed for the day. IT SHOULD LOOK GOOD AND TASTE GOOD. A CHILD WILL SELDCM MAKE UP AT OTHER MEALS FOOD THAT IS MISSED AT BREAKFAST.

**********

Type A Breakfast Pattern

Fluid whole milk

1/2 pint

Protein-rich food (lean meat, poultry, fish, one egg, 1/2 cup cooked dry beans, 2 Tbls. peanut butter)

1 oz. (2 Tbls. peanut butter

Vegetables, fruit or

1/2 cup or

Full strength fruit or vegetable juice

1/2 cup

Butter--margarine

1 teaspoon

Bread, roll, biscuit, cornbread, etc.

1 slice or roll or 3/4 cup of cereal may be served)

Vitamin C Vitamin A Iron

Nutrient

1 Vitamin C Food Daily Each Day.

The pattern is almost identical with the Type A lunch pattern except that the amounts are smaller. The protein foods served would usually be of a much simpler type than those used for lunches, however, with eggs probably being the predominant protein food used.

Additional Foods
Additional foods help round out the breakfast, satisfy appetites and meet children's food needs.
Additional foods include
Larger servings or seconds of foods required in the breakfast, especially items made with donated foods.
Foods that help to add popular appeal to the breakfast--potatoes, doughnuts, bacon.
Spreads on bread--butter or fortified margarine, jams, jellies, honey, and syrup.
103

Sweeteners for cereal and pancakes--sugar, brown sugar, honey and syrup.
To help improve the nutritional quality of the school breakfast, plan to include
A Vitamin C food frequently
Foods for iron each day
Additional foods for energy each day
Scheduling Breakfast Preparation
Breakfast for school children is usually scheduled thirty minutes before school opens.
The amount of time and the number of employees necessary to prepare a school breakfast will vary with the number to be served. In general, it will be found that the same rule of thumb which applies for the number of employees needed for preparing school lunch--namely, two people for the first 150 meals, plus one additional worker for each 100 additional meals--will apply for preparing breakfast. Since breakfast is a simpler meal than lunch, one hour or less is usually a sufficient amount of time to allow for preparation.
Much of the work of breakfast preparation can be done the day before. Fruit juice can be reconstituted, covered and refrigerated. Cinnamon rolls can be baked and foil wrapped for reheating. Ingredients for making pancakes, biscuits or muffins can be measured. Bacon or sausage can be put on baking sheets ready for baking. Cheese for cheese and eggs can be grated, and the eggs can be broken into a bowl and covered in the refrigerator. Fruit, such as apricots or prunes, can be opened and refrigerated in a stock pot.
Where necessary, paper cups may be used for fruit juices in order to speed up the clean up process.
How to Evaluate Breakfast Menus
After the foods and portion sizes to be used have been selected and recorded, check menus against the questions below. Follow through on the total job of planning menus--determine the total amounts of foods needed, estimate costs and prepare market order and work schedules.
Do breakfasts meet requirements?
Are all four components of the breakfast included? Are serving sizes sufficient to provide each child at least
1/2 pint of fluid whole milk as a beverage or on cereal?
104

1/2 cup fruit or full-strength fruit or vegetable juice? 1 oz. of protein-rich food daily? 3/4 cup serving of whole grain cereal or enriched or fort1fied cereal; or one slice of whole-grain or enriched bread or an equivalent quantity or any combination of these foods.
Do breakfasts follow nutritional recommendations? Is a Vitamin C food included frequently? Are foods for iron served each day? Is 1 oz. protein-rich food served each day? Are larger or second servings planned and additional foods included to help meet nutritional needs and satisfy appetites?
Are the combinations of foods pleasing and acceptable to children?
Can breakfasts be prepared and served successfully? Are menus planned so that some early preparation can be accomplished? Is work load balanced among employees?
Can breakfasts be prepared and served with available facilities and equipment. Is oven, surface-cooking space adequate for items planned for each
breakfast? Is refrigeration adequate to care for perishable foods?
Has cost been considered? Have USDA-donated foods been used to best advantage? Have "plentiful" foods been included as often as practicable? Have foods in inventory been used to the extent possible? Do high and low cost foods in menus balance?
Does a Breakfast Analysis indicate that the requirements of a Type A breakfast have been met?
105

SAMPLE BREAKFAST MENUS

MONDAY

Serving Size

Serving Size

Orange juice Oven fried french toast* (with
eggs) with honey and butter Milk...................... Butter....

