Recipe for Quick Pizza Crust
Ingredients
1 cup (110 grams) Wel-plan Baking Mix
½ teaspoon baking powder
dash of salt
1 tablespoon vegetable oil
¼ cup plus 2 teaspoons water with 1 scant drop
yellow food coloring
Directions
Preheat oven to 425° F.
1. In a medium bowl, stir together Baking Mix, baking powder, and
salt.
2. Mix oil with water in a measuring cup.
3. Gradually add liquid to dry ingredients, mixing thoroughly.
4. Dough should be the consistency of soft biscuit dough-add a small
amount of extra water (if too dry) or Baking Mix (if too sticky) if
necessary.
5. Knead dough in your hands briefly.
6. Pat it into the bottom of a greased 9-inch pie pan.
7. Spread with sauce and toppings of your choice.
8. Bake for 12-18 minutes. (Do not overbake or the crust will become
dry and tough.)
Yield: 1 pizza
1 pizza crust =
9 T pizza sauce =
Total=
Add in the phe for any
toppings you use.
4 mg phe
45 mg phe
50 mg phe=3 ½ exchanges
Adapted from Low Protein Cookery for PKU, second edition, by Virginia E.
Schuett. There are more pizza crust recipes on pages 268 & 269 if you would
like to try a yeasty or thicker pizza crust.
Know to Grow
Handout D2-a
© University of Wisconsin-Madison 1998
Now We’re
Cookin’
 Wash your hands
 Gather ingredients
What do you need for this recipe?
__________________________
__________________________
__________________________
__________________________
__________________________
 Gather equipment
What equipment do you need to make this
recipe?
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
 Measure ingredients
 Make recipe
 Serve appealingly
 Enjoy
 Clean-up
Know to Grow
Handout D2-b
© University of Wisconsin-Madison 1998
Who mixes? _____________________________
Is everyone satisfied with this arrangement?___________
When is it mixed? __________________________
Is it mixed when you want it or need it?_______
What is the mix? ___________________________
Is the amount OK with you? ____________________
Is the taste OK with you? ______________________
Is the calorie content OK with you? ______________
How is it mixed? ___________________________
Are there shortcuts you could use? ______________
Overall Evaluation of Mixing
Who?
When?
What?
How?
Know to Grow
Handout D2-c
Do the same
Change
If change, how?
________
________
________
________
_____
_____
_____
_____
__________
__________
__________
__________
© University of Wisconsin-Madison 1998
Low pro food
__________
Amt.______
Exch_____
Fruit
Topping
___________
Amt.______
Exch_____
Condiment
___________
Amt.______
Exch_____
___________
Amt.______
Exch_____
Salad or veg
___________
Amt.______
Exch_____
Dessert
___________
Amt.______
Exch_____
SET YOUR FOUNDATION FIRST
Build a meal on a good foundation.
Know to Grow
Handout D2-d
© University of Wisconsin-Madison 1998
Pre-prepared foods
Special ingredients needed
Who makes?____________
____________________
When made?____________
____________________
Know to Grow
Handout D2-e
© University of Wisconsin-Madison 1998
 Choose one low protein food.

Choose something to go with it.
Think of three
toppings of your
choice.
How much of this
topping would
you typically eat?
___________________
_________
_______
yes / no
___________________
_________
_______
yes / no
___________________
_________
_______
yes / no

How many
exchanges (mg)
is that amount?
Will you try
this at home?
Make it Happen!
Write down any special ingredients you need to make this low proteintopping combo.
_________________________
___________________________
_________________________
___________________________
Know to Grow
Handout D2-f
© University of Wisconsin-Madison 1998
Date ___________________
Dear ___________________,
I tried _________________________ in a new way.
I ate it with __________________________________________________
__________________________________________________________.
It was:
    
(If it was good) Next time I eat it, I’ll
make it the same way.
or
change it by ________
_____________________.
Pass/Don’t pass this idea on to other kids.
Sincerely,
Know to Grow
Handout D2-g
© University of Wisconsin-Madison 1998
Meal Planning-- a Parent’s Perspective
You’ve read about the benefits of eating a family meal together. You’ve read that your child with
PKU should be able to prepare all of his or her meals by a certain age. You also live with the
reality that your family can eat supper together, at best, four nights a week.
How do you balance your needs as a parent…
Preparing nutritious meals for those who are and those who are not following
the PKU diet
Preparing quick meals
Using up all those leftovers
Shopping on a budget
Teaching your children to cook
Having interesting, involved children
with what is considered important for nurturing a child physically, socially, and
emotionally …
Regular family meals in which the child with PKU has some foods in common
with the rest of the family
Check out the ideas your child
Special low protein foods included in most meals
came up with on the
“Building a Meal” handout.
Opportunities for your child to prepare foods independently in
consultation with you.
Flexibility is the key. Each night may not be like the night before. That’s OK. But
for flexibility to work it takes some work.
Communicate. You need to know when and where people are going to be. You
need to know who’s mixing the milk and if the person baking the low pro bread just
opened the last can of wheat starch. If face to face communication is not always
possible, work out other systems for keeping in touch. We made a Grocery List
Station in clinic today to facilitate the transfer of food information.
Plan. We brainstormed some easy and quick low protein meals (See The Quick Fix
handout). Which ideas will be easy for you to incorporate and satisfying for your
teen? Figure out what is helpful to have ready ahead of time (pre-mixed pancake
mix, tortillas or pizza crusts in the freezer, etc) so mealtimes are not panic times.
Evaluate. Rethink regularly how much your family can handle. Explore the value of
your family’s activities (be it baseball or baking low pro bread) and figure out what’s
most important.
The years with your teenage child are limited. Act in love, not out of guilt or fear.
Keep communicating, planning and evaluating to model, and in that way, teach
flexibility to your child.
Know to Grow
Handout D2-h
Family Letter
© University of Wisconsin-Madison 1998