Growing Up With Good Nutrition: A Curriculum For Promoting ...



Growing Up With Good Nutrition: A Curriculum for Promoting a

Healthy Lifestyle for 4-6 Year Olds

Created by University of Georgia students enrolled in a collaborative study abroad program from the departments of Child and Family Development and Human Nutrition and Foods

Julia Brunks, Katharine Chess, Emily Good, Sh-Ronda Hagans,

Samantha Haring, Karen Kemper, Sarah May, Teresa Martelli,

Stephanie Parekh, Meg Petrie, Rachel Stephens, Suzanne Timmons

Under the supervision of Dr. Julia Atiles and Dr. Silvia Giraudo

Growing Up With Good Nutrition: A Curriculum for Promoting a Healthy Lifestyle for 4-6 Year Olds

Created by University of Georgia students enrolled in a collaborative study abroad program from the departments of Child and Family Development and Human Nutrition and Foods

Julia Brunks

Katharine Chess

Emily Good

Sh-Ronda Hagans

Samantha Haring

Karen Kemper

Sarah May

Teresa Martelli

Stephanie Parekh

Meg Petrie

Rachel Stephens

Suzanne Timmons

Under the supervision of Dr. Julia Atiles and Dr. Silvia Giraudo

Table of Contents

Letter to Teachers

Set of lesson plans

Lesson 1: Songs promoting a healthy lifestyle

Lesson 2: My Plate

Lesson 3: Colorful Foods

Lesson 4: Healthy Fishing

Lesson 5: A Nutritious Story

Appendix A

Resources to involve the parents:

Letter to Parents

Parent Activity

Appendix B

El Plato del Buen Comer illustration

Appendix C

“My Plate” Information for Teachers

Appendix D

Teacher Resources

Children’s books about health and nutrition

Web sites

Appendix E

Purpose of the project and grant information

Information for Teachers

Childhood obesity has become an epidemic in the United States. Educating children about proper nutrition will help them to lead healthy lives. Teachers should include the parents in the learning process, because they are the ones who make most of the food choices for their children. Thus, emphasizing both at school and home, the importance of food variety, portion control, and exercise, the students will learn how to appropriately fuel their growing and changing bodies.

This packet contains a set of five lesson plans that may be useful for you as a teacher, to teach nutrition to four to six year olds. It also includes an activity for parents to increase their knowledge of childhood nutrition (see Appendix A). This weeklong unit focuses on culturally competent nutritional counseling for Latino children, though it is appropriate for all. The activities this week stress the importance of having a balanced meal. The first lesson lays the foundation for the rest of the unit by teaching songs that emphasize the need for a variety of foods and exercise. Repeating the songs each day, will help the children learn and review these integral concepts.

The second lesson, “My Plate” offers a visual tool for learning the proper portions of foods. “My Plate” is a nutritional approach developed in Mexico as health professional attempt to prevent obesity. Appendix B shows a visual of what “My Plate” looks like and Appendix C includes important information for teachers to review and have a solid understanding of the nutrition science behind this lesson.

The third lesson is based on the children’s understanding of the color wheel to emphasize the importance of having a variety of colors with each meal. The purpose of this lesson is for the children to construct a food color wheel while reviewing what they learned in the previous lesson. The color wheel offers another way to visually emphasize the need for a variety of foods. Make sure, though, that the students understand that they need to include food from all the different food groups, not just different colors.

The fourth lesson includes a fun way for kids to make their own food and eat healthy at the same time. Finally, the last lesson allows children to participate in an individualized literacy activity. It aims at reviewing the concepts taught through the previous lessons.

When discussing foods and nutrition, be aware of the different social, racial, and economic backgrounds of the students. Some students may not regularly see beans in their diet, while other children may come from vegetarian households. Overall, this unit should focus on maintaining a healthy lifestyle through consumption of proper foods and exercise.

Most diseases result from a life of poor eating choices and a lack of exercise. When healthy habits are implemented and encouraged at a young age, the chances of a healthy lifestyle greatly increase. Without proper nutrition, many health risks develop. Some diseases include childhood diabetes, heart disease, arthritis and osteoporosis. An obese child is much more likely to be an obese adult. The number of fat cells is determined in childhood, but they can still shrink or get bigger when the person reaches adulthood.

Thank you for your interest in teaching young children about healthy and nutritional habits. We hope this packet will be helpful to you.

Songs Promoting a Healthy Lifestyle

Statement of Purpose

To introduce children to the basic concepts of nutrition and the need for exercise in order to enjoy better health.

Objectives

To learn what we need in order to have a healthy body.

Georgia Pre-K program content standards:

CD 2 Children will participate in music and movement activities

2 a- Uses music and movement to express thoughts feelings and energy

Develops movements that express concepts (feelings, directions, words, and ideas).

2 b- Participates in group singing or other musical activities

2 c- Participates in creative movement and dance

Shows creativity in movement (marching, hopping, jumping, snapping, twisting, dancing, swaying, stomping, turning).

HPD 3 Children understand healthy and safe living practices

3 b- Participates in activities related to nutrition.

Identifies healthy foods.

Georgia Department of Education Kindergarten Standards

ELAKR1 The student demonstrates knowledge of concepts of print. The student

b. Demonstrates that print has meaning and represents spoken language

in written form.

Materials

1. Songs : “I Am Growing,” and “If You Are Growing and You Know It”

(provided at the end of the lesson)

2. One copy of songs per child so that they can take it home and share with parents.

3. Chart paper, over head or Smartboard with song written out.

4. Board or chart paper, chalk or markers, where children’s contributions can

be written out.

Transition In

1. Gather the children for a large group activity.

2. Introduce the concept of good nutrition by asking the children to share what they think “nutrition is.” Give suggestions; write down their suggestions on the board.

3. Once everyone has had a chance to express their ideas, talk to them about what you think good nutrition includes. Perhaps they will be able to generate a definition that can be developed as the week progresses.

Procedure

1. Let the children know that we are going to learn a song that helps them remember basic nutrition concepts.

(Good nutrition doesn’t just mean eating fruits and vegetables. It is about being active and eating the right foods to help your body grow. A nutritious person exercises everyday, only eats as much as they need, and eats all different kinds of foods. Good nutrition can be fun! You can exercise by jumping rope, playing tag, swimming in the pool, and healthy foods come in all different sizes, shapes, and colors. It’s easy to find something you like to eat and this week we’ll learn how to have fun and be nutritious).

2. Direct their attention to the board for chart paper where the song is written out.

3. Let them know that it is to the tune of Head Shoulders Knees and Toes.

4. Teacher sings the song through once. The students will listen to the words while they follow along on the board (this part more appropriate for kindergarten children).

5. Have the class sing the song together all the way through a couple of times.

6. Let the children know they will be learning a second song.

7. Explain that this song is about exercising which is important to keep our bodies, especially our heart, healthy and strong.