1/2 cup
1 slice 1/2 pint 1 tsp.

Sliced banana in orange juice
Ready-to-eat cereal. Sausage biscuits Butter.

1/2 cup 3/4 cup
1
1 tsp.

TUESDAY

Stewed prunes/orange juice Rolled wheat cereal Creamed beef on toast Milk.........................
Butter.............

1/4 cup ea. Applesauce

3/4 cup

Baked luncheon

1

meat*** ..

1/2 pint Raisin bread

1 tsp.

Milk......

Butter.

1/2 cup
1 oz. slice 1 slice
1/2 pint
1 tsp.

WEDNESDAY

Tomato juice ... Scrambled egg Bread ..... Milk ............... But ter..........

1/2 cup 1 egg 1 slice 1/2 pint 1 tsp.

Orange juice Caramel peanut
butter roll Milk........... Butter...

1/2 cup
2 rolls
1/2 pint
1 tsp.

THURSDAY

Raw apple wedges (small

apple)

.

Drop biscuits

Peanut butter honey spread

Milk ............

Butter

1/2 cup
1- 2 2 Tbsp. 1/2 pint 1 tsp.

Spiced raisins/orange Ju1ce 1/4 cup each
Cheese biscuit 1 - 2 Milk.......... 1/2 pint Butter 1 tsp.

FRIDAY

Orange juice . Ground beef pattY** Corn grits Bread .... Milk .............. Butter.....................

1/2 cup 1 oz. 3/8 cup 1/2 slice 1/2 pint 1 tsp.

Orange juice Hard cooked egg Crisp bacon Whole wheat toast Milk~ Butter .

1/2 cup 1/2 1 slice 1 slice 1/2 pint 1 tsp.

*Use whole milk in preparation. **Add seasoning to ground beef. Shape into small patties and bake. ***Bake at 350OF. for 15 minutes.

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MONDAY

Baked apple with raisins Cheese toast . Milk.................. Butter

1/2 cup 1 slice 1/2 pint 1 tsp.

Sm. quartered orange Raisin bread toast Scrambled eggs Milk .............. Butter

1 1 slice 1 1/2 pint 1 tsp.

TUESDAY

Orange juice. Creamed turkey* Corn bread Milk........................ Butter

1/2 cup 1/4 cup 1 slice 1/2 pint 1 tsp.

Tomato juice Luncheon meat sandwich.
Milk ..............
Butter...

1/2 cup 1 oz. meat 1 slice bread 1/2 pint 1 tsp.

WEDNESDAY

Stewed raisins/orange juice Peanut butter sandwich
Milk ............ Butter

1/4 cup ea. Grapefruit sections

2 TBsps.PB Oaomeal ...

1 slice

Bread .

bread

Pan sausage

1/2 pint Milk................

1 tsp.

Butter.

1/2 cup 3/8 cup 1/2 slice 1 1/2 pint 1 tsp.

THURSDAY

Orange juice Rolled wheat pancakes with
syrup ..... Sausage Milk ................ Butter .

1/2 cup

Applesauce

Scrambled egg

1 - 2 cakes Raisin batter bread

1

Mi lk ..................

1/2 pint Butter

1 tsp.

1/2 cup 1
1 slice 1/2 pint 1 tsp.

FRIDAY

Stewed prunes/orange juice

Cinnamon topped muffins

Corned beef hash

Milk ................

Butter

.

1/4 cup 1- 2 1 1/2 pint 1 tsp.

Orange juice Steamed rice Creamed beef on toast Milk.................. Butter ....

1/2 cup 3/4 cup 1 1/2 pint 1 tsp.

*Creamed Turkey. Follow Card No. D-24a in "Quantity Recipes for Type A School Lunches" (PA-631), Substitute turkey for chicken. Reduce portion size, if desired, and serve on a slice of corn bread.
**Use whole milk in preparation.

