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Food Challenge For Teens

Learning Module

Abstract

This module guides learners through food safety, food preparation, nutrition, and kitchen safety. Designed for 8-12 grade youth to utilize during school time, out of school time or at after school sites. Learners will explore what it means to practice proper food safety techniques and handling, practice leadership in a group, practice public speaking when presenting a topic and to demonstrate teamwork while preparing and presenting a dish.

Keywords

Food Safety, Nutrition, Problem Solving, Teamwork

Overview and Intended Audience

Figure 1:The strange connection between eggs and chef's hats (Shutterstock, 2021).

Many of us rely on a trusted cookbook recipe when we preparing a meal, especially when guests will be visiting, but a group of teens will be creating a dish completely from scratch with no recipe and only their previous knowledge and creativity to make their masterpiece.

The teens will be given an assortment of key ingredients the day of the contest and told to prepare a healthy food dish. Each team consists of three to five high school youth who have been going through multiple learning modules to strengthen their food nutrition and preparation skills.

In addition to the food item, each team will give a short presentation to the panel of judges and answer questions about the dish they created. The final score will reflect the team’s comprehensive ratings for the day based on their nutrition knowledge, food preparation skills, food safety skills, and serving size knowledge, as well as the food’s appearance, quality, and presentation.

This module guides learners through what it means to practice proper food safety techniques and handling, practice leadership in a group, practice public speaking when presenting a topic and how to demonstrate teamwork while preparing and presenting a dish. Designed for 9th grade youth and above to utilize during school time classes such as introduction to foods, out of school time or at after school sites.

Engaging Youth in the Food Challenge

As an Extension Educator in 4-H Youth Development, my role is to offer in and out of school time programming to youth audiences ages 8-18. The benefits of the food challenge program range from an improvement in student’s food handling, food safety, nutritional comprehension, the ability to problem-solve and think creatively, which are essential to my role in implementing in and out of school time programming.

This module will focus on a program I have designed to introduce food handling, food safety and teamwork to my 4-H members in grades nine and above, but can easily be adapted to younger and older audiences as well as in or out of school audiences.

The Food Challenge will enable youth to explore the realm of culinary arts in addition to what possible careers in the culinary arts that may be ahead. Teamwork is essential in the classroom and in the workforce. Being on a team with only ingredients and no instructions will engage learners in problem-solving, creative thinking and effective communication.

Experiential Knowledge

Students typically come with a certain level of understanding of what certain food handling learning skills are. It is likely that they have heard of certain vocabulary that will be used but may not be as familiar with how to conduct those food handling skills. Though they do possess an open mind for growing food handling and teamwork.

Learning Outcomes

As an Extension Educator majority of the programming that I do is within the out of school time setting. I decided to focus on learning outcomes as opposed to learning standards for that reason.

The goal of this module is to expose students to food handling through hands-on-learning lessons, producing the following outcomes:

Short-Term

  • Student will use skills learned in order to handle food safely.
  • Students will acquire necessary skills to creatively prepare and present food.
  • Student self-discipline will enable them to acquire nutritional knowledge.
  • Students will submit a final food challenge presentation, receiving feedback from peers through a recursive feedback model.

Long-Term

  • Learners will have a deeper awareness of food handling skills.
  • Learners will develop skills learned in this module to foster more advanced teamwork capacity.
  • Learners will explore how culinary arts can be utilized at school, home and in future careers.
  • Learners will share knowledge gained with peers, families and future co-workers.

Implementation Instructions

Lesson 1 – Defining Food Challenge

FOR THE LEARNER

Over the next few days we will be learn more about MyPlate, nutrient knowledge, healthy cooking methods, food safety, food preparation and serving and serving size information.

Let’s explore what questions we can answer during our session. Go to padlet at the following QR code or at https://padlet.com/cakpore97/51vuqg673vipvqxt 

Your screen should look like the following:

Click on the plus symbol below each question to write your answer as honestly as possible. You will be anonymous. When everyone has completed the 5 questions the answers will be reviewed.

Thank you for each of your thoughtful responses. Let’s see what everyone said.

Now that we know what our peers know about food let’s watch what a food challenge would look like in action.

Media embedded September 26, 2021

College of Agriculture and Human Sciences. (2016, November 2). PVAMU 4-H food challenge. [Video]. YouTube. https://www.youtube.com/watch?v=-6Z2hnaoGMI

What was most the most surprising thing you learned about the food challenge? What was most exciting to you? Share your thoughts with one to two other learners, if available.  