8. Let them know that this song is to the tune of If You’re Happy and You Know It!

9. You sing the song first, while doing the motions along with the song (including jumping up high, touching your toes, spinning around, hopping around, and shaking it out) while they follow along on the board.

10. Sing the song and do the motions with the whole class a few times through.

11. Explain that we will be singing these two songs everyday for the next five days so they should practice at home.

Assessment and Transition Out

Teacher may ask each child “what do we need for a healthy body?” Correct answers would include:

Fruits

Vegetables

Dairy

Grains

Protein

Exercise

Once they provide an answer, hand out a copy of the songs to take home and ask them to put it in the cubby or back pack. Teacher could have a check sheet with children’s names and objectives to check off children’s participation and knowledge gained.

I Am Growing!

(to the tune of Head, Shoulders, Knees and Toes)

I am growing

Yes, I am

Yes, I am!!

I am growing

Yes, I am

Yes, I am!

I need fruits and vegetables

I am growing

Yes, I am

Yes, I am!

I am growing

Yes, I am

Yes, I am!!

I am growing

Yes, I am

Yes, I am!

I need dairy, grains, and protein

I am growing

Yes, I am

Yes, I am

If You’re Growing and You Know It!

(to the tune of If You Are Happy and You Know It!)

If you’re growing and you know it

Exercise!

If you’re growing and you know it

Exercise!

If you’re growing and you know it

Then there’s really nothing to it.

If you’re growing and you know it

Exercise!

If you’re growing and you know it

Jump up high!

If you’re growing and you know it

Jump up high!

If you’re growing and you know it

Then there’s really nothing to it

If you’re growing and you know it

Jump up high!

Repeat with….

-Touch your toes

-Spin around

-Hop around

-Shake it out

-Have children make suggestions

End with the exercise verse

My Plate

Statement of Purpose

To learn about the different food types and how to create a plate that includes a variety of these foods.

Objective

To strengthen fine motor skills by cutting, pasting, and coloring.

Georgia Pre-K program content standards:

LD 1. Children will develop skills in listening for the purpose of comprehension.

LD 1 a. Listens to and follows spoken directions

LD 1 b. Responds to questions.

LD 1 g. Uses pictures or symbols to identify concepts.

LD 3. Children will develop an understanding of new vocabulary introduced in conversations, activities, stories or books.

LD 3 a. Increases vocabulary through everyday communication.

LD 5. Children will begin todevelop age=-appropriate strategies that will assist in reading

LD 5 d. Associates symbols with objects, concepts and functions.

LD 5 m. Uses pictures or symbols to identify concepts.

MD 3. Children will sort and classify objects

MD 3 a. Matches like objects

MD 3 b. Sorts objects using one characteristic

MD 3 f. Participates in creating and using real and pictorial graphs or other simple representations of data.

SE 1. Children will develop confidence and positive self-awareness

SE 1 d. Develops personal preferences

HPD 2. Children will participate in activities that foster fine motor development.

HPD 2 c Exhibits manual coordination.

HPD 3. Children understand healthy and safe living practices

HPD 3b Participates in activities related to nutrition.

Georgia Department of Education Standards for Kindergarten:

ELAKLSV 1b Follows two-part oral directions.

ELAKLSV 1f Increases vocabulary to reflect a growing range of interest and knowledge.

ELAKR 1a Recognizes print and pictures can inform, entertain, and persuade.

MKD1 Pose information questions, collect data, organize, and record results using objects, pictures, and picture graphs.

MKM1 - Students will group objects according to common properties such as food group

Materials

1. One “My Plate” cut out per child on 11x14 paper

2. One stick of glue for each child.

3. One set of food cutouts for each child (One set consists of 2 pages of food cutouts found in the appendix) and an extra for demonstration.

4. One pair of scissors for each child.

5. One box of crayons for each table.

6. White board, smart board, or chalk board and necessary writing utensil.

Prior to the Lesson

1. Teacher should study basic nutritional information related to “My plate”, as well as a brief explanation of “My Plate” (see Appendix D).

2. Make enough copies of the food cutouts so that each child may have one full set.

3. Make one copy per child of the “My Plate” on 11x14 paper.

4. Set out glue, one set of food cutouts per child, and one pack of crayons for each table.

5. Cut out the foods on the demonstration set of food cutouts to use on the white

board or a Smartboard.

Transition to the Lesson

Once children are seated in their desks and ready for the lesson, ask the children if they remember the songs that were taught the day before. Ask the students to stand up beside their desk or large group area. As a group, sing the two songs.

Procedure

1. Draw a large version of the My Plate print out on the board to direct the children on where certain foods should be placed on their My Plate (i.e. blueberries go into the fruit section of the My Plate). Put the food cutouts on the My Plate one by one as you discuss with the class the appropriate place for fruits, vegetables, grains, animal protein (including milk and other dairy products), non-animal protein. Take volunteers from the class to make it interactive!

2. Once the food cutouts have been placed in the appropriate locations, make sure to emphasize the amount needed of each food group: Fruits and Vegetables- A lot; Grains- Enough; Animal and Non Animal Protein- Few. The teacher may find it necessary to explain “a lot,” “enough,” and “few.”

3. Give each child one My Plate print out and a copy of each of the food cutouts (This includes 2 sheets per child of food cutouts).

4. Explain to the students that they will be making their own My Plate. The students will choose 3 vegetables, 2 fruits, 2 grains, 2 animal protein (1 dairy and 1 meat), and 1 non-animal protein to place on their My Plate.

5. Remind the students that their plate should include their favorite foods and not the favorite foods of the teacher or fellow students. The students can use the large version of the My Plate on the board, to verify where the different food types belong on their own plate.

6. After choosing the foods that they wish to include on their individual plate, the students will color in the food cutouts.

7. Once the pictures have been colored, the students will cut out the pictures.

8. The students will then glue their chosen foods to their individual My Plates stencil in the appropriate food group space.

9. If there is time, allow the students to title their individual My Plate (ex. Matt’s Plate) and decorate around their plate.

10. Instruct the children to clean up their area when they are done.

Assessment

For this particular lesson an easy way to asses and document would include a check sheet constructed by the teacher ahead of time. On the vertical side a column with children’s names and on the horizontal the following:

1. Listens to and follows spoken directions

2. Utilizes new vocabulary, words such as nutrition, protein.

3. Ability exhibited in cutting, pasting, and coloring.

4. Correctness sorting the foods per group.

As the children show the class the completed work he/she should check the objectives achieved and note the children who had difficulty with the concepts to reinforce/remediate later on.

As the activities of the week continue, the teacher should pay special attention to the children that have demonstrated difficulty identifying foods and sorting them into food groups.

Transition Out

The teacher may allow the students to present their plates to the class or simply to name one or two foods that they included on their individual plates and to which group the foods belong, e.g. “I have rice and spaghetti in the grains group.”

