Welcome! Standards-Based Nutrition Education Training Presented by Publish Theodora Jackson, Modified 6 years ago

Welcome! Standards-Based Nutrition Education Training

Presented by

Standards-Based Nutrition Education Training Objectives

Identify and understand the function of the California Health Education Content Standards. Review instructional components of skill development. Identify and explore grade-level Nutrition and Physical Activity standards for Essential Concepts (EC), Accessing Valid Information (AVI), and Decision-Making (DM). Access resources and lessons for connecting standards to instruction. Identify and explore effective teaching strategies for skill development and learning.

Making a Change!

Why is it important to change or to prevent these bad habits? How could these bad habits have been prevented?What is one curriculum that your program uses to develop healthy behaviors?What is one other thing that you do (outside of the classroom) to help develop healthy behaviors?

Making a Change!

1.Why is it important to change or to prevent these bad habits?

2.How could these bad habits have been prevented?

California Health Education Content Standards -- 6 Health Content Areas! CDC Priority Youth Risk BehaviorsAlcohol and Other Drug UseInjury and Violence PreventionTobacco UseUnhealthy NutritionInadequate Physical ActivityRisky Sexual Behavior

California Healthy Kids Survey

State, County, District Data

www.wested.org

A Recipe for Prevention, A Recipe for Change!The California Health Education Content Standards

Iron Nutrition Education Chefs Table Group Activity

2. Decide what to make3. Create a wonderful name4. Write down the recipe Use 8 ingredients (no alternates, use all eight)

A Recipe for Prevention! A Recipe for Change! What food item did your group make with these 8 ingredients?How did your group know what to make?How would a base recipe help us make the same quality product?

A Recipe for Prevention! A Recipe for Change! Using a recipe is liketeaching health andnutrition. Think about it.

A Recipe for Prevention! A Recipe for Change!

In the classroom our goal is not baking quality bread it is developing healthier students!

What ingredients will we need?

The CHECS are like a Recipe

A Recipe for Prevention! A Recipe for Change!

If we just give teachers theOverarching Standards (ingredients) without a recipe, what would happen?

A Closer Look at the Ingredients Overarching HECS Activity1. Create a Standards cube

2. Practice using the rationale andabbreviations

How do the 8 Overarching Content Standards relate to the 6 Health Content Topics, and Grade Levels?

The Standards in Action!Activity

1. Anatomy of a Standard

Grades Seven and Eight 1.8.NOverarching Standard NumberContent AreaNumber of the Standard2. Write them into the three types of standards (EC, AVI, DM)

Take a Break!

10 minutes Break and 5 minutes Physical Activity

Reflection 1. Who are partners in sharing and supporting the CHECS?

2.Could any information learned in the first section serve as tools to inform administration about nutrition education? (Importance to student health and as an academic subject.)

What are Skills and How are they Learned?Eating my homework did that to him, as they say, you are what you eat. By George B. Abbott

How are skills learned?

Just because we know does not mean they know!

Just because we know how does notmean they know how!

We must teach knowledge and skills!

Steps for Effective Skill-Based InstructionPresent the importance of the skill, and present the steps to complete the skill.Model the Skill.Guided Practice.Independent Practice.Apply, Feedback, and Reinforcement.

How are skills learned? What does this have to do withdeveloping a healthy activelifestyle?

Knowledge + Skill + Practice + Reinforcement = Success

Californias Got Standards!Before we start Review the score cardPresent a lesson should it go on?

Californias Got Standards!

L.A. OKs moratorium on fast-food restaurants In bid to fight obesity, city imposes one-year ban in poor neighborhoods AP Associated Pressupdated 5:52 p.m. PT, Tues., July. 29, 2008

Fast Food Whats A Healthy Choice? Decision-Making ProcessState the situationList the optionsWeigh the possible consequencesConsider valuesMake a decision and actEvaluate the decision

Fast Food Whats A Healthy Choice?Online Resources for Fast-Food Research

These are two that are listed on the USDA Web site:

The Fast Food Explorerhttp://www.fatcalories.com/

Calorie Kinghttp://www.calorieking.com/foods/

Californias Got Standards!