At the conclusion of the modules learner's will participate in a food challenge while working in teams of 2-4. In order to understand what will be required and how your peers will be reviewing you, take time to review the following rubric. 

Figure 2: Food challenge simulation worksheets (Davis, 2019).

Assignments

  1. It’s late and you don’t have time to run to the store to get groceries. What do you do? You have to use what is in your refrigerator or cupboards.
  2. Use the Basic Foods for Fridge, Freezer and Cupboard guide to create your recipe.
  3. Create the name of your recipe, what ingredients you will be using, and the method you will be using to create your meal and what the final dish will look like.
  4. Create a one minute video and post the link to the class Google Doc.
  5. In the comment section on the google doc reply to the videos of two classmates.
Figure 3: Basic foods for fridge, freezer and cupboard (Henneman).

 

FOR THE INSTRUCTOR

Purpose: The purpose of this lesson is to expose learners to MyPlate and nutrient knowledge, healthy cooking methods, food safety, food preparation and serving and serving size information.

Method

  • Introduce the topic by giving youth the opportunity to explore what food knowledge they have by filling out questions via padlet.
  • Conduct the padlet questions and debrief the answers.
  • Show Video - PVAMU 4-H Food Challenge
  • Allow time for students to reflect on what is exciting about the food challenge.
  • Review assignment.

Tips

  • Share with the learners that going through the different modules will be preparing them to be successful for the final session when they will be doing actual cooking. The groundwork is just as important as the actual doing.

Material Needed

  • Computers with internet connectivity
  • Smart Board or Projector

Lesson Duration: 1 hour

Lesson 2 – Knowledge of MyPlate

FOR THE LEARNER

You created a wide variety of creative recipes from what was in your fridge, freezer and cupboard. Did you include foods from all five food groups? What colors and shapes of food did you include in your menu? How can you use what you have learned about planning a meal when preparing a meal for your family?

What do you know about MyPlate?

Watch MyPlate, MyWins: What’s Your Healthy Eating Style? video to understand more. 

Media embedded September 26, 2021

USDA. (2016, March 14). Myplate, my wins what’s your healthy eating style. [Video]. YouTube. https://www.youtube.com/watch?v=j7CcaUZrUoE

What 3 new things would like to challenge yourself to do as a result watching the video? Share your thoughts with one to two other learners, if available.

Open up https://www.myplate.gov/

  • Take the Start Simple with MyPlate Quiz
  • Explore MyPlate Food Groups and write down five new facts that you learned as a result of clicking on the five different food groups.

Assignments

Research and download the MyPlate app. The following video will walk you through what the app covers 

Media embedded September 26, 2021

USDA. (2020, March 5). Start simple with myplate app. [Video]. YouTube. https://www.youtube.com/watch?v=57H3DrD8koI

2. Post an update of 100 words or more describing how it changed your life or what benefits you could see as a result of using the app. Share a screen shot of what part of the app was most beneficial.

3. Comment on two classmates posts.

FOR THE INTRUCTOR

Purpose: The purpose of this lesson is to expose learners to MyPlate.

Method

  • Review with learners about what recipes they created from their fridge, freezer and cupboard. Did you include foods from all five food groups? What colors and shapes of food did you include in your menu? How can you use what you have learned about planning a meal when preparing a meal for your family?
  • Introduce MyPlate by asking what they already know.
  • Show video – Watch MyPlate, Mywins: What’s Your Healthy Eating Style? Debrief after watching the video about what 3 new things that they would like to challenge themselves to do.
  • Have learners open the following link https://www.myplate.gov/ and take the MyPlate quiz. Then have them explore the five food groups and write and reflect on five different facts that they learned.
  • Review assignment.

Tips

  • Allow time at the beginning of the session to reflect on what recipes each of the learners created.
  • Set time limits for the MyPlate quiz and exploring of the five food groups.

Material Needed

  • Computers with internet connectivity
  • Smart Board or Projector
  • Blank paper, pencils

Duration: 1 hour

Lesson 3 – Nutrient Knowledge

FOR THE LEARNER

What was beneficial about the MyPlate app? How have you used it since the last time we met? How have you shared your knowledge about MyPlate with others?

What are nutrients and why are they important for our bodies? Share your thoughts with one to two other learners, if available.

Nutrients at a Glance provides you with an in depth explanation of the different nutrients and how they help your body. Review the nutrients, functions in the body and source.

Figure 4: Nutrients at a glance (Weese).

