Transcript Eating Healthy from Farm to Fork….Promoting School Wellness

Eating Healthy
from Farm to Fork
… Promoting School Wellness
Kindergarten
Eating Healthy
from Farm to Fork
… Promoting School Wellness
Nutrition education curriculum that
makes the connection between:
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local food systems,
garden-based learning,
school food service, and
establishment of healthy
nutrition habits.
Eating Healthy
from Farm to Fork
… Promoting School Wellness
Standards-based Materials
• Integrate nutrition education into ageappropriate, grade-based lessons
• Based on the State Department of
Education (SDE) Health Education
Framework, 2003
• Designed to meet the 2009 Health
Content Standards and 2010 SDE
Nutrition Competencies
Eating Healthy
from Farm to Fork
… Promoting School Wellness
Standards-based Materials
• Correlated to the CA Common Core
Content Standards for:
– English and Language Arts
– Mathematics
• Correlated to CA Content Standards for:
– Science
– History and Social Studies
Eating Healthy
from Farm to Fork
… Promoting School Wellness
Comprehensive Materials
• Experiential and hands-on
• Actively engage the learner
• Healthy choices for food
and fitness
• Support positive schoolwellness environment
• Recognize the relationship
between health & nutrition
and academic achievement
Eating Healthy
from Farm to Fork
… Promoting School Wellness
Goal
Children will make
healthy food and
exercise choices by
developing positive
attitudes towards foods
and fitness.
Eating Healthy
from Farm to Fork
… Promoting School Wellness
Objectives
Children will:
• Expand their consumption of
fruits, vegetables and grains.
• Expand the variety of their diets.
• Recognize MyPlate and identify
it as a guide to healthy eating
and exercise.
• Increase their understanding of
the food continuum from farm
production to consumption.
Eating Healthy
from Farm to Fork
… Promoting School Wellness
What is the Farm to School Movement?
It started in the mid-1980’s to enhance school
health & nutrition and improve the viability of local
farms.
Brought together schools and local farmers to:
• Help children enjoy more fresh fruits &
vegetables while learning about where food
comes from, and
• Help farmers become more economically viable.
Eating Healthy
from Farm to Fork
… Promoting School Wellness
Farm to School Movement
Four Areas of Influence
• Local farms
• School gardens
• School cafeterias &
food service
• Children’s health &
nutrition
Eating Healthy
from Farm to Fork
… Promoting School Wellness
Rational and Research for the Curriculum
Much prior work in this area
– School garden Projects &
Garden in Every School
efforts
– Work on improving school
meals
– Other nutrition education
work in the schools
Few programs addressed
the 4 areas of influence
Eating Healthy
from Farm to Fork
… Promoting School Wellness
Rational and Research for the Curriculum
• Need for a curriculum that
connected the four areas of
influence
• Presented in the context of learning
about the food system (farms)
• Applied and hands-on
environmental activities (garden)
• Educational environment for
experiencing food (cafeteria)
• Nutrition education based on 2010
Dietary Guidelines and MyPlate
Eating Healthy
from Farm to Fork
… Promoting School Wellness
Rational and Research for the Curriculum
…Farms
• Loss of connection to farms…less than
2% of U.S. population is involved in
farming
• Little understanding of where food
comes from and how it is grown
• Better interaction between local
consumers and local farmers increases
awareness of local food options &
enhances commitment to healthy,
sustainable, and secure food products
and practices (Cohen, et al, 2004)
Eating Healthy
from Farm to Fork
… Promoting School Wellness
Rational and Research for the Curriculum
…Gardens
• Many benefits to hands-on gardening activities
• Childhood experiences influence environmental ethics & action
(Glazer & Glazer, 1998).
• Gardening enhances children’s community involvement & life
satisfaction (Blair, Giesecke, & Sherman, 1991).
• Increases self-esteem, a sense of ownership and responsibility
(Alexander & Hendren, 1998).
• Improved academics, higher test scores, higher levels of critical
thinking when involved in garden-based learning (Lieberman & Hoody,
1998; Smith, 2002).
• Greater willingness to taste and eat vegetables when nutrition ed
was combined with gardening (Morris, Neustadter & Zidenberg-Cherr,
2000; Linebeger & Zajicek, 2000; Blari, Giesecke, & Sherman, 1991).
Eating Healthy
from Farm to Fork
… Promoting School Wellness
Rational and Research for the Curriculum
…Cafeteria
• Increasing fruit & vegetable consumption requires more than
school-based nutrition education
• Requires comprehensive
intervention directed towards the
entire school (Domel, et al, 1993)
• Students who have repeated
opportunities to taste foods that
are low in fat, sodium, and added
sugars and high in vitamins,
minerals and fiber show improved
nutrition
Eating Healthy
from Farm to Fork
… Promoting School Wellness
Rational and Research for the Curriculum
…Nutrition
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Cognitive-focused nutrition education typically results in gains of
knowledge but little effect on behavior (Bagby, Zeller & Jacobson,
1987; Campbell & Achterberg, 1993; Contento, Kell, Keily & Corcoran,
1992; Weis & Kein, 1987).
