Communicating_Team Project 4

School Garden Nutrition Education
Assignment 4: Presentation
Why we eat, what we grow, and how it builds our body
3rd
grade, hands on, functional food lesson
For: The Food School of Larimer County
Emma Kett, Yolanda Nere, Paula Maiorano
FSHN 451: Community Nutrition
12/11/15
Honor Pledge: I have not given, received, or used any unauthorized assistance on this assignment.
Signature: Emma Kett
Signature: Yolanda Nere
Signature: Paula Maiorano

School Garden Nutrition Education Page 1 of 41
Table of Contents
Team & Work Distribution .............................................................................................................................2
Team Members, Team Leader..................................................................................................................2
Work Distribution/Plan to Accomplish Team Project.................................................................................2
Community Partner .......................................................................................................................................3
Context: Target Audience & Community Description ...................................................................................4
Problem Statement, Project Purpose & Brief Description.............................................................................5
Problem Statement....................................................................................................................................5
Project Purpose .........................................................................................................................................6
Description of Proposed Project................................................................................................................6
Behavior Change Theory & Research Basis ................................................................................................8
Social Cognitive Theory (SCT) Definition..................................................................................................8
SCT Constructs Selected for This Project & Rationale .............................................................................8
Research Basis .......................................................................................................................................10
Lesson Plan Table ......................................................................................................................................14
Evaluation Table .........................................................................................................................................16
Logic Model.................................................................................................................................................20
Presentation ................................................................................................................................................22
Summary of Findings ..................................................................................................................................22
Reflection ....................................................................................................................................................23
Acknowledgments .......................................................................................................................................24
References..................................................................................................................................................24
Appendices .................................................................................................................................................26
Appendix 1: Lesson Plan........................................................................................................................26
Appendix 2: Body Parts Worksheet........................................................................................................30
Appendix 3: Skeleton Worksheet ............................................................................................................31
Appendix 4: Nutrient and Food Source Worksheet...............................................................................32
Appendix 5: PowerPoint Presentation.....................................................................................................33
Appendix 6: Photos of student responses...............................................................................................35
Appendix 7: Snack sticker/poster ............................................................................................................38
Appendix 8: Returned and completed worksheets (see attached papers) .............................................39
Appendix 9: Comments on our delivery of lesson plan ...........................................................................40

TEAM & WORK DISTRIBUTION
TEAM MEMBERS, TEAM LEADER
Team Leader: Emma Kett
Other group members: Paula Maiorano, Yolanda Nere
WORK DISTRIBUTION/PLAN TO ACCOMPLISH TEAM PROJECT
Emma Kett (team leader) initially contacted the community partner, Jennifer Todd, who is the
food school director, to set up the initial meeting. She is also responsible for organizing group documents
and facilitates team member communication. Research was conducted on local statistics which were
pertinent to our community partner. For this assignment, data organization was initiated through a google
doc, community description was provided, and reference page completed.
For project 2 Emma completed the Research Basis table, contributed to the Lesson Plan table
and Logic Model table. She also copied all of the revisions made to the original project into the project 2
document, as well as completed editing for all written portions of Part 1 and 2 content.
For project 3, Emma tracked all of the revisions for the project part 1 and 2, she input all of the
new information into the final document for part 3, and she was in charge of keeping all of the documents
needed for the appendices as well as the classroom tools. She contributed to the revision of the previous
parts and added information to the new part.
For project 4, Emma tracked all of the changes for parts 1, 2 and 3. She did preliminary revisions
for the previous project. She wrote the summary of findings for part 4 of the project. She will be
presenting the slides that pertain to our project goals, evaluation, and our recommendations. Emma also
kept track of all the documents from the previous projects.
Yolanda Nere was responsible for statewide information. Specifically, research on nutrition
education programs and organizations meant to improve farm-to-school relationships, here in
Colorado. For this assignment, the project purpose was developed. For project 2, responsibilities include
developing the project purpose, completing the PowerPoint and social constructs, and editing/revising
both assignments. She acquired the Social Cognitive Model research article. For assignment 3, Yolanda
helped finalize the PowerPoint. Specifically, she made revisions include editing the external factors, the
logic model, and the research basis. For assignment 4, Yolanda worked on the presentation section of

the project, revised the summary of findings and she will be delivering the Audience and Setting slides of
the PowerPoint.
Paula Maiorano has focused on overall research pertaining to the community partner and its
affiliates, specifically, national statistics regarding farm to school programs, USDA, and FDA funded
nutrition education programs. Responsibilities also included editing and revising this assignment, along
with preliminary project idea/description.
For assignment #2 Paula was responsible for acquiring research pertaining to adolescent growth
and development, nutrients in high demand, and dietary sources. She acquired the farm to school
research article. Lesson plan and worksheet development was her primary responsibility. She completed
the lesson plan table, and contributed to the research and logic model table. Paula did general editing
and revising of the current assignment and assignment 1.
For assignment # 3 Paula revised and edited the lesson plan and finalized the work sheets,
assisted in revisions from assignment 2. Focused on process, impact, and outcome evaluations, assisted
in evaluation table, and worked on assumptions and external factors.
For assignment 4, Paula helped revise the summary and wrote the reflection and the
acknowledgement sections. She also will be delivering the Food School mission slide as well as the
lesson plan description and materials slides.
All team members provided equal input and information pertaining to the three in class, writing to
learn assignments. All team members provided equal input for final material preparation, during lesson
plan delivery and interaction with the students. All group members helped prepare the PowerPoint slides
and are going to be splitting the presentation of the PowerPoint.
COMMUNITY PARTNER
Friends of Happy Hearts Farm is a local non-profit organization with a vision of “Healthy, locally
grown food for all.” The organization's mission is, “To create a healthy community by providing food
education, nourishing families, and growing new farmers.”
1
Their goal is carried out by educating
community members on how “food is grown, harvested, and prepared.”
1
This organization reaches

vulnerable members of our community through several programs: Feeding the families and The Food
School.
Feeding the families allows low income families to possess a community supported agriculture
(CSA) share at a greatly reduced price, along with community support and education.
1
Not only is the
availability of fresh produce more attainable, but other valuable resources are provided, such as cooking
classes. These cooking classes teach families how to use the various food items (making soups,
canning, and dehydrating) that they receive from their CSA shares. Members of the family are also
required to volunteer on the farm, as well as in the community, to earn valuable functional experiences.
Our community’s youth is reached through The Food School, which is where we will be
implementing our nutrition education curriculum. The mission of the Food School is to, “connect children
to the sources of their food, and community members who grow it.”
2
The Food School is a state
accredited educational curriculum. The lessons are geared to help educate and empower students and
to help them understand where their food comes from.
2
The program connects children to their food
through the school garden, by using fun interactive lesson plans which focus on science and critical
thinking. Currently the Food School is the only “Farm to School program” in Larimer County.
CONTEXT: TARGET AUDIENCE & COMMUNITY DESCRIPTION
Our target audience specifically for this project is Poudre School District (PSD) K-5 school aged
children. Currently, Olander Elementary is the only participant in the Food School program. Olander
Elementary was established as a project based learning school in 2009.
3
The goal of the project based
learning is for students to be problem solvers, effective communicators, and lifelong learners.
3
This
makes Olander Elementary the perfect school to implement our garden related nutrition curriculum. The
Food School’s short term goal is to expand the program to five other elementary schools within PSD.
The Farm to School movement is growing on a national level. The USDA is funding Farm to
School programs which are operated by the Department of Food and Nutrition Service, around the
country. “The program has funded 221 Farm to School projects, totaling 15.1 million dollars.”
4
Colorado
has not yet passed a Farm to School Bill which would provide grants to local school and farms, enabling
them to fund and sustain such a program.
5