Suggestion

The teacher may laminate the finished products. The students can then take their My Plate home and use it as a placemat.

| | | | | |

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| |Strawberries | | |Peach |

| | |Lime | | |

| | | | | |

|Watermelon | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | |Apple | |

| |Grapes |Cherries |Pear | |

| | | | | |

| | | | | |

| | | | |Orange |

| | | | | |

|Blueberries | | | | |

| | | | | |

| | |[pic] |Onion | |

|Cantalope |Bananas | | | |

| | |Eggplant | | |

| | | | | |

| | | | |Asparagus |

|Carrot | |Pumpkin | | |

| | | | | |

| | | | |Cauliflower |

| | | | | |

| |Nopales | | | |

| | | |Broccoli | |

|Corn | | | | |

| | | | | |

| | | | |Peas |

| | | | | |

| | | | | |

| |Spinach |Lettuce |Red Pepper | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | |Cereal | | |

| | | |[pic] | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | |Spaghetti | |

| | | | | |

| | | | |Tortillas |

| | | | | |

|Tamales | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| |Brown Rice |Slice of Bread | |Fish |

| | | | | |

|Chicken | | | |Eggs |

| | | | | |

| | | | | |

| | | | | |

| |Milk | |Cheese | |

| | |Yogurt | | |

| | | | | |

| | |Nut | | |

| | | | | |

| | | | | |

| | | | |Sunflower Seeds |

| | | | | |

|Ice Cream | |Nuts |Tofu | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| |Beans | | | |

Colorful Foods

Statement of Purpose

Learning how a colorful food plate, following a few rules, can be a sign of a healthy diet.

Objective

To strengthen fine motor skills by cutting, pasting and coloring.

Georgia Pre-K program content standards:

LD 1. Children will develop skills in listening for the purpose of comprehension.

LD 1 a. Listens to and follows spoken directions

LD 1 b. Responds to questions.

LD 1 g. Uses pictures or symbols to identify concepts.

LD 5. Children will begin to develop age-appropriate strategies that will assist in reading.

LD 5 m. Uses pictures or symbols to identify concepts.

MD 3 Children will sort and classify objects

MD 3 a Matches like objects

MD 3 b Sorts objects using one characteristic

MD 3 f Participates in creating and using real and pictorial graphs or other simple representations of data.

HPD 2. Children will participate in activities that foster fine motor development.

HPD 2 a. Performs fine motor tasks that require small-muscle strength and control

HPD 2 b. Uses eye-hand coordination to perform fine motor task

HPD 2 c. Exhibits manual coordination.

HPD 3 Children understand healthy and safe living practices

HPD 3 b- Participates in activities related to nutrition

Georgia Department of Education Standards for Kindergarten:

ELAKLSV 1b Follows two-part oral directions.

ELAKR6f Uses prior knowledge, graphic features (illustrations), and graphic organizers to understand text.

MKM1- Students will group objects according to common properties such as color.

MKD1. Students will pose information questions, collect data, organize, and record results using objects, pictures, and picture graphs.

SKP1b. Classify common materials according to their physical attributes

Materials

1. Chart paper, overhead, or Smartboard with songs “I Am Growing,” and “If

You Are Growing and You Know It” written out.

2. 1 paper cut out of color wheel (provide at the bottom of lesson plan) per child.

3. 1 set of crayons for each child.

4. One pair of scissors for each child.

5. Set of food cut outs (See Appendix B) per child.

6. Glue stick for each child.

Prior to the lesson

Photocopy the color wheels and food cut outs so that there are enough for each child.

Transition In

Once all children are at their desk and ready for the lesson, ask the children if they remember the songs “I Am Growing,” and “If You Are Growing and You Know It” that were taught the day before. Have them stand up beside their desks, “read” the words for the songs from the chart paper, board or Smartboard, and sing the songs.

Procedure

1. Refer to the previous lesson and remind them that the songs teach us about the importance of fruits, vegetables, dairy, proteins, grains, and exercise for a healthy body. Also, emphasize the “My Plate” lesson, from the previous day, which taught the children how foods are grouped into food groups and how to maintain a healthy balance. Explain to the children that today we are going to talk about another way of making sure we have all of the healthy foods on our plate. Talk to the children about the importance of having a colorful plate for every meal. On your plate, you should always have the color white or brown. You can have both colors, but you need to have protein at every meal. Whether they are drinking milk, eating tofu or chicken, white is a significant color. Brown is important because it represents foods like rice, beans, meat, or bread. Explain that just because a plate has red and green, for example, does not mean it is balanced. Remind the children to apply the “My Plate” lesson to today’s activity. By placing a variety of foods on a color wheel, we will explore the colors of common healthy foods to demonstrate a balanced meal.

2. Before you hand out the materials, go over the different foods provided and discuss with the class the color of each food. Have the children contribute the color(s) each food may represent. For example, apples may be red or green.

3. Let the children know that you will be passing out color wheels and food cut outs to every one of them. Upon receiving the materials they need to color each section of the color wheel appropriately.

4. Tell the class to pick out 4 of their favorite foods of each color (with the exception of blue and purple since they are limited). Instruct the kids to cut out their chosen foods and color them their appropriate color.

5. Have the children glue each food cutout to the color wheel, so they correspond to the correct color.

6. Instruct the children to clean up their materials once they have finished. The children should show the teacher their completed work (so that he/she can assess).

7. Children who finish early may look at books while waiting for classmates to finish.

8. The children should take the color wheels home and be encouraged to discuss their favorite foods with their parents/caregivers.

Assessment

Check children’s plates to determine whether they were able to follow directions, group objects according to color and assess their fine motor skills. Make a note of children who had difficulty with the objectives.

Transition Out

Teacher might ask the children to state the color and name of their favorite healthy food as they line up or prepare for the next activity.

| | | | | |

| | | | | |

| |Strawberries | | |Peach |

| | |Lime | | |

| | | | | |

|Watermelon | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | |Apple | |

| |Grapes |Cherries |Pear | |

| | | | | |

| | | | | |

| | | | |Orange |

| | | | | |

|Blueberries | | | | |

| | | | | |

| | |[pic] |Onion | |

|Cantalope |Bananas | | | |

| | |Eggplant | | |

| | | | | |

| | | | |Asparagus |

|Carrot | |Pumpkin | | |

| | | | | |

| | | | |Cauliflower |

| | | | | |

| |Nopales | | | |

| | | |Broccoli | |

|Corn | | | | |

| | | | | |

| | | | |Peas |

| | | | | |

| | | | | |

| |Spinach |Lettuce |Red Pepper | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | |Cereal | | |

| | | |[pic] | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | |Spaghetti | |

| | | | |Tortillas |

| | | | | |

|Tamales | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| |Brown Rice |Slice of Bread | |Fish |

| | | | | |

|Chicken | | | |Eggs |

| | | | | |

| | | | | |

| | | | | |

| |Milk | |Cheese | |

| | |Yogurt | | |

| | | | | |

| | |Nut | | |

| | | | | |

| | | | | |

| | | | |Sunflower Seeds |

| | | | | |

|Ice Cream | |Nuts |Tofu | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| |Beans | | | |

Fishing for Healthy Foods

Statement of Purpose

To introduce healthy snack alternatives while having fun.

