unit of study · Alliance for a Healthier Generation National Competitive Foods and Beverage...

unit of study

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page 1 Acknowledgements

page 2 Introduction

Why should i care?

page 6 Part1

page 8 Part2

Who else cares (i Mean really cares)?

page 12 Part1

page 13 Part2

now i care.

page 19 Part1

page 21 Part2

Because i care!

page 23 Part1

page 25 Part2

Table of Contents

list of appendices:

appendix a

page 29 USDA’sSmartSnacksin

SchoolNutritionStandards

appendix B

page 29 SmartSnacksFoodInventory

appendix c

page 29 SmartSnacksBeverageInventory

Founded by:

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care2eat >>HealthierGeneration.org1

Acknowledgementscare2eat: lessons for a lifetime of healthy eating—unit of study Writers:

Kate Lampel LinkAlliance for a Healthier GenerationNational Competitive Foods and Beverage Manager

Many thanks to the following who reviewed and field-tested Care2Eat and provided valuable feedback:

Rhonda BarlowSol C. Johnson High SchoolSavannah, GA

Laura ChristenburyBoys & Girls Clubs of Greater MilwaukeeMilwaukee, WI

Lisa HargisIncarnation SchoolSarasota, FL

Marilyn HeitzCharles City Middle SchoolCharles City, IA

Vicki JohnsonDetroit Lakes High SchoolDetroit Lakes, MN

Marc KaminskiWahoo Public SchoolsWahoo, NE

Bunnie McCormackChasco Middle SchoolPort Richey, FL

Melissa MikulaWestern School of TechnologyBaltimore, MD

Jill PaceCortland Jr. Sr. High SchoolCortland, NY

Lori PowersPatapsco High School and Centerfor the ArtsBaltimore, MD

Lori SternPolicy Implementation AdviserAlliance for a Healthier Generation

Katherine WilburAlliance for a Healthier GenerationNational Health Education & Policy Manager

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IntroductionCare2Eat:LessonsforaLifetimeofHealthyEatingisaunit

ofstudydesignedforusewithstudentsingrades7-12.The

AllianceforaHealthierGenerationdevelopedthisunitto

helpstudentsunderstandchangesthatmaybehappening

aroundthemintheirschoolfoodenvironment.Itguides

studentstoidentifywhyhealthyfoodchoiceshaverelevance

tothemandtothoseforwhomtheycare.Whenstudents

arenoteducatedabout,ornotparticipatingin,thechanges,

theyoftenfeelthedecisionsmadeareimposeduponthem.

Care2Eatcanpreparestudentstobeadvocatesforhealthier

foodchoices,especiallythesnacksanddrinksavailableto

theminschool.

Knowledgeisvitalpriortoaction.Whilethisunitofstudycanbefoundationalinincreasingstudents’interestand

readinesstomobilizeforchange,priorinstructiononnutritionandhealthyeatingisrecommended.

SchoolsthatimplementCare2Eatwilladdresstheskill-basedhealthyeatinglessonswithintheAlliance’sHealthy

SchoolsProgram(HSP)FrameworkforHealthEducation,aswellasengagestudentsintheirschoolfood

environment.FormoreabouttheHealthySchoolsProgramvisit,https://schools.healthiergeneration.org/.

Foundedin2005bytheAmericanHeartAssociationandtheClintonFoundation,theAllianceforaHealthier

Generationisleadingthechargeagainstthechildhoodobesityepidemicbyengagingdirectlywithindustryleaders,

educators,parents,healthcareprofessionals,and—mostimportantly—kids.

ThethingIlikedbestaboutCare2Eatisthatthelessonsarewelllaidout.Ididnothavetoguessordeterminewhatthenextstepinthelessonwouldbe.Ialsolikedhowthestudentsare“walked”throughtheprocessofevaluatingfoodchoices.Studentsareshownthattheycanbecometheirbestadvocates.—high school faMily & consuMer science teacher

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about care2eat:

Care2Eatisappropriateforall7-12gradestudentstoenhancetheirabilitiestobecriticalandflexible

thinkersandeffectiveadvocatesandcommunicators.

Asstudentsprogressfrommiddletohighschool,decision-makingopportunitiesoftenincrease:There

aremorefoodandbeveragechoicestheycanmake,theyhavemoremoneytospendandtheyhave

roomintheirdietformorediscretionarycalories.

Care2Eatmotivatesstudentstobeactiveparticipants.

Care2Eat engages students to be more aware of—and perhaps care more about:

• Thefoodsservedandsoldaroundthem

• Thewaydecisionsandchangesaremaderegardingtheirfoodenvironments

• Socialandcivicissuesrelatedtofoodandeating

• Stepstheycantaketobemoreactivelyinvolvedinfoodchoices

Upon completion of this unit of study, students will likely:

• Identifywiththecontent.“Thisappliestome!”

• Question.“Whyisn’thealthyeatingthenorminmyschoolcommunity?”

• Care.“Icareaboutmyhealthandthehealthofothers.”

Introduction continued

Care2Eatincludedinteresting,newideas.Funtouse!—Middle school faMily and consuMer science teacher

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how to use care2eat: lessons for a lifetime of healthy eating

Intendedasaunitofstudygearedtowardhealtheducation,specificallycomplementingnutrition

education,Care2Eatmayalsofitwithinacivicsclass,languageartsorothercoresubjectarea.(Please

notethatCare2Eatdoesnotreflectalloftheconceptsandskillsofacomprehensivenutritioneducation

program.)Whiletheunitofstudyisbestpresentedinitsentiretyandsequenceprovided,educators

mightpickandchooseactivitiestoconductandidentifythosethatbestfitwithinthelargercurriculum.

Theunitofstudyprovides:

• Fourlessons,alignedwiththeNationalHealthEducationStandards,withmultipleactivities,lesson

extensions,integrationideasandmore!(Seechartonthenextpage.)

• Handoutsandworksheetsincludedinthebackofeachlesson

• Appendicesasadditionalresources

InorderforCare2Eattobemostculturallyrelevant,activitiesshouldbetailoredtomeetthediverse

needsofaschoolcommunity.Forexample,whendiscussingfoodchoices,selectfoodsparticulartothe

regionand/orstudentpopulation.Itisrecommendedthatallstudentperspectivesbeconsideredwithin

eachlessongiventhatmostschoolsintheUnitedStatesrepresentavarietyofstudentbackgrounds

andexperiences.Lessonsmightneedtobealteredtobetterapplytoeachsettingandaschoolsystem’s

policiesandpractices.


Thelessonsarecleartounderstandandtosuccessfullyimplement.Furthermore,thecrosscurricularconnectionsarevaluablelearningstrategiestoenhanceandreinforcetheimportanceofthetopic.ThemessagedeliveredthroughtheCare2Eatlessonsisofgreatimportancetotoday’syouth.”—MIDDLESCHooLHEALTHEDUCATIoNTEACHEr

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lesson naMe description suggested tiMefraMe

Lesson1:

WhyShouldICare?