Identify the Overarching and Grade-Level StandardsEssential Concepts Grades 7/8: 1.6.N Analyze the caloric and nutritional value of food.

Accessing Valid Information Grades 7/8: 3.3.N Describe how to access nutrition information about foods offered in restaurants in ones community.

Decision Making Grades 7/8: 5.1.N Use a decision-making process to evaluate daily food intake for nutritional requirements.

Which Steps in Skill-Based Instruction Were Included?Present the importance of the skill, and present the steps to complete the skill.Model the Skill.Guided Practice.Independent Practice.Apply, Feedback, and Reinforcement.

Californias Got Standards!Work in grade-level groupsComplete the group activity sheets (10 minutes)Share lesson with the group (3 minutes each)

Fast Forward The Standards in Action!

Skills-Based Nutrition Education Training Objectives

Identify and understand the function of the California Health Education Content Standards. Review instructional components of skill development. Identify and explore grade-level Nutrition and Physical Activity standards for Essential Concepts (EC), Accessing Valid Information (AVI), and Decision-Making (DM). Access resources and lessons for connecting standards to instruction. Identify and explore effective teaching strategies for skill development and learning.

Strategies anyone?

What teaching strategies were used in this training?

Strategies anyone?

We used the following strategies

Collaborative Learning Activities.Pair Share, Quad Share, Table Share.Using Questions as a Teaching Tool.Facilitating Peer Feedback and Support.Large Group Discussion.Hand-On Activities.ABC (Action Before Content)

How/when were the strategies used?

Reflect and Overcoming BarriersWhat information or resources did you learn today?What opportunities or challenges are there to including the standards in your programs?

You are not alone!Other partners in standards-based instruction and reaching the California Health Education Content Standards?Health Educators Health CoordinatorsSchool Nurses PE InstructorsCounty Offices of EducationCHKRCCDE

CHKRC Web Sitewww.californiahealthykids.org

California After School Resource Center (CASRC)www.californiaafterschool.org

Standards-Based Nutrition Education Training

Contact information:

Jacquelyn Russum, MPH, RDPhone 510-670-4585 or Toll Free 1-888-318-8188E-mail [email protected]

This material was developed with funding from the California Department of Education, Nutrition Services Division and trainings are delivered with funding by USDAs Food Stamp Program through the California Department of Pubic Healths Network for a Healthy California. This institution is an equal opportunity provider and employer. The Food Stamp Program provides nutrition assistance to people with low income. It can help buy nutritious foods for a better diet. For information on the Food Stamp Program, call 1-888-328-3483.

Standards-Based Nutrition Education TrainingWelcome participants to the Standards-Based Nutrition Education training and go through or have the host review housekeeping details. Start this PowerPoint Quickly check the background of the audience by asking: 1) Everyone who has provided standards-based instruction (any type English Language Arts, Mathematics, Science, Health) please stand up then ask them to sit down. 2) Stand up if you provide nutrition education to elementary students; then sit down; 3) Stand up if you provide nutrition education for middle school and high school students; then sit down; 4) Stand up if you have fun teaching nutrition education!Say These are just the beginning of some of your partners in reaching the CHECS. Have everyone keep standing.Play music Celebrate dance a little! Say Today were celebrating the fact that California now has adopted Health Education Content Standards! So first lets give a round of applause, hoot, holler, and celebrate! Have everyone sit down.Ask Why is this significant? Field responses from participants. Summarize that the health education content standards are:Adopted by the California State Board of Education just like Mathematics, Social Science, Science, and English-Language Arts so having standards makes health a recognized subject area. 47 other states already have health education standards, California is the 48th.How are standards useful? Standards are used to plan instruction, select resources, and measure and test students, possibly even put on standardized tests.Say Before we get started these are a few additional things to keep in mind: 1) The standards are available online and the print CDE version should be ready December 2008 or January 2009; 2) Schools are not mandated to use the standards, whether or not teachers address these is determined by funding or district requirements; 3) These are Californias first standards, so some people may think they need improvement, remember these are minimum content for health and nutrition education, so you or your district can add or refine them!