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PRACTICAL EXERCISE The following breakfasts were served in an elementary school. What is missing from each one?
I. 1/4 cup stewed prunes 1/2 cup oatmeal 1 tsp. butter 1 scrambled egg
II. 1/2 cup orange juice 1 slice toast with 1 tsp. butter 1/2 pt. milk
III. 1/2 cup applesauce 1 s1. bacon 1/2 scrambled egg 3/8 cup grits 1 tsp. butter 1/2 s1. toast
IV. 1/2 cup grapefruit sections Peanut butter sandwich-- 1 sl. bread 1 tb. peanut butter 1 tsp. jelly 1/2 pt. milk
108

r

The following breakfast was served in an elementary school to 150 students. Using your buying guide, calculate the amounts needed of each item.
Stewed raisins in orange juice Creamed turkey on buttered cornbread Milk

ITEM

NO. SERVED

Milk

150

Turkey

150

Raisins

150

Orange Ju 150

Cornbread 150

Butter

150

SIZE OF SERVINGS 1/2 pt. 1 oz. 1/4 c. 1/4 c.
1 tsP.

UNIT
1/2 pt. ctn.
Dound
Dound 32 oz. fro. concentrate

NO. SERVo PER UNIT

pound

AMOUNT NEEDED

109

UNIT X
CHOICES IN TYPE A LUNCHES IN HIGH SCHOOL

Merchandising Food At School

Objectives:

To make participants aware of the special problems which exist in the feeding of high school students.

To develop skill in planning menus which will meet the needs and the tastes of high school students.

To develop skill in producing nutritious meals which have eye appeal.

Dietary Needs of Adolescents
The caloric needs of teenage boys is more than double that of boys 4-6 years of age. The same is true for protein, Vitamin A, thiamine, riboflavin and ascorbic acid. The rise is only slightly less for calcium and iron. For boys in their teens, the allowances are higher than for adult men. If the diet is to be nutritionally adequate, the foods must be carefully selected to assure that a corresponding increase in nutrients accompanies the rise in calories. This means strong emphasis on foundation foods.
For teenage girls, the caloric and nutritional needs are greater than for any other period except pregnancy and lactation.
Adolescent boys and girls are growing physically at a rapid rate and developing emotionally as well. It is a period of transition to adult life. For many it is a time of stress. These changes call for vigor, stamina and a wholesome outlook on life that come only with good health. For girls, it is significant as a preliminary step to motherhood. Onethird or more of all first-born children today are born to mothers in their teens.
Surveys show that diets of teenagers are less adequate than for any other age group. Boy's diets are more nearly adequate than girl's diets, but are, on the average, below allowance levels in thiamine and ascorbic acid. Girl's diets are grossly deficient in calcium and iron, are lacking in thiamine, riboflavin and ascorbic acid, and are borderline in calories and protein.

Poor Food Habits of Teenagers Are Due to Several Factors
Boys shun the fruit-vegetable group in favor of more substantial food.
Girls consume small total quantities of food and take less milk, meat and enriched cereals than specified by the daily food pattern.
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Many teenagers skip breakfast for these reasons
Lack of time
Don't like breakfast foods
Skip a meal to try to cut down on calories in an attempt to control weight
Don't like to cook own meal (if mother doesn't get up or has gone to work).
Teenagers eat many "snacks" at the expense of more nutritious regular meals.
Teenagers, especially girls, are addicts of fad diets.
Coaches sometimes expose athletic teenagers to negative diet theories that amount to taboos of wholesome food.
Obsolete ideas
Milk "cuts" the wind
Size and composition of the meal eaten immediately before the contest is of paramount importance to the performance of the athlete.
Poor practices
Substituting tea for milk during athletic season
Putting boxers and wrestlers on starvation diets in order to have them qualify for lower weight classifications.
Lunches at School
High school boys and girls like to have some freedom of choice in making food selections.
Girls would like to have food that is good, but non-fattening.
The Type A lunch pattern is still the best guide to providing lunches that are nutritionally adequate.
All three of the above premises can be encompassed if choices are offered within the Type A pattern in a high school situation. Some ways of doing this include
Offering two Type A lunches served through the same line or separate lunch lines. Some examples are
111