Usingapersonalreflectiontool,students

considerwhattheycareaboutandexplore

wherehealthyeatingfitsintotheir“Circlesof

Caring.”

Part1:35-40minutes

Part2:35-40minutes

Lesson2:

WhoElseCares(IMean

reallyCares)?

Studentsexaminecommonscenariosand

factorsinfluencinghowdecisionsaremade

aboutfoodandbeveragessoldandservedin

schools.Studentsconductascavengerhuntto

findwherefoodsandbeveragesareservedor

soldontheschoolgroundsanduncoverthe

myriadofmessagestheyreceiverelatedto

foodsandbeverages.

Part1:40-50minutes

Part2:45-60minutes

This lesson takes place over 2-3

class periods with time allowed for

students to conduct their work and

prepare to report out.

If adding a Media Literacy compo-

nent, add another day of instruction.

Lesson3:NowICare. Throughresearchonhealthorcivicissues

relatedtofoodandeating,studentsanalyze

issuesfrommultipleperspectivesandthen

respectfullypresentapersonalstanceand

recommendations.

Part1:40-50minutes

Part2:45-60minutes

This lesson takes place over

2-3 class periods with time allowed

for students to prepare and deliver

their presentations.

Lesson4:

BecauseICare!

Asalargegroup,theclassselectsprojectsad-

visablefortheschoolcommunitytoenhance

healthyfoodandbeveragechoices.Students

identifykeystepstotaketoimplementthe

identifiedproject.

Students are not expected to

implement the projects for this

unit of study.

Part1:35-40minutes

Part2:35-40minutes

Tohelpyouplanbesthowtointegratethisunitintoyourclass,thischartoffersasynopsisoftheunit’s

contentandtimeconsiderations:


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1. Why Should I Care?Studentsrelatetheirvaluesandpracticestofoodchoicesandhealthyeating.related national health education standards:

standard 1: Studentswillcomprehendconceptsrelatedtohealthpromotionanddiseasepreventiontoenhancehealth.

standard 3: Studentswilldemonstratetheabilitytoaccessvalidinformationandproductsandservicestoenhancehealth.

Materials and preparation:

❏ CirclesofCaringWorksheet—oneperstudent

❏ SampleCirclesofCaringWorksheetorteacher/studentgeneratedideas

❏ ½sheetofpaper—oneperstudent

❏ “MostHealthy”and“LeastHealthy”signs

❏ onepost-itperstudent,orasquareofpaperperstudentandtape

❏ Projectorandscreenorwhiteboard

❏ NutritionFactspanel(fromanyprocessedfoodpackage)projectedonaboard,wallorscreen;or

collectionoflabelsfromavarietyoffoodsandbeveragesthatareavailabletostudentsatschool

(Optional: Ask colleagues, students and friends to supply you with empty boxes, cans and/or packages. Be sure to keep the Nutrition Facts panels and list of ingredients from the products or keep the full packaging, if possible. You may want to make copies of the labels and enlarge the print so the text is easier for students to read.)

directions:

introduce. Thislessonwillprovidetheopportunitytoreflectonwhatyoucareaboutandthingsthatare

importanttoyou.

part 1: start activity.

Ask the students to close their eyes or look down at their desks and think about:

““What is important to you? What do you care about?” Think about what or who you would miss if they were no

longer in your life.

Note: Students may act out a bit—such as laugh or giggle—this is a normal emotional response.

step 1: engage students.DistributetheCirclesofCaringWorksheet.Sharetheprovidedsampleworksheetor

createasampleusingideasgeneratedbyyouand/orthestudents.

part 1: 35-40 Minutes; part tWo: 35-40 Minutes

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step 2: self reflect. AskstudentstocompletetheirCirclesofCaringWorksheetbywritinginthe

circlesthepeople,things,placesandactivitiestheythoughtaboutduringtheirreflection.Theyshould

capturethosethingstheycaremostaboutintheinnermostcirclesandplacelessinfluentialpeopleand

thingsintheoutermostcirclefarthestawayfromthecentercirclethatrepresentsthestudent.Letthe

studentsknowtheywillnotbesharingtheworksheetsbutwillbeworkingwiththemlaterinthelesson.

Challengestudentstoidentifywhattheytrulycareaboutregardlessofwhatothersmightthink.

Alternative Strategy: Ask students to write in the circles those things they thought about during their reflection that help them to be healthy and well. Have them place the more significant things in the inner circles.

step 3: pair and share. Askstudentstosharesomeexamplesfromtheirworksheetswithapartner

(onlythosethingstheyfeelcomfortablesharing).Askstudentstoconsiderincluding“healthyeating”on

theirworksheets,iftheyhavenotdonesoalready.

Note: Encourage students to place “healthy eating” where it is most authentic for them. It may be necessary to review or discuss and define

“healthy eating.” See Dietary Guidelines for Americans in Glossary.

Acknowledge that people have different relationships with food and remind students to be respectful of all differences.

step 4: think deeper. Askthestudentstothinkabouthowhealthyeatingcanimpactthepeopleand

thingstheycaremostabout.Havestudentsselectuptothreepeople,thingsoractivitiesfromthecircles

andlisttheminthesectionoftheworksheettitled“Thinkdeeper.”Foreachitem,havestudentswritea

briefstatementdescribinghow“healthyeating”canhaveapositiveimpact.

step 5: think more. Distributehalfsheetsofpapertoeachstudent.Askstudentstowrite(legibly)

whatactiontheywouldneedtotakeinordertomove“healthyeating”intoaninnercircle(showing

that“healthyeating”issomethingtheycareabout).Havestudentscrumpletheirpapersintoballs,stand

upandformacircleandtosstheirpapersintothemiddleofthecircle.Studentseachpickuponepaper

ball,tradetheballwithanotherstudentandreadthepapertheyendupwith.requestasamplingofstu-

dentstosharetheirpapers.Encouragestudentstoidentifyoneactiontheycanindividuallytaketomake

“healthyeating”ahigherpriorityandwriteitonthebackoftheirCirclesofCaringWorksheet.

Alternative Strategy: Collect the action steps and post the list for all to see throughout the unit of study. Remind students of their action steps.

Assigning journal or blog entries to students on a weekly basis—for students to share their progress including identification of barriers and helping

factors—can serve as an assessment of implementing personal change.

part 2: preparation.

Create a continuum. Write the words “Most Healthy” on a paper and post on the

right side of a wall. Leave a space (10 feet or more, if possible) and on the left side post the words

“Least Healthy.” Distribute a post-it (or sheet of paper) to each student.

step 1: engage students. Didyouknowthatmanystudentseat50%oftheirdailycalorieswhileat

school?Havestudentsmakegroupsof3-4andanswerthequestion,“Whatarestudentseatingand

drinkingatschool?”Askstudentstowriteonefoodordrinkontheirpost-its(orsquareofpaper)—not

duplicatinganyanswerswithintheirgroup.(Askstudentstowriteorprintinbigletterssothewords

canbeseenfromadistance.)Bygroup,havestudentsposttheiranswerswheretheybestfitalongthe

continuum,placingfoodsanddrinksthataresomewhathealthyinthemiddlesection.