Colorado is considered to be one of, if not the, leanest states in the nation but this characteristic
only applies to the adult population. In the span of only 4 years, 2003-2007, Colorado’s childhood
obesity rank has dropped from being the 3
rd
least obese state to the 23
rd
least obese state in the
nation.
6
According to the Farm to School website only 28% of school districts in Colorado have edible
gardens and only 20-50% of school districts are participating in the Farm to School programs.
4
PSD has
only one school (Olander Elementary) with a garden based curriculum at this time.. Currently the garden
curriculum does not include any information on the nutritional value of what the children are growing. This
is where our project’s nutrition intervention will create “roots”. The lack of education on healthful eating is
a large contributor to the obesity epidemic in Colorado’s youth. Our goal is to close the knowledge gap so
that students can start making healthier food choices at school and at home.
PROBLEM STATEMENT, PROJECT PURPOSE & BRIEF
DESCRIPTION
PROBLEM STATEMENT
Our current food system seems to be negatively impacting our nation’s health, through the
excessive promotion and availability of heavily processed, calorie dense food. According to the CDC, in
2012 more than ⅓ of adolescents are overweight or obese.7 The magnitude of the problem relates to
long term health effects such as CVD, high blood pressure, high cholesterol, and type 2 diabetes, which
are all risk factors associated with obesity. With childhood obesity in epidemic proportions the need for
nutrition education and an understanding of how food is grown and supplied is imperative.
Implementation of nutrition education and Farm-to School principles is a way to promote knowledge and
empower children to make healthy choices.

PROJECT PURPOSE
Obesity rates continue to rise nationwide. Although Colorado as a whole is much more fit than the
rest of the country, the increase in our childhood obesity rates is alarming.
7
One way to begin the
resolution of this issue is to introduce and emphasize nutrition education, specifically in elementary
schools. Children can be picky eaters and commonly view healthful foods as less appealing than junk
food. In order to change this perception of healthy foods, further nutrition education should be
implemented in schools to better equip students with an understanding of how the food in their gardens
affects their health. We need to teach our kids why eating healthful foods is good for our bodies. This
education program would be a considerable stride towards having healthier children and lowering the
childhood obesity rate in Colorado.
Our purpose is to implement a learner centered nutrition education curriculum. This curriculum will
be comprehensive, hands on, and will give children more useful knowledge about how the food they grow
in the garden is utilized within their bodies. Our curriculum teaches children how healthful food helps their
bodies and which foods provide these benefits. We aim to include food specific to the garden at Olander
but also include other sources of vitamins and minerals in order to widen the variety of produce they can
choose from. Although nutrition education will only be included in the curriculum at Olander, the goal is to
introduce this lesson plan in other PSD schools. This could potentially support local health priority areas
such as farmers’ markets by creating more interest in and increasing consumption of produce.
DESCRIPTION OF PROPOSED PROJECT
Our team independently developed a nutrition education curriculum that will target 3rd graders.
Their current Food School curriculum is focusing on soil and how its contents, specifically organic matter,
are absorbed into the growing plant. We felt that this would be the perfect place to then educate how the
vitamins, minerals and macronutrients obtained from eating the plant affect the human body. Our
proposed project will follow the schedule of current lesson plans and will be completed in one day. A short
informative introduction to macronutrients, vitamins, minerals and the specific part of the body they affect
will be the main educational content provided. To tie this information into the school garden curriculum a

few food sources which impact a designated part of the body will be highlighted. The second part of the
lesson plan will include an interactive, hands on activity. Three worksheets will be provided for the hands
on reinforcement side of the project. A generic skeleton will be the project’s foundation. Various body
parts can then be cut out from another worksheet, and glued onto the skeleton. The third worksheet will
have the name of the vitamin, mineral or macronutrient and a picture of one or two food sources, which
was information presented in the introduction. The children will then match the nutrients and their
sources to the section of the body they impact. This will be a three tiered activity to instill a solid
understanding of concepts presented in the curriculum.

School Garden Nutrition Education 8 of 41
BEHAVIOR CHANGE THEORY & RESEARCH BASIS
SOCIAL COGNITIVE THEORY (SCT) DEFINITION
The social cognitive theory provides an explanation regarding how people acquire and maintain behavioral patterns, and provides a basis for
intervention.
9
It can be described as a framework for designing, implementing, and evaluating interventions based off interactions between
personal, environmental and behavioral factors.
9
The interrelationship of these factors is called reciprocal determinism and it describes how the
personal, environmental and behavioral factors influence each other.
9
It is important to consider all of these different factors when designing an
intervention because they are constantly affecting each other.
9
Constructs, various elements of this theory, such as behavioral capacity,
reinforcement, and self-efficacy, specifically play a role in predicting and bringing forth health and dietary behavior changes. Changes in SCT
constructs can impact consumption of different food groups, which affects overall health.10
SCT CONSTRUCTS SELECTED FOR THIS PROJECT & RATIONALE
Behavioral Capability: “Behavior capability is acquiring knowledge and skill to perform a given behavior by promoting mastery learning through
skills training.”
9
This will include the lesson plan and PowerPoint section. We will provide 3rd graders with knowledge required to understand how
vitamins, minerals and macronutrients positively impact their bodies, and identify good sources of these nutrients. Content has been specifically
tailored to children's current intellectual and physical development, to promote understanding and relatability. We want them to have sufficient
knowledge, and understanding of not just why fruits and vegetable are good choices, but also how they affect the body.
11
By relating the
importance of healthful eating specifically to their growing bodies the students will be empowered to make changes in their eating habits. Our

lesson plan will include visual, auditory and hands-on learning techniques in order to meet the needs of all learning styles to enhance the behavior
capability.
Reinforcement: “Reinforcement is the behavioral responses that increase or decrease the likelihood of recurrence.”
9
We intend to promote self-
initiated rewards and incentives. The rewards and incentives that we will be using are proper completion of the worksheet, snack tally competition
and composting/extra time in the garden. The worksheet will give the children a hands-on opportunity to relay information learned, directly onto
paper. The activity is multiple steps to help solidify information in a way which they can remember. The content of the activity directly relates to
the children and their current developmental stage, both physically and intellectually. The students will also be provided with positive
reinforcement by getting to compost peels or any leftovers of their healthy snacks. Positive reinforcement through composting food scraps is good
incentive to promote follow through of the lesson plan objectives, since students love spending time in the garden. Olander is currently
implementing a fruit and vegetable competition throughout the school using a poster/sticker tally method. Each student gets to place a sticker on
their poster if they bring in a fresh fruit or vegetable for that day’s snack. We will utilize this positive competition between the classes to incentivize
the children to bring in fruits and vegetables as snacks. The reward for the class that wins this competition will be a surprise (we asked what it was
and the teacher did not know). In addition to the school wide snack tally competition to evaluate the overall average increase in fruit or vegetable
snacks we are interested in whether or not the students are increasing their produce consumption on an individual basis. We would like them to be
eating more fruits and vegetables at home and at school but we are only measuring their increased intake at school. To evaluate this we will be
implementing an individual snack tally which we will start upon the return of their worksheets. We plan to utilize this construct in order to further
encourage students to establish lasting healthy eating habits after completing the lesson plan.
12