Play a flippity game about nutrients starting with the flashcards and then move onto the matching.

Try to increase your match time each time you play the game. https://www.flippity.net/fc.php?k=1Ou3Xria55lUAyYQrE92-7bxxAID4G-qkjaDVMu7lpRU

Assignments

  1. Before the end of the series, create a 2-minute video on how you can incorporate MyPlate and nutrients in your everyday life.
  2. Post the link in the class Google Doc.
  3. Comment on the videos of two classmates.

 

FOR THE INSTRUCTOR

Purpose: The purpose of this lesson is to expose learners nutrients found in food and how they benefit the body.

Method

  • Review what the MyPlate app can do. Ask learners what was beneficial about the MyPlate app? How have you used it since the last time we met? How have you shared your knowledge about MyPlate with others?
  • Ask what nutrients are and how are they important for our bodies?
  • Introduce the Nutrients at a Glance guide.
  • Allow learners to play flippity game on individual devices or as a large group depending on computer availability.
  • Review assignment.

Tips

  • This may be new vocabulary for most learners so allow time to review the nutrient guide and play the flippity game.

Material Needed

  • Computers with internet connectivity
  • Smart Board or Projector
  • Nutrients At a Glance Handout (if not accessible via computer)

Duration: 1 hour

Lesson 4 – Healthy Cooking Methods

FOR THE LEARNER

What are the different nutrients, how are they helpful for your body and what sources provide the nutrients?

Hint: Protein, Fat, Carbohydrates, Fiber, Vitamin A, C, D, Calcium, Iron

What are ways that you can think of to cook healthy? 

Curious about different ways that you can cook healthy at home or to pick healthy foods at school or after school? Check out the Lighten Up Your Favorites guide for new ideas! 

Figure 5: Lighten up your favorites (Kedem, 2013).

Watch Get the Scoop on Sodium: Healthy Eats for a Healthy Beat video to gain a deeper understanding of what is sodium and what is the positive and negatives of using it.

Media embedded September 26, 2021

University of Illinois Extension. (2021, April 1). Get the scoop on sodium healthy eats for a healthy beat. [Video]. YouTube. https://www.youtube.com/watch?v=nqoe7sezeRk

Assignments

  1. Find your favorite recipe and use one or more of the techniques found in lighten up your favorites guide.
  2. Post your original recipe and then your lighter recipe. Share in 100 words what you changed and how you felt about the changes.
  3. Comment on two other learners’ posts in 50 words, about what you liked about their changes or how it became healthier due to their changes.

FOR THE INSTRUCTOR

Purpose: The purpose of this lesson is to expose learner’s healthy cooking methods.

Method

  • Review what the different nutrients are, how they are helpful for the body and what sources provide the nutrients.
  • Introduce what healthy ways food can be prepared by sharing the Lighten up Your Favorites guide.
  • Show video – Get the Scoop on Sodium and debrief by answering questions about what are the positive or negative effects of using sodium.
  • Review assignment.

Tips

  • The video is 26:29 so if time permits play it otherwise you can start it and finish it in the next session, depending on time available.

Material Needed

  • Computers with internet connectivity
  • Smart Board or Projector
  • Lighten Up Your Favorites guide if each learner does not have access to a computer.

Duration: 1 hour

Lesson 5 - Food Safety

FOR THE LEARNER

What recipes did you select and how did you change them to a healthier version? How did you feel about the changes that you made? What other recipes would you consider changing and why?

What is food safety? What are examples of good and bad safety that you have experienced? Share your thoughts with one to two other learners, if available.

Explore Fight Bac Brochure to discover how to clean, separate, cook and chill your foods safely. In addition to learning the safe minimal internal temperatures of certain foods.

Figure 6: Four simple steps to food safety (U.S. Food & Drug Administration, 2021).

What are three new facts about food safety that you did not know about before? Share your thoughts with one to two other learners, if available.

Watch the video Handwashing with Soap and Sanitizer.

Media embedded October 10, 2021

University of Illinois Extension. (2020, March 14). Handwashing with soap and sanitizer. [Video]. YouTube. https://www.youtube.com/watch?v=yaN8TmUjylg

What are you going to start to do now that maybe you hadn’t done before as a result of watching the video? Share your thoughts with one to two other learners, if available.

Assignments

  1. Research a food safety practice that went really well or did not go well. For example you could start by search the following site https://www.foodsafety.gov/
  2. Create a 100 word update on the food safety practice. Include the link to the source.
  3. Post your update to the google doc and comment on two of your peers updates in 50 words.