Objective

Georgia Pre-K Program Content Standards:

LD 1. Children will develop skills in listening for the purpose of comprehension.

LD 1 a. Listens to and follows spoken directions

LD 3. Children will develop an understanding of new vocabulary introduced in conversations, activities, stories or books.

LD 3 b Uses new vocabulary words correctly within the context of play or other classroom experiences.

LD 3 c Connects new vocabulary with prior educational experiences

LD 4 Children will develop and expand expressive language skills (speaking)

LD 4 a Uses language for a variety of purposes.

LD 4 b Engages in conversations with adults and children.

LD 4 c Uses complete sentences of increasing length in conversation.

MD 4 Children will develop a sense of space and an understanding of basic geometric shapes

MD 4 a Recognizes, describes and compares basic geometric shapes.

MD 4 b Uses classroom materials to create shapes.

MD 4 c Uses language to indicate where things are in space: positions, directions, distances, order.

SE 1. Children will develop confidence and positive self-awareness

SE 1 d. Develops personal preferences

HPD 2. Children will participate in activities that foster fine motor development.

HPD 2 c Exhibits manual coordination.

HPD 3. Children understand healthy and safe living practices

HPD 3b Participates in activities related to nutrition.

HPD 3 b- Participates in activities related to nutrition

a. Identifies healthy foods

MKN1- Students will connect numerals to the quantities they represent.

a. Count numbers of objects up to twenty.

Georgia Department of Education Standards for Kindergarten:

ELAKR5a Uses new vocabulary in oral language

ELAKLSV1a Listens and speaks appropriately with peers and adults

ELAKLSV 1b Follows two-part oral directions.

ELAKLSV 1f Increases vocabulary to reflect a growing range of interest and knowledge.

ELAKLSV1h Uses complete sentences when speaking.

MKG1- Students will correctly name simple two-dimensional figures, and recognize them in the environment.

a. Recognize and name the following basic two-dimensional figure: triangle.

c. Observe concrete objects in the environment and represent the objects using basic shapes.

MKG2- Students will understand basic spatial relationships.

a. Identify when an object is beside another object, above another object, or below another object.

b. Identify when an object is front of another object, behind another object, inside another object or outside it.

MKM1 - Students will group objects according to common properties such as food group.

Materials

1. Chart paper, overhead, or Smartboard with songs “I Am Growing,” and “If You Are Growing and You Know It” written out.

2. 2 tablespoons of low fat cream cheese per child

3. Blue food coloring

4. 20 pretzel goldfish per child

5. ½ of a celery stick per child (for fishing pole)

6. 1 apple wedge per child (expect 4 wedges per apple)

7. 1 toothpick per child

8. ½ low fat single cheese slice per child

9. 1 Styrofoam plate per child

10. 1 plastic spoon per child

Prior to the Lesson

1. Empty contents of cream cheese container into a bowl and mix in a few drops of blue food coloring until cream cheese is desired color of “water.”

2. Cut celery stalks in half to make “fishing poles” for each child.

3. Core the apples and cut each apple into four wedges. Each child should get one wedge to be their “boat.”

4. Cut each low-fat Kraft single diagonally to make two triangle “sails.”

5) Make sure all children have clean hands.

Transition into Lesson

Once children are seated in their desks and ready for the lesson, ask the children if they remember the songs that they have been singing. Ask the students to stand up beside their desk. As a group, sing the two songs.

Procedure

1. The teacher will pass out a Styrofoam plate, spoon, and two scoops of cream cheese to each student.

2. After the teacher passes out all of the materials, briefly explain to the children that they are going to be making a healthy snack, using all the nutrition concepts learned over the past few days. There healthy snack will resemble an ocean scene.

3. On the Styrofoam plate, have the student spread two scoops of cream cheese utilizing the back of the spoon. Explain to the children that the cream cheese is dyed blue because it will be the “ocean.”

4. Once the “oceans” have been created, you will pass out a handful of goldfish to each child. While passing out the goldfish, emphasize the importance of calcium from the cream cheese that helps their growing bodies. Explain that pretzel goldfish are a better alternative that still provide a salty snack without all the fat. Have each child count out twenty pretzel goldfish to put into their ocean.

5. Once all of the children have placed the goldfish around their oceans, tell them we are going to be making boats to go in our ocean.

6. Pass out the material for the boats, which include one apple wedge, one triangle of cheese, and one toothpick.

7. Talk to the children about the importance of the apple and cheese. The apple provides natural sugar, which is a good kind of sugar for energy. The cheese has calcium, which helps build strong bones.

8. Demonstrate to the children how to weave the toothpick through the triangle of cheese. Which you place above the apple wedge and stick the toothpick into the apple wedge. The boat is ready to sail!!

9. Tell the children to place the boat on the ocean and allow them to sail their boat through the cream cheese ocean if desired.

10. Pass out ½ a stick of celery to each child, letting them know that celery is a vegetable. Allow the children to “go fishing” with their celery sticks.

11. When the kids are finished playing allow them to eat their healthy snack. While they are eating go over the different food groups that show up in this snack, including fruits (apple), vegetables (celery), grains (pretzel goldfish), and dairy (cream cheese and cheese triangles).

12. Encourage conversation such as the cheese sail is above the apple boat. The fish are inside the ocean, etc.

13. Once all of the children have finished eating their snack, have them clean up their area by throwing away their plates and wiping their tables. Let them know that you will be sending home other healthy snack, like this one, so they can eat snacks like this at home as well.

Assessment

While the children are sailing their boats ask them about what shapes they see on their plates. Answers can include: triangles, circles (the plate), semi circle (the apple wedge).

Also ask them to tell you where the boat is located, is it above or below the ocean. Is the sail above or below the apple wedge?

You can also ask them why we are using pretzel goldfish instead of cheese goldfish. And what calcium does for the body.

See if they can name the types of foods we used in this particular snack: fruits, vegetables, grains, and dairy.

Make a note of children who have difficulty with these concepts to follow up in the future.

Transition Out

While cleaning up the children can sing “I am growing”, so they can think about all the food groups they have just used in their healthy snack!

A Nutritious Story

Statement of Purpose

To provide an overview of healthy eating and nutrition while using an interactive story.

Objective

To learn what we need in order to have a healthy body.