Self-Efficacy: “The person’s confidence in performing a particular behavior; Approach behavioral change in small steps to ensure success.”
9
We intend to promote student self-efficacy in choosing healthful food options, specifically increasing produce consumption. We aspire to empower
and motivate the children to make healthy choices through teaching them how fruits and vegetables influence their personal growth, development,
and overall wellbeing. We will teach them not just why fruits and vegetables are important but how they specifically impact their bodies and
current level of development. For example, adolescents are going through a notable increase in cognitive ability. The lesson will introduce this
information and then present sources of energy rich foods. Aerobic capacity is also increasing within this age group so we will present this
information to the children by relating it to them being able to run faster and play harder. We want the children to understand both why and how
eating fruits and vegetables is important and we hope that this will empower them to choose to eat more produce. To ensure success, our
nutrition education lesson is based off of the third graders garden curriculum. The lesson specifies how the food grown in the garden, in turn helps
their bodies grow. Various modes of learning will be used to enhance behavioral capability, and reinforcement tactics to promote self-efficacy. We
will use these small steps to promote and continue positive behavior.
RESEARCH BASIS
**Complete this table for two selected research studies that support your project design**
Citation
AMA format
required; include
copy of article in
appendices.
Setting &
Participants
Intervention description
(include Social Cognitive
Theory constructs)
Evaluation
strategies
(include how SCT
constructs were
measured)
Describe study
findings relevant to
your project
outcomes
Based on their
results, what
can you expect
from your
project?
Hickey CA, Hinton
AW, Reynolds KD,
Shewchuck RM.
Social Cognitive
Model of Fruit and
Vegetable
Consumption in
Elementary School
-school based setting
-elementary school
students
- 414 3rd grade
elementary school
students and parents
- 184 male students,
217 female students,
-explain fruit and vegetable
consumption to children based
on SCT
- Self- efficacy was measured
through a three point scale (not
sure, little sure, very sure) so
that the students could answer
questions about their perceived
-dietary behavior
measured 7
days/week w/ 24
hour recall
interviews
-child
psychological
questionnaire →
The study found that
based off of this
curriculum the kids did
actually consume
more fruits and
vegetables
The motivation bubble
on the diagram
Since the study
found that this
intervention did
result in the kids
eating more
fruits and
vegetables, then
our hope is that

Citation
AMA format
required; include
copy of article in
appendices.
Setting &
Participants
Theory constructs)
Evaluation
strategies
(include how SCT
constructs were
measured)
Describe study
your project
outcomes
Based on their
results, what
can you expect
from your
project?
Children. Journal of
Nutrition Education.
1999; 31 (1) :23-30
13 unidentified
gender, 86%
European American,
14% African
American, 34%
eligible for free or
reduced school
meals
-proposed model
tested using baseline
data from High 5
project
- Four controlled
subsets of model
(split 1, split 2,
female, and male)
were then assessed
against proposed
model
ability to consume fruits and
vegetables, 21 self- efficacy
questions were asked and
assessed
-consumption increase though
motivation by model, based off
of High 5 project
-High 5 project is an intervention
done by the National Cancer
Institute, it target 4th grade
students and their parents with a
nutrition program with the
intention of increasing fruit and
vegetable consumption
featured questions
about knowledge,
perceived self-
efficacy, outcome
expectations
-child
supplemental
psychosocial
questionnaire →
preference,
education received
by students
-parent
psychosocial
questionnaire
Confirmatory
factory analysis:
commonly used in
social research to
evaluate model fit
1. Fit indices
-Goodness of fit
index (GFI) and
Adjusted goodness
of fit index (AGFI):
used to assess the
goodness of fit of
the models used,
adjusts for sample
size, provide
additional
measures of fit,
high score of 1.00,
the higher the
score is the better
encompasses self-
efficacy. For split 1
they found that the
direct paths between
availability and
motivation to
consumption were
significant, however
the indirect path of
motivation through
knowledge to
consumption was not
significant. These
results were similar for
split 2. The male and
female splits also
showed little indirect
significance between
motivation and
consumption through
knowledge. This
supports that more
fruits and vegetables
are being consumed
but knowledge does
not play a very
significant role in this
process.
Techniques used to
increase consumption
were motivation,
increasing availability,
and emphasizing
positive effects of
we will get the
students to
consume more
fruits and
vegetables after
our intervention
as well.

Citation
AMA format
required; include
copy of article in
appendices.
Setting &
Participants
Theory constructs)
Evaluation
strategies
(include how SCT
constructs were
measured)
Describe study
your project
outcomes
Based on their
results, what
can you expect
from your
project?
the fit of the model
2. Chi square: a
statistical measure
to assess the
goodness of fit
between observed
values and those
that were expected
(theoretical) 13,
this test showed
that the observed
data were a good
fit, but other
measures of fit
need to be used
because Chi
squares are
sensitive to sample
size.
eating fruits and
vegetables.
Berlin L, Norris K,
Kolodinsky J,
Nelson A. The Role
of Social Cognitive
Theory in Farm-to-
School-Related
Activities:
Implications for
Child Nutrition. J
School Health.
2013:83(8): 589-
595.
doi:10.1111/josh.12
Farm-to-School
Programs
review of dietary
health impacts of 3
main components of
FTS programs
1. nutrition
education
intervention
2. school
gardens
3. school lunch
options, taste
The purpose of the review was
to pinpoint which FTS
component has the greatest
ability to improve students’
health, since most research
noted that the wide range of FTS
activities make it difficult to
pinpoint areas of greatest
impact.
The review explored the three
main components of FTS
programs in terms of their
potential to address key
The FTS program
was evaluated
through positive
behavior change in
kids participating in
the Farm-to-
School programs.
Self-efficacy: taste
tests were done
which can give
students more
confidence to try
new (healthier)
Kids participating in
Farm-to-School
programs saw a
positive dietary
behavior change
because of the
capacity to address
multiple constructs
such as self-efficacy,
behavioral capability,
and positive
reinforcement. This
then has a direct
We think that
addressing SCT
constructs such
as behavioral
capabilities and
reinforcements
will result in an
increased
consumption of
fruits and
vegetables with
our project