1. Why Should I Care? continued

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step 2: discover. ProjectaNutritionFactspanelonascreenorboard(orseeAlternateStrategybelow).Ask

studentstoexaminethepanel.Asaclass,categorizethenutrientsasonesthatpeopleshouldtrytohavemore

ofintheirdiets(dietaryfiber,proteins,vitaminsandminerals,suchascalciumandiron)andlessofintheirdiets

(fats,cholesterol,sugarsandsodium).Letstudentsknowthat,ingeneral,Americansconsumetoomanycalories,

typicallyintheformoffatsandsugars.Caloriesalsorelatetonumberofportionsingestedanditisimportanttobe

awareoftheservingsizelistedontheNutritionFactspanel.

Note: For more instructional content on general nutrition, portion sizes and label reading, go to the first three websites listed at the end of this lesson.

Alternative Strategy: Distribute labels from a variety of foods and beverages, preferably that are available at school, for students to examine.

step 3: analyze. reviewthefoodsandbeveragespostedonthecontinuumanddecideiftheitemswereplaced

correctlyusingtheknowledgegained.Askafewvolunteerstocomeupandreadthepost-itsand,asaclass,

identifyifanyoftheitemsneedtobemovedalongthecontinuumandexplainwhy.(Foodshighinfiber,proteins,

vitaminsandminerals—postednearthe“MostHealthy”side;foodshighinfats,sugarsandsodium—postednear

the“LeastHealthy”side.)

step 4: process.

Intheirsmallgroups,askstudentstorespondtothesequestions(postorproject):

•Dothefoodsanddrinksthatstudentsareconsuminginschoolcontributetotheirhealthandabilitytolearn?

•Doyoucare?

•Shouldyoucare?

Alternative Strategy: Discuss collectively as a class.


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Wrap-up:

encourage. Voiceencouragingstatementsthatletstudentsknowthey

cantakeresponsibilityfortheirhealthandcaninfluencethechoices

theymake.

remind. Statehowhealthyeatingisimportanttooverallhealthand

howyouwillcollectivelyexplorefoodchoicesandtheeffectsonindi-

vidualsandtheschoolcommunity.

glossary:

Beverages: Alsoknownasdrinksorbycategorysuchasmilk,juice,

soda/pop,sportsdrinks,etc.—anyliquidwhichisspecificallyprepared

forhumanconsumption.

dietary guidelines for americans: Science-basedadvicetopromote

healthandtoreduceriskformajorchronicdiseasesthroughdietand

physicalactivity

nutrition facts panel: AlsoknownastheNutritionFactslabeland

NutritionInformationpanel—isrequiredonmostpre-packaged

foodsintheU.S.andinothercountries.Theinformationinthe

mainortopsectioncanvarywitheachfoodproduct;itcontains

product-specificinformation(servingsize,calories,andnutrient

information).ThebottompartcontainsafootnotewithDailyVal-

ues(DVs)for2,000and2,500caloriediets.Thisfootnoteprovides

recommendeddietaryinformationforimportantnutrients,includ-

ingfats,sodiumandfiber.Thefootnoteisfoundonlyonlarger

packagesanddoesnotchangefromproducttoproduct.

integration ideas:

language arts: reacttothefollowingquotefromrob

Gilbert:“Firstweformhabits,thentheyformus.Conqueryourbad

habitsortheywillconqueryou.”

science: Explorenutrientsandtheirimpactonthehumanbody.

Foralistingofwebsitesrelatedtothislesson,goto

care2eat WeB sites


Use the Smart Snacks Product Calculator to analyze

snacks and side items. Find the Calculator at:

CALCULAToR

Review the USDA’s Smart Snacks in School nutrition

standards.

Use the Smart Snacks Product Calculator to determine

if your snack, side, entree or beverage is compliant.

MystudentsreallyenjoyedtheCirclesActivity.—HIGHSCHooLHEALTHEDUCATIoNTEACHEr

https://schools.healthiergeneration.org/resources__tools/search_resources/search_resource_detail/?catalog_search_panel_entry_id=83

https://www.healthiergeneration.org/take_action/schools/snacks_and_beverages/smart_snacks/alliance_product_calculator/

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CIRCLES oF CARIng

AUnT JoAn DAnCIng

DyLAn

SHoPPIng!

LATTES

soccer

familyCELLPHonE

KARA

summer

ipod

My DogS!

MEge

ttin

g in

to co

llege

think deeper

family—havingdinnerwithmyfamilyandeatinghealthyfoodsgivesusallmoreenergyandwe’llbeabletodomorethingsoutdoorstogether(skiing,biking…)

dogs—ifmydogseathealthy,theywilllivelonger

soccer—goodfood=goodplayer

My name is_______________________________________ and i care about...

ALEx

exaMple


2

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think deeper

2

1

3

your turn

CIRCLES oF CARIngMy name is_______________________________________ and i care about...


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2. Who Else Cares?Studentsidentifyhowdecisionsaremadethataffecttheirhealth.related national health education standards:

standard 3: Studentswilldemonstratetheabilitytoaccessvalidinformationandproductsandservicesto

enhancehealth.

standard 5: Studentswilldemonstratetheabilitytousedecision-makingskillstoenhancehealth.


❏ WhoMakesDecisionsaboutWhatYouEatinSchool?Worksheet—onecopyperstudent

❏ SchoolFoodsScenarios—cutoutandseparatethesixscenarios

❏ Sixsignswithscenarios’roles(onerolepersign):Principal,SchoolStoreManager,SchoolNurse,Parent,

Vendor,FoodServiceDirector—postaroundtheroomroughlyequaldistanceapart(provideroomfor

studentstogatherbyeachsign)

❏ MaterialsfortheScavengerHunt—seePart2—Stepone(Steponemayincludepaperandmarkers,

digitalcameras,amapoftheschool,student-createdmaps,etc.)

directions:

introduce. Inthislessonwewillexplorewhatinfluencesfoodchoicesintheschoolenvironment:

Whatfoodsaresoldandpurchasedandwhomakesthesedecisions?


Distribute the Who Makes Decisions about What you Eat in Schools? Worksheet. Ask students to complete the

worksheet.

step 1: engage students. Afterstudentshavecompletedtheworksheet,askthemtoassumeoneofthesethree

physicalposturesbasedonwhichonemostreflectstheiropinions:1)Standupright—iftheyfeeltheyhavecomplete

controloverthefoodsthattheycanpurchaseatschools;2)Getoutofthechair,butcrouchorsquattodemonstrate

thattheyfeeltheyhavesomecontroloverthefoodstheycanpurchase;3)Stayseatediftheyfeelthattheyhavelittle

ornocontroloverthefoodstheycanpurchaseatschool.Havestudentslookaroundtoseetheresultofthis“poll.”

step 2: discuss. Asalargegroup,discusswhohasthecontroloverfoodssoldinschoolsandwhatinfluencesthese

decision-makers.Makesurethediscussionreflectshowstudentsfeel,asdemonstratedinStep1.

part 1: 40-50 Minutes; part 2: 45-60 Minutes INCLASSTIMEDEPENDINGoN

THEMANNEroFrEPorTINGoUT.

