Eight Steps to Effective Nutrition Education

Presentation by:Susan Magrann, MS, RDNutrition Education ConsultantNetwork for a Healthy California

Funded by USDA SNAP, known in California as CalFresh. •California Department of Public Health

Question

In what way is learning how to eat healthy similar to

learning how to safely drive a car?

Impact Evaluation Results

-1

0

1

2

3

4

5

6

Knowledge Self-efficacy Consumption

means 06-07

means 07-08

Impact of Knowledge-based Nutrition Education vs.

Standards-based Nutrition Education Aproach

Source: Monrovia Unified School District

Legend:

Pre-post mean difference 2006-07

Pre-post mean difference 2007-08

-1

0

1

2

3

4

5

6

Knowledge Self-efficacy Consumption

means 06-07

means 07-08

-1

0

1

2

3

4

5

6

Knowledge Self-efficacy Consumption

means 06-07

means 07-08

California Health Education Content

StandardsContent Areas:

• Nutrition and Physical Activity• Growth, Development, and Sexual Health• Injury Prevention and Safety• Alcohol, Tobacco, and Other Drugs• Mental, Emotional, and Social Health• Personal and Community Health

Overarching Health Education Content Standards

Knowledge:• Essential Health Concepts

Skills:• Analyzing Health Influences• Accessing Valid Health Information• Interpersonal Communication• Decision Making• Goal Setting• Practicing Health-Enhancing Behaviors• Health Promotion

Relationship Between Standards, Frameworks & Competencies

• Standards – provide a clear description of what students should know and be able to do in health education

• Frameworks – provide the “how to” (instruction, assessment, environment, and instructional resources)

• Nutrition Competencies – go beyond the minimum standards to outline comprehensive, sequential, and grade-level expectations and intended to supplement Standards

Overarching Nutrition Competencies

Refer to page 2 of the

Nutrition Competencies

Grade Level Standards

• Span all levels of thinking (knowledge, comprehension, application, analysis, synthesis, and evaluation).

• Developmentally appropriate at each grade level.

• Build sequentially by higher level of cognitive demand or complexity of the content area.

Essential ConceptsNutrition and Physical Activity

• Kindergarten - Name a variety of healthy foods and explain why they are necessary for good health (1.1.N)

• Grade 2 - Classify various foods into appropriate food groups (1.1.N)

• Grade 4 - Identify and define key nutrients and their functions (1.1.N)

• Grade 5 - Describe the food groups, including recommended portions to eat from each food group (1.1.N)

Essential ConceptsNutrition and Physical

Activity

• Grades 7 & 8 – Identify nutrients and their relationship to health (1.2.N)

• High School – Describe dietary guidelines, food groups, nutrients, and serving sizes for healthy eating habits (1.4.N)

Components of Health Education

Overarching Standards

Health Content Areas

Grade-Level Standards

Health Instruction

Overarching Standards

Health Content Areas

Grade-Level Standards

Health Instruction

Essential Nutrition Concepts

a) Know the six nutrients and their functions.

b) Know nutrition and health guidelines.

c) Know factors affecting energy balance.

d) Describe how nutritional needs vary throughout the life cycle.

e) Identify the physiological processes for digestion, absorption, and metabolism of nutrients.

Essential Concepts (continued)

f) Explain the influence of nutrition and physical activity on health.

g) Know principles of handling (growing, harvesting, processing, storing, and preparing) foods for optimal food quality and safety.

h) Consider the interactions among nutrition science, ecosystems, agriculture, and social systems that affect health including local, national, and global perspectives.

How are Skills Acquired?

Knowledge + Skills +

Practice + Reinforcement

= Success

California Health Education Content

Standards and Nutrition Competencies

Hands-On Activity

Hands-On Activity• Rotation One: Define the CHECS/NC at the top of the page in your

own words.

• Rotation Two: Draw a picture demonstrating a visual representation of the CHECS/NC.

• Rotation Three: Write down the skill or behavior students will experience/acquire as a result of practicing this standard.

• Rotation Four: Write lesson ideas for one academic subject. The lesson should include the CHECS/NC and focus on promoting fruit or vegetable consumption.

• Rotation Five: Review what is written on the chart paper. Each group is responsible for teaching the audience about this CHECS/NC and including ideas for weaving it into core curriculum subjects.

Name the OverarchingNutrition Competency

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

Name the OverarchingNutrition Competency

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

Name the OverarchingNutrition Competency

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

Name the OverarchingNutrition Competency

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

Name the Overarching Nutrition Competency

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

Name the OverarchingNutrition Competency

• After completing a HOTM taste testing, the students write down how many times they plan to eat the HOTM fruit or vegetable in one week.

• One week later the students share if they followed their plan.

Name the OverarchingNutrition Competency

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

Name the OverarchingNutrition Competency

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

Standards-based HealthInstructionhelps students engage in healthy behaviors

Healthy Students, Ready to Learn

The

End