Line I--Hot lunch with cooked meat, vegetables, dessert, milk.
Line II--Sandwich, salad, fruit, milk.
Line I--Italian or Spanish type meal as pizza, lasagna.
Line II--Soup, salad, dessert.
Offering Jumbo lunches for those whose caloric needs are higher.
A jumbo lunch consists of a full size Type A lunch, plus an additional serving of the main dish, one of the vegetables and an extra piece of bread. It is permitted to ask 15 more than the regular price for this lunch.
Plan nutritious, attractive, low caloric lunches which girls will enjoy to be served through one lunch line.
Other Helps In Promoting Teenage Nutrition
Encourage the establishment of a teenage nutrition council in the high school. This council should meet regularly with the school lunchroom manager to help plan menus, make suggestions and to explain lunchroom policies to the student body.
Ask the art department to assist in making attractive posters which
Compare the calories in a Type A lunch with those in morning and afternoon snacks.
Compare the cost of these two.
Show healthy, well nourished youngsters engaged in "fun" activities.
Allow for flexibility in seating arrangements so that meal time is fun.
Permit music which youngsters enjoy to be played in the cafeteria.
Take an interest in the activities of the students.
Prepare good food and be sure it looks good as well as tastes good.
Merchandising Food at School
It is a well-known fact that we "eat with our eyes" and that food that is attractive tastes much better than that which does not. There are several things which are basic to "selling" the school lunch program and its food at school. Among these are
112

Spotless cleanliness of serving counter, dining room tables and employees.
Cheerful countenances of servers.
Surroundings as attractive as they can be made with pleasant wall colors, flowers on the tables, interesting pictures on the walls, eyecatching bulletin boards.

A number of things can be done to make the food itself attractive.

Plan the menus so that these are pleasing contrasts of color, size and shape of food in every meal.

Use colorful dishes or trays. Trays that are soft green in color bring out the beauty in most foods.

Cook vegetables so that they retain their fresh color and texture. Use the outside leaves of cabbage, cauliflower, lettuce for deeper color.

Use celery tops, paprika, bits of pimento, sliced olives, carrot curls, radish roses, scored cucumber slices, green pepper rings as garnishes for meats and salads on the serving line.

i,

Use food coloring sparingly, but occasionally to good effect, such

as tinting applesauce green if the meal lacks color.

Use buttered bread crumbs on casserole dishes to give a beautiful golden brown.

Add hard-cooked egg slices to vegetable salads for flavors, appearance and nutritive value.

Cut jello of different colors into one-inch cubes and combine for a sparkling dessert.

Fold applesauce and red cherries into lime jello (substituting the applesauce for half of the water).

Add bits of pimento and chopped green pepper to whole kernel corn for "polka-dot corn".

Use an under-garnish of lettuce, watercress, endive, romaine or escarole under salads, especially meat salads.

Stuff prunes with cottage cheese to garnish a peach or apricot salad.

Pipe mashed potatoes around the meat loaf on the pan to make an attractive border.

113

~
Use a decorative tip on the pastry bag when filling deviled eggs or stuffing celery. Also sprinkle these with paprika.
Shake fresh grapes in a bag with colored gelatin dessert powder to give a frosted look. Use as a garnish on fruit salad or fruit compote.
Use new seasonings in food preparation. Experiment on a small amount of food, however, before trying something new in order not to overdo. A little oregano and basil make a great improvement in Italian dishes such as spaghetti, pizza, lasagna.
Use lemon juice to bring out the flavor in most fruits. A little lemon juice, sugar, salt and a dash of red pepper greatly improves waldorf salad. A little lemon juice in fruit cup enhances the flavor of all of the other fruits.
Brush luncheon meat with fruit juice and sprinkle with brown sugar. Broil for a few minutes for elegant flavor.
Concentrated frozen orange juice mixed with sugar and soft butter and spread on top of hot layer cake makes an excellent topping. Punch holes in the cake to permit topping to seep in.
Mix frozen orange juice concentrate with honey or brown sugar to make a beautiful and delicious glaze for ham.
Drop a whole onion, or several, into your stock pot of blackeyed peas, green beans or English peas for much-improved flavor.
Combine English peas, tiny onions, mushroom soup, crisp bacon bits and buttered bread crumbs for an exceptionally tasty casserole.
Mix peanut butter with vanilla pudding for peanut butter pie.
Make a conversation piece for your serving counter with a beautiful arrangement of fresh vegetables.
In elementary schools there are a number of things that can be done to delight the small fry.
Use fresh vegetables to make a Vitamin C brigade. Bits of paper can be used effectively for cooked hats, monocles, eyes, mouth, etc. The stems of fresh onions can be braided for hair. Parsley is also effective for hair.
Paint faces on helium filled balloons and let float to the dining room ceiling for a special occasion.
Frost sheet cake with white frosting. Cut into squares. Shake coconut with green food coloring. Make a "nest" on each cake square. Put three jelly beans in each. Very effective at Easter.
114