Note: This lesson takes place over 2-3 class periods with time allowed for students to conduct their work and prepare to report out.

(I MEAn REALLy CARES!)

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step 3: enact scenarios.Assigntherolesofthepersonsinthescenariostosixstudents(onescenario

toeachstudent).Encouragethe“actors”tobeserious,passionateandconvincingintheirroles.Have

thestudents“perform”theirrolesoneatatimeinfrontoftheclass—beingsuretointroducetheir

assignedrole/title.

step 4: react and respond. Askallstudentstoindividuallystandbythesignofthepersontheythink

showstheleastconcernforhavinghealthyfoodanddrinkchoicesforstudents;thepersonwhosecomments

aremostunacceptable.Studentstalkwithothersbythesamesigntocometoconsensusonwhytheythink

thispersonistheleastcaring,mostoffensiveor“clueless”anddiscusswhattheywouldliketosaytothat

person.Additionally,askstudentstoconsidertheparadoxes,contradictionsand/ormixedmessagesinherent

inthatperson’smessage.Havegroupsreportoutbriefly.Afterthestudentshavereportedout,askifany

ofthestudentswanttochangethesignthattheyarestandingbyandallowthemtomovetothatsign.Still

standingbythesigns,havethestudentscometoconsensusononeormoresolutionsoralternativesforthe

person;whatwouldbeawayforthispersontobetterdemonstratecareaboutthefoodanddrinkchoices

thatstudentshaveatschool?Whatotheroptionsdoesthispersonhavetomeethis/herneedsandconcerns

whileensuringhealthierchoicesforstudents?

Note: You might want to add blank chart paper by each sign so students have a place to write their messages and/or capture the solutions or

alternatives that they generate.

step 5: process. Applaudstudents’effortsinperformingtheirrolesandingivingthesituationssomeseri-

ousthought.rhetoricallyposethequestions,“Whoelsemightbesellingyourhealthandinwhatways?And,

howmightyoubeplayingaroleinperpetuatingthesepractices?”LetstudentsknowthatPart2ofthislesson

willexplorethesenotions.

Alternative Strategy: A lesson or activity on Media Literacy inserted here could enhance students’ understanding of concepts related to

marketing and advertising. See the resources and lesson extensions or consider using Lesson 9 from the ReadB4UEat! Teacher Guide found at

www.HealthierGeneration.org/readb4ueat.


remindstudentsthatthecharacterofthe“FoodServiceDirector”inthescenariosinPart1definedcompeti-

tivefoodsandbeveragesasthoseitemsthat“compete”withtheschoolmealsprograms(thosethatreceive

federalreimbursementorsupport).Thesecompetitivefoodsanddrinksarefoundinalacartelinesinthe

cafeteria,vendingmachines,schoolstores,snackcartsandsnackbarsandinfundraisers.

step 1: conduct a scavenger hunt. Givestudentsacertainamountoftime(suchasanadditionalclass

periodorashomework/outofclasstime)tolocatecompetitivefoodsanddrinksontheschoolcampusand

tofindmessagesaimedatstudentsaroundtheschooltoeatordrinksomethingoutsideoftheschoolmeal.

Encouragestudentstobecreativeinlookingformarketingandbrandingmessages(seedefinitionsinGlos-

sary)theygetinsuchplacesasscoreboardsandbookcovers.offerstudentsthefollowingoptions—selecting

theonesthatbestfityourschoolenvironmentandthetimeyou’veallottedforthislesson:

2. Who Else Cares? I Mean Really Cares! continued

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Alternative Strategy: In addition to noting where competitive foods and drinks—and related marketing/branding—are found, students can also be asked

to distinguish between healthier and less healthy choices to reinforce learning from Lesson 1. All of the choices can be divided into 3-4 groupings of loca-

tions (such as cafeteria and gymnasium; outside the building—including fields and/or courts, the auditorium and teachers’ lounge; offices, all classrooms

and hallways including lockers). Assign each student to one grouping of locations ensuring that all are covered. When students reconvene, they can process

their findings with students representing other locations so, as a whole group, they get a sense of the entire school environment. (This kind of activity is

called a “Jigsaw.”)

step 2: recount and regale.Determineawayforstudentstoreportoutontheirfindings.oneexampleisthatthis

canbedoneasaGalleryWalkwhereallstudentsposttheirsurveytools,inventories,mapsandphotosandstudents

mullaroundtheroomandlookatalltheitems.Considerthatsharingcanbedoneinsmallgroupsoraspresentations

tothewholeclass.

step 3: process. Asawholeclass(orinsmallgroups),leadadiscussionthatcoversthefollowingquestions:

• Whoissellingstudents’healthontheschoolcampusandinwhatways?

• Howdostudentsparticipateinthispracticeandwhatdostudentsdotoperpetuatetheirvulnerabilityasobjectsby

whichothersprofit?

• What,ifany,connectioncanbemadebetween“personalchoice”(whatyouandyourpeersliketoeat/buy)andthe

marketingpresence/availabilityofthesefoodsatschoolorinthecommunityonthewaytoschool?

• Whatschoolpracticespromotehealthyeating?

• Whatarebenefitsforschoolsinmodelingandreinforcinghealthyeatingbehaviorsforstudents?

• Howcanschoolsaccesshealthierfoodchoices;whatrecommendationsdoyouhaveforchangingtheschoolfood

environment?

Alternative Strategy: Questions can be used as a homework assignment or a separate language arts lesson.

❏ UsetheUSDA’sSmartSnacksinSchoolStandardsinthe

Appendices,orgoto:

www.healthiergeneration.org/smartsnackbeverages

www.healthiergeneration.org/smartsnackfoods

tocompareallthecompetitivefoodsanddrinksthat

theschoolsells.Also,usetheSmartSnacksProduct

Calculatorat

www.healthiergeneration.org/productcalculator

todetermineifsnacksmeettheSmartSnacksinSchool

NutritionStandards.Tofindavarietyofsnacksandbev-

eragesthatmeetstheSmartSnacksinSchoolNutrition

Standards,gototheProductNavigatorat

www.healthiergeneration.org/productnavigator


ChoosE onE:

❏ Createamapoftheschoolandindicateonthemap

wherecompetitivefoodsanddrinks—thosesoldoutside

oftheschoolmeals—andmarketingandbrandingmes-

sagesarefound.Developakeytoidentifyfoods,drinks

andmessages.

❏ Createtwocolumnsandlistontheleftsidethecompeti-

tivefoodsanddrinksandontherightsideidentifywhere

thesearefound.

❏ Takephotosofcompetitivefoodsanddrinksandmar-

ketingandbrandingmessages.Putthephotostogether

inacollage.Consideraddingactualpackagesofproducts

forthiscollage(orcraftacollagejustusingwrappersand

otherpackaging).

