CHAPTER 17: PLANNING AND SERVING
NUTRITIOUS AND ECONOMICAL MEALS
Answers to Review Questions
ANSWERS TO CHAPTER REVIEW
A. By Yourself
1. Meal Snack
a. Milk 3/4 cup 1/2 cup
from the state education office, local health department, or online at
2. Sensory qualities that contribute to food’s appeal include: color, shape, texture, flavor,
texture, and temperature.
4. Several strategies the menu planner can use to control food costs include: using foods in
season; planning menus based on foods that are on sale; using food supplies on-hand;
B. As a Group
1. Several strategies for controlling food costs during preparation include (a) careful cleaning
2. The environment can encourage positive eating behavior or contribute to misbehavior.
Correcting children’s manners, urging them to hurry, or attempting to control the foods they
chose to eat can lead to resistance and unpleasant mealtime behavior. Adults can create a
3. a. Encourage the child to try one small bite before asking for additional food.
0.25″, Left
4. Strawberry jam + whole wheat bagel
Strawberry jam does not qualify as a fruit
serving; a full serving of fruit or 100% fruit
juice must be provided.
ANSWERS TO CASE STUDY
1. Mark might consider the introducing the following fruits/vegetables for each color:
a. purple – plums, blackberries, blueberries, grapes, eggplant, purple potatoes, beets, figs
b. white – mushrooms, cauliflower, jicama, turnip, pears, grapefruit, bok choy, daikon.
2. Student answers will vary, but options could include steamed, raw with dip, in stir fries, in
soup, etc. Additional suggestions for preparing and serving some of the less common
3. Children should be encouraged to take a small bite of a new food item but not be required to
eat it if they refuse (Review Teacher Checklist 16−2, Introducing New or Unfamiliar Foods).
It is important that adults accept children’s refusal and not reinforce it by drawing draw ttoo
much attention to this behavior. A food that is refused should not be eliminated from future
4. Repeated exposure increases children’s familiarity with a new food item. If classroom
ADDITIONAL QUESTIONS FOR DISCUSSION
1. Discuss the advantages or disadvantages of offering a “fast food” type items of menu in a
school cafeteria or early childhood program.
3. How can family-involvement benefit the menu-planning process?
4. How can accurate record-keeping ultimately improve menu planning?
5. Explain the “First–In-First-Out” inventory method? Why is this an important practice to
implement?
6. What foods provide a rich source of vitamin C?
ADDITIONAL APPLICATION ACTIVITIES
The following exercises are designed for instructors to assign as individual or group projects.
1. Visit a grocery store in an upscale and a lower income neighborhood. Observe shoppers in
each setting for at least 30 minutes and note the types of foods in their grocery carts. How would
you categorize the items typically being purchased at each site? What contrasts did you observe
(e.g., fresh versus canned vegetables/fruits, prepared foods versus ‘from scratch’, sugary
beverages versus 100% juice or water, types of breakfast cereals)? If you were responsible for
2. Maintain a dietary log for 3 days and record everything you had to eat and drink. What food
groups were adequately represented? In what areas was your diet deficient? Suggest several
3. Identify a child (of any age) to use for the following experiment. Prepare and serve an
unfamiliar/uncommon fruit or vegetable. Describe the child’s initial reaction or response. What
techniques did you use to encourage the child to at least taste the item? What strategies were
successful and unsuccessful? What effect(s) would this experiment have on future menu
planning efforts? Post your comments on a class discussion board or chat room.
4. Many psychosocial factors (e.g., family history, income, transportation, religious beliefs) exert
comments on a class discussion board or chat room. What similarities do you share with your
classmates?
5. Video record children in a group setting while they are eating. Identify and describe an aspect