Make a sail boat by attaching a paper sail on a toothpick to a rectangle of cheese.
Make a boat from half of a cucumber sliced length-wise. Fill with vegetable salad.
Put red and yellow coloring into cookie dough to make it orange. Decorate cookies with raisins to make Halloween cookies.
In serving high school boys and girls--especially boys--quantity is of utmost importance. Servings of all foods must be generous. Three ounces of the protein foods are needed instead of two ounces. Participation can be greatly increased at little extra cost by being sure that every child gets two pieces of bread. This is not too much, since energy needs are high for this group.
High school boys and girls usually prefer rolls to any other form of bread, so a choice should be given between these and cornbread even when the other menu items would seem to indicate the latter. Sandwiches should be of full size and on a soup/sandwich combination menu, it is desirable to give two full-sized sandwiches to all children who want two, especially when one or both may be made of commodity items.
When a double Type A menu is offered, it may be handled by serving a different menu through each of two lines. The two menus may be completely different, as when a soup/sandwich combination is served through one line, or they may differ only in the main dish or the main dish and one other item. Or, the choice may be made within the line itself, with choice being limited to main dish items, or main dish and one other item. It is necessary that the Vitamin C-rich and Vitamin A-rich items be served on all plates.
It is more time consuming when choices are permitted to be made within the line, but if the two menus are served in separate lines, the menus must be very carefully chosen for approximately equal popularity to prevent one line from being burdened while the other stands idle. Moreover, there must be some method of letting student participants know before entering the dining room what the menu is in each line so that they will get in the correct line for the choice they prefer.
115

EXAMPLES OF DOUBLE TYPE A LUNCH WITH DIFFERENT MAIN DISH OR DIFFERENT MENU THROUGH EACH LINE

LINE I

LINE II

Monday

Monday

Pizza

Buttered corn

Carrot sticks Roll Butter

Milk

Citrus fruit cup

Hamburger--school baked bun Baked potato with butter Squash medley Milk Apple crisp

Tuesday

Tuesday

Beef and vegetable soup

Peanut butter and jelly sandwich

Luncheon meat sandwich on buttered

bread

1/2 orange

Chocolate brownie

Milk

Creamed chicken on rice

Green beans

Rolls Butter

Deviled cabbage salad Milk

Chocolate brownies

Wednesday

Wednesday

Smothered chicken

Rice/gravy

Blackeyed peas Rolls Butter

Milk

Sliced tomato on lettuce

Apricot short cake

Meat balls in onion gravy

Mashed potatoes Rolls Butter

Lettuce and sliced tomato salad

Milk

Apricot shortcake

Thursday

Thursday

Roast beef Mashed potatoes/gravy Rolls Butter Milk Tossed salad with green pepper and
tomatoes Pineapple and grated carrots in
lemon je110

Friday

Frankfurter in bun Pintos w/tomatoes

Cole slaw

Milk

Butter

Prune - peach cobbler

Lasagna Tossed salad w/green peppers Sliced beets with onions Garlic bread, french bread buttered Milk Pineapple/grated carrots in
lemon jello

Friday

Oven-fried fish fillet/tartar sauce

Pintos with tomatoes

Turnip greens

Cornbread squares

Milk

Butter

Prune-peach cobbler

116

EXAMPLES OF CHOICE WITHIN THE LINE

MONDAY

Choice of Pizza or hamburger Choice of Buttered corn or baked potato with butter

To All

Tossed salad Milk Citrus fruit cup

TUESDAY

Choice of Choice of Choice of

Fried chicken or pork chop Blackeyed peas or candied sweet potatoes Cornbread or rolls