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Wrap-up:

re-examine. Havestudentsreviewtheirworksheet“WhoMakes

DecisionsaboutWhatYouEatinSchool?”Askstudentsiftheirchoices

havechanged.(Theycanre-markthegridbyfillingintheboxesthatnow

bestapply.)Discussiftherehasbeenashiftinthinkingastowhomand

whatinfluencestheirfoodchoicesatschool.

role model. Choosetoeathealthyfoodchoiceswhileatschool.

Considersteppingupandworkingtomobilizechangeintheschool

nutritionenvironment—suchasbyjoiningtheSchoolWellnessCouncil.

glossary:

Branding: Connectingaproductorproducerwitharecognizablename,

trademark—a“brand”(canincludelinkinganitemwithalogo).

competitive foods and Beverages: Inmostschools,thenutrition

environmenthastwocomponents:theU.S.Departmentof

Agriculture(USDA)schoolmealsprogramandthesaleofcompetitive

foods.USDAdefinescompetitivefoodsasthosefoodsandbeverages,

regardlessofnutritionalvalue,soldataschoolseparatefromthe

USDAschoolmealsprogram.

Marketing: Promotion,distributionandsellingofaproduct

orservice.

school Meals programs: Federallyassistedfoodprogramoperatingin

publicandnonprofitprivateschoolsandresidentialchildcareinstitutions.

Itprovidesnutritionallybalanced,low-costorfreelunchestochildren

eachschoolday.TheprogramwasestablishedundertheNationalSchool

LunchAct,signedbyPresidentHarryTrumanin1946,andnowincludesa

schoolbreakfastandafter-schoolsnackinitiatives.

integration ideas:

language arts: Writeapositionpaperaboutthefollowingstate-

ment:“Foodanddrinkchoicesthatarehealthiergivestudents

more—notless—options,evenwhenlesshealthyitemsareremoved

fromtheschool’scampus.”

visual/performing arts: Findcreativewaystoexpressanyfrustration,

angerorexcitementyoufeelabouttheeatingchoicesatschoolorthe

waymoneyisraisedatthepossibleexpenseofstudenthealth.

lesson extensions:

Research definitions and concepts of media literacy.

Create mock ads and/or parodies of packaging.

Write slogans, jingles, etc. For example, instead

of “Smarties,” create an ad and packaging for

“Dummies.” or create media for truly healthy

products. Explore what an honest ad might look or

sound like. Post a commercial on youTube.

Using the foods located at school as examples, discuss

serving sizes and nutritional values of the foods found.

Extend the Scavenger Hunt to include the community,

especially those venues where students typically buy

snacks and beverages.

Foralistingofwebsitesrelatedtothislesson,goto

care2eat WeB sites



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your name_______________________________________________________________________ today’s date___________________

directions: Inthechart,fillintheboxthatyoufeelbestdescribeshowmuchyouagreewitheachstatement:

Belief statements don’t agree

kind of agree

agree totally agree

example:IlikethefoodsIchoosetoeatatschool.x

Theschooloffersawideselectionofsnack,drinkandfoodchoices.

Icaneathealthfullyatschool.

TheprincipalmakesdecisionsthatimpactthefoodanddrinkchoicesIcanmakeatschool.

Thekitchen/foodservicestaffmakesdecisionsthatim-pactthefoodanddrinkchoicesIcanmakeatschool.

otherschoolstaffmakedecisionsthatimpactthefoodanddrinkchoicesIcanmakeatschool.

MyfriendsinfluencethefoodanddrinkchoicesImakeatschool.

FoodcompaniesinfluencethefoodanddrinkchoicesImakeatschool.

IfeelthatIhavecompletecontrolovermyfoodanddrinkchoicesatschool.

Commentsorthoughtsaboutthechoicesprovidedforyouatschool:

Who Makes decisions about What you eat in school?


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school food scenarios(allareactual—orcompositesof—real-lifesituations)

principal

“oneofmybiggestresponsibilitiesiskeepingthisschoolafloatfinancially.Therearesalariesfortheteachers

andsuchthingsasheatandelectricityfortheschoolbuilding.Ineedtomakesurethisschoolisasafeplaceto

workandlearn.Wealwaysneedtoraisemoneytosupportactivitiesthatenhancethecoresubjectareas.For

example,sportteamsandthebandneedequipmentanduniforms.Somedaysitfeelshardtomakesurethere

isenoughpaperandpensinthebuildingsnevermindfunctioningcomputers!Sellinglotsofsnacksinvending

machines,onlunchlinesandthroughfundraisershelpskidsgetmoreofwhattheyneedatschoolaswellas

someoftheextrasthattheyenjoy.”

school store Manager

“Myroleinhelpingmanagetheschoolstoreistoteachkidsaboutbusinessskills.Wesellallkindsoffoodfrom

chipsandchocolatetoicecreamandsoda.Thisiswhatmakesmoney;thisistriedandtrue.Iwantthekids

whooperatethestoretofeelsuccessfulandtounderstandtheconceptsofsupplyanddemand.Kidswon’tbuy

healthieritemsandthestorewouldhavetoclose.Whatkindoflessondoesthatteach?Plus,wegivesomeof

theproceedsofourstoretoclassesforfieldtrips.Howelsewouldkidsgettovisitsomeoftheplacestheylike

togoiftheschoolstorecloses?”

school nurse

“Iamreallyconcernedabouttheepidemicofchildhoodobesity.Today,nearly1in3youthareatanunhealthy

weight.Theobesityepidemicisclearlytakingitstoll,asmoreandmorekidsaredevelopingconditionsand

diseasestypicallyassociatedwithadults.AccordingtotheCentersforDiseaseControlandPrevention,1in3

individualsbornintheyear2000willdeveloptype2diabetes.It’salsohardonourhealthcaresystem.Thereisa

highpersonalandemotionalcosttoo.Kidswithdiabetesareoftenabsentmorethanotherkids.Icaresomuch

abouttheseissuesthatI’morganizingafundraiserfordiabetespreventionandtreatment.I’mworkingwith

parentsintheschooltoconductaseriesofbakesales.oursloganis‘Sweetenyourfamily’sday–bringthem

homesomesweettreatsandhelppreventdiabetes.’”


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school food scenarios(allareactual—orcompositesof—real-lifesituations)

parent

“I’moneoftheparentsworkingwiththeschoolnursetoconductbakesalesthatwilltakeplaceeveryweek

immediatelyafterschoolthroughoutthefall.Ilikebakesalesbecausetheyarequickandeasytoputtogether.

Ijustbuyaboxofcookiesandthengivemysonanddaughterafewdollarstobuysomeofthetreatstheylike.

SometimesIbakethingstoo—whenIhavetime.Ifeelgoodaboutcontributingtotheschool—it’stheleastIcan

do!I’malsodoingmypartbybuyingotherthingstheretobringhometosharewithmyfamilyandfriends.Ilike

tothinkthatI’mbringingalittlesweetnesstothewholeneighborhood!”

vendor

“Istockthevendingmachinesatschool.I’masmallbusinessownerandjuststockwhattheschoolfolkstellme

toputintothemachines.Ididgetaletterfromthefoodservicedirectoraskingabouthealthieroptions,andI

triedtoputafewthingslikebakedchipsintothemachines.Buttheydidn’tsellaswellastheusualstuff.Iknow

whatkidsbuyandthat’swhatI’mselling.Ihavetoputfoodonmytableformyfamily.Ican’triskthingsnotselling.