 

FOR THE INSTRUCTOR

Purpose: The purpose of this lesson is to expose learners what needs to be done to have good food safety.

Method

  • Review what recipes were selected and how they were turned into heathier versions.
  • Introduce food safety and have them give examples of good or bad food safety practices that they have experienced.
  • Review the Explore Bac Brochure and debrief by asking what are three new facts that they learned about food safety that they did not know before.
  • Show video – Handwashing with Soap and Sanitizer. Debrief by asking what was a skill from the video that you could start to implement in your food safety practices?
  • Review assignment.

Tips

  • Start to break learners into groups of 3-4 for the final food challenge event.
  • A mystery ingredient list as well a cooking equipment list will be provided during the next module.

Material Needed

  • Computers with internet connectivity
  • Smart Board or Projector
  • Fight Bac Brochure for those who do not have computer accessibility.

Duration: 1 hour

Lesson 6 – Food Preparation & Serving

FOR THE LEARNER

What food safety practice did you research? What did you find out about this practice? How does it make you think or do food safety differently?

What are good examples of food preparation and serving that you have witnessed or have conducted yourself? Share your thoughts with one to two other learners, if available.

Important steps to remember when thinking about food preparation include:

  • Prep
  • Cook
  • Garnish
  • Serve

Writing down the steps that you took while preparing your meal will help to make sure that you have included all of the food groups, have practiced food safety and have included nutrients or healthy cooking options.

Other reasons to include a list of how you prepped, cooked, garnished and served include the following video, Preparing Food Safely.

Media embedded September 26, 2021

FoodSHAP Inc. (2017, October 28). Preparing food safely. [Video]. YouTube. https://www.youtube.com/watch?v=Qwzj-m87fsU

Journal about a meal that you prepped this past week and what steps that you took to get the meal from prep to serve. If you did not prepare a meal imagine a meal that you would prep and serve and write down those steps. After you have completed writing down the steps turn to a peer and share what you wrote down. Ask if what you shared made sense or if anything was left out.

Assignments

  1. Explore what types of careers are available in Culinary Arts at https://www.careeronestop.org/
  2. Create a concept map using Miro https://miro.com/ to explain what you would need to do to aquire that particular culinary career.
  3. Share your miro board with the class via the food challenge board. 
  4. Comment on two other peers’ concept maps.

FOR THE INSTRUCTOR

Purpose: The purpose of this lesson is to expose learners to what is needed to prepare and serve food safely.

Method

  • Review what it means to practice food safety. What did the learners find out about good and bad food safety practices?
  • Introduce what good examples of food preparation and serving are.
  • Show video – Preparing Food Safely. Debrief by asking what they can do to practice preparing food safely next time they are cooking.
  • Have learner’s journal about a meal they prepped or imagine one that they could prep. Write down each of the steps they took to get from prep to serve. Have them share with a peer to see if what they wrote makes sense.
  • Review assignment.

Tips

  • Assign the teams that you prepped the module before. Allow time for the learner's to create a team name.

Material Needed

  • Computers with internet connectivity
  • Smart Board or Projector
  • Paper and pencils

Duration: 1 hour

Lesson 7 – Serving Size Information

FOR THE LEARNER

What career did you explore? Did you find out anything new or exciting? What parts of meal prep and serve did you find challenging? What do you need to continue to improve on?

What does serving size mean? Share your thoughts with one to two other learners, if available.

Check out the serving size chart to see how much of each food we should be taking into our bodies.

Figure 7: Serving size chart ( Dairy Council of California, 2014).

What was surprising or new to you from the serving size chart? How can you think differently next time you select a serving size? Share your thoughts with one to two other learners, if available.

The following video will walk you through what are appropriate serving sizes for you.

Media embedded September 26, 2021

Healthy Eating. (2020, December 18). Serving sizes introduction. [Video]. YouTube. https://www.youtube.com/watch?v=PY-Xc7PT-2Q

What have you learned about serving sizes that you would like to try next time you eat or prep a meal? Share your thoughts with one to two other learners, if available.

Assignment:

  1. What are ways that you can implement serving sizes into your everyday meal planning?
  2. Create a 2-minute video on how you can incorporate serving sizes in your everyday meal preparation.
  3. Comment on 2 of your peers videos. Share with them how they could continue to improve on adding additional serving sizes practices. 

FOR THE INSTRUCTOR

Purpose: The purpose of this lesson is to expose learners to what serving size is and how it impacts their eating choices.