Citation
AMA format
required; include
copy of article in
appendices.
Setting &
Participants
Theory constructs)
Evaluation
strategies
(include how SCT
constructs were
measured)
Describe study
your project
outcomes
Based on their
results, what
can you expect
from your
project?
069 tests, and
farm
connections
The review analyzed
initial interventions
within the K-12
school setting which
incorporated the 3
main components,
listed above, into
their FTS program,
as their primary
activities.
constructs of the SCT. The SCT
is currently considered a best
theory based intervention
method in the field of nutrition,
due to its ability to target the key
underlying factors influencing
health behaviors.
Self-Efficacy: youths’
confidence in their ability to
consume local healthful foods.
Behavioral capability: youth
having knowledge and skills
necessary to choose and
consume a diet which
incorporates locally healthy
foods.
Reinforcement: Youth’s
response related to consumption
of local healthful food increase
chance of behavior being
repeated.
Reinforcement can be provided
internally or externally.
foods; nutrition
education in
classroom gives
students
confidence to
make better food
choices
Behavioral
capability: having
salad bars helps
students
understand they
can make healthier
food choices; in-
class food prep &
sharing class helps
student recognize
their capability of
preparing healthy
meals; school
gardens can help
students learn
gardening skills
which can build
ability
Positive
reinforcements:
nutrition
educations in
classes will give
teachers a chance
to commend
students for any
gains.
impact on the child's
ability to make
choices within their
personal,
environmental, and
behavioral realm. A
diverse set of
activities was also
shown to be promising
when it comes to
promotion of positive
behaviors as well as
addressing and
eliminating unhealthful
behaviors.
Review of various
FTS programs
displayed results of
students increasing
F&V consumption
outside of school.
Another finding was a
0.45 increase in daily
F&V intake by FTS
students.
These directly relate
to our goal of
increased F&V
consumption.
because of the
success of this
study. After our
intervention, we
expect the
students to bring
in 2-3 fruits or
vegetables as
snacks per
week.

LESSON PLAN TABLE
Specific 2010 Dietary or 2008 Physical Activity Guidelines for Americans emphasized:
For older children and adolescents (4-18 years) the recommended macronutrient proportions, from overall daily kilocalorie intake are 45-65%
carbohydrate, 10-30% protein, and 25-35% from fat. From a dietary standpoint the 2010 guidelines also emphasize that children should monitor and limit
intake of 100% fruit juice. Dietary guidelines emphasize an overall increase in fruit and vegetable consumption. The guidelines also highlight the
importance of variety, with a focus on “dark green, red, and orange vegetable, peas and beans.”
14
**Complete this table for each lesson developed**
Lesson Title Social Cognitive
Theory Constructs
Nutrition or Activity
Message(s)
Learning
Objectives
Learning Activities Instructional Materials Evaluation
Strategies for
learning objectives
How Healthy Foods
Help You Grow
Social cognitive
theory constructs
utilized within our
lesson plan are
behavioral capacity,
and reinforcement
A great deal of time
was spent
specifically tailoring
our materials and
content to our 3rd
grade
audience. We
focused on current
intellectual and
physical
development to
promote
understanding of
subject matter and
to support
behavioral
capability. Visual,
hands on, and
Our nutrition
message illustrates
why eating fruits
and vegetables is
important for staying
healthy. We will
teach children how
specific nutrients
that come from food
grown in the garden
are utilized in the
body to promote
overall growth and
development.
1. At the end of
this lesson we
expect our
audience to be
able to identify
why fruits and
vegetables are
good for them,
and identify
specific sources
which promote
growth, through
completion result
of the worksheet
2. For the
duration of the
snack tally (about
two weeks) we
expect our
audience to
demonstrate
knowledge and
understanding by
consuming more
fruits and
Anchor: Our anchor
will be personal
introductions, and
that we work with the
Food School. We
hope that this will
help the children
relate to us and
create excitement by
getting to participate
in an additional Food
School activity. The
involvement that the
students will have in
the success of this
lesson plan will be
explained to promote
their engagement.
Add: Lesson plan
material provides
core educational
material. PowerPoint
presentation will
visually depict and
reinforce what we will
Body-Nutrient activity:
We will have a three
part hands on activity.
The children will cut
and paste body parts
(WS #1, appendix 2)
onto a skeleton (WS
#3, appendix 3), and
then cut and paste the
corresponding nutrient
& sources (WS #2,
appendix 4) in a pre-
outlined box on the
skeleton (WS #3).
Worksheet #1 (WS #1,
appendix 2) provides
instructions and body
parts, which were hand
drawn to scale, except
for the blood example
which was borrowed
from the internet.
Worksheet #2 (WS #2,
appendix 4) provides
1. The class
average will be
a 75%.
2. In the weeks
following the
lesson plan
presentation
50% of students
will bring a fruit
or vegetable 3
times per week.
We also expect
the percent of
students
bringing snacks
and the number
of times per
week that they
bring a healthy
snack to
increase over
time.

Lesson Title Social Cognitive
Theory Constructs
Nutrition or Activity
Message(s)
Learning
Objectives
Learning Activities Instructional Materials Evaluation
Strategies for
learning objectives
auditory elements
were incorporated
to further impact
mastery of content,
for all types of
learners. Knowledg
e gained will be
assessed through
proper completion
of worksheet.
-Behavioral
capability will be
assessed through
increase in desired
behaviors.
-Reinforcement
strategies were
woven throughout
the lesson plan to
promote optimal
learning.
-The PowerPoint
presentation
reinforces the
lesson plan.
Lesson plan
material is then
reinforced by
completion of hands
on activity.
-Positive
reinforcement by
being allowed to
compost, along with
snack tally
“competition,” will
promote our
message of how
important it is to eat
fruits and
vegetables.
vegetables daily
as measured by
the snack tally.
be teaching during
the lesson to make
concrete connections.
Apply: The worksheet
we developed will
apply what the
students have
learned during the
lesson by
demonstrating
retained knowledge.
Away: The take away
for our curriculum is
the importance of
increased fruit and
vegetable
consumption. This
will be promoted
through a snack tally,
and the privilege of
composting. Our goal
is to encourage the
3rd graders to
actually increase the
times per week that
they bring a fruit or
vegetable for snack.
We expect 50% of the
students to bring a
fruit or vegetable 3
times per week after
the lesson plan.
nutrients and plant
sources, all images
were borrowed from
the internet
Worksheet#3 (WS 3#,
appendix 3) is the
foundation of the
activity. Skeleton
image was borrowed
from internet, and the
nutrient key was hand
drawn.
Body-Nutrient
PowerPoint (appendix
5):
We will use a
PowerPoint that
visually depicts what
we will be teaching in
our lesson plan. The
PowerPoint will
provide images of food
sources of different
vitamins, minerals, and
macronutrients and the
body part that they
have a major effect
on. These images are
the same or very
similar to what is being
used for the
worksheets.