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Should focus on concrete experiences, exposure to healthy
foods, and skills in making food choices (Steinschneider & Coyne,
1995).
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Behavior change is more likely when it is fun & participatory,
rather than lectures (Contento, 1981; Reinicow & Reinhardt, 1991;
Bush et al, 1989).
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Incorporating nutrition concepts into other subject areas (math
science, language arts, social studies) has been effective (Lytle,
Kelder, Perry & Klepp, 1995; Steinschneider & Coyne, 1995).
Eating Healthy
from Farm to Fork
… Promoting School Wellness
Rational and Research for the Curriculum
…Parent Involvement
• Parents have the strongest influence on
their children’s eating patterns.
• More nutrition information communicated
by parents the more knowledgeable the
children (Anliker, et al, 1990).
• Involving parents in school nutrition
education programs enhances both the
parent and child’s learning behaviors
(Smith, McCormick, Steckler & McLeroy, 1993).
• Parents are more receptive to activities that
can be done at home (Crockett, Mullis &
Perry, 1998; Hearn, Bigelow & Nader, 1992).
Eating Healthy
from Farm to Fork
… Promoting School Wellness
What is School Wellness?
Passed in 2004, and implemented in 2006-07 schools
participating federal food programs:
• Include goals for nutrition ed, physical activity, & other activities
that are designed to promote school wellness in a manner that
the local agency determines is appropriate.
• Include nutrition guidelines selected by local agency for all
foods available on school campus during school day with the
objectives of promoting student health and reducing childhood
obesity.
• Provide an assurance that guidelines for reimbursable school
meals shall not be less restrictive than relations and guidance
issued by the Secretary of Ag.
• Establish a plan for measuring implementation of the local
wellness policy.
• Involve parents, students, representatives of the school food
authority, school board, school administrators, and the public.
Eating Healthy
from Farm to Fork
… Promoting School Wellness
California Health Framework
• Developed in 2003
• Guides delivery of health
education in California’s
K-12th grade school
• Covers nutrition and
fitness and other health
related areas
• Was used to guide the
development of the
curriculum
Eating Healthy
from Farm to Fork
… Promoting School Wellness
California Health Content Standards
• Developed in 2009
• Provides guidance on skills and knowledge
students should have at each grade level
• Provides standards for:
– Nutrition and Physical Activity at grades:
K, 2, 4, 5, 7, 8, 9-12
– Growth and Development at grades: K, 1,
3, 4, 5, 7, 8
• These were specifically met in the curriculum
Eating Healthy
from Farm to Fork
… Promoting School Wellness
Nutrition Competencies
Adopted in 2010, support the Health Framework and
Health Content Standards
1. Essential nutrition concepts
2. Analyzing nutrition influences
3. Accessing valid nutrition information
4. Interpersonal communication about nutrition
5. Decision making for nutrition choices
6. Goal setting for nutrition
7. Practicing nutrition enhanced behaviors
8. Nutrition promotion
Eating Healthy
from Farm to Fork
… Promoting School Wellness
Common Core Standards
• In 2010, CA adopted the
National Common Core
Standards for:
• English and Language
Arts
• Mathematics
• Science (expected in
2013)
Eating Healthy
from Farm to Fork
… Promoting School Wellness
Other CA Content Standards
• California Content Standards
remain in effect, currently for:
• Science
• History and Social Studies
• And others not used in this
curriculum
• The Lesson activities and
Making the Connections
activities were specially
developed to meet these
standards.
Eating Healthy
from Farm to Fork
… Promoting School Wellness
How the Curriculum Is Organized
Eating Healthy From Farm to Fork uses a consistent easy to use
format that provides all the information needed to successfully
implement the curriculum in a classroom, as well as afterschool
programs and other informal educational settings such as 4-H.
Each Lesson Includes:
Lesson Introduction – A brief overview of the lesson content and
activities.
Objectives – Each lesson has three to five specific learner objectives that
support the overall objectives of the curriculum and specific concepts of
the lesson.
Health Content Standards – Each lesson is specifically developed to
achieve stated health content standards.
Nutrition Competencies – Each lesson is specifically developed to
achieve stated nutrition competencies.
Eating Healthy
from Farm to Fork
… Promoting School Wellness
How the Curriculum Is Organized
Background Information – Two pages
of background information are
provided for the educator. This
information should be read prior to
teaching the activities. Educators
will find that the information gives
more detailed nutrition information,
as well as background on related
agriculture and gardening
information.
California Agricultural Facts – Quick facts on the lesson’s
agricultural focus are included in the right sidebar.
Eating Healthy
from Farm to Fork
… Promoting School Wellness
How the Curriculum Is Organized
Activities – Each lesson includes two
activities that teach the stated
objectives. Although one lesson
usually focuses more directly on
nutrition, the other includes more
garden or farm connections. Both
activities should be taught and
preferable in the order presented.
Supply List – All of the supplies,
equipment, and materials needed to
teach the lesson are listed in the left
sidebar.
Prep List – A summary of needed
advanced preparation is contained in
the left side bar.
Eating Healthy
from Farm to Fork
… Promoting School Wellness
How the Curriculum Is Organized
Common Core Content Standards
California Content Standards –
The right activity page sidebar
lists how the activities are
correlated to the Common Core
and State Content Standards for
English/language arts,
mathematics, science, and
history and social studies for the
specific grade level.
Making the Connection – Two pages highlight easy to implement
lesson connections to farm, garden, cafeteria, and nutrition.
Eating Healthy
from Farm to Fork
… Promoting School Wellness
How the Curriculum Is Organized
Recipe Activity – Nutrition education is greatly
enhanced when children can prepare and taste
the food they are studying. Each lesson
includes a lesson specific recipe that is easy to
prepare in the classroom setting.
Review the Lesson – Each of the lesson
objectives are reviewed through a question and
answer format. If children are unable to
successfully answer these questions, the lesson
activities should be reviewed and reinforced.
Knowledge Quiz – Lesson objectives are also reviewed through a printed
knowledge quiz that uses a picture-format. This can be administered
individually or to the group at large. It can be printed or reproduced as a
transparency.
Eating Healthy
from Farm to Fork
… Promoting School Wellness
How the Curriculum Is Organized
Parent Letter - Parents’ involvement in
their children nutrition education is
critical to making behavioral changes.
– Lesson-specific letters, available in
English and Spanish
– Emphasizes simple things that parents
can do to reinforce the learning at home.
– It is suggested that the lesson recipe
also be sent home with the letter.
Handouts and Support Materials – Although handouts have been kept
to a minimum, when used, they can be found at the end of the lesson.
Teaching materials are also included at the end of the lesson.
Eating Healthy
from Farm to Fork
… Promoting School Wellness
How to Present the Curriculum
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Classroom, day camp, afterschool , and
4-H project settings
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Intentionally uses manipulatives and
hands-on activities and other supports
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Lessons can be presented in one day
or over a range of days
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Each activity within a lesson takes 3045 minutes
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Present in the order presented as they
are designed to build on each other
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Implement the Making Connection
activities to further link the lessons to
farm, garden, cafeteria and nutrition
Eating Healthy
from Farm to Fork
… Promoting School Wellness
How to Present the Curriculum
• Gardening experiences can
be done in the garden or in
container gardens
• At least one activity in the
lessons is garden or farm
related
• Partners with school food
service to enhances quality of
meals and nutrition education
• Can also include a cafeteria
composting component
Eating Healthy
from Farm to Fork
… Promoting School Wellness
Exploring Kindergarten the Curriculum
• Tables will be assigned to a starting station
• Participants will rotate from station to station,
when they hear the cow bell
• Take your book and bag to gather materials
at each of the stations
• Spend 10 minutes at each station
• When you hear the cow bell, quickly move to
the next station and stay with your group to
assure that you will hear and receive all of
the information
• Each presenter will highlight the lesson, do
parts of one of the activities and give some
take-away information
Eating Healthy
from Farm to Fork
… Promoting School Wellness
Exploring the Lessons
• Lesson 1
• Lesson 2
• Lesson 3
• Lesson 4
• Lesson 5
Essentials for Healthy Eating & Gardening
Activity 2, Helping Plants Grow
Food & Garden Safety
Activity 2, Stop and Think
Getting Ready to Cook & Garden
Activity 1, Garden & Kitchen Tool
Food & Garden Discovery - Grains
Activity 2, From Seed to Table
Food & Garden Discovery – Vegetables
Activity 2, Senses
Eating Healthy
from Farm to Fork
… Promoting School Wellness
Exploring the Lessons
• Lesson 6
• Lesson 7
• Lesson 8
• Lesson 9
• Lesson 10
Food & Garden Discovery - Fruit
Activity 1, Our Favorite Fruits
Food & Garden Discovery - Milk
Activity 2, The Milk Makers
Food & Garden Discovery - Meat & Beans
Activity 1, Plant or Animal
Get Moving at School & in the Garden
Activity 1, Choose Your Move
Food & Garden Choices & Diversity
Activity 2, Salad Bowl Scramble
Eating Healthy
from Farm to Fork
… Promoting School Wellness
Review of Eating Healthy From Farm to Fork…
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Questions
Discussion
Availability and use
Evaluation
Eating Healthy
from Farm to Fork
… Promoting School Wellness
References
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Bagby, R., Campbell, V.S., and Achterberg, C. (1993). Every
day, lots of ways: an interdisciplinary nutrition curriculum for
kindergarten-sixth grade. Harrisburg, PA: Pennsylvania State
Department of Education.
Blair, D., Giesecke, C.C., and Sherman, S. (1991). Dietary,
social and economic evaluation of the Philadelphis Urban
Gardening Project. Journal of Nutrition Education (23),161167.
Bush, P. J., Zuckerman, A.E., Taggart, V.S., Theiss, P.K.,
Peleg, E.O., and Smith, S.A. (1989). Cardiovascular risk
factor prevention in black school children: the know your body
evaluation project. Health Education Quarterly 16(2), 215-27.
Canaris, I. (1995). Growing foods for growing minds:
integrating gardening and nutrition education into the total
curriculum. Children's Environments, 12(2), 264-270.
Contento, I., Balch, G.I., and Bronner, Y.L. (1995). Inservice
preparation in nutrition education for professionals and
paraprofessionals. Journal of Nutrition Education, 27(6),34754.
Contento, I.R., Kell, D.G., Keiley, M.K., and Corcoran, R.D.
(1992). A formative evaluation of the American Cancer Society
Changing the Course nutrition education curriculum. Jouranla
of School Health, 62 (9), 411-6.
Domel, S., Baranowski, T., Davis, H., Leonard, S., Riley, P.,
and Baranowski, J. (1993). Measuring fruit and vegetable
preferences among 4th and 5th grade students. Preventive
Medicine 22, 866-879.
General, S. (2001). Overweight and Obesity Fact Sheet:
Overweight in Children and Adolescents. Retrieved 5/16/2003,
2001, from
http://www.surgeongeneral.gov/topics/obesity/calltoaction/fact
_adolescents.htm
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Lieberman, G. A. and Hoody, L. (1998). Closing the achievement
gap. Using the environment as an integrated context for learning.
San Diego: State Education and Environment Roundtable.
Lytle, L.A., Kelder, S.H., Perry, C.L., and Klepp, K. I. (1995).
Covariance of adolescent health behaviors: the Class of 1989 Study.
Health Education Resources, 10(2), 133-46.
Lineberger, S. E. and Zajicek, J. M. (2000). School Gardens: Can a
Hands-on Teaching tool Affect Students' Attitudes and Behaviors
Regarding Fruit and Vegetables? Hort Technology, 10(3), 593-597.
Morris, J. L. and Zidenberg-Cherr, S. (2002). Garden-enhanced
nutrition curriculum improves fourth-grade children's knowledge of
nutrition and preferences for some vegetables. Journal of the
American Dietetic Association, 102(1), 91-93.
Skelly, S. M. and Zajiceck, J. M. (1998). The effect of an
interdisciplinary garden program in the environmental attitudes of
elementary school students. Hort Technology, 8(4), 579-583.
Resnicow, K., Cohn, L., and Reinhardt, J. (1991). A three-year
evaluation of the Know Your Body Program in inner-city
schoolchildren. Health Education Quarterly, 19(4), 463-80.
Steinschneider, J. and Coyne, A.H. (1995). Bringing WIC to school.
Washington, DC: Center on Budget and Policy Priorities.
Weiss, E.H. and Kein, C.L. (1987). A synthesis of research on
nutrition education at the elementary school level. Journal of School
Health, 57(1),8-13.
Zeller, P.K, and Jacobson, M.F. (1987). Eat, think, and be healthy!
Creative nutrition activities for children. Washington, DC: Center for
Science in the Public Interest.
Eating Healthy
from Farm to Fork
… Promoting School Wellness
Acknowledgments
Eating Healthy From Farm To Fork, 2005
AUTHOR:
Sharon K. Junge, 4-H Youth Development and Nutrition Family Consumer Science
Advisor
CONTRIBUTORS:
Karrie Heneman, Nutrition Department, UC Davis; Rosemary Carter and Amy
Netemeyer, UCCE Youth FSNEP Program Representatives
LAYOUT AND DESIGN:
Frank Garrels, Annette Cosgrove and Victoria Hoffman, Administrative Assistants
TRANSLATION:
Isela Valdez, UCCE 4-H Youth Development Advisor
Eating Healthy
from Farm to Fork
… Promoting School Wellness
Acknowledgments
Eating Healthy from Farm to Fork Power Point Presentation
Sharon K. Junge, 4-H Youth Development and Nutrition Family Consumer Science
Advisor, Emeritus
Eating Healthy from Farm to Fork, Revisions 2013:
Sharon K. Junge, 4-H Youth Development and Nutrition Family Consumer Science
Advisor, Emeritus
Rosemary Carter, UC Cal Fresh Placer County Program Manager