Eight Steps to Effective Nutrition Education

1. Eight Steps to Effective Nutrition Education Presentation by: Susan Magrann, MS, RD Nutrition Education Consultant Network for a Healthy California Funded by USDA SNAP, known in California as CalFresh. •California Department of Public Health

2. Question In what way is learning how to eat healthy similar to learning how to safely drive a car?

3. Impact Evaluation Results Impact of Knowledge-based Nutrition Education vs. Standards-based Nutrition Education Aproach Units of Change Legend: Pre-post mean difference 2006-07 Pre-post mean difference 2007-08 Source:Monrovia Unified School District

5. California Health Education Content Standards Content Areas: • Nutrition and Physical Activity • Growth, Development, and Sexual Health • Injury Prevention and Safety • Alcohol, Tobacco, and Other Drugs • Mental, Emotional, and Social Health • Personal and Community Health

6. Overarching Health Education Content Standards Knowledge: • Essential Health Concepts Skills: • Analyzing Health Influences • Accessing Valid Health Information • Interpersonal Communication • Decision Making • Goal Setting • Practicing Health-Enhancing Behaviors • Health Promotion

7. Relationship Between Standards, Frameworks & Competencies • Standards – provide a clear description of what students should know and be able to do in health education • Frameworks – provide the “how to” (instruction, assessment, environment, and instructional resources) • Nutrition Competencies – go beyond the minimum standards to outline comprehensive, sequential, and grade-level expectations and intended to supplement Standards

8. Overarching Nutrition Competencies Refer to page 2 of the Nutrition Competencies

9. Grade Level Standards • Span all levels of thinking (knowledge, comprehension, application, analysis, synthesis, and evaluation). • Developmentally appropriate at each grade level. • Build sequentially by higher level of cognitive demand or complexity of the content area.

10. Essential ConceptsNutrition and Physical Activity • Kindergarten - Name a variety of healthy foods and explain why they are necessary for good health (1.1.N) • Grade 2 - Classify various foods into appropriate food groups (1.1.N) • Grade 4 - Identify and define key nutrients and their functions (1.1.N) • Grade 5 - Describe the food groups, including recommended portions to eat from each food group (1.1.N)

11. Essential ConceptsNutrition and Physical Activity • Grades 7 & 8 – Identify nutrients and their relationship to health (1.2.N) • High School – Describe dietary guidelines, food groups, nutrients, and serving sizes for healthy eating habits (1.4.N)

12. Components of Health Education

13. Essential Nutrition Concepts • Know the six nutrients and their functions. • Know nutrition and health guidelines. • Know factors affecting energy balance. • Describe how nutritional needs vary throughout the life cycle. • Identify the physiological processes for digestion, absorption, and metabolism of nutrients.

14. Essential Concepts (continued) • Explain the influence of nutrition and physical activity on health. • Know principles of handling (growing, harvesting, processing, storing, and preparing) foods for optimal food quality and safety. • Consider the interactions among nutrition science, ecosystems, agriculture, and social systems that affect health including local, national, and global perspectives.

15. How are Skills Acquired? Knowledge + Skills + Practice + Reinforcement =Success

16. California Health Education Content Standards and Nutrition CompetenciesHands-On Activity

17. Hands-On Activity • Rotation One: Define the CHECS/NC at the top of the page in your own words. • Rotation Two: Draw a picture demonstrating a visual representation of the CHECS/NC. • Rotation Three: Write down the skill or behavior students will experience/acquire as a result of practicing this standard. • Rotation Four: Write lesson ideas for one academic subject. The lesson should include the CHECS/NC and focus on promoting fruit or vegetable consumption. • Rotation Five: Review what is written on the chart paper. Each group is responsible for teaching the audience about this CHECS/NC and including ideas for weaving it into core curriculum subjects.

18. Name the OverarchingNutrition Competency Students will explain to their parents the importance of eating fruits and vegetables and ask their parents to purchase the HOTM fruit or vegetable.

19. Name the OverarchingNutrition Competency Students are able to identify if a fruit or vegetable is an excellent source of vitamin C using the food label found in the HOTM Educator Newsletter.

20. Name the OverarchingNutrition Competency Students will compare the nutritional value of popular snack foods, including fruits and vegetables, and decide which snacks are healthier choices.

21. Name the OverarchingNutrition Competency The students plan a healthy end of the school year classroom party featuring HOTM fruits and vegetables.

22. Name the Overarching Nutrition Competency Students learn about the nutritional value of the HOTM fruit or vegetable, how it grows, how to store it to maintain optimal food quality, how to safely prepare it and why it is better to eat California grown produce.

23. Name the OverarchingNutrition Competency • After completing a HOTM taste testing, the students write down how many times they plan to eat the HOTM fruit or vegetable in one week. • One week later the students share if they followed their plan.

24. Name the OverarchingNutrition Competency Students describe why people snack on high fat, high sugar snacks that are promoted in commercials instead of fruits and vegetables.

25. Name the OverarchingNutrition Competency As a result of monthly HOTM lessons, a student selects and eats fruit for lunch in the cafeteria everyday.

26. Standards-based Health Instruction helps students engage in healthy behaviors

27. Healthy Students, Ready to Learn The End