Georgia Pre-K program content standards:

LD 1. Children will develop skills in listening for the purpose of comprehension

LD 1 d. Listens to stories read aloud and shows understanding through body language or by interacting appropriately.

LD 1 e. Tell whether the story is real or make belief.

LD 1 h. Becomes increasingly familiar with the structure of stories (characters, events, plot, and resolution of story).

LD 4. Children will develop and expand expressive language skills (speaking).

LD 4 a Uses language for a variety of purposes.

LD 5. Children will begin to develop age-appropriate strategies that will assist in reading

LD 5 a Demonstrate an interest in books or stories

LD 5 b Discusses books or stories read aloud.

LD 5 d Associates symbols with objects, concepts, and functions.

LD 5 e Recognizes that print represents spoken words

LD 5 m Uses pictures or symbols to identify concepts.

HPD 2 Children will participate in activities that foster fine motor development.

HPD 2 a Performs fine motor task that require small-muscle strength and control.

HPD 2 b Uses eye-hand coordination to perform fine motor tasks

HPD 2 c Exhibits manual coordination

HPD 3 Children demonstrate healthy and safe living practices

HPD 3 b- Participates in activities related to nutrition

Georgia Department of Education Standards for Kindergarten:

ELAKR1a Recognizes print and pictures can inform, entertain, and persuade.

ELAKR1b Demonstrate that print has meaning and represents spoken language in written form.

ELAKR5a Listens to a variety of texts and uses new vocabulary in oral language.

ELAKR6a Listens to and read a variety of literacy and informational texts to gain knowledge and for pleasure.

ELAKR6c Asks and answers questions about essential narrative elements

ELAKR6d Begins to tell fact from fiction in a read aloud text.

ELAKR6f Uses prior knowledge, graphic features (illustrations), and graphic organizers to understand text.

Materials

1. Chart paper, overhead, or Smartboard with songs “I Am Growing,” and “If You Are Growing and You Know It” written out.

2. A set of characters already cut out for each child. If teacher prefers that the children cut it out scissors will be needed for each student.

3. A Healthy Plate booklet per child

4. Glue stick per student

5. 1 pencil per student

6. A dry erase marker, or pen for the Smartbard.

Prior to the Lesson

1. Photocopy a Healthy Plate booklet and a set of characters for each child and yourself. Have one for yourself so that you can read aloud with the children from your own copy.

2. Stable the booklets together

3. Cut out the characters so that each child has a complete set (optional).

Transition into Activity

Have all the children sit at their desk. Remind the class they have been learning all about nutrition and keeping their bodies healthy over the past week. Ask the class if they can tell you something they have learned this week. Write down the students answers on the board. Let them know that you have a story for them to read together out loud that incorporates everything we have been learning this week.

Procedure

1. Set out glue, scissors and a pencil. Then pass out the nutritious character cut-outs and booklets.

2. Have the children separate their characters and place them into stacks so that the same character is one stack etc. Each child should have eight stacks of characters.

3. Tell the children that we are going to be reading a book together. Teacher will be reading along while the children follow along in their own booklet. The story will cover the different groups of foods that we have been learning about this week.

4. Start from the beginning of the story, when there is a space for a character to be glued stop and give the children time to glue the piece into their book. There are also blanks throughout the story where the children have to fill in their name. Give them time to do this while you are reading the story aloud.

5. Once you have read the story through once, and all of the pieces are glued in and their names filled in the appropriate places, you can read the story again once more.

6. Allow children who want to read aloud with you to do so, each saying their individual name when you get to the part of the story that talks about whose plate they are going to visit.

7. Ask the children some questions about the story so that they may share their understanding.

8. When you have read the story through twice have the children pick up their materials and put them back where they belong.

9. Allow time for the book to dry, and let the children take them home to show their parents.

Assessment

The teacher should be observant of the children while reading to determine whether they are following along and demonstrating early reading skills. Discuss the story with the children, asking questions such as, “is this story real or pretend?” Ask the kids if they can name the different types of foods from the story, and they can give an example of what some of the foods do for their growing bodies.

Ex - The orange helps with their smiling teeth

An apple a day keeps the doctor away

Chicken is a good source of protein

Transition Out

Once the children have finished putting the material away and their books in their bags to take home, have everyone come back to their desk to sing the songs “I’m Growing” and “If You Are Growing and You Know It”. Sing each song through once, including the motions that go along with them.

Nutrition Characters Sheet

_________________’s

Healthy Plate!

One morning, Aaron the Apple fell

out of his tree. Looking in the mirror and smiling to himself he said, “An apple a day keeps the doctor away.” He knew today was going to be a great day because he was headed to ______________ `s Plate. Everyone knew that ______________ `s Plate was a place that healthy food friends go to everyday. On his way, Aaron the Apple ran into Otis the

Orange who was playing outside in

the grass. Everyone knew Otis the Orange was good for ______________ `s teeth and skin. When he saw Otis the Orange, Aaron the Apple asked, “What are you doing?” Otis the Orange said, “I´m just playing outside because being active is good for me and my body! I want to grow BIG and STRONG!”

“Big and strong?” Aaron the

Apple asks. “Well, come with me to _____________’s Plate!” Otis the Orange decides to follow Aaron the Apple.

Along the walk, they bumped into Brittany the

Broccoli who was crying.

She was very sad. Otis the Orange

asked what was wrong. Brittany the Broccoli said “I want to be DARK green, but I can´t figure out how to. I tried everything! I colored and even painted myself, but nothing works!” Green is not only a great color, but Brittany the Broccoli’s green helps keep ______________ `s body from catching a cold!

Aaron the Apple tried to cheer her up

by saying, “Come with us to ___________’s Plate. I’m sure you can get darker there.” Brittany the Broccoli joins the hopeful group.

As they were walking by the carrot patch, they

spotted Carl the Carrot. He was

very upset. The group didn’t hang around Carl too often because he was too focused on himself and his appearance. But he was of some good; he is good for ______________ `s eyes. The group decided to stop anyway to see what was wrong.

Carl the Carrot said, “I’m mad because I am very dirty and I would like to be clean!”

Brittany the Broccoli

told him to join them on their walk to _________’s Plate because it might help him get clean again.

Carl the Carrot angrily followed along while wiping

the dirt off of himself.

Walking along the street, the group looked into the bakery window and saw their friend, Brian the

Bread shivering. Not only was he

whole wheat, but he was ______________ `s main source of energy.

“What’s wrong?,” Aaron the Apple and Otis the Orange asked.

Brian the Bread replied, “I am freezing cold and would like to warm up.”

Carl the Carrot said, “We all are

having problems too, so we are headed to ____________’s Plate to cheer up.” Shivering, Brian the Bread followed his friends closely.

In the pond, along the way to _____________’s plate, Chelsea the Chicken

was sitting on a rock fanning

herself. Chelsea the Chicken was one of the best sources of protein for ______________. The group shouted over to her, “Nice day we’re having!”