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingSay Lets get started by looking at what we hope to accomplish during this workshop.Review the other 4 objectives just as it is stated on the slide. When all objectives have been read ask if anyone needs clarification or if there needs to be any discussion. Invite participants to write down additional objectives on post-its and post them on the Bike Rack (flip chart).Say Well reach these objectives by having fun with these sections of the agenda. Review the agenda. Check that every one has a packet, ask them to take out their PPT handout and thank everyone for coming to the training.Say Okay, well begin by watching a short video clip about bad habits.Show the Kaiser Permanente Kid Wisdom video clip, available on YouTube: http://www.youtube.com/watch?v=P7O693mzp6M

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingSay Developing skills to help people to make better health choices can begin at a very early age. Lets examine the intended message of the commercial. We want to thank Kaiser Permanente for allowing us to use the commercial in our training today. Ask What is the message of the commercial? Large group discussion, e.g., the message was that the child was changing risky behaviors, he was able to change them, it ended on a positive note.Say I mentioned as we started this workshop, youll get a chance to meet and learn more from all our partners that are here today. This activity is another opportunity to learn from one another. On your table are colored index cards. Take one card and number each corner of the card with 1,2,3,4. (Each table has a set of index cards (one for each person) with one color, other tables have sets of another color.)Ask Great! Now I am going to ask four questions, and I would like you to write one response in each of the corners. Okay, heres number one Why was it important for the child in the commercial to change his bad habits? Say - Next for number two Could these bad habits have been prevented? How? On number three, what is one curriculum that you use to prevent bad habits and develop healthy behaviors? Finally, number 4, what other components are included in your program to develop healthy behaviors?Say During this activity, I will need to get your attention. Does anyone have a favorite way they use to get students attention? Choose one of the audiences suggestions or say you will clap and ask them to repeat it until you get their attention.Say Okay, does everyone have their four questions? This is the start of some major resource building -- so please stand. When I clap my hands find a partner with a card with a color different than yours, introduce yourself, give your name and where you work, and then share your answer to number 1. Repeat for 2-4 giving about 1 minute per question, so that each pair has a turn to share.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingSay What were some of your responses to number one? Why is it important for this child to change his bad habits and why would we want prevent these bad habits in the first place? Participants share responses.Summarize the groups responses. The young man was developing habits that may have increased his risk of nutrition-related illnesses. His new behaviors, were less risky behaviors. That is to say, changing his behavior, increasing exercise and eating better, are likely to reduce his risk of chronic diseases like diabetes, high blood pressure, some cancers. Say Could these behaviors have been prevented? How? Participants share responses. Responses may include: Yes, these behaviors could have been prevented. How? By involving schools and teachers in teaching positive health behaviors, using the California Health Education Content Standards (CHECS), providing skill-based instruction, having a healthier school environment, involving parents in teaching children healthy behaviors, using evidence-based curriculum.Say Right All of these are important, there are many factors that contribute to preventing these risky behaviors. Today our focus is on what we can do in the classroom.Say Research shows us that giving students knowledge alone does not lead to lifelong positive health and nutrition behaviors. Effective nutrition education requires building knowledge and skills to reduce risky behaviors. That is the area we are building our expertise in today well do that by exploring the relationship between the California Health Education Content Standard topic areas, the content standards, and skills-based learning.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingSay First the California Health Education Content Standards are organized by 6 health content areas.Say Why are there six health content areas? Let audience discuss and summarize. Say The six health topic areas correspond to the CDC priority health risk behaviors that contribute markedly to the leading causes of death, disability, and social problems among youth and adults in the United States. These behaviors, often established during childhood and early adolescence, and include Alcohol and Other Drug UseInjury and Violence PreventionTobacco UsePoor NutritionInadequate Physical ActivityRisky Sexual Behavior4.Say The California Health Education Content Standards are designed to support the goals of changing or preventing these negative student behaviors by addressing the critical concepts, desired skills, intended attitudes, community values, and social norms that promote healthy behaviors.