To All

Turnip greens Fruit jello Milk Butter

WEDNESDAY

Choice of Lasagna or roast beef/rice/gravy Choice of Buttered french bread or rolls/butter

To All

Tossed salad with green pepper and tomatoes Green beans Oatmeal-raisin cookies Milk

THURSDAY

Choice of Meat balls/onion gravy/mashed potatoes or irish stew

To All

Buttered broccoli Milk Rolls/butter Applesauce Ice box cookies

FRIDAY Choice of To All

Fried fish fillet/catsup/cornbread or frankfurter on bun
Pintos with tomatoes Cole slaw Milk Butter Prune-peach cobbler
117

.~

EXAMPLES OF DOUBLE TYPE A MENUS WHERE ONE LINE FEATURES A HOT PlATE AND THE OTHER LINE A SOUP/SANIMICH CG1BlNATION OR COLD PlATE

HOT PlATE LINE

SOUP/SANIMICH OR COLD PlATE LINE

MONDAY

MONDAY

Spaghetti w/meat sauce and cheese

Green beans

Tossed salad

Buttered french bread Milk

1/2 orange

Oatmeal cookie

Ham sandwich Deviled egg

Potato salad on lettuce Milk

Pickled beets

Citrus fruit cup

TUESDAY

TUESDAY

~

Pork chops Candied sweet potatoes Cottage cheese (1/2 c.) and fruit

t


Turnip greens Cornbread or rolls

salad (2 pcs)

Butter Milk Fruit je110

1/2 luncheon meat sandwich on

mustard/buttered bread Milk

WEDNESDAY

Sliced tomatoes Je110

Beanie weenies (baked beans with sliced franks)
Cabbage, apple, green pepper salad Cornbread Milk Butter Peach cobbler
THURSDAY
Irish stew Steamed cabbage Bran bread or rolls/butter Milk Applesauce with strawberries Peanut butter cookie
FRIDAY
Tuna casserole Baked potato/butter Spiced apples Rolls Milk Chocolate cake

WEDNESDAY

Tuna salad

Celery sticks

Pea, pickle, and cheese salad

Roll

Butter Milk

Grapefruit slices

Ice box cookies

THURSDAY

Open-faced canadian bacon, tomato/cheese

sandwich

Cole slaw Green pepper rings

Milk

Butter Peach shortcake

FRIDAY

Chicken and noodle soup Bologna sandwich

Green garden salad

Cheese crisps

Milk

Apricot and pineapple in orange je110

118

Books: Cronan, The School Lunch, Charles Bennett Co., 1962. F()od, The Yearbook of Agriculture, 1959, USDA. Fowler, West, Shugart, Food For Fifty, Wiley, 1961. Kotschevar, Standards, Principles and Techniques of Quantity Food Production, McCutcheon Publishing Corporation, 1966. Martin, Nutrition In Action, Holt, Rinehart, Winston, 1963. Peyton, Practical Nutrition, Lippincott, 1962.
West, Wood, Harger, ~ Service In Institutions, John Wiley & Sons, 1966. Wilson, Fisher, Fu ua, Principles of Nutrition, John Wiley & Sons, 1961.
USDA, Food Buying Guide, PA-270.
Brochures, Bulletins, Pamphlets:
PA-719, ! Menu Planning Guide For School Lunches, USDA.
USDA, Agriculture Handbook 8, 1950, Composition of Foods. USDA, Home and Garden Bulletin, No. 72, Nutritive Value of Foods. USDA, Food For Thought, Dec. 1968. USDA, Plentiful Foods List. PA-631. Charts (See bottom of next page).
Forms: GA-SFS-2, State Department of Education. GA-SFS-5, Rev. 7/68, State Department of Education.
Filmstrips: What the Teacher Sees, 16 rom, Metropolitan Life Ins. Co., New York, N. Y. 119

Slides: Ga. Dept. of Public Health, Slides made by Dept. personnel.
- - - ------ - ----""- - - Let's Have -Mo-re Vitamins A -& C -in School Lunches, State Dept. of Education.
Nutrients In A~ A Lunch, State Dept. of Education.
Charts: Foodway to Follow, American Baking Co. Guide To ~ Eating, National Dairy Council. Recommended Daily Dietary Allowances, National Research Council.
120