Plus,themanufacturersgivemebonuseswhenIsellcertainthings.I’vegottofollowthemoney.Iwouldhelpmore,

butIalsodon’thavetimetofigureoutwhat’shealthierandIjustcan’triskadropinrevenue.”

school food service director

“Iconstantlywalkatightlinewhenitcomestomanagingmybudget.Thefederalgovernmentdoesnotgive

meenoughmoneytocovertherisingcostoffoodandthewholeoperationofthefoodservicedepartment.I

havetopaystaff,keepequipmentfunctioningandbuyfood.Thelistgoesonandon.Itrynottoraisetheprice

ofthemealsbutsometimesIhaveto.Iftheamountofreimbursementthatthegovernmentgivesmedoesnot

goup,Ihavetosellallthisotherstuffcalledcompetitivefoodsandbeverages.Thefoodanddrinksintheala

carteline(likethechips,icecream,snackcakes,andicedtea)andthevendingmachines(evenfoodanddrinks

soldintheschoolstoreandthroughfundraisers)arecalled‘competitive’becausetheycompetewithsalesof

theschoolmealsprogram.Iknowsomepeoplealsothinkthese‘compete’withstudents’health.Isellhealthy

optionsbutstudentsprefertheunhealthieritems.Igetpressurefromtheprincipalandschoolboardtomake

money.Igetpressurefromthestudentsaboutthefood.Igetpressurefromparentstoimprovethefood.And

nowtherearestricterregulationsaboutwhatIcanserveandsell.IneedhelpbutIcan’tfindanyonetoturnto

andIdon’tknowwhereorhowtostartdoingsomethingdifferent.Whohastime?”


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3. now I Care.Studentswillcommunicatetheirpositionononeormorehealthorcivicissuesrelatedtofoodandeating.related national health education standards:

standard 1: Studentswillcomprehendconceptsrelatedtohealthpromotionanddiseasepreventiontoenhancehealth.

standard 2: Studentswillanalyzetheinfluenceoffamily,peers,culture,media,technologyandotherfactorsonhealth

behaviors.

standard 4: Studentswilldemonstratetheabilitytouseinterpersonalcommunicationskillstoenhancehealthandavoid

orreducehealthrisks.

standard 8:Studentswilldemonstratetheabilitytoadvocateforpersonal,familyandcommunityhealth.


❏ IBelieve…Worksheet—enoughpagesforeachstudenttomakenotesonallpresentations

directions:

Introduce.Thislessonwillprovideanopportunityforyoutoexaminepersonalfreedomandpersonalrightsvs.the

goodofthesociety,explorepublichealthandcivicissuesrelativetofoodandeatingandcommunicateamessagewith

yourpositiontopeersandadults.

Note: To help younger students grasp these concepts, select fewer choices that are developmentally appropriate and most relevant such as those marked

with an asterisk (*) below.


Food choices and one’s body weight are personal matters that transcend into the realm of public health and soci-

ety as a whole. As a result, issues of civil rights and social justice are interconnected with food and eating options.

step 1: engage students. Discusssomesituations—relatedtofoodand/oreating—wherethebalanceofpersonal

andsocietalrightsmayconflict.Theseissuesprovideopportunitiestoexploreindividualrights,aswellasgovernment,

privatesector(corporate)andcommunityresponsibility.Examplesinclude:•Menu-labelinginrestaurants/schools*

•Proximityoffastfoodrestaurantsandconveniencestorestoschools*

•Schoolschargingmoreforunhealthyfoodsinvendingmachinesoronalacartelines*

•rulesappliedtostudentseatinginschools—includingtimeallowed*

•ContentofSchoolWellnessPolicy*

part 1: 40-50 Minutes; part 2: 45-60 Minutes DEPENDINGoNTHENUMBEr

oFPrESENTATIoNS.

Note: This lesson takes place over 2-3 class periods with time allowed for students to prepare and deliver their presentations.

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•Usingfoodasarewardorincentive*

•Studentaccesstoaffordablehealthyfoodchoices

•SchoolsweighingandmeasuringstudentstokeeptrackoftheirBodyMassIndexesandwritingletterstofamiliestonotifythemoftheresults

•Closedvs.openschoolcampuspolicies

•Communitieshavingaccesstoaffordablefreshfruitsandvegetables

•Statestaxingsodaand/orsnackfoods(similartotobaccoandalcoholtaxes)

•Foodmarketingtochildren

•Governmentrequiringindividualstohavehealthinsurance

•Economicsofobesity

•Foodandpoverty

•Weightbiase.g.airlineschargingmoreforoverweightpassengers

step 2: Brainstorm. Leadstudentsinabrainstormaboutotherglobal,national,localorschool-basedsituations

relatedtofoodand/oreatingthatimpactindividuals’rightsandpotentialresponsibilitiesofthebroadercom-

munityandpublic.

step 3: take a stand. Askstudentstoworkindividually,inpairsorinsmallgroups,toselectoneissueand1)

thinkcriticallyaboutthebalanceofpersonalrightswithsocietalrightsandsocialjustice,2)seetheissuefrom

multipleperspectives—provideprosandcons,3)assertapersonalstance,and4)makerecommendationsfor

responsibleactiontorespectfullyaddresstheissue.Eachtopicshouldbeapprovedbytheteacher.

•Personaldebate(whereastudentgoesbackand

forthwithhim/herselfpresentingbothsidesof

theissue)

•Debatewithanotherpersoneachtakinga

differentpointofview

•researchpaper

•Essay

•Newspaperarticle

•Blogorseriesofblogpostings

•radiospot

•roleplay

•othercreativepresentation

Notes:Students should title their projects; I Believe _______________________ (fill in the blank)

Remind students to be mindful of the culturally diverse and interdependent world in which we live.

Their presentations should reflect respect for personal and cultural differences.

Establish a time limit for the presentation of the final product such as 5 minutes.

Instruction on how to develop views based on pros and cons, cause and effect, etc. may be needed if the students are unfamiliar with this kind of persuasive writing.

Students are to prepare an outline of their presentations.

Give students additional class time and/or assign the project as homework with a clear deadline.

students Will select a Method to present their vieWs such as a:

3. Now I Care. continued

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Designate a process for the order of presentations. Distribute the I Believe … Information Worksheet to each

student.

step 1: present. Askstudents(aloneorinpairsorsmallgroups)topresenttheirpositions.remindthemofthe

timelimit.Youmaywanttoaskastudenttobethetimekeeper.ProvidetheclassdirectionsontheIBelieve…

InformationWorksheetthatstudentswillcompleteaftereachpresentation.

step 2: process. Havethestudentsreflectonwhetherapproachingissuesfromtwosideswasdifficulttodo—why

orwhynot.Discussthegeneralthemesoftherecommendationspresented.Askstudentshowtheiropinionsmay

havechangedasaresultofwhatwaspresented.