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingSay In California we use the California Healthy Kids Survey (CHKS) to assess youth risk behavior. It monitors changes in youth risk behaviors among 5th, 7th, 9th, and 11th graders, such as fruit and vegetable intake, breakfast consumption, as well as weight loss and dieting trends.Say You can look up results for county and district data at the West Ed Web site. This survey provides information on how well were doing as educators at changing or preventing the risky behaviors that can lead to increased illness, chronic disease, and death.Say If you check your county or district results, youll find there is clearly work to do - there is hope! Health and nutrition education programs that include effective curricula implemented by well-prepared teachers can reduce risky behaviors among youth.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingSay Where do we find effective curricula? Were back to our start - effective curricula are those aligned with The California Health Education Content Standards.Say So far, weve introduced the 6 health content areas. Our focus today is on only one of the 6 CHECS health content areas, Nutrition and Physical Activity. Say The next level of organization for the CHECS are the Overarching Standards. The Overarching Standards identify the areas of essential knowledge and skills needed for the healthy development of children and adolescents.Say The Overarching Standards are our recipe for prevention and change. In the next activity youll learn more about this recipe, the overarching standards, and become more familiar with the definitions of the standards.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingSay Were going to think about the Overarching Standards first by applying our Iron Chef skills.Say Chefs we have eight ingredients displayed here. Point to (or hold up) and name the various ingredients flour, sugar, eggs, cinnamon, salt, oil, carrots, and baking soda.Say In your packet (or on your table) you have blank recipe cards. First, discuss with your table group what food item you would like to make with the ingredients. Please come to consensus. Then, list out on the recipe card the ingredients, quantities of each ingredient, directions for making the product and give it a wonderful name. You will have 3 minutes for this task.Monitor the progress and listen to the discussion at the various tables. At the conclusion of the task proceed.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingAsk What food item and name did your group create? Begin with one table and proceed until all tables have had a chance to report out. Ask What did your group write as the recipe? Ask one or two table groups to report out, but choose a different order for the share out. Ask How did your group know what to make from the ingredients that were displayed? Again rotate through a table-by-table discussion. Possible answers include prior learning, previous experience, and others. Ask What if you were all given the same recipe? Distribute the copies of the carrot bread recipe. Wait for audience responses and summarize by saying We would all get the same quality product.Ask How does a recipe help us create the same quality product? Wait for audience response and summarize that a recipe gives us all the ingredients, gives the amounts of ingredients, it gives the sequential step-by-step process, and all groups would have the same directions for making the quality product.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingSay Using recipes is like teaching health/nutrition. Think about it. Wait about one minute.Say How do you think they are similar? Wait for audience response. Possible responses might be in health/nutrition we teach about recipes or we do cooking in class.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingAsk When in the classroom our goal isnt baking quality bread it is developing healthier students just like baking carrot bread well need quality ingredients - what ingredients will we need?Wait for audience response and summarize The eight ingredients well need are the Overarching Standards from the California Health Education Content Standards.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingSay Like the 8 ingredients in our recipe, the California Health Education Content Standards identify 8 Overarching California Health Education Content Standards.Say In preparing the recipe you created, which ingredient is most important? Say What if I gave you carrots, could you create carrot bread with just carrots? Say The same way all the ingredients are essential to make the a similar quality bread, all eight overarching standards are needed to develop healthy students.Say In addition, the CHECS include grade-level content standards that like a recipe guide the amount and sequence for teaching the standards. We are going to look at both the Overarching Health Education Content Standards and the Grade-Level Content standards in more detail a little later.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education Training