Chelsea the Chicken replied, “Hot, if you ask me! If only I could get rid of this skin! My oil is dripping everywhere!”

Brian the Bread said “I

would trade places with you any day. But if you come with us to __________’s Plate, I’m sure you can get cooler there.”

Chelsea the Chicken said, “

Okay, I will join you, but do not walk too fast because I’m HOT!”

So they continued on their way and were almost

there. UH-OH! They came across Ian the Ice Cream

Cone and

Carmela the Cookie

arguing over who gets to go to _____________’s Plate.

Brian the Bread told them

both to stop arguing, “ ___________ likes you both.

However, Ian the Ice Cream Cone you are too big and

it would be better if __________’s plate had something a little smaller like Carmela the Cookie.”

So, sadly Ian the Ice Cream Cone

walked away and Carmela the

Cookie happily joined the group.

Finally, everyone saw ____________’s Plate and ran to it. Everyone finally got what they wanted. Brittany the Broccoli became a pretty green color, Carl the Carrot became clean again, Brian the Bread was no longer cold and Chelsea the Chicken lost her skin and was cooler. Everyone was happy and cheering…all but Aaron the Apple. He was wondering…

“Where is _____________???” Here he/she is!

Appendix A

Letter to Parents

To __________ ‘s caregiver,

Because of the rising obesity epidemic and its associated health problems, this week we are studying nutrition in the classroom.

Our goal is to learn about the importance of food variety, portion control, and healthy choices so that the next generation will be well-equipped to lead healthy lives. Each day will involve a song or a craft to teach the children about the importance of food to their growing and changing bodies.

As always, we hope that learning extends beyond the classroom and into the home. Please discuss with your child about what they are learning at school and work with him or her to apply this knowledge into what they eat. Attached is a list of possible lunchbox alternatives and fun recipes to try with your child.

Thank you for your cooperation. I look forward to working with you throughout this nutrition unit.

Sincerely

Healthy Meals Kids Love

Pizza

Use a whole grain pita as crust, add spaghetti sauce, top with low fat mozzarella cheese and add fresh tomatoes or other vegetables, and let your kid enjoy their own personal pizza.

Mac and Cheese

Use whole grain noodles, low fat Velveeta cheese, and add tuna and green peas for sources of lean protein and vegetables.

Tacos

Using ground turkey instead of beef, add to whole grain tortillas or shells, top with low fat cheese and low fat sour cream, and add lettuce and tomatoes.

For additional healthy alternatives check out this helpful website:

healthy-living/food-nutrition/recipe-central/foods-kids/tips-parents-kids-quick-lunch

Healthy Snacks Kids Love!

Cracker sandwiches (such as cheese, peanut butter, ham, etc)

Box of raisins

Substitute pretzels for chips

Substitute wheat bread for white bread

Trail mix (raisins, nuts, chex mix, m&ms)

Carrots or celery with reduced fat dressing

Sugar free pudding

Yogurt with fruit

Parent Activity

Statement of Purpose

Race awareness among parents of the number of calories, variety of foods and need for exercise for young children so that they may learn healthy life long habits.

Materials

1. Brown bags - enough for each set of caregivers

2. Cutout pictures of typical/popular snack and lunch foods such as Capri Suns and other juice boxes, small Dorito bags or other chips, chocolate chip cookies, Oreos, doughnuts, Lunchables, Spaghettios, corn dogs, pizza, etc. See foods listed in nutrition information hand out.

3. Cutout pictures of healthier snack and lunch foods such as fresh fruit, cheese sticks, wheat crackers, yogurt, Juicy Juice, carrot and celery sticks, ham sandwiches in whole wheat bread, peanuts, etc. See foods listed in nutrition information hand out.

4. Enough copies of the “Nutrition information handout” for each caregiver.

5. Enough copies of the “Nutrition information worksheet” for each caregiver.

6. Pencil for each caregiver

Procedure

1. Distribute the lunch bags and food cutouts (healthier and popular). Instruct caregivers to pack a lunch for their child.

2. Distribute the “Nutrition information handout” and the “Nutrition information worksheet” and pencils. Ask the participants to complete the nutrition information worksheet accounting for the food items they selected to pack (provide an example if necessary).

3. Share with parents the following information:

Your child needs to eat 1400 calories a day for healthy growth and development. It is recommended that approximately 600 calories come from lunch.

4. Ask parents to repack a lunch that:

• Does not exceed 600 calories.

• Majority of calories come from carbohydrates (includes sugars) (55-60%)

• Some calories come from protein (10-20%)

• Some calories come from fat (20-30%).

5. Complete a chart with this new information.

6. Discuss with caregivers what they learned through this activity. Make sure to highlight that by reading the nutrition labels of most foods they can make healthier choices for and with their children.