Wrap-up:

acknowledge. Thankthestudentsfortheirthoughtfulpresentationsanddiscussion.

remind. Tellthestudentsthatmanyoftheirideaspresentedwillbeusefulinthenextlessonandtothinkabout

whattheyhavelearned.

glossary:

civic issues: Issuesthattakeintoaccounttherecognitionthatapersonisamemberofalargersocialfabric.

Thereforeissuesthataffectthesocietyalsoaffecttheindividualandviceversa

personal rights:rightspertainingtoone’sownperson—includingone’sbody

integration ideas:

language arts:Writeapersuasive“oped”commentaryononeormoreoftheissuesandsubmitittothestu-

dentnewsletter/newspaper/blog.

social studies: Discusscivilrightsandsocialjusticeissuesaroundaccessandaffordabilityoffoodfromacommu-

nityperspective.

lesson extensions:

Use Twitter to tweet every time you eat something healthy or post on a student blog that has been established for the class.

Research local, state or national issues that relate to school or community food policies and prepare a one-page summary to share

with school authorities.

Talk with the school Food Service Director or cafeteria manager to learn about food procurement processes.

Foralistingofwebsitesrelatedtothislesson,goto: care2eat WeB sites



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I BELIEVE(InFo WoRKSHEET)

your name______________________________________________________________________ class______________________

presenters:

FormatofPresentation:

Issue:

MainPoints:

recommendationsforAction:

presenters:


Issue:

MainPoints:


presenters:


Issue:

MainPoints:


presenters:


Issue:

MainPoints:


presenters:


Issue:

MainPoints:



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4. Because I Care!Studentswillidentifystepsinadvocatingforhealthiersnacksandotherfoodandbeveragechoicesintheirschoolcommunity.related national health education standards:

standard 5: Studentswilldemonstratetheabilitytousedecision-makingskillstoenhancehealth.

standard 8: Studentswilldemonstratetheabilitytoadvocateforpersonal,familyandcommunityhealth.


❏ onaboard,flipchartorscreenposttheProjectstoConsiderlist(seePart1:Startactivity)

❏ Indexcards—enoughforthreecardsperstudents

❏ StepUpforaHealthierSchoolWorksheet—sixcopies

❏ optional:PostdirectionsfortheWildCardBrainstorm,especiallyremindingstudentsofthesymbolsfor

thecards(PlusSigns+++,FrowningFace(),SmilingFace()

directions:

introduce. Inthislessonwewillexaminewhatittakestomakechangesintheschoolfoodenvironmentandrecog-

nizethatchangeisaprocesswithdifferentphases.Changecantakealongtimeandusuallyrequirespersistence.Think

aboutculturalshifts;howlongittakesforlegislationtobecomeenacted.Trafficsafety,forexample,hasgonethrough

manyiterationsofchangeandcontinuestodosowithshiftsinrequiredsafetyfeaturesincarsandspeedlimits.Tobac-

cousebehaviorscontinuetoevolvewithtaxesandprohibitionsofuseinmoreandmorepublicplaces.Thesesocietal

shiftshavebeendecadesinthemaking!


Post the following list titled “Projects to Consider”:

•Designandconductanon-foodfundraiser(e.g.,funrun,auction,carordogwash…)

•Conducttastetestsofhealthierfoodsanddrinks

•Createasocialmarketingcampaigntoencouragehealthiersnackchoices

•Promotethesaleofhealthierchoicesintheschoolstore(e.g.,lowerthepriceofhealthieroptionsandincreasethepriceoflesshealthychoices;implementa“frequentbuyers”discountprogram;offerproductsamples;etc.)

•TakestepstohostaFarmer’sMarketonyourschoolcampus(orotherwaystobridgefarmersandtheschool)

•Takestepstostartorenhanceaschoolgarden(canincludegrowingproduceincontainers)

•Usethecafeteria/schoolkitchentolearnmoreaboutnutritionandcooking;workonmenu-labeling

part 1: 35-40 Minutes; part 2: 35-40 Minutes

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•Startastudentnutritionclub

•Improvethefoodchoicesinthecafeteria(e.g.,addasaladbar)

•Createamentorprogramwithyoungerstudentstoencouragehealthysnackchoicesandsnackprepara-tion(considerpairingitwithlessonsonliteracy—findingbookstoreadaboutfood)

•Conductaprojectofyourowndesignoutoftheschool(e.g.,workingwithconveniencestorestostockfreshfruitsandvegetables,effortstochangethefoodsanddrinksthatyourfamilybuys,changingvendingmachinechoicesinplacesthatyouthtendtogo…)

step 1: explain. requestthatavolunteerreadthelistofProjectstoConsider.Tellstudentsthat

thisisnotalistofprojectsthatthestudentswillundertake.Itisalistofprojectsthatstudentswillexaminein

ordertoidentifyandrecommendpotentialstepsofaction.Afterthelisthasbeenread,askstudentstobrain-

stormotherpossibleprojects.Addsuggestionstothelist.

step 2: vote. Conducta“PowerVote”oftheitemsonthelist:Eachstudentgets3votesass/hewishes(e.g.,

canputall3votesononeitem,orsplitthevotesup…).Youmayconsideraskingstudentstoputtheirheads

downontheirdesksorclosetheireyes—sotheywon’tbeinfluencedbywatchingeachother.readeachitem

onthelistoneatatimeandaskstudentstoraisetheirfingersaccordingtothenumberofvotestheywantto

use.Ifnecessary,conductenoughroundsofpowervotinguntilthetop5-6choicesareclearlyidentified(elimi-

natingthe“lowestvotedon”itemsineachround).

step 3: group students. Askstudentstoequallydistributethemselvesamongthe5-6choicesselectedin

Step2.(Suggestthatstudentsgototheirfirstchoices.Seeiftweaksneedtobemadetothegroupsformore

evensizing.Askforvolunteersfromthelargestgroupstodistributethemselvesamongthesmallergroups.

Thankthosestudentswhovolunteertomove.)

step 4: conduct the Wild card Brainstorm. Studentsarenowintheirsmallgroups—eachgrouprepre-

sentingoneofthe5-6“ProjectstoConsider.”Givestudentsastackofindexcards(enoughfor3cardsper

student).Explainthatthisissimilartotraditionalbrainstorming,exceptstudentswillwriteideasdowninstead

ofcallingthemout.StudentswillbrainstormtheirStrengths(skillsandtalentstheycancontributerelativeto

their“ProjecttoConsider”),PossibleBarriers(thingsthatcouldgetinthewayoftheprojectgettingimple-

mented),PossibleHelpingFactors(peopleandresourcesthatcouldhelpmaketheprojectsuccessful).

Note: Offer an example of what students might write on their cards. Use the example of a non-food fundraiser:

Strengths: Susan is a good artist, so she can create posters for a fundraising event;

Possible Barriers: People who liked the candy and bake sales might get angry;

Possible Helping Factors: The principal is supportive and can serve as an adviser.