Method

  • Review what culinary careers are available. Did you find out anything new or exciting? What parts of meal prep and serve did you find challenging? What do you need to continue to improve on?
  • Introduce what serving sizes are by going over the serving size chart. Debrief by asking what was surprising or new to you from the serving size chart? How can you think differently next time you select a serving size?
  • Show video – Serving Size Introduction. Debrief by asking what was something new that they learned that they want to put into practice?
  • Review assignment.

Tips

  • Collect cooking equipment and ingredients per the lists provided. 
    Figure 8: Food challenge simulation worksheets (Davis, 2019)

     

  • Ask 2-3 adults to be volunteer judges.

Material Needed

  • Computers with internet connectivity
  • Smart Board or Projector
  • Serving Size Chart for those without computer access.

Duration: 1 hour

Lesson 8 – Food Challenge

FOR THE LEARNER

  1. Teams will have 40 minutes to prep, cook, garnish and serve their dish to volunteer judges and peers.
  2. In addition to the judges reviewing your dish your peers will also review your work based off of the rubric provided in lesson one. At the end of your groups presentation the judges scores in addition to your peers scores will be averaged to come up with your teams overall placing. Peers are encoruaged to write contructive feedback on the rubric score card as well. 
  3. All teams will receive the same mystery ingredients and have the ability to use shared items from the pantry.
  4. No recipes are allowed. You will have to work with your team to create an edible dish for the judges and peers to review on appearance, taste and team knowledge.
  5. You will receive a clue as to if your dish will be a main dish, side dish or dessert.
  6. The area in which you are working in will need to be cleaned before you can present your dish.
  7. To help you present you can utilize the knowledge gained from the previous modules and the following food challenge team worksheet. 
    Figure 9: Food challenge simulation worksheets (Davis, 2019).

     

  8. Judges will present team awards at the end of all presentations.

 

 

 

FOR THE INSTRUCTOR

Purpose: The purpose of this lesson is to assess learners’ proficiency in MyPlate knowledge, nutrient knowledge, healthy cooking awareness, food safety, food preparing, serving and serving size awareness.

Method

  • Divide learners into their groups of 3-4.
  • Intruct the groups that their peers along with volunteer judges will be reviewing their work via the scorecard that was provided in lesson one. The scores will be averaged at the end of the presentations. Peers are encrouaged to give constructive feedback in addition to the number scores. 
  • Instruct them to stand behind a station with the cooking equipment and mystery ingredients but do not touch anything until you say go.
  • The teams have 40 minutes to prep, cook, garnish and serve their dish to the volunteer judge panel and their peers.
  • You can provide a clue to them if the dish should be a main dish, side dish or dessert.
  • The area in which they are working should be clean before serving to the judges and peers.
  • The learners have a food challenge team worksheet to facilitate their presentations.
  • The presentations should be a maximum of five minutes.
  • The judges and peer scorecard is as follows. 
    Figure 10: Food challenge simulation worksheets (Davis, 2019).

     

  • Awards can be given to the top team or each team can review a specific award such as most creative or best teamwork.

Tips

  • Encourage teams to implement teamwork and to have fun!
  • Encourage learners to provide peer feedback that is helpful and positive suggestions on how to improve. 

Material Needed

  • Cooking equipment
  • Mystery ingredients in closed baskets or under a towel
  • Pantry ingredients
  • Cleaning supplies
  • Food challenge team worksheets, rubrics (scorecard), pencils
  • Aprons, gloves, hair ties are optional
  • Team awards (certificates or other fun cooking gear)

Duration: 1 ½ hours

Lesson 9: Final Food Challenge Project

FOR THE LEARNER

Food Challenge Plan

  • You will compose a food challenge of your choosing within a Google document. You will select a theme, the ingredients you would like to include and what skill you would like to incorporate into the food challenge. A skill could be from each of the lessons that you went through including: knowledge of MyPlate, nutrient knowledge, health cooking methods, food safety, food preparation or serving size.
  • Use the feedback that you received from the judges during your food challenge in order to construct your own food challenge. Reflect on what the judges and your peers shared as ways that may be helpful in writing your own food challenge.