| Nutrition Information Handout |

| |

|Majority of calories come from carbohydrates (55-60%) |

|Some calories come from protein (10-20%) |

|Some calories come from fat (20-30%) |

|Food |Calories |Grams of fat |Grams of sugar |

|Pretzels |110 |0 |0 |

|White bread (slice) |67 |1 |13 |

| | | | |

|Wheat bread (slice) |65 |1 |12 |

|Raisins |130 |0 |29 |

|Kraft Cheese slice |70 |5 |1 |

|Nature Valley Oat | | | |

|and honey granola bar |100 |3 |7 |

|Yogurt 4 oz Yopliat |120 |2 |18 |

|Banana |110 |0 |21 |

|Large apple |110 |36 |22 |

|Avocado |322 |29.5 |1.33 |

|Mayo |160 |17.5 |0 |

|Mustard |0 |0 |0 |

|Cheese sticks |430 |23 |5 |

|Kool Aid |70 |0 |18 |

|Gatorade 12 oz bottle |310 |0 |42 |

|Minute Maid Lemonade |110 |0 |30 |

|Juicy Juice |120 |0 |27 |

|Capri Sun |110 |0 |26 |

|Milk |136 |7.5 |10 |

|Coke 12 oz. can |140 |0 |39 |

|Jello cup |10 |0 |0 |

|Pudding |110 |1.5 |19 |

|Juicy Juice |120 |0 |27 |

|Food |Calories |Grams of fat |Grams of sugar |

|Fruit Roll Up |50 |1 |7 |

|Cookies Chips Ahoy |200 |9 |27 |

|Hershey Bar |230 |13 |22 |

|Peanut Butter |190 |16 |2 |

|Turkey Oscar Meyer |50 |1 |0 |

|Ham Oscar Meyer |60 |2 |1 |

|Tuna |60 |.5 |0 |

|Hamburger(no bun) |240 |16.7 |0 |

|Bologna |170 |15.5 | |

|Salami Oscar Meyer |100 |8 |0 |

|Hotdog on bun |377 |16 |44 |

|French Fries |450 |22 |57 |

|Spaghetti Os |180 |1 |13 |

|Chef Boy R Dee |230 |5 |5 |

|Lays potato chips |152 |10 |15 |

|Baked Lays |130 |1.5 |2 |

|BBQ Chips |270 |17 |27 |

|Doritos |140 |7 |1 |

|100 calories snack packs Chips Ahoy! | | | |

| |100 |3 |7 |

|Lunchables (Pizza) |460 |10 |4-6 |

|Rice Crispy Treat |90 |2.5 |8 |

|Gold Fish |140 |5 |0 |

|Cheetos |160 |10 |1 |

|Popcorn |30 |2 |0 |

|Slice of cake |405 |16 |60 |

|Donut |210 |9 |12 |

|Food |Calories |Grams of fat |Grams of sugar |

|Pizza Slice (cheese) |270 |13 |6 |

|Chicken Fingers (4) |400 |28 |0 |

|Macaroni and cheese |380 |16 |8 |

|Ice cream |130 |7 |14 |

|Blueberry Muffin |359 |5 |0 |

|Brownie |380 |21.5 |52 |

| | | | |

|String Cheese |80 |6 |0 |

|Carrots |12.19 |0.05 |0 |

| | | | |

|Celery (one stick) |1 |.006 |0 |

|Orange |70 |0 |14 |

| | | | |

|Ritz crackers | | | |

|(5 crackers) |80 |4 |1 |

|Motts Apple Sauce |90 |0 |23 |

|Fruit Loop cereal | | | |

|(1 cup) |120 |1 |28 |

Nutrition Information Worksheet

|Food |Calories |Grams of fat |Grams of sugar |

| | | | |

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|Total | | | |

|Food |Calories |Grams of fat |Grams of sugar |

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|Total | | | |

Appendix B

El Plato del Buen Comer

(The Healthy Eating Plate)

Appendix C

1. Why My Plate instead of the Food Guide Pyramid?

The idea of My Plate is based on El Plato del Buen Comer, a nutrition education campaign recently launched in Mexico.  It was chosen for this unit because the image of a plate is more easily understood by young children than the idea of daily servings (as presented by the traditional Food Guide Pyramid). Using My Plate, children can visualize a healthy meal and hopefully recall what they learned in class when they are sitting down to future meals.

2. Why is it important for children to cover all the food groups?

To have a balanced diet, it is essential to eat food from all food groups in order to have all the necessary vitamins, minerals, and other nutrients. To have balance in their diet is even more important for children as they are growing, and the food choices they make now will affect them in the future. For example, children who do not get enough Vitamin D (through dairy products and other sources) are at a much higher risk for developing osteoporosis later in life.

3. Why is the My Plate stencil divided the way it is?

As is the case with the Food Guide Pyramid, the necessary portions of different types of food reflect how much of those particular foods your body needs to maintain health.

4. Why divide protein into animal and non-animal sources?

The division of proteins into animal and non-animal categories is a very important concept in good nutrition since many animal proteins also come loaded with saturated fats and should not be used as the sole source of protein in a healthy diet. Separating beans and legumes from animal proteins helps make this diagram applicable to the Latino population, as beans are a very large part of the Latino diet. Vegetarian students would also appreciate this distinction as it illustrates that there are other sources of protein besides meat.

5. What is tofu?

Tofu is an alternative protein made from soy. It is eaten by many vegetarians instead of meat. It is made by curdling soy milk with a coagulant to create a cheese-like solid. It often has no flavor on its own, but will assume the flavor of what it is cooked in ( ).

Appendix D

Teacher Resources

Growing, Growing Strong – Connie Jo Smith, Charlotte Hendricks, Becky Bennett

Healthy Me – Michelle O´Brien-Palmer

Preschool Fun For Kids – Clearvue

Reducing the Risk- A Child Care Provider Educational Training Package – Early Childhood Directors Associations, Red Leaf Press

The Outside Play and Learning Book – Karen Miller

Tooth Wisdom- Your Teeth and How to Take Care of Them – Clearvue

Using Children´s Literature to Learn About Disabilities and Illness – Blaska

Welcoming All Children- Creating Inclusive Child Care – Freeman, Hutter-Pishhahi,Traub

Suggested Healthy Living Children’s Books for the Classroom

From: Bright From the Start

Berenstain Bears and Too Much Junk Food – Berenstain & Berenstain

Don´t You Feel Well, Sam? – Amy Hest

Eat Healthy Feel Great – William Sears

Eating Right – Helen Frost

Eating the Alphabet- Fruits and Vegetables from A to Z – Lois Ehlert

Eyes, Nose, Fingers, and Toes – Judy Hindley

Froggy Goes to the Doctor – Jonathan London, Frank Remkiewicz

From Head to Toe – Eric Carle

Green Eggs and Ham – Dr. Seuss

Growing Like Me – Anne Rockwell

Here Are My Hands – Bill Martin, Jr., John Archambault

How Do Dinosaurs Get Well Soon? – Jane Yolen

I Eat Fruit – Hannah Tofts

I Eat Vegetables – Hannah Tofts

I Went Walking – Sue Williams

Mouse Mess – Linnea Riley

My Five Senses – Aliki

My Trip to the Hospital – Mercer Mayer

Play It Safe – Mercer Mayer

Safety on the Playground – Lucia Raatma

Safety on Your Bicycle – Lucia Raatma

Susan Laughs – Jeanne Willis

The Biggest Pumpkin Ever – Steven Kroll

The Foot Book – Dr. Seuss

The Fruit Group – Helen Frost

The Grain Group – Helen Frost

The Meat and Protein Group – Helen Frost

The Sick Day – Patricia MacLachlan & Jane Dyer

The Vegetable Soup – Helen Frost

Those Mean Nasty Dirty Downright Disgusting But Invisible Germs – Judith Anne Rice

Two Eyes, A Nose and A Mouth – Roberta Grobel Intrater

What to Expect When You Go to the Dentist – Heidi Murkoffi & Lauren Rader

When I Grow Up – Mercer Mayer

Helpful Websites for Further Reference

From: Bright From the Start



This website has a variety of simple recipes to try with children.



Food Network has put together an easy to use website incorporating recipes from some of the world’s bet-known cooks. Keeping things simple, they have included a rating system to clarify the difficulty of the recipe making it easy for home cooks to find success.



In addition to easy recipes that include nutrition information, this website also includes tips on other aspects of a growing child’s health.

healthykids..au

Healthy Kids provides a wealth of knowledge in regard to different age groups, advice on how to eat away from the home, and simple recipes kids will love.

easy-kid-

Creating by a mom, this website offers east recipes kids can help prepare, and separates the recipes into helpful categories like “lunch recipes.”

