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A presentation of the Fresh Fruits and Vegetables: A Centerpiece for A Healthy School Environment Training. Day 1 Nutrition Education and Greening the School. www.healthyschoolenvironment.org

A presentation of the Fresh Fruits and Vegetables: A Centerpiece for A Healthy School Environment Training. Day 1 Nutrition Education and Greening the School. www.healthyschoolenvironment.org



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  • Deb introduces Acrostic. Deb sets context for workshop (FFVP origin of HSE) Deb introduces Whitney/John
  • Vision: Work together to create a “cultural basket” in which, wherever students go – class, lunch, recess, lockers, etc. – healthy living is encouraged. How do we fit into this? Raise your hand if you …
  • Breaks, lunch, restrooms, snacks/tea/coffee Meeting norms: Cell phones, share floor, different perspectives Intro flipcharts. Value of sharing ideas with others. Time at end to self select and problem-solve.
  • Write onto post-it. Share at table group. Add to these throughout the day as thoughts come to mind. At each break, you’ll have a chance to add them to posters. Share out a 2 highlights.
  • Deb
  • Why incorporate a garden? Garden-enhanced nutrition education has been shown to be TREMENDOUSLY EFFECTIVE! More positive results with nutrition PLUS gardening, more than nutrition education alone lasted 6 months after
  • Similar design: NO, NG, & Control Great numbers!
  • All of this research, and more, can be found at www.csgn.org.
  • Resources for getting started with garden-enhanced nutrition education … Go over 1-page bibliography together, giving a brief blurb on each publication in slideshow. The first two are free downloads and related to the garden. The posters are not garden enhanced but a nice free resource – Other free nutrition resources such as HOTM, Power Play and MyPyramid are not garden enhanced and will be described later.
  • We do a lot of comparative taste tests. Who here has done these with youth? Great way to engage the senses and ask the youth’s opinion.
  • Who here is familiar with HOTM? How do you use it at your site?
  • Assign each table group a section to read, discuss how they might use it at their school site, connect to other things their already doing, extend it, etc. Share out.
  • The primary purpose of schools, of course, is to teach academic content: math, reading, science, etc. In today’s educational climate especially, with the focus on closing the achievement gap, it is important that anything we do in class support students’ academic achievement.
  • Here is an example of one set of lessons from Kids Cook Farm Fresh Food, and a handful of state content standards that are addressed. Notice: Not just science!
  • CFAITC is a non-profit organization that has produced several resources aimed to support gardens and agricultural connections in the garden, and they have done a remarkable job of connecting their materials to state content standards. Introduce CFAITC rep.
  • " Growing Good Kids - Excellence in Children's Literature Awards " Program. Lists over 60 books for 4-12 year olds. This award recognizes a select group of children's books that are especially effective at promoting an understanding of and appreciation for gardening and the environment. HOTM lists over 100 books for primary and secondary grades that connect to monthly produce. CFAITC has hundreds of books in a searchable database for primary – secondary grades that connect to ag literacy. Read a few excerpts!
  • Demonstrate sorting by mystery criteria with volunteers. Groups sort seeds by various “mystery” criteria and then have someone guess the criteria. Brainstorm together how seeds are different? Similar? Seeds are a very healthy snack, they give us all that energy that they have packed inside! What are some seedy snacks? At lunch, have some snow peas!
  • Welcome back! Share a HSE highlight.
  • Now we’ll talk about greening school grounds: Compost, planting, and waste reduction.
  • School district food service managers constantly look for new and better ways to meet the nutritional needs of their students while cutting costs and minimizing overhead expenses. Improving integrated waste management practices is one way a school district’s food service department can increase overall efficiency and save money.
  • The pie chart shown in this slide shows a typical breakdown of waste in a school by weight. As you may note, over 30% of waste disposed in this model is organic material from both landscaping waste and cafeteria food waste. This gives you a bit of context regarding how waste management can really be a key component to an efficient food service program.
  • DJUSD Audit 2001 Three elementary schools Costs per school/year are excluding labor (even more with) $32,490 was the projected savings for all the elementary schools to implement RISE Program—savings pay for RISE coordinators at each school.