Peer Reviews

  • You will complete two anonymous peer reviews of your classmates. In return you will also receive feedback from your peers of your work.
  • You will complete the peer reviews based on the following rubric. Read directions thoroughly. Once you have completed the review put the random number assigned to it on the top of the page and return to the instructor via email. 
    Food Challenge Peer Review Rubric

     

Final Food Challenge Project Submittal

  • After reviewing what your peers have submitted make edits to your final project.
  • Submit to the instructor along with 100 words on each of the two reviewers on how their feedback was helpful or how you used in your final edits. Remember to write reviewer one and then reviewer two so that the instructor knows what feedback goes where.
  • Submit in 100 words how you improved from version one to version two.
  • Upload final version to the Google docs and let your instructor know that it is ready for their final review.

 

FOR THE INSTRUCTOR

Purpose: The purpose of this lesson is to expose learners the final project and peer review process.

Method

  • Explain the final food challenge project details, what is expected and the timeline in which you would like it completed.
  • Review with learners what the peer review process involves by explaining the peer review rubric.
  • Explain that the reviews will be anonymous and to put the randomized number on the top of their review sheet.
  • Review the final submitted projects and verify that all learners have completed two anonymous reviews, submitted reviews of the reviewers in 100 words each and a review of their own work in 100 words.

Tips

  • Allow time to randomly assign numbers to each of the food challenge works. Make sure that every learner receives two anonymous works to review.
  • Once all food challenges have been reviewed and if time allows have the learners go through and actually practice some of the food challenges in real time.

Material Needed

  • Computers with internet connectivity
  • Smart Board or Projector

Duration: 1 week

Lesson 10 – Evaluation

FOR THE LEARNER

Thank you for participating in the food challenge program. Evaluations are an essential way that instructors receive feedback on educational programs.

Click here to complete the following program survey.

https://illinoisaces.co1.qualtrics.com/jfe/form/SV_bIOhgz0rC2zmkPb

FOR THE INSTRUCTOR

Purpose: The purpose of this lesson is to survey both learners and the classroom instructor to determine:

  • If there was knowledge change reported by the learner.
  • If the learner found value in learning in the food challenge program
  • Based on participating in this program if the students would like to explore potential other food related topics.
  • Does the classroom instructor feel the program was valuable to their learners?
  • Does the classroom instructor feel more proficient in the area of culinary arts?

Method

Tips

  • The survey link will remain open for one week following the completion of the program, allowing time for any student who was absent during the final session to complete the survey, as well as, an opportunity for students who may need more time or assistance reading the survey to complete it following the session.

Material Needed

  • Computers with internet connectivity.

Duration: 20 minutes

References

College of Agriculture and Human Sciences. (2016, November 2). PVAMU 4-H food challenge. [Video]. YouTube. https://www.youtube.com/watch?v=-6Z2hnaoGMI

Dairy Council of California. (2014). Serving size chart [Infographic]. Healthyeating.org. https://www.healthyeating.org/blog/detail/what-is-a-portion-size

Davis, C. (2019). Food challenge simulation worksheets. University of Illinois Extension.

Healthy Eating. (2020, December 18). Serving sizes introduction. [Video]. YouTube. https://www.youtube.com/watch?v=PY-Xc7PT-2Q

Henneman, A. (n.d.). Basic foods for fridge, freezer and cupboard. University of Nebraska Extension.

FoodSHAP Inc. (2017, October 28). Preparing food safely. [Video]. YouTube. https://www.youtube.com/watch?v=Qwzj-m87fsU

Kedem, L. (2013, August). Lighten up your favorites. University of Illinois Extension.

Mashed. (2021). The strange connection between eggs and chef's hats. [Photograph]. Shutterstock. https://www.mashed.com/315025/the-strange-connection-between-eggs-and-chefs-hats/?utm_campaign=clip

University of Illinois Extension. (2021, April 1). Get the scoop on sodium healthy eats for a healthy beat. [Video]. YouTube. https://www.youtube.com/watch?v=nqoe7sezeRk

University of Illinois Extension. (2020, March 14). Handwashing with soap and sanitizer. [Video]. YouTube. https://www.youtube.com/watch?v=yaN8TmUjylg

USDA. (2020, March 5). Start simple with myplate app. [Video]. YouTube. https://www.youtube.com/watch?v=57H3DrD8koI

USDA. (2016, March 14). Myplate, my wins what’s your healthy eating style. [Video]. YouTube. https://www.youtube.com/watch?v=j7CcaUZrUoE

U.S Department of Food & Drugs. (2021). Four simple steps to food safety. [Infographic]. Fda.gov. https://www.fda.gov/food/buy-store-serve-safe-food/fight-bacr-campaigns

Weese, M. (n.d.). Nutrients at a glance. University of Illinois Extension.