Appendix E

Preventing Early Obesity through Education:

A Program for Latino Children

Proposal for Scholarship of Engagement Grants-

In Georgia and Mexico

INDIVIDUALS MAKING THE REQUEST:

Dr Silvia Giraudo, Associate Professor

Dept. of Food and Nutrition

Family and Consumer Sciences

Dr. Julia Reguero de Atiles, Senior Academic Professional

Joint appointment in the Dept. of Child and Family Development

Family and Consumer Sciences, and

Elementary and Social Studies Education

College of Education

RATIONALE

Obesity is a chronic condition that currently affects 15.3% of US children (ages 6-11). The condition has many health and social consequences that often continue into adulthood. In the last two decades, the rates for overweight children have increased from 5-7% to more than 15%. Latinos and their children have been particularly affected by the growing prevalence of overweight and obesity. Latino preschool children are more likely to be overweight (11%) than their non-Hispanic Black (8%) and White (10%) counterparts. As the largest racial and ethnic minority population in the United States, Latinos are also the youngest; over 34% of the Latino population was under the age of 18 in 2004 (NCLR, National Council of la Raza, 2006). Thus, as Latino children are a major segment of the Latino population and make up a significant portion of obese or overweight children in the U.S., prevention of childhood obesity should be a major focus for the community and the nation.

Obesity has greater effect on people with limited resources, racial-ethnic minorities and the poor, such as the recent immigrant Latino population. Hispanics/Latinos are the nation’s largest and fastest growing ethnic group as the result of ongoing immigration, and natural increases in birth rate of Hispanic/Latino citizens (NCLR, 2006). One in five US residents will be of Hispanic/Latino origin by 2025. The rates of obesity among Latino children and youth are alarmingly high and are increasing faster than average. The children and youth who are at the highest risk for obesity often experience other social, economic and health disparities and do not live in environments that inherently support health-promoting behaviors. The health risks that result from overweight and obesity can significantly contribute to rising costs in health care. Children are at higher risk of a variety of adverse health effects associated with being overweight and obese, including asthma, type 2 diabetes, and stress on bones and cartilage resulting in poor development of each one. There are also psychosocial consequences, including low self-esteem. Children and adolescent weight is often predictive of adult weight; it is thus important to begin addressing overweight and obesity issues at an early age.

Several recommendations in the Health in the Balance report (IOM, 2005) emphasized the need for government and community collaboration to develop and promote programs and policies that collectively encourage healthy eating patterns and physical activity behaviors, particularly for populations at the highest risk for overweight and obesity. It is important to teach these healthy eating behaviors and exercise models early in a child’s life since what we experience as children often contributes significantly to our habits as adults.

SPECIFIC AIMS:

1. The purpose of this service-learning project is to provide Latino children in the Athens area with culturally competent nutritional counseling. In order to achieve this goal, UGA students would visit Mexico to study nutrition and the Latino culture.

2. They will develop, in partnership with the Department of Nutrition from the Hospital Civil “Dr. Luis F. Nachon” in Xalapa, Mexico, and with the supervision of Dr. Giraudo, Dr. Atiles (certified teacher), and an additional Early Childhood teacher the components of a teaching unit that can be use to teach young children.

3. The educational materials will be developed in Xalapa, Mexico and later implemented by the study abroad participants at a local Latino community, such as Pinewood Estates in Athens.

4. The educational materials developed will also be offered to the Child Development specialist in the Cooperative Extension Service, pre-service teachers, and teachers of young children in the Clarke Co. area.

PROJECT OBJEECTIVES:

Prior to Study Abroad/Service-learning program in Summer 2008, a Mexican pediatric dietitian from the Department of Nutrition of the Hospital Civil “Dr. Luis F. Nachon” in Xalapa will travel to Athens, Georgia to assess, without language or cultural barriers, the concerns and specific nutritional counseling needs expressed by the Latino community. The information obtained from the assessment will be utilized to address the concerns and needs of the community in the development of the educational materials. The Study Abroad/Service-learning students will learn about the challenges Latinos face accessing quality, affordable, and healthy foods. How these challenges in conjunction with limited opportunity to be physically active, contribute to the growing epidemic of obesity and increase the health risks that are associated with being overweight.

The knowledge or awareness that the students will gain throughout the study abroad course in Xalapa will be used to develop educational materials for young children. Materials will be made accessible in English and in Spanish. Once back in Athens, students will experience the opportunity to utilize the materials by conducting a series of educational sessions for children at Pinewood Estates, local Latino community. Following up the educational sessions, the Latino children will be assess to determine whether the educational objectives are met. It is expected that behavioral changes in the children’s diet or food choices will result from our educational intervention program.

The impact of the educational program will be significant because can reach out of Pinewood Estates to other Latino communities through sharing the educational material developed by the UGA students with Child Development specialist in the Cooperative Extension Service, pre-service teachers, and teachers of young children in the Clarke Co. area.

THE MEXICO EXPERIENCE:

The University of Veracruz in Xalapa-Mexico (capital city of the state of Veracruz) will collaborate with UGA faculty to provide the instructional, computer technology and school-based components of the program. The course is listed in the Department of Foods and Nutrition at The University of Georgia for 4 academic credits semester hours.

General Course Description: The course is designed to provide students with on-site educational and cultural experiences in Mexico and the setting to develop the service-learning component. One of the most important objectives of the course is to increase students’ general cultural awareness. The students will live with a local family, an experience that is often the most rewarding part of the course, and share with them their culture through daily experiences.

Students will meet at The University of Georgia campus to begin with orientation and discussion of the main mission of the course, the development of the educational materials to meet the nutritional counseling needs of the community that they will serve once back in Athens. Students will then spend approximately 4 weeks in Xalapa, Mexico and surrounding areas studying Spanish and learning about Mexican culture, foods culture and health issues.

Students will attend nutrition classes, hand-on rotation at the hospital civil and pediatric practices clinics, Spanish classes, and will develop the educational materials.

A typical day in Xalapa will include hospital rotation in the morning, afterwards Spanish/Mexican Cultural classes at the Escuela para Estudiantes Extranjeros (the School for Foreign Students) at the University of Veracruz, la comida (the afternoon meal) with their host families, and a 2 h classroom work to develop the educational material that can be used to teach young children under the supervision of Dr. Giraudo, Dr. Atiles (certified teacher), and a graduate teaching assistant. In addition students may explore the rich cultural heritage of the area with host families and will travel on weekend field trips to archaeological sites.

Upon their return to Athens, they will deliver and implement the educational material and nutrition counseling sessions prepared in Mexico. Sessions will be delivered simultaneously in two part, children sessions, were the coloring books and teaching games developed will be use and the parents sessions were bilingual education materials and lectures will address prevention of early obesity by encouraging a healthy consumption of foods popular among the local Mexican community and appropriate exercise.

SUMMARY OF ANTICIPATED OUTCOMES:

1. Assessