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Eating Healthy from Farm to Fork  Promoting School Wellness
Eating Healthy from Farm to Fork Promoting School Wellness
Nutrition education curriculum that makes the connection between:
Nutrition education curriculum that makes the connection between:
Standards-based Materials Integrate nutrition education into
Standards-based Materials Integrate nutrition education into
Standards-based Materials Correlated to the CA Common Core Content
Standards-based Materials Correlated to the CA Common Core Content
Comprehensive Materials Experiential and hands-on Actively engage the
Comprehensive Materials Experiential and hands-on Actively engage the
Goal Children will make healthy food and exercise choices by
Goal Children will make healthy food and exercise choices by
Objectives
Objectives
What is the Farm to School Movement
What is the Farm to School Movement
Farm to School Movement
Farm to School Movement
Rational and Research for the Curriculum
Rational and Research for the Curriculum
Rational and Research for the Curriculum
Rational and Research for the Curriculum
Rational and Research for the Curriculum Farms
Rational and Research for the Curriculum Farms
Rational and Research for the Curriculum Gardens
Rational and Research for the Curriculum Gardens
Rational and Research for the Curriculum Cafeteria Increasing fruit &
Rational and Research for the Curriculum Cafeteria Increasing fruit &
Rational and Research for the Curriculum Nutrition Cognitive-focused
Rational and Research for the Curriculum Nutrition Cognitive-focused
Rational and Research for the Curriculum Parent Involvement
Rational and Research for the Curriculum Parent Involvement
What is School Wellness
What is School Wellness
California Health Framework
California Health Framework
California Health Content Standards Developed in 2009 Provides
California Health Content Standards Developed in 2009 Provides
Nutrition Competencies Adopted in 2010, support the Health Framework
Nutrition Competencies Adopted in 2010, support the Health Framework
Common Core Standards
Common Core Standards
Other CA Content Standards
Other CA Content Standards
How the Curriculum Is Organized
How the Curriculum Is Organized
How the Curriculum Is Organized
How the Curriculum Is Organized
How the Curriculum Is Organized
How the Curriculum Is Organized
How the Curriculum Is Organized
How the Curriculum Is Organized
How the Curriculum Is Organized
How the Curriculum Is Organized
How the Curriculum Is Organized
How the Curriculum Is Organized
How to Present the Curriculum
How to Present the Curriculum
How to Present the Curriculum
How to Present the Curriculum
Exploring Kindergarten the Curriculum
Exploring Kindergarten the Curriculum
Exploring the Lessons
Exploring the Lessons
Exploring the Lessons
Exploring the Lessons
Review of Eating Healthy From Farm to Fork
Review of Eating Healthy From Farm to Fork
References
References
Acknowledgments
Acknowledgments
Acknowledgments
Acknowledgments

: Eating Healthy from Farm to Fork Promoting School Wellness. : Sharon Junge. : Eating Healthy from Farm to Fork Promoting School Wellness.ppt. zip-: 2618 .

Eating Healthy from Farm to Fork Promoting School Wellness

Eating Healthy from Farm to Fork Promoting School Wellness.ppt
1 Eating Healthy from Farm to Fork  Promoting School Wellness

Eating Healthy from Farm to Fork Promoting School Wellness

Kindergarten

2 Nutrition education curriculum that makes the connection between:

Nutrition education curriculum that makes the connection between:

local food systems, garden-based learning, school food service, and establishment of healthy nutrition habits.

3 Standards-based Materials Integrate nutrition education into

Standards-based Materials Integrate nutrition education into

age-appropriate, 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

4 Standards-based Materials Correlated to the CA Common Core Content

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

5 Comprehensive Materials Experiential and hands-on Actively engage the

Comprehensive Materials Experiential and hands-on Actively engage the

learner Healthy choices for food and fitness Support positive school-wellness environment Recognize the relationship between health & nutrition and academic achievement

6 Goal Children will make healthy food and exercise choices by

Goal Children will make healthy food and exercise choices by

developing positive attitudes towards foods and fitness.

7 Objectives

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.

8 What is the Farm to School Movement

What is the Farm to School Movement

It started in the mid-1980s 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.

9 Farm to School Movement

Farm to School Movement

Four Areas of Influence Local farms School gardens School cafeterias & food service Childrens health & nutrition

10 Rational and Research for the Curriculum

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

11 Rational and Research for the Curriculum

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

12 Rational and Research for the Curriculum Farms

Rational and Research for the Curriculum Farms

Loss of connection to farmsless 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)

13 Rational and Research for the Curriculum Gardens

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 childrens 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).

14 Rational and Research for the Curriculum Cafeteria Increasing fruit &

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

15 Rational and Research for the Curriculum Nutrition Cognitive-focused

Rational and Research for the Curriculum Nutrition 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). Should focus on concrete experiences, exposure to healthy foods, and skills in making food choices (Steinschneider & Coyne, 1995). Behavior change is more likely when it is fun & participatory, rather than lectures (Contento, 1981; Reinicow & Reinhardt, 1991; Bush et al, 1989). Incorporating nutrition concepts into other subject areas (math science, language arts, social studies) has been effective (Lytle, Kelder, Perry & Klepp, 1995; Steinschneider & Coyne, 1995).

16 Rational and Research for the Curriculum Parent Involvement

Rational and Research for the Curriculum Parent Involvement

Parents have the strongest influence on their childrens 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 childs 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).

17 What is 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.

18 California Health Framework

California Health Framework

Developed in 2003 Guides delivery of health education in Californias K-12th grade school Covers nutrition and fitness and other health related areas Was used to guide the development of the curriculum

19 California Health Content Standards Developed in 2009 Provides

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

20 Nutrition Competencies Adopted in 2010, support the Health Framework

Nutrition Competencies Adopted in 2010, support the Health Framework

and Health Content Standards

Essential nutrition concepts Analyzing nutrition influences Accessing valid nutrition information Interpersonal communication about nutrition Decision making for nutrition choices Goal setting for nutrition Practicing nutrition enhanced behaviors Nutrition promotion

21 Common Core Standards

Common Core Standards

In 2010, CA adopted the National Common Core Standards for: English and Language Arts Mathematics Science (expected in 2013)

22 Other CA Content Standards

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.

23 How the Curriculum Is Organized

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.

24 How the Curriculum Is Organized

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 lessons agricultural focus are included in the right sidebar.

25 How the Curriculum Is Organized

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.

26 How the Curriculum Is Organized

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.

27 How the Curriculum Is Organized

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.

28 How the Curriculum Is Organized

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.

29 How to Present the Curriculum

How to Present the Curriculum

Classroom, day camp, afterschool , and 4-H project settings Intentionally uses manipulatives and hands-on activities and other supports Lessons can be presented in one day or over a range of days Each activity within a lesson takes 30-45 minutes Present in the order presented as they are designed to build on each other Implement the Making Connection activities to further link the lessons to farm, garden, cafeteria and nutrition

30 How to Present the Curriculum

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

31 Exploring Kindergarten the Curriculum

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

32 Exploring the Lessons

Exploring the Lessons

Lesson 1 Essentials for Healthy Eating & Gardening Activity 2, Helping Plants Grow Lesson 2 Food & Garden Safety Activity 2, Stop and Think Lesson 3 Getting Ready to Cook & Garden Activity 1, Garden & Kitchen Tool Lesson 4 Food & Garden Discovery - Grains Activity 2, From Seed to Table Lesson 5 Food & Garden Discovery Vegetables Activity 2, Senses

33 Exploring the Lessons

Exploring the Lessons

Lesson 6 Food & Garden Discovery - Fruit Activity 1, Our Favorite Fruits Lesson 7 Food & Garden Discovery - Milk Activity 2, The Milk Makers Lesson 8 Food & Garden Discovery - Meat & Beans Activity 1, Plant or Animal Lesson 9 Get Moving at School & in the Garden Activity 1, Choose Your Move Lesson 10 Food & Garden Choices & Diversity Activity 2, Salad Bowl Scramble

34 Review of Eating Healthy From Farm to Fork

Review of Eating Healthy From Farm to Fork

Questions Discussion Availability and use Evaluation

35 References

References

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),161-167. 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),347-54. 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

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.

36 Acknowledgments

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

37 Acknowledgments

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

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