Ask If we just gave everyone the ingredients/Overarching Standards without a recipe (grade-level standards) what would happen?Summarize Without a recipe, we all had different ideas of what to make and directions for making it based on our prior learning, background, and experience we might all have different ideas of what should be taught and when the result could be confusing. Especially for the student.Say Having a recipe -- the CHECS and Overarching Content Standards -- provides guidance for what to teach, the grade levels to teach it. When we all have the same foundation for instruction there is a greater likelihood of resulting in the same outcome for all students better health and less risky behaviors.Say Lets take a closer look at the Overarching Standards, please turn to your packet, and take out the one-page (salmon) list of the Overarching Standards.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingSay Take a minute to review the Overarching Standards, how many are related to content or knowledge? (One) If the other Overarching Content Standards are not about content or knowledge, what are they about? (Skills)Say Health education research supports these standards and skill development as an essential component of effective instruction. Studies demonstrate that student health/nutrition behavior can significantly change when instruction is skills based.Say So lets get more familiar with the Overarching Standards. The next activity provides practice with using the vocabulary and definition of the Overarching Standards. Like learning nutrients and food groups, these standards and terms should also become part of everyones vocabulary, including the students.Ask To practice were going to create a dice game. This activity will be just as thrilling, as going to Las Vegas, however there will be no money to lose.Demonstrate how to make the standards cube, and ask everyone to make their own.Instruct the group to take turns rolling the cube, as one side with a standard appears, a group member takes a turn describing the standard in their own words and (for those new to the standards) reading the rationale, ask them to give the abbreviation if possible. For those who are already familiar with the Overarching Content Standards, try to give the definition and an example without looking at the page with the rationale.Say Thank you for sharing in the cube activity. I know when I tried this activity it challenged how well I could describe the standards. Hopefully this activity helped to provide everyone an opportunity to practice using the terminology used in the Overarching Content Standards and made everyone a little more comfortable using them.Say One question you may have at this point is how are the Overarching Content Standards related to the 6 Content Health Areas that we discussed earlier, and how do they guide instruction across grade levels?