4. Because I Care! continued

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Postthethreesymbolsandtheirmeaningforeasyreference.Directeachstudenttotakethreecardsanddraw

threePlusSigns(+++)onthetopofoneoftheircardswhichstandforStrengths.onanothercard,theydrawa

Frown() whichstandsforPossibleBarriers.onthethirdcard,theydrawaSmile()whichstandsforPossible

HelpingFactors.Walkthestudentsthroughthefirstroundortwoofthisactivitybyhavingthemwriteonething

oneachcard:Astrengththeycancontributetothisproject,somethingtheythinkcouldbeabarrier,andsome-

thingorsomeonetheythinkcouldbehelpful.Askthemtowritetheirfirstnameandlastinitialbythestrength

theywrote.

Note: Explain that students need to write neatly and small enough so a few other students can also write on the cards.

Whenstudentsarefinishedwiththethreecards,havethemplacethecardsfacedowninthemiddleoftheir

smallgroup.Forthenext10minutes,askstudentstopickupacardatrandomandasquicklyaspossiblewritean

ideaonthecardasappropriate.Everytimetheyfinishwritingonacard,theyturnitbackintothemixandpick

upanothercard.Theycanwriteonbothsidesofthecards.Havestudentscontinueuntilyouletthemknow10

minutesisup.Encouragethemtogenerateasmanyideasaspossible.remindthemtoputtheirinitialseverytime

theywriteastrength.

step 5: review. Intheirgroups,havethestudentsreadthroughtheircardstoseeallthestrengthstheyhave

generatedandthebarriersandhelpingfactorstheyidentified.


Disseminate one copy of the Step Up to a Healthier School Worksheet to each group and walk through

the directions with the students.

step 1: identify action steps and more. Stayingintheirsmallgroups,writetheprojectthatisunderconsid-

erationatthetopofthepage(e.g.,conductanon-foodfundraiser).Usetheworksheettolist5keystepsthatwill

helpgetthisprojectimplemented.Foreachstep,thegroupshouldusethecardsfromthebrainstormtoselect

oneormoreofthegroupmemberswhowouldbegoodatthatstep(becauseofastrengththats/hebrings).

Writetheperson’sname(orpersons’names)ontheworksheetandwhys/hewaschosen.Aimtogetevery

groupmember’snameontheworksheet.

Eachgroupshouldidentifyontheirworksheetanimportantadvocate(someonewhocouldspeakupabouttheir

projectand/orhelpgetitimplemented)andnotewhytheythinkthispersonwouldwanttohelptheircause.

Note: Remind students that this is an action-planning tool—they are not expected to actually implement these plans.

step 2: share. Eachgrouphasthree-fiveminutestosharetheiractionstepswiththeclass.Intheirreporting

out,studentsshouldstatewhotheiradvocateisandwhytheyselectedthisperson.

step 3: process. Aftereachgrouphaspresented,asktheclasshowmessagesorrequestsforassistancemightbe

adaptedforadifferentadvocateoradifferentaudience(forexample,iftheywerepresentingtheiractionstepsto

aschoolboard,theprincipalorsuperintendent,acommunityleader…).


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Wrap-up:

reflect on change. Engagetheclassinaconversationaboutchangesthey’vemadethathavehada

positiveimpactontheirlives,orchangestheyobservedorparticipatedinwiththeirfamiliesand/or

communities,orasamemberofthelargersociety.(Thismightrelatebacktothesocialandcivilissues

addressedinLesson3).

congratulate. Givethestudentskudosfortheirworkthroughouttheunitandforbeingcollaborative

withoneanother.Askstudentswhattheylearnedandaboutchangestheyhavemadeorconsidered.

Note: Students could review their Circle of Caring Worksheet—or create a new one—from Lesson 1 to see if any shifts have occurred. Ask stu-

dents to reflect on the lesson titles and determine if they’ve moved along the “continuum of care”—from Why Should I Care to Because I Care!

encourage mobilization. Studentsmightnowfeelmotivatedandreadytoactuallymakechanges

intheirschoolenvironmentandgothroughthephasesofchange(assessingtheenvironment,getting

importantsupport,takingactionandevaluatingandpromotingsuccess).


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glossary:

ally (allies): onethatisassociatedwithanotherthatisahelper.

change process: Theprocessduringwhichthechangesofa

systemareimplementedbyfollowingapredefinedframeworkor

structure.Keyphasesincludeassessingthesituationorenvironment,

determininghelpingandhinderingfactors,designingandtaking

action,evaluatingactions/monitoringchange,andnotifyingothers

(e.g.,describingchangeoutcomes,promotingsuccesses…)

integration ideas:

social studies:

1.Exploretheprocessofchangeingovernment—considerusing

civilrightsasanexample(especiallyindicatingthetruetimelines

ofchange).

2.Identifywherefoodinthecafeteriacomesfromanddetermine

environmentalimpactofshipping,packaging,buyinglocally,etc.

family consumer science:

1.Conductnutritionalanalysisofschoolmenus.(Linkstoscience

too.Formathematics,postnutrientanalysisinthecafeteriaand

trackfoodsales.Also,measurefoodwaste.)Makesuretomeet

withtheFoodServiceDepartmentinadvance.Dothisworkasa

partnership.

2.Includelocalfarmproductsorproducefromaschoolgarden

inrecipes.

lesson extensions:

Create messages for the school’s PSA or morning

announcement system for promoting healthy eating.

Students present their action steps to the advocates

they identified.

Students implement one or more of the projects

identified in the lesson.

Foralistingofwebsitesrelated

tothislesson,goto

care2eat WeB sites


EngagementandempowermentofyouthisnotaneasythingandIthinkthatthisunitofstudyhasdoneanexcellentjobofengagingyouth.—AFTErSCHooLProGrAMEDUCATor


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STEP UP To A HEALTHIER SCHooL(InFo WoRKSHEET)

step

2

step

3

step

4

step

5

What:

Who:

Why:

What:

Who:

Why:

What:

Who:

Why:

What:

Who:

Why:

What:

Who:

Why:

Advocate: An important

person who could help make the

project successful.

Identifyanadvocate:

your name________________________________________________________________ class_____________________________

project name__________________________________________________________________________________________________

directions: Completetheworksheetbyfillinginthesteps.(StartwithStepone—thefoundationalstep!)

What: Identifyastepneededtoimplementtheproject

Who:Identifyapersonwhohas(orpersonswhohave)skillsneededtocompletethisstep

Why:Identifywhatskillsthispersoncancontributetothecompletionofthisstep

step

1start here!

name:

Title:

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Appendices

appendix a—USDA’sSmartSnacksinSchoolStandards

appendix B—SmartSnacksFoodInventory www.healthiergeneration.org/smartsnackfoods

appendix c—SmartSnacksBeverageInventory www.healthiergeneration.org/smartsnackbeverages

http://www.fns.usda.gov/sites/default/files/allfoods_flyer.pdf

unit of study · Alliance for a Healthier Generation National Competitive Foods and Beverage...

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