  • CA Integrated Waste Management Board has established components of an effective “WASTE MANAGEMENT strategy for school sites: PREVENTING WASTE. Instituting salad bars or ways students can choose (less waste) Encouraging low waste lunches from home: reusable containers; pack-it-in/pack-it-out ZERO WASTE consciousness (maybe leading to policy) 2. REUSING WHERE POSSIBLE Offering unopened/uneaten food to those who need or want it Finding opportunities to give away excess food within the community “ Good Samaritan” law http://www.epa.gov/epaoswer/non-hw/reduce/food/foodmain.pdf http://www.epa.gov/organicmaterials/pubs/food-guide.pdf http://www.epa.state.il.us/p2/green-schools/green-schools-checklist.pdf – page 23
  • As with anything you purchase, you want to get the most for your money. So when purchasing for food services, it is important to think about the life-time cost of the product It may be cheaper on the front end yet end up costing you at the back end. E.g., Petaluma—chipping machine. Chips up paper & they use it in the garden. Many items we purchase will eventually be discarded. The amount of packaging we buy, whether toxic, reusable, recyclable, compostable, or made of recycled content, all depends on decisions made when we purchase the item. There are several waste reduction considerations to take into account when purchasing food service items for schools; here are listed just a few. Is the product recyclable or compostable Can reusable items be purchased instead of disposable ones? Is there an option with less packaging? Will some of this product spoil before it is all used? Is there a less-perishable product that is available in bulk? Are there recycled or other environmentally preferable products available? For example, lunch trays: The use of a new biodegradable and compostable lunch tray made from bagasse - the dry, fibrous residue remaining after the extraction of juice from the crushed stalks of sugar cane. I read that these trays cost about 7 cents each — 3 cents more than the polystyrene servers. http://www.chefann.com/blog/archives/618 In May 2007, the Mountain View-Whisman School District stopped using styrofoam lunch trays in favor of reusable plastic trays, which serve the same purpose--without all the waste.
  • The food service area generates many materials that can be recycled. Recycling includes the collection of recyclables and the transport of the materials for processing. In addition to potential gains from avoided disposal costs, recycling may also result in additional revenue for the school. It is important to find out what recycling opportunities exist in your school district by checking with your city or county recycling coordinator, refuse hauler, and local recycling companies.  Recyclable food service commodities often include corrugated cardboard, aluminum and tin cans, glass containers, and some plastics.
  • Composting inedible food scraps from a food preparation or dining area, except meat and dairy products, can be done on-site or taken to a composting facility that is permitted to accept food scraps. Composting yields a rich soil amendment that can be used in gardens and landscaping and saves money usually spent on soil conditioners and fertilizers. In addition, composting programs complement school garden program efforts, (both of which serve well as supplements and support to classroom instruction). For example, St. Ignatius High School in San Francisco is separating out their pre-consumer and postconsumer food waste along with paper towels, biodegradable utensils, and yard waste for off-site composting. For additional details, see the City of San Francisco Recycling Program and other food scrap reduction case studies . Vermicomposting is the practice of using worms to transform non-meat or non-dairy food scraps into a nutrient-rich finished product called vermicompost. In a school setting, a vermicomposting system can set the stage for a variety of interdisciplinary activities that can utilize school cafeteria waste for the worm bin, provide a variety of interesting experiments, and can culminate in a school or classroom garden using the finished product. In Union City, California, four 3rd grade classrooms formed a yearlong partnership with the East Bay Depot program called "Project Create," which used vermicomposting as a part of a service learning experience to raise student awareness on the importance of recycling and the ability to produce a useful product for the school garden.
  • Many school districts do not realize the choices they have with respect to contracting for waste management services. There are different opportunities for school districts when making arrangements for refuse collection and disposal, and for recycling services.  School districts can save money through effective refuse and recycling collection/hauling contracts. Sequoia Union High School District, San Mateo County, was able to save $50,000, increase the recycling rate, and reduce contamination by switching waste management service providers. By understanding the range of services that local haulers provide, a school district can often obtain increased services at a greater value to the school district.
  • This is a great science and ecology lesson. There’s also a nutrition message tucked in here: All those nutrients are cycling from plants into the soil, from soil into new plants, and from new plants into our bodies! Explain how to play. Hand out bingo cards, a scoop of worms, and tweezers/mags.
  • There are CDs of the Let’s Get Growing Videos for folks who are really digging in at their school sites. They are also all free and downloadable at www.healthyschoolenvironment.org.
  • When planting, seed packets and planting guides give you important information about seasonality, spacing, etc. You have one of these for Northern CA in your handouts, and there are more on the website.
  • Before planting with kids, it can be nice to map out your bed, either on paper, or right into the soil with trowels. For example … Break into 2 groups to plant into boxes.
  • Think about something you would like to discuss or hear ideas on while we have all of these minds together in one room.
  • Have people walk to the poster they are most interested in discussing. Break into groups of about 6. Discuss, brainstorm, prepare to present in 30 minutes. At 3:30, have each prong group share for 5 minutes max.

Fall FFVCHSE PPT Day 1 Fall FFVCHSE PPT Day 1 Presentation Transcript

  • Welcome
    • Find a copy of the acrostic poem template in your packet.
    • Think about your favorite healthy food item or a food memory that makes you smile.
    • While we are waiting for everyone to arrive take the time to create your own acrostic poem.
  • Serving Seasonal & Regional Fresh Fruits and Vegetables Educating in a Garden Toward A Healthy School Environment Offering Nutrition Education Getting Greener with recycling, composting, resource use, etc.
    • Connecting to Local Farms
      • education
      • procurement
  • www.healthyschoolenvironment.org
    • Acrostic Poem – Welcome Activity
    • 9:00 Welcome and Introduction
    • What’s In It for Us? Lesson - The Nutritional Benefits of Fresh Fruits and Vegetables
    • Garden Enhanced Nutrition Education (GENE)
    • Harvest of the Month: Apples - Taste Testing Activity
    • 11:00 Break
    • Academic Connections to Nutritious School Gardens
    • Resources and Lessons from California Foundation for Agriculture in the Classroom
    • 12:30-1:00 LUNCH
    • Greening School Grounds: Composting, Gardening, and More
    • 2:40 Afternoon Break
    • Connections and Communications
    • 4:00 Evaluations & Closing
    www.healthyschoolenvironment.org Today’s Agenda Nutrition Education and Greening the School
  • Share a HSE Highlight www.healthyschoolenvironment.org
  • What’s in it for us? www.healthyschoolenvironment.org
    • Currently our students’ educational opportunities are threatened by a national health crisis.
      • Over 17% of American youth ages 6-19 are considered obese by the CDC. This number has more than doubled in the last 20 years.
    • Consequences:
      • Heart disease, Type 2 Diabetes, cancers, stroke, and other health-related diseases
      • Impaired cognitive functioning, decreased concentration, attentiveness and motivation
      • Distorted body image, low self-esteem, discrimination
    • Source: Center for Weight and Health, College of Natural Resources, UC Berkeley
    Why the Big Focus on Nutrition Education?
  • Effective nutrition education can help change this trend!
    • A healthy diet, together with sufficient physical activity, can contribute to academic success and life-long physical, mental, and psychological wellbeing.
  • Students who plant and harvest their own fruits and veggies are more likely to eat them.
    • Three schools in Vacaville, CA
        • Nutrition education + gardening (GENE)
        • Nutrition Education only (N)
        • Control group (regular instruction)
    • GENE group = significant improvements in 4 th grade students’
        • Nutrition knowledge
        • Preferences for certain vegetables--both grown in the garden and from the supermarket
    www.healthyschoolenvironment.org Morris, Zidenberg-Cherr UC Davis 2002 Gardens Enhance the Effectiveness of Nutrition Education
  • www.healthyschoolenvironment.org
    • Also ~
    • Increased consumption at home
    • Willingness to eat vegetables as a snack and ask a family member to buy certain vegetables
    • Follow-up showed that results were retained 6 months later
  • Idaho Study—6 th Graders McAleese & Rankin 2007
    • For GENE school
    • The number of servings of fruits and vegetables combined more than doubled from 1.93 to 4.5 servings per day.
    • Significantly increased Vitamin C, A and Fiber consumption
    • No significant increase in fruit/veg, Vitamin C, A or Fiber intake in other 2 schools
  • In addition, gardening is simply a fun, engaging, hands-on way to learn about nutritious food. www.healthyschoolenvironment.org
  • Garden-Enhanced Nutrition Education has Many “Fringe” Benefits … www.healthyschoolenvironment.org
  • It can make a positive impact on children’s academic performance. www.healthyschoolenvironment.org
    • Science Achievement: Klemmer et al. 2005
    • 600 students
    • Traditional science classroom vs. garden-based experiential approach
    • Higher science achievement scores with GBL group
    • “ Higher levels of learning, synthesizing and evaluating problems …”
  • Math and Science skills used in Gardens
    • Plant Science: Pollination, photosynthesis, plant parts, adaptations, etc.
    • Math: Counting, measuring, graphing, spacing, crop planning
  • www.healthyschoolenvironment.org
    • The Scientific Method: Investigation & Experimentation
  • Language Arts and Social Studies in the Garden
    • Cultural and holiday traditions
    • Literature connections in the garden
    • Studies of how humans have influenced crops and how crops have influenced human societies
  • Research shows that gardening improves children’s environmental attitudes. – Center for Ecoliteracy www.healthyschoolenvironment.org
  • Gardens enhance personal development, community, cooperation, and sharing. www.healthyschoolenvironment.org
  • www.healthyschoolenvironment.org … and help students understand how food gets from seed … to table.
  • These are lessons that last a lifetime! www.healthyschoolenvironment.org
  • www.healthyschoolenvironment.org
    • Find a bibliography of these resources in your packet. More resources are listed at www.healthyschoolenvironment.org
    Garden Enhanced Nutrition Education Resources www.healthyschoolenvironment.org
  • Garden Enhanced Nutrition Education Resources www.healthyschoolenvironment.org
  • Rate the Taste Chart www.healthyschoolenvironment.org Taken from: Children’s Power Play Resource Kit
    • Harvest of the Month features free ready-to-go tools and resources that can be used in diverse applications within the school environment. HOTM provides educators, pre-kinder through grade 12, with materials to give students hands-on opportunities to explore, taste and learn about the importance of eating fruits and vegetables and being active every day.
    www.healthyschoolenvironment.org www.harvestofthemonth.com
  • Educators Newsletter www.healthyschoolenvironment.org
  • Family Newsletter www.healthyschoolenvironment.org
  • Community Newsletter www.healthyschoolenvironment.org
  • Menu Slick & Actvities www.healthyschoolenvironment.org
  • Post Your HSE Highlight
    • On your way to break post your HSE Highlight on the appropriate poster.
  • Share a HSE Highlight www.healthyschoolenvironment.org
  • Academic Connections www.healthyschoolenvironment.org
  • Connecting to the Standards www.healthyschoolenvironment.org State Academic Content Standards Matrices
  • Kids Cook Farm Fresh
  • Resources from The California Foundation for Agriculture in the Classroom www.healthyschoolenvironment.org www.cfaitc.org
  • Literature Links www.healthyschoolenvironment.org
  • MyPyramid www.healthyschoolenvironment.org
    • My Pyramid for Kids Lessons integrate nutrition with math, language arts, music, art, and physical activity.
    • Packets include:
    • MyPyramid Mini Poster (25)
    • Tips for Families Flyers (25)
    • CD of Additional Materials
  • MyPyramid www.healthyschoolenvironment.org Level 1 Level 2 Level 3 Grades 1-2 Grades 3-4 Grades 5-6
  • MyPyramid - Level 1: Grades 1-2 www.healthyschoolenvironment.org
  • MyPyramid - Level 2: Grades 3-4 www.healthyschoolenvironment.org
  • MyPyramid - Level 3: Grades 5-6 www.healthyschoolenvironment.org
  • Seedy Character www.healthyschoolenvironment.org Lesson from The Growing Classroom
  • Trash, Recycling and Compost
    • Directions for lunch waste
  • Share a HSE Highlight www.healthyschoolenvironment.org
  • Greening School Grounds Compost, Gardening and More www.healthyschoolenvironment.org
  • What is this?
  • 60,000 plastic bags, discarded every 5 seconds in the US. 5 4 3 2 1
  • What is this?
  • 2 million plastic bottles, dumped every 5 minutes. Photos and facts by artist Chris Jordan . www.chrisjordan.com
  • Waste Management as part of a Healthy School Environment
    • Largest contributor to the school waste stream is organics
    • ~20% is food waste & ~10% other organics
    • Paper is also a large part of school waste— including food packaging (juice boxes) and serving trays.
    Figure ES-A: Material Classes in California’s Overall Disposed Waste Stream, 2003 Mixed Residue 1.1% Special Waste 5.1% Household Hazardous Waste 0.2% Plastic 9.5% Electronics 1.2% Metal 7.7% Glass 2.3% Paper 21.0% Organic 30.2% Construction & Demolition 21.7%
    • Davis Joint Unified School District Audit 2001
    • Cost to dispose of lunch waste
    • $2,670 /school per year ($3.88/student)
    • ( excluding labor costs )
    • Gross projected savings
    • $1,018 /school per year ($1.48/student)
      • ( excluding labor costs )
    • $32,490 projected total savings/year for district (elementary schools)
    • Cynthia Havstad, DJUSD Food Waste Diversion Project
    • Cesar Chavez
    • 1.5 cu ft/person to ~.75 cu ft/person
    • Pioneer
    • .75 cu ft/person to ~.35 cu ft/person
    Actual savings to district 2004-2005 = $43,000
    • Environmentally Preferable Purchasing
    • Recycling
    • Composting & Vermicomposting
    • Environmentally Sound Disposal
    • Preventing Waste
    • Reusing Where Possible
    • Is the product recyclable or compostable?
      • Madison, WI replaced styrofoam with compostable tray made from “bagasse” (sugar cane fiber)
    • Can reusable products be substituted for disposables?
          • Reusable plastic trays—wash ‘em!
    • Is there an option with less packaging?
      • e.g., buying/serving in bulk
    Environmentally Preferable Purchasing
    • Cardboard trays
    • Other papers: paper towels, napkins
    • Davis Joint Unified School District
    • Recycling Is Simply Elementary (RISE) Lunch Recycle Bins
    • Food & Beverage
    • Containers
        • Aluminum
        • Plastics
        • Cans
    • Lunch food waste is put into bins for the compost pile
    • Food nutrients are composted to enrich the soil
    • Compost is returned to the school garden
    • Or lunch food waste is given to worms
    • Worm castings make a great amendment to the garden’s soil
    • AND can be used as a fundraiser!
    • Landscape waste can be added to the compost pile & used for on-site mulching & soil amendments
    Compost Bins
    • Does the district have a contract for solid waste management?
    • What is the service level (# of bins, # of pickups)?
    • How much does it cost?
    • Win/Win:
    • Before RISE,
      • 10 bins per week were collected, full or empty
    • After RISE,
      • 5 bins per week were collected, all full
    • By 2008, down to 4 per week
    • Half the savings goes to stipends for RISE coordinators
    • Estimated savings at $30,000/year in garbage hauling
    • Formed student run “Green Teams”
    • GT students recycle milk cartons, juice boxes, paper and cardboard
    • They also collect paper from classrooms
    • Schools estimate their cafeteria waste has decreased by 75 percent.
    • Students organized an “Earth Savers” club
      • Monitor cafeteria recycling, collect recyclables
      • Motivate students and staff
    • Began a diversion project with unused food & donated it to nearby food bank
    • Food scraps were fed to the worms
    • Students initiated collaboration with custodial staff
    • Waste reduction strategies for each department within a school district
      • http://www.ciwmb.ca.gov/schools/WasteReduce/Strategies.htm
  • RISE Video www.healthyschoolenvironment.org
  • School Waste Reduction
    • How does your school currently reduce the waste it generates?
    • What strategies might you see working well at your school site?
    • What are next steps? Who might be involved?
  • Worm Compost Video www.healthyschoolenvironment.org
  • Worm Bin Bingo www.healthyschoolenvironment.org
  • What do school gardens look like? They come in all shapes and sizes. Taken from “The Power of School Gardens” presentation. A training component of the Creating & Sustaining Your School Garden Training Modules.
  • Gardens may have in-ground beds…
  • … or raised beds
  • Rectangles … or hexagons
  • Some gardens may grow in containers.
  • Fixed in place… … or movable
  • Accessible to all
  • School gardens may have a variety of features.
  • A place to gather
  • A place to prepare food and eat
  • Sink or hand-washing station
  • Wide paths
  • A place for tools
  • A greenhouse
  • Signage — made by the professionals … and by the other professionals
  • Places to hide
  • Art and whimsy
  • Compost areas
  • Worm bins
  • Worm view boxes
  • Root view boxes
  • Weather stations
  • California School Garden Network Resources
    • Let’s Get Growing Video and Resources Gardening How Tos
    • Gardens for Learning – Creating & Sustaining Your School Garden
    • www.csgn.org
  • Transplant Video www.healthyschoolenvironment.org
  • Planting a Salad Box www.healthyschoolenvironment.org
  • Planning Your Salad Box www.healthyschoolenvironment.org
  • Challenges to Creating a HSE
    • Take a minute to think about and then record on a post it a challenge related to creating a healthy school environment at your site.
    • Post your challenge on the appropriate flip charts on your way to break.
  • Connections and Communications
    • What are some solutions to the challenges we identified?
    • What can we each do to contribute to the solutions?
    • Who else (people/agencies) could help?
  • Before You Leave
    • Please complete an evaluation for day one and leave it in the container on your way out.
    • If you are coming tomorrow please note the starting and ending times: 8:45 arrival 9:00 starting 1:30 departure
    • Remember to bring your own cup/water bottle and packet. Will not be serving lunch so plan accordingly.
    • If you are not returning tomorrow you can view day two’s materials at www.healthyschoolenvironment.org Thanks for joining us
    • Join us again on March 17-18, 2010 for a Spring FFVCHSE Workshop