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingSay Turn the Overarching Standards page over on the back of this sheet the Six Content Areas and the recommended grade levels for teaching them are mapped out.Say Note that the six health content areas are not included every year. Why? The panel that drafted the CHECS took into account all that is required of teachers, and they tried to lighten the health load by recommending that only six health content areas would be covered at each grade level. For each grade there are grade-level standards that cover each of the Overarching Standards.Say These are minimal recommendations for presenting comprehensive health topics, some districts may choose to include all topics at every grade range.Say There may not be standards written for every grade level, however the standards are flexible enough to move up or down a grade, or even interrelate standards for two topic areas. For example, although there are not standards written for Nutrition and Physical Activity at grades 1, 3, and 6; there are standards for Personal Health. This content area also includes hygiene and handwashing.Say Some of you may have already been wondering about the Nutrition Competencies. The Nutrition Competencies were developed by the Nutrition Services Division. They wont replace the standards and they will not be reviewed or adopted by the State Board of Education. When they are completed, probably some time in December 2008 or Spring 2009, they will include alignment with the California Health Education Content Standards.Say I mention this now, because the Nutrition Competencies can also provide guidance for grade levels that dont include CHECS.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingSay The Overarching Standards outline the key components of healthy functioning in real-life settings.Say Together the Overarching Standards outline the main types of processes needed; and the grade-level standards guide how these knowledge and skills are developed through High School.Say Please refer to the EC, AVI, DM standards matrices.Say Youll notice that all of the grade-level standards are written using the same convention. Can anyone describe the convention? (Review the convention with the group using the slide). The first number(s) represents the Overarching Standard (how many OS? - 8), then the number of the standard for that Overarching Standard, and finally followed by the letter for the Content Area (How many Content Areas - 6).Say - Well be taking a closer look at skill development, the grade-level standards, and resources to reach them after the break.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingInvite a PA Specialist to provide the PA break or Say Remember that one of the health content topics is Nutrition & Physical Activity (NPA). In keeping with learning that entire content area in this training we would like you to now take a break.Say You will have 15 minutes. Please use the first 10 minutes for your own personal needs. During the last 5 minutes please meet with your table group partners to identify or create a physical activity break of one minute of less that could be used by teachers to get students up; and moving in the classroom. When you return from the break each group will share their creation with the rest of the participants.Ask Are there any questions? Clarify if needed and send the participants on a break give them the exact time that you expect them to be ready to share with the whole group their PA creation. Leave this slide up during the sharing of the PA activity.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingSay - A show of hands again, how many of your school districts or agencies have nutrition education as part of your policy? Hopefully everyone. Even though most of us focus on nutrition education, we may be the first to include the standards in our school, district, or county.Instruct the group to work with a partner to discuss the two questions on the slide.After 5 minutes, have a few pairs briefly highlight their discussion. Say The CHECS give guidance on what to teach and when to teach it, however they dont tell us how to teach it.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingSay If 7 of the 8 Overarching Standards are skill based, what are the most effective ways to learn and teach skills?Say - The cartoon shows one way we wish we could learn new skills. If needed read it to the group.Ask What skill does this dog have? (He can read!) Dont we all wish that simply eating the right food would instantly help us learn skills? Eating right certainly helps, however we need more than that.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingSay Just because we know, doesnt mean they know - Many times parents, teachers, doctors may assume that just by saying or reading something students, adults, or patients know it for example a doctor may say: Your cholesterol is too high eat more low -fat and low-cholesterol foods. How successful would most people be? Often doctors, just like adults sometimes dont take time to teach what they know.Say Many of us already teach knowledge well, and probably have many strategies for teaching concepts and knowledge. Teaching skills is a little different, first what are skills? (Examples may include cooking, swimming, reading.)Say What are some examples of grade-level nutrition/health skills that a Middle School student will gain? (Ask participants to give one or two specific examples from the Decision Making, Accessing Valid Health Information Matrices) Say Would a student need to learn these skills? For example, if I said to a student here are some sports drinks, decide which one is best for you, or you know that drinking sodas are bad for you, just set a goal to stop drinking them would that student be successful?Say Just as for knowledge, we must teach skills too.Say Turn the page over and for a minute, think back to a skill you learned successfully (it might be decision making or cooking, swimming, writing, riding a bike, reading, skiing). In the space provided write down some steps that helped you successfully learn the skill, include who your teacher was, and what they did that helped you learn the skill.Say From your experience learning a skill, think about how that applies to teaching a skill to someone else. In your groups come up with 5 steps for successfully teaching a skill, and your groups recommendations for teachers to help students learn the skill.Give the group 5 minutes to generate their list of 5 steps and recommendations for teaching a skill. Invite a few groups to share the steps they generated. If available - write them on a flip chart or white board.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingSay Health education research and references recommend these five steps for successful skill development (National Health Education Content Standards, 2007). Many resources that include skill-based instruction, use some version of these steps. Review the steps and give examples, acknowledge the steps generated by the groups that are similar. Say Further, research supports skill development as an essential component of effective instruction. Studies demonstrate that student health/nutrition behavior can significantly change when instruction is skill based. Say When teachers are trained to provide skill-based instruction, they can have a positive impact on children's health knowledge, skills, and behaviors by more effectively developing each skill.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingSay The knowledge and skills outlined in the California Health Education Content Standards (CHECS) grade-level standards combined with these five steps for skill-based instruction, plus encouraging and reinforcing skill development must be an integral part of our health and nutrition education plans in order to develop student skills to make better lifelong, lifestyle choices.Say In the next set of activities were going to combine what weve learned about standards-based instruction with the five steps of skill-based instruction.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingSay You may already be wondering these are so new, are there even resources with lessons that address the standards and skill-based instruction?Say That is exactly what we are going to focus on next! Well use what we learned about the Overarching Standards, Skills-Based instruction, and our overview of the Grade-Level standards as a way to critically review some sample lessons from familiar resources, and well build a map of how these existing resources address the standards.Say How many have seen Americas Got Talent? There are three judges and they decide which acts are high-quality and good enough to go onto win a million dollars and become a Las Vegas act.Say Youll be the judges today instead of judging an act youll observe and judge a walk-through of one lesson. Instead of winning one million dollars, youll have help identifying high-quality, standards- and skill-based lessons. And to make it a little less subjective you have Score Cards. Distribute score cards.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingHave three volunteers from the audience, sit at the front theyll be the main judges and the other participants will be the American Audience. Review the score card with the audience and the process. The three judges will score the lesson with an X or Pass to signify whether the lesson should go into a nutrition education program plan. The audience will be invited to comment and on the judges decisions.Say Take a look at the matrices again, especially look at the grade 7 and 8 standards, because the lesson demonstration will focus on them.Say I am going to walk you through one lesson. This lesson example is from Teen Health Course 2 this is a California adopted health text for 7th grade.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingSay Okay lets get started! All of you have copies of a handout titled Fast Food Whats A Healthy Choice? Please take it out now and follow along as we walk through the lesson.Say - As a teacher, I would set-the stage for this lesson. I might say:

Good morning class! How many of you say this headline recently? Read the title of the LosAngeles Times article.In other words, the City Council committee unanimously approved a year-long moratorium on new fast-food restaurants in a 32-square-mile (82.8 sq-meter) area, mostly in South Los Angeles - an impoverished area of the city with a proliferation of such eateries and above average rates of obesity.What do you think about this? Do you think there should be bans to protect community health? Do you think fast-restaurants can be healthy? Were going to have a debate about this next week.Today, well start by looking a little more closely at some of the choices that are available in fast food restaurants and based on these choices practice making decisions.

3. Say After setting the stage, the lesson includes three parts - first the students review a case-study about making a decision in a fast food restaurant, then they make a decision about a fast food choice, and finally they are given homework to investigate a fast food restaurant in their neighborhood and write a paragraph about using the decision-making process to choose a meal.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingSay - This lesson identifies the steps in the decision-making process, however it does not review the steps or teach the class how to use them, this must have been done in a previous lesson. Press enter to show all six steps.Say The class uses the steps to evaluate a case study to determine if Luke followed all the steps when he was at a fast food restaurant. Have the group complete this section of the worksheet and review Lukes decision-making process with a partner. Did he use the 6 steps? Did he miss any? Say Then the students use the same process to choose one of four fast food meals using the same six-step process to make a decision. The class discusses the decisions and how students came to their decision.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingSay The final part of the lesson features an assignment for the students to research fast-food restaurants in their neighborhood (or a favorite fast food restaurant).Say They are given time to research nutritional analysis of foods served at their favorite fast food restaurant. They are supplied with two Internet sites that are identified by the USDA as accurate sites for accessing information. The assignment is due the next day, so they could also stop on their way home and ask the fast food restaurant in their neighborhood for nutrition information about the food they serve.Say After they get accurate information about the foods, they write a paragraph about themselves and making a decision about a meal to eat at the restaurant. They include in the paragraph which fast-food options they considered, the decision they made, and why they made that choice.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingAsk So judges, what do you think of this lesson? Is it standards-based? Does it include skill-based instruction? Would you include it in your program?Gather the judges feedback and then ask the audience for their input.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingSay These are three of the standards addressed in this lesson. Would any other lessons/activities need to be presented to completely meet these standards? (All were addressed except the second part of the decision-making standard the lesson didnt address evaluating daily food intake it was just one meal)Ask What other food items or issues could be researched/completed in the same way? (accessing information about diets, energy drinks, supplements -- and then use this information to make decisions about what would be healthy.)

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingSay In addition to including knowledge and skills we determined that we also need to include the steps of skill-based instruction to be effective at changing student health/nutrition behavior. Say So how did this lesson do? Did it include all five steps in skill-based instruction? What was missing? (The lesson provided Modeling the Luke scenario modeled the skill, students had Guided Practice, and the homework assignment provides Independent Practice, and application and an opportunity for more independent practice, feedback, and reinforcement. The lesson did not include teaching the steps of the skill. We would need to present a lesson before this to present and teach the steps.)Say As were selecting lessons, and planning nutrition instruction, it is a good idea to track the lessons we choose. In this way, we can introduce and build on skills. In your packets is a Mapping Lessons and Standards Chart. Under the grade 7/8 standard write the name of this lesson, then check the Overarching Standards addressed in this lesson, you can include the grade-level standard addressed.Say Note on the Planning Sheet what parts of skill-based instruction the lesson addressed.Say Okay that was only one lesson. At the beginning of the session we asked you to share some of the curriculum that you use to develop healthy behaviors and prevent bad habits. What are some of the curricula that your programs use? Lets look at some of those and explore more lesson examples!

