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Eating Healthy
from Farm to Fork
… Promoting School
Wellness
Statewide Training - Kindergarten
July 22, 2008 & July 29, 2008
Eating Healthy
from Farm to Fork
…
Promoting School Wellness
Nutrition education curriculum that
makes the connection between:
• local food systems,
• garden-based learning,
• school food service, and
• establishment of healthy
nutrition habits.
Eating Healthy
from Farm to Fork
…
Promoting School Wellness
• Comprehensive materials
• Integrate nutrition education into
age-appropriate, grade-based
lessons
• Designed around 2008 Nutrition
Competencies (draft)
• Correlated to core CA subject
standards
Eating Healthy
from Farm to Fork
…
Promoting School Wellness
• 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
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 MyPyramid 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)
• Doing applied and hands-on
environmental activities (garden)
• Educational environment for
experiencing food (cafeteria)
• Nutrition education based on 2005
Dietary Guidelines and MyPyramid
(nutrition)
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
• 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).
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
Nutrition Competencies
Developed in 2005, support the Health Framework
(I.) Know and understand the relationship between the human body
and nutrition.
(II.) Know current nutrition recommendations and how to apply them.
(III.) Identify and explore factors influencing food choices.
(IV.) Identify foods that come from particular regions and understand
the factors (local, regional, statewide, national, global) that
influence food availability, production and consumption.
(V.) Demonstrate proper food handling and storage to maximize the
nutritional quality of food and personal hygiene to prevent
foodborne illness.
(VI.) Identify valid nutrition information, and advocate for policy.
(VII.) Identify the variety of food-related careers.
http://nutrition/ucdavis.edu/inutrition.html
Eating Healthy
from Farm to Fork
…
Promoting School Wellness
California Content Standards
• California State Board of
Education has adopted standards-
based approach to content
delivery
• Explicitly state the content
students need to acquire at each
grade level
• Standards cover: English &
Language Arts, History & Social
Studies, Science, Mathematics
• Lessons & Making Connections
activities where specifically
developed for the 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 informal educational settings.
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.
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
California Content Standards –
The right activity page sidebar
lists how the activities are
correlated to the 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 lesson connections
to farm, garden, cafeteria, and nutrition. These are easy to
implement ideas that extend the lesson content and reinforce the
important linkages between food and food production, food
preparation, and food and fitness choices.
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. A
lesson-specific letter, available in
English and Spanish, highlights what
was studied in the classroom. The letter
emphasizes simple things that parents
can do to reinforce the learning at home.
It is suggested that the 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
• 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
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 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
Eating Healthy
from Farm to Fork
…
Promoting School Wellness
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
Eating Healthy
from Farm to Fork
…
Promoting School Wellness
Review of Eating Healthy From Farm to Fork…
• Questions
• Discussion
• Availability and use
• Evaluation
• Participation in grade
1 and 2 development
• Door Prizes
Eating Healthy
from Farm to Fork
…
Promoting School Wellness
References
• Bagby, R., Campbell, V.S., and Achterberg, C. (1993). Every • Lieberman, G. A. and Hoody, L. (1998). Closing the achievement
day, lots of ways: an interdisciplinary nutrition curriculum for gap. Using the environment as an integrated context for learning.
kindergarten-sixth grade. Harrisburg, PA: Pennsylvania State San Diego: State Education and Environment Roundtable.
Department of Education.
• Lytle, L.A., Kelder, S.H., Perry, C.L., and Klepp, K. I. (1995).
• Blair, D., Giesecke, C.C., and Sherman, S. (1991). Dietary,
social and economic evaluation of the Philadelphis Urban Covariance of adolescent health behaviors: the Class of 1989 Study.
Gardening Project. Journal of Nutrition Education (23),161- Health Education Resources, 10(2), 133-46.
167. • Lineberger, S. E. and Zajicek, J. M. (2000). School Gardens: Can a
• Bush, P. J., Zuckerman, A.E., Taggart, V.S., Theiss, P.K., Hands-on Teaching tool Affect Students' Attitudes and Behaviors
Peleg, E.O., and Smith, S.A. (1989). Cardiovascular risk Regarding Fruit and Vegetables? Hort Technology, 10(3), 593-597.
factor prevention in black school children: the know your body • Morris, J. L. and Zidenberg-Cherr, S. (2002). Garden-enhanced
evaluation project. Health Education Quarterly 16(2), 215-27.
nutrition curriculum improves fourth-grade children's knowledge of
• Canaris, I. (1995). Growing foods for growing minds: nutrition and preferences for some vegetables. Journal of the
integrating gardening and nutrition education into the total
curriculum. Children's Environments, 12(2), 264-270. American Dietetic Association, 102(1), 91-93.
• Contento, I., Balch, G.I., and Bronner, Y.L. (1995). Inservice • Skelly, S. M. and Zajiceck, J. M. (1998). The effect of an
preparation in nutrition education for professionals and interdisciplinary garden program in the environmental attitudes of
paraprofessionals. Journal of Nutrition Education, 27(6),347- elementary school students. Hort Technology, 8(4), 579-583.
54. • Resnicow, K., Cohn, L., and Reinhardt, J. (1991). A three-year
• Contento, I.R., Kell, D.G., Keiley, M.K., and Corcoran, R.D. evaluation of the Know Your Body Program in inner-city
(1992). A formative evaluation of the American Cancer Society schoolchildren. Health Education Quarterly, 19(4), 463-80.
Changing the Course nutrition education curriculum. Jouranla
of School Health, 62 (9), 411-6. • Steinschneider, J. and Coyne, A.H. (1995). Bringing WIC to school.
Washington, DC: Center on Budget and Policy Priorities.
• Domel, S., Baranowski, T., Davis, H., Leonard, S., Riley, P.,
and Baranowski, J. (1993). Measuring fruit and vegetable • Weiss, E.H. and Kein, C.L. (1987). A synthesis of research on
preferences among 4th and 5th grade students. Preventive nutrition education at the elementary school level. Journal of School
Medicine 22, 866-879. Health, 57(1),8-13.
• General, S. (2001). Overweight and Obesity Fact Sheet: • Zeller, P.K, and Jacobson, M.F. (1987). Eat, think, and be healthy!
Overweight in Children and Adolescents. Retrieved 5/16/2003, Creative nutrition activities for children. Washington, DC: Center for
2001, from Science in the Public Interest.
http://www.surgeongeneral.gov/topics/obesity/calltoaction/fact
_adolescents.htm
Eating Healthy
from Farm to Fork
…
Promoting School Wellness
Acknowledgments
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
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