EVALUATION TABLE
Process Evaluation (these are
measures that will tie to the activities
and participants you outlined in your
logic model)
Impact Evaluation (these tie to the
learning objectives, behavioral
intent, skill demonstrations, etc.,
listed in your lesson plan table
and short term outcomes in your
logic model)
Outcome Evaluation (these tie to the
medium term outcomes listed in your
logic model).
Definition (include
reference)
Process evaluation involves the use
of indicators that reflect how well
interventions are delivered and
received. It also provides data on
how, why, what, and for whom
intervention programs work.
15
Impact evaluation is the
difference in outcome measures
that can be ascribed to the
intervention. It determines if the
program resulted in the
immediate change of the
participants.
It measures effect of an
intervention on the biological,
behavioral and knowledge
outcomes that are the objective of
a large scale nutrition intervention
program.
16
Outcome evaluation measures
whether, and to what extent outcome
objectives have been achieved. It is
concerned with the effect of the
interventions and helps to determine
whether any changes have occurred
following implementation.
16
For health
related programs the outcome
evaluation is important to help
determine if there are more effective
ways of approaching health related
topics, such as childhood obesity. It
can also help to determine if the
information was well received and
implemented in the audience.
Specific purpose of each
type of evaluation for our
project
We will use process evaluations to
tell us how well our intervention was
implemented. If our intervention was
successful then the students will
have been engaged in the lesson
plan while we were delivering it. We
will also be using process evaluation
to help us assess progress towards
the goals and objectives and
possibly provide information on
adjustments that should be made
throughout the development of the
intervention. When we deliver the
lesson plan the first time we will take
notes on whether the students were
We will use impact evaluation to
tell us if our intervention was
effective in getting the students to
make immediate change in their
diet, resulting in the consumption
of more fruits and vegetables.
We will also use impact
evaluation to determine if the
students understand why eating
fruits and vegetables are
important for their health and
growth. This will be measured
through a class average of 75%
on their worksheet.
We will use outcome evaluation to
determine if the students are meeting
the goals of the intervention. We
expect them to be consuming 3 fruit or
vegetable snacks per week for at least
six months after the intervention. The
outcome evaluation will allow us to see
if that goal was met. We will also use
outcome evaluation to determine to
what extent the students adopted the
healthy eating behaviors of consuming
more fruits and vegetables.

logic model)
logic model)
logic model).
engaged or not and from that
information we can make changes to
any lessons we deliver
subsequently.
1 to 3 4-part objectives for
each type of evaluation
(action, population,
measure of success, time
frame)
During the lesson plan we will
actively engage each child by asking
questions and providing cutouts of
fruits and vegetables to facilitate the
students answering questions
related to the content which will be
measured by qualitative data
collection including observation.
Each student will receive a
worksheet to complete that
evening and bring back the next
day. We expect the class
average to be 75% or higher on
these worksheets based off of
community partner suggestion. In
order for the students to earn a
75% on the worksheet they would
have to correctly match 6 out of 8
body part -- nutrient/food pairs.
1)Theoretically, over the next six
months we expect an increase in the
students produce snack consumption
of 20% as measured by the current
school wide snack competition.
2) At six months we expect each
student to have an intake of 3 fruit or
vegetable snacks per week as
measured by individual snack tally.
Method/s used to
measure each objective
for each type of evaluation
Observation of student participation
through raising hands, standing up,
holding up picture of produce, writing
answers on notecards and
engagement level. The questions
that we asked are included in the
lesson plan in appendix 1, and the
responses on the note cards are in
appendix 6. We used comments
written down by the class teacher,
our community partner (Jen Todd)
and our other group members to
help us evaluate the delivery of our
lesson plan and student
engagement.
After the lesson plan each child
will take home our worksheet,
complete it for homework that
evening and return the completed
worksheet the following day. We
graded each of the worksheets
and calculated a class average.
There were 7 blanks to fill out and
one free spot (the heart), each
worth one point. The blank
worksheet that will be handed out
is appendix 2-4, the completed
worksheets are in appendix 8.
We will use data from snack tally
competition post-lesson plan. We
have one student ambassador who will
count the number of stickers added to
the poster each day so that we can
calculate how many fruit and vegetable
snacks are brought in after the lesson
was delivered.
Individual snack tallies will be recorded
at the end of each week to evaluate
the progress towards the long term
outcome objective.
Hypothetically we will assess the
goodness of our fit between the
observed values and the expected
outcomes using a chi square.
X
2
=∑ (observed value- expected
value)
2
/(expected value)

logic model)
logic model)
logic model).
Summary of actual results
OR expected results from
each type of evaluation
method described above
See appendix 6 for notecards with
students’ answers to questions about
what they have heard is good for
their bodies. See appendix 9 for the
comments made by other group
members about our lesson plan
delivery and student engagement.
Initial assessment of students’
preliminary knowledge is that they
are aware that their bodies are
growing, 17 out of 19 students stood
up regarding the acknowledgement
of their growth. The most common
written answers on their notecard
were sleeping, eating fruits and
vegetables, drinking water, and
exercise.
During the presentation we observed
children's free responses and
student engagement. Our community
partner noticed that during the
presentation, roughly 90% of the kids
were genuinely engaged in our
lesson plan and participated. Two
out of 19 students had minimal
involvement. Six of the 19 children
were continuously asking questions
and giving answers. All 19 children
participated in holding up fruits and
vegetables. Aside from a high level
of participation and engagement the
kids had essentially no baseline
Of the 19 worksheets handed out
15 were returned the next day
completed (see appendix 8 for
returned worksheets) The other
four were not returned. Our final
results displayed that nine
students received 100%, two
received 75%, one student
received 55%, and two students
received 50%. One student did
not complete the worksheet fully
so we did not use this as part of
our results. Our class average
was 70% so this did not quite
meet our goal. However, we will
grade and recalculate class
average after the remaining
worksheets have been submitted.
We will have this information
during the presentation of our
project.
Our original plan was to have the
students complete the worksheets
in class right after the lesson had
taken place but our time was
limited so they had to take them
to do as homework. We were very
pleased with how well the
students on the worksheets as
homework. We feel that the
results of the worksheets indicate
that the students have gained
knowledge about different types
of fruit and vegetables and how
Hypothetically we expect the students
to consume three serving of produce
per week at school to help them get
closer to meeting the 2010 Dietary
Guidelines for fruit and vegetable
consumption. Supporting information
will be provided for our final
presentation. Preliminary data
collected from the poster competition is
that an average of 14.3 fruit or
vegetable snacks are being brought
each day by the students prior to the
lesson plan presentation (see
appendix 9 for poster competition
data). There are 22 students in this
particular class so that means
approximately 14-15 of 22 students
bring a fruit or vegetable as a snack
every day. This data means that 64%
of the class is bringing in one fruit or
vegetable snack each day.
Hypothetically, a 20% increase would
result in an average of 18.48 produce
snacks brought per day each week.
This would mean that approximately
18-19 of the 22 students would be
bringing a fruit or vegetable snack
every day.

logic model)
logic model)
logic model).
knowledge as to what we were
teaching, with the exception of three
children knowing that calcium is
good for their bones.
After the lesson was concluded we
reinforced key concepts of our
lesson though review of the
PowerPoint slides. While we were
doing this, the children were
shouting out correct answers to
questions before the correct answers
were fully given. For example, when
they saw the skeleton diagram, they
yelled out BONES, Calcium,
potatoes and peas. This is our best
measurement of process outcome,
prior to revision of completed
worksheet.
they can be beneficial for our
bodies. A large number of
students completing the
worksheet correctly encourages
us to believe that the lesson plan
actually helped to increase their
knowledge about the importance
of fruits and vegetables. We also
feel that because so many of the
kids did well on their worksheets
as homework that the parents
may be more educated as well,
which may help increase the
students intake of fruits and
vegetables.

LOGIC MODEL
Inputs Outputs Impact -- Outcomes
Activities Participation Short Medium Long
Time ( research,
volunteer, field
experience, project
write-up)
Input from Jennifer
Todd (food school
director) regarding
project idea and
development
Olander third grade
students and teachers
Olander school
garden
Lesson plan and
material development
local artist, Leigh
Patton, designed
body parts
Paper and Ink
Gasoline
Other group member
time (Carrie and Kara)
Olander Materials
(ink, paper, notecards,
paperclips,
envelopes)
1. Development of
nutrition education
lesson plan for 3rd
grade students.
2. Student completion
of lesson plan activity.
3. Provide materials for
use by Food School
educators and Olander
staff.
4. Future
implementation of
lesson plan at other
elementary schools
throughout PSD.
5. Collaboration
between Colorado
State University (CSU)
students, Food School
educators, and Olander
staff and students
6. Initial implementation
of nutrition education
lesson plan within food
school curriculum
1. Primarily 3rd grade
students at Olander
Elementary School and
their teachers.
2. Food School
educators and anyone
that may become
involved in the future of
the program.
3. Local artist to aid in
project design
4. Carrie and Kara were
involved in evaluating
the effectiveness of our
lesson plan
Our short term goal is for
students to truly
understand what it is
about fruits and
vegetables that make
them good for you,
specifically how each
nutrient is important for
different parts of their
body. This information
will be evaluated through
75% of students getting
an 85% on the
worksheet.
Immediate changes of
increased fruit and
vegetable intake at
school, evaluated by
snack tally.
(Impact Evaluation)
The snack tally will be
used to evaluate if
learning objectives were
met and behavior change
took place.
For the remainder of
the week each student
will increase their daily
fruit and vegetable
consumption. We
expect the children to
increase eating
behavior at home and
at school but we can
only asses increase in
school intake though a
veggie completion and
snack tally.
The snack tally will be
used to evaluate if
behavior change
objectives were met.
How will health
conditions improve?
(assuming your project
continues into the
future and expands)
Long Term: Our
project’s long term
impact of increased fruit
and vegetable
consumption would be
a preventative measure
and lead to a reduced
risk of DM, CVD, and
obesity.
Implementation of
healthy eating habits
promotes healthy
lifestyle activities and
an overall increase in
quality of life.
The Food School is
expected to reach
districts throughout
northern Colorado in
the future. These long
term outcomes will be
achieved through a
complete integration of
nutrition education into
the Food School
curriculum.

Assumptions (beliefs you have about your project, the people involved, and the
way you think the project will work)
External Factors (environment in which your project exists, interacts with and
influences the impact of your project)
Due to the children's excitement and love for The Food School, we were confident
that they would be receptive to our lesson plan. We were concerned about the
success of our verbal delivery, since our group members do not have much prior
teaching experience. We were concerned that we might not even be able to present
our lesson due to tight scheduling of the teachers required lesson plans, along with
the short time frame of this project.
We did the lesson plan right after recess, so the energy level was very high. Their
table groups were recently changed from six groups to three groups, which increased
the number of students per group. Three kids were absent and it was at the end of
the school day. The teacher was there to help by calming down the students. The
excitement and participation of the students promoted an effective interactive lesson
plan. Olander elementary is located in a primarily middle class neighborhood so
these students most likely have access to grocery stores and healthful foods. The
layout of the school helps to eliminate noises from other classrooms and the hallway
to cut down on distractions.

PRESENTATION
The presentation will first address our community partner, Friends of Happy Heart Farm, the
organization's mission and how the overarching nonprofit helps fund The Food School. We will then
address how we completed our service learning hours and go into detail regarding our projects. Each
group will separately discuss the setting, population, overall development, implementation, and evaluation
techniques for each project.
We will discuss our nutrition education project for the 3rd graders at Olander Elementary and the
other group will discuss their Parent Food School Newsletter. We will make connections between our
programs and how they support the Food School’s mission of encouraging kids to become more aware of
how important being healthy is. Both groups highlight the overarching goals and what we each hoped to
achieve with our projects. We also include the time and effort spent in developing our projects and the
implementations of both. Finally, we will review the knowledge we’ve gained throughout this experience
and what we could’ve done differently in order to improve our chances of accomplishing our goals.
SUMMARY OF FINDINGS
Throughout the semester we designed, developed, implemented, and evaluated a nutrition
education program for The Food School at Olander Elementary. After working with Jen, our community
partner, and assessing the needs of The Food School we decided that it would be most effective to
develop a lesson for the 3rd graders. This would allow Jen to simplify it for the younger grades and add
more detail for the older grades. We created a lesson that relates how the nutrients in the soil absorb into
our bodies by eating foods grown in the garden, which then promotes positive developmental
outcomes. The goal of our lesson was to increase the students’ fruit and vegetable consumption (to meet
the National Dietary Guidelines). We hoped that by teaching them how eating more fruits and vegetables
helps them grow, they would be more likely to consume more. The lesson plan discussed specific
nutrients, such as calcium, to help demonstrate the transfer of a specific nutrient from soil to plant, and
then plant to body. After the lesson we had the children complete a worksheet at home (which we
developed). This worksheet directed the children to match body parts that we discussed with the correct
nutrients and foods we identified during the lesson, in a fun cut and paste format. Prior to the lesson, we

collected the children's baseline knowledge about the importance of fruit and vegetable consumption. We
used the worksheet as our short term evaluation method to see if the students had gained knowledge
about how and why fruits and vegetables are good for them. We also used a snack tally that was already
in place at Olander Elementary to evaluate our long term outcomes; to see if the kids were actually
increasing their produce consumption.
REFLECTION
This experience helped all of us to learn about the role of community dietitians, specifically in an
elementary school setting. We also acquired skills needed to work in a classroom setting, specifically with
a large group of 3rd grade children. We also experienced, first hand, the amount of work it takes to create
and implement a nutrition education program. This then coincides with the importance of communication,
and equal participation of all people involved in the program to promote the success of the intervention.
The primary goal of our project was for it to be implemented into The Food School
curriculum. We hope that other elementary schools within PSD will integrate The Food School into their
current curriculum and ultimately our lesson plan as well. Elementary schools around the country,
interested in health oriented lesson plans, could potentially use our program in their schools to bring
nutrition education to their students.
Our primary limitation was time. All group members were in agreement that at least two
semesters should have been dedicated to researching, planning, implementing, and evaluating our
project. Time limitations specifically restricted proper evaluation of learning objectives, and left no time for
revisions to be implemented, or to see if medium and long term goals were met. If we were to repeat this
assignment then more time would be spent on implementation and evaluation. Feedback from all of the
various people involved would be taken into account as an evaluation and sustainable measure. Ideally a
specific nutrition lesson plan would be created for each grade level which would coincide with The Food
School lesson plans. We would use our lesson to reinforce key concepts and tie in how what they are
learning in the garden, relates back to their bodies. Our lesson plan developed for this project could
easily be presented to 3rd through 5th grade, but it would not be developmentally appropriate for younger
students and potentially not engage older students.

Our project directly impacted school age children who are at risk for childhood obesity. We
believe that nutrition education within this population is a vital preventive health measure to insure quality
of life, and help combat the negative effects of our current food culture. Although we only created a
single nutrition education lesson plan, it can easily be the foundation and/or stepping stone to further
development of nutrition education within our school systems.
ACKNOWLEDGMENTS
We would first like to thank Jennifer Todd for her assistance in our project, her dedication to the
food school and its students, and her passion for promoting farm to school programs in our area. We
would like to thank Olander Elementary school for being the 1st school in our area to incorporate a farm
to school curriculum and allowing us to be a part of it. We would like to thank the Olander teacher for
allowing us to volunteer with their students. We especially thank Kris Odenbaugh for allowing us to come
into her classroom and present our lesson to her student. We would like to thank the 3rd grade students
for actively and positively participating in our lesson. We would like to thank Happy Heart Farm,
specifically Denis and Bailey Stenson for supporting The Food School and promoting awareness
regarding its mission and impact on our local community.
REFERENCES
1. Friends of Happy Heart Farm - We provide vegetable shares to low income families in the Fort
Collins area, education about healthy eating to all ages and an apprenticeship program to new
farmers. Friends of Happy Heart Farm website. Available at: http://www.happyheartfriends.org/.
2015. Accessed September 15, 2015.
2. The Food School. The Food School website. Available at: http://focofoodschool.org/. 2015.
Accessed September 25, 2015.
3. Ola.psdschools.org. About Us | Olander Elementary website. Available at:
https://ola.psdschools.org/about-us. 2015. Accessed October 24, 2015.
4. Farm to School | Food and Nutrition Service website. Available at:
http://www.fns.usda.gov/farmtoschool/farm-school. 2015. Accessed September 25, 2015.
5. Colorado Farm to School Task Force - Farming Fort Collins website. Available at:
http://farmingfortcollins.com/colorado-farm-school-task-force/. 2015. Accessed September 22,
2015.
6. Obesity Statistics At A Glance: Impacts On Our State, Country And Economy. Livewell Colorado
website. 1st ed. Livewell Colorado; 1,2. Available at:

http://livewellcolorado.org/uploads/files/2013_04_01_21_56_42_General%20Obesity%20Statistic
s%20-%206.21.12.pdf. Accessed September 21, 2015.
7. Cdc.gov. Obesity Prevention | Healthy Schools | CDC. Available at:
http://www.cdc.gov/healthyschools/obesity/facts.htm. 2015. Accessed November 16, 2015.
8. Colorado battles rising childhood obesity. Colorado Public Radio Web site. Available at:
http://www.cpr.org/news/story/colorado-battles-rising-childhood-obesity. Published August 31,
2014. Accessed September 23, 2015.
9. Utwente.nl. Social Cognitive Theory website. Available at:
http://www.utwente.nl/cw/theorieenoverzicht/Theory%20Clusters/Interpersonal%20Communicatio
n%20and%20Relations/Social_cognitive_theory/. 2015. Accessed October 26, 2015.
10. Doerksen SE, McAuley E. Social Cognitive Determinants of Dietary Behavior Change in
University Employes. Frontiers in Public Health website 2: 23.
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3980115/. 2014. Accessed October 23, 2015.
11. Edwards L, Kissling G, Miller CK, Sanville L. Evaluation of a Theory-based Nutrition Intervention
for Older Adults With Diabetes Mellitus. Journal of the American Dietetic Association.102(8):
1069-1074,1079-1081. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3980115/. 2002. Accessed
October 23, 2015.
12. Briggs M, Morris J, Zidenberg-Cherr S. School-based gardens can teach kids healthier eating
habits. University of California: California Agriculture. 54(5): 40-46.
http://californiaagriculture.ucanr.org/landingpage.cfm?article=ca.v054n05p40&fulltext=yes. 2000.
Accessed October 23, 2015.
13. CHI-SQUARE TEST. Available at: http://www2.lv.psu.edu/jxm57/irp/chisquar.html. 2015.
Accessed November 16, 2015.
14. Dietary Guidelines for Americans, 2010. Choice Reviews Online. 49(02):49-0615-49-0615.
doi:10.5860/choice.49-0615. 2011. Accessed October 23, 2015.
15. Robert R, Gittelsohn J, Creed-Kanashiro H et al. Process Evaluation Determines the Pathway of
Success for a Health Center- Delivered, Nutrition Education Intervention for Infants in Trujillo,
Peru. The Journal of Nutrition. 136(3):634. Available at:
http://jn.nutrition.org/content/136/3/634.full.pdf+html. 2006. Accessed November 18, 2015.
16. Portal.unesco.org. Evaluating Nutrition Interventions. Available at:
http://portal.unesco.org/education/fr/files/37123/11018373833ppe_E_nutt_Evaluating_Nutrition_I
nterventionsl.doc/ppe+E+nutt+Evaluating+Nutrition+Interventionsl.doc. 2004. Accessed
November 20, 2015.

APPENDICES
APPENDIX 1: LESSON PLAN
Introduction
 Personal introduction from all of us:
 Highlight what we are going to school for and why we are there
Well we are here to teach you guys how what you are growing in the garden is
helping to grow your bodies!
(engagement opportunity evaluation of body awareness)
 Stand up if you notice that they are growing? If your shoes are too small...pants
to short...pants to tight….you're closing in on your mom
(evaluation data POST)
 Everybody take 20 seconds and jot down on a piece of paper any kind of food,
vitamins, or nutrients important in helping you guys grow?
 Nutrient: Anything that provides nourishment, helps us to grow, keeps our
bodies healthy
Choose two kids to share
(evaluation data POST)
Everybody who eats one Fruit with each meal stand up
Everybody who eats one kinds of veggie with each meal stand up
(foundational educational material...PowerPoint information)
 General food guidelines for growth-INCORPORATE INTO LESSON
Reinforce purpose of project: focusing on what was being grown in the garden
and could grow at home
Body of Lesson Plan: (powerpoint and worksheet information)
1. BRAIN
(engagement question)
What is your guys main job in school?...to learn
(core educational material)
 Our brain is the part of body they allows us to learn
o Right now between the ages of 8 and 10, intellectual ability is expanding
and your brain needs ENERGY which mostly comes from carbohydrates.
Energy- is provided by CHO which is a macronutrient
 macronutrients- large particle like Protein, Carbohydrate, and fats
from our food which get broken down into micronutrients, which
then originally came from the soil
(evaluation question)

Can anyone guess some brain foods???
 Take 20 seconds with your table members and choose 3 foods on your table you
think are brain foods (high in macronutrients)
 Broccoli, blueberries, tomatoes, seed, and nuts, leafy greens, potatoes
2. EYES … Eyes are pretty important to learn right?
Vitamin A
 is the most important vitamin when it come to keeping your eyes healthy and
strong.
o Vitamins- are made by plants and animals
 they all have different purposes, but they help your body grow and
develop the way its supposed to
 Orange and Yellow vegetables are always full of Vit A
 Can anyone guess some possible food that have Vitamin A or beta carotene in
them? Choose 2 from your pictures and hold them up
 CARROTS, peppers, pumpkins, squash, and sweet potatoes.
3. LUNGS
 Another part of your body that is growing and getting stronger are your LUNGS
o They help you run faster, and breath better
(Take a deep breathe, and hold it, the more vitamin C you eat the stronger your lungs will become)
Vitamin C - which we mostly think of being in citrus can also be found in plants we grow
here in colorado
 Take 20 seconds and hold up two pictures that you guys think are good sources
of Vit C.
 Apples, peppers, cauliflower are foods high in vitamin C, that we can grow here
in Colorado
4. Gastrointestinal TRACT
 Next is a part of your body you guys might not be too familiar with. It’s called
your Gastrointestinal TRACT (your guts)
o the GI tract’s job is to break down the food you eat
o It allows your body to get the nutrients and minerals that were transferred
from soil into the food grown the garden
FIBER - is a key player in helping keep the GI tract healthy
 Fiber helps the GI tract by making sure to get rid of waste ( your body's trash can and
recycling bin, uses everything it can and gets rid off everything it can’t)
 take 20 seconds and choose three food items that your guys think are high in
fiber,
 Corn, beans, avocado, pears , are a few food item that are high in fiber

5. BLOOD
Does anyone know or have any ideas of bloods purpose? Choose 2 kids
 Blood vessels are like a road map throughout our entire body and everything that
is absorbed from our GI tract (v&m and nutrients) travels along this map to where
it needs to go.
IRON- a mineral found mostly in meat
 minerals-
 minerals come directly from soil and water and are absorbed
into plants and animals
 like vitamins, minerals help your body grow and develop
 Iron is a main compound of blood and is provided in many foods grown in the
garden
 take 20 seconds and choose two food items that your guys think are high in iron
 Spinach, kale, tomatoes, avocados, apricots all greats sources of iron
6. BONES
Does anyone know what we need to grow our bones?
Calcium- a mineral - comes directly from water and soil
 A primary source of calcium is from dairy products, you guys aren’t growing cows
out in the garden.
 Again take 20 seconds and choose two food items that your guys think are high
in CA
 YOU can get calcium from peppers, kale, potatoes, and black berries
7. MUSCLES
(engagement question)
Has anyone noticed that they are getting stronger?
PROTEIN
 Protein a macronutrient from food is the main builder of muscles, like iron protein
is found more in meat than in vegetables and fruit, but again there are plant
sources that provide a lot of protein.
 take 20 seconds and choose two food items that your guys think are high in
protein
 but Broccoli, spinach, bananas, kale, peas are some plants that are high in
protein
CONCLUSION:
Can anyone think of really important part of the body we did not mention?

8. Heart
All fruits and vegetables are good for our heart, we only gave a dozen examples but
there are 1000’s of plants grown from the soil that are important in helping our bodies
grow
(provide summary of information presented in lesson, to reinforce, solidify, and make connections)
 Our heart is our body's pump
 Once food is eaten iit goes to our GI tract and gets broken down, the
micronutrients, V&M them be shuttled by the blood through the body
 The heart then pumps
o blood high in energy to the brain
o Blood rich in Vitamin A to our eyes
o Blood with lots of Vitamin C to our Lungs
o Blood high in protein to our muscles
Does anyone remember what mineral we need that helps make blood?
Does anyone remember what non digestible CHO binds to all the GI’s left overs so then
can be eliminated?
(Evaluation question)
We would like each table group to come up with one part of the body they learned the
most about. And what food grown in the garden helps that body part grow.
Goals:
 To teach you guys how eating fruits and vegetable positively impact your body,
and why they are so important
 We hope that the knowledge and information you learned today will empower
you to make good choices when it comes to eating more fruits and vegetables.
 We are going to collect the finished worksheets so we can see if we did a good
job teaching you guys today
 We will return them in a couple days and provide everyone who participated with
a snack tally
 The snack tally is a fun way to keep track of fruits or vegetables eaten for snack
or at lunch
o Create your own goal, make a fun competition with your friends or table
member to see who can get the most!
(Assignment transition)
Worksheet explanation:
 We have a three piece hands on activity
 This activity takes all the information presented to you and turns it into an activity
to help you guys remember what you just learned.

APPENDIX 2: BODY PARTS WORKSHEET
Images provided by Leigh Patton

APPENDIX 3: SKELETON WORKSHEET
Adapted from www.timvandevall.com

APPENDIX 4: NUTRIENT AND FOOD SOURCE WORKSHEET
IRON
http://www.kontrolmag.com/wp-
content/uploads/2015/05/Spinach.jpg
http://greenovegan.com/sites/default/files/avocado-face-masks-
728x709.jpg
PROTEIN
https://www.organicfacts.net/wp-
content/uploads/2013/05/Banana21.jpg
http://www.foodnavigator-usa.com
FIBER
http://www.aicrblog.org/wp-
content/uploads/2010/12/fresh-pear-NL-109-
iStock_000012376266Medium.jpg
http://img1.wikia.nocookie.net/__cb20131128223759/creepypasta
/images/7/7b/Corn.jpg
VITAMIN C
http://dreamatico.com/data_images/apple/apple-7.jpg
http://www.kraftrecipes.com/media/images/kr/imager
epository/1/bellpeppers.jp
VITAMIN A
http://cheqentertainment.com/wp-
content/uploads/2015/07/carrot.jpg
http://www.foodsubs.com/Photos/summersquash-group.jpg
ENERGY
http://botoxjuvedermdoctor.com/wp-
content/uploads/2015/04/tomato.jpg
http://venroyblueberries.com/assets/components/vrbb
cust/images/blueberries.jpg
CALCIUM
http://www.motherearthnews.com

APPENDIX 5: POWERPOINT PRESENTATION

APPENDIX 6: PHOTOS OF STUDENT RESPONSES

APPENDIX 7: SNACK STICKER/POSTER

APPENDIX 8: RETURNED AND COMPLETED WORKSHEETS (SEE ATTACHED PAPERS)

APPENDIX 9: COMMENTS ON OUR DELIVERY OF LESSON PLAN

Communicating_Team Project 4

Recommended

Recommended

More Related Content

Viewers also liked

Viewers also liked (12)

Similar to Communicating_Team Project 4

Similar to Communicating_Team Project 4 (20)

Communicating_Team Project 4