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingSay Were going to us the Score Cards again and in groups evaluate other lessons that you may already be familiar with.Say Each table will be assigned a grade level, your group will be given a lesson to review, a piece of flip chart paper, and markers. Your group will use the copy of the Score Card in your packet to evaluate the lesson.Say After you complete the group activity, plan how you will present your findings to the whole group. Include your findings: Grade level, Overarching Standard(s) addressed, the grade-level standards addressed, and the part of skill-based instruction addressed. Does your group recommend this lesson to other groups?After the groups have completed the activity, have they share their findings with the group, go around the room from lowest grade to highest.Say How did the lessons you reviewed for grades K, 2, 4, Middle School, and HS prepare or build on one another?Say Add these to your Map of Lessons and Standards. Are there other lessons that you are already using that could be used with these to address the overarching and grade-level content standards? Say Hopefully through reviewing these lessons, youve seen how standards can be used together. Essential Concepts can be introduced and then used as the foundation for teaching skills, like accessing valid information, or decision making. Research indicates that it can take a minimum of 15 hours/year a to develop skills and positive behaviors.Direct the group to the At-A-Glance list of curricula, it lists curricula by grade level, and includes descriptions, and contacts to borrow or acquire them.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingSay Today weve covered behavior change, the organization of the standards, learned about the grade-level standards, and skill-based instruction and applied these knowledge and skills to reviewing nutrition education lessons for preventing and changing unhealthy habits.Say Lets think about how these apply to real life. Ask As you and your group reviewed the lessons and the grade-level standards, did some of the grade-level standards for EC, AVI, DM look similar? Why do you think that is? Even though the standard may be similar, the differences are the sources and situations they are learned in and applied to. Across the grades we are building concepts and skills to apply in real-life, changing situations. Do we stop learning new information, facing new products and situations, and making choices when we finish High School? Say - This is an ongoing process there will always be new foods, energy drinks, diets, and situations that students and adults encounter. The processes (knowledge and skills) represented by the standards are important throughout life as we face and master new situations, challenges, and opportunities.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingSay Weve covered a lot of ground already. We hope this provides a good foundation for incorporating the California HECS into your programs.Say Lets check whether we reached our objectives for this training session. Read the first three, ask if there are any questions. Note that we focused on three standards because there will be additional trainings available to cover the other five Overarching Standards. Our goal today was to make sure everyone has a strong start in how the standards were developed, how they are organized, and how they can be used together.Say We have one more objective, the training and teaching strategies used that well discuss briefly now.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingSay Today we have used a variety of teaching strategies in this training. Lets reflect on some of them.Ask What teaching strategies were used in this training? Large group debrief.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingSay These are some of the strategies that were used.Ask How were the strategies used? Large Group discussion.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingSay Take a deep breath. We covered a lot of territory today. So lets take a little time to reflect on what we covered today and some of the opportunities or issues related to taking the California Health Education Content Standards back to your programs.Say On the back of the card that you used to introduce yourself this morning, write one or two new pieces of information or resources that you acquired today.Say Then write one challenge or opportunity that you may face when taking the standards back to your program?Direct the group to stand up again, take a pen with them. This time they will go to a new person who has a different color card. Ask each participant to share what they learned, and state one challenge. The person they share with offers one suggestion to help overcome the challenge.Direct the group to move to three to four partners, bring a pen, and write down suggestions.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingAsk If you are trying to fill in the gaps jn your program, who are partners in standards-based instruction and reaching the California Health Education Content Standards? Possible answers come onto the slide at different times.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingCHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingBriefly review CASRC resources and services, show catalog, and newsletter.

CHKRC 2008 - 1-888-318-8188 (Toll Free)Standards-Based Nutrition Education TrainingSay Thank you for attending this training. We want to thank the Network for a Healthy California for funding these presentations and the Nutrition Services Division of the California Department of Education for funding the development of this presentation. Please complete the evaluations in your packet.Say Have a safe trip home. Say For further questions about resources and the California Health Education Content Standards, please contact me at or Jackie Russum.

CHKRC 2008 - 1-888-318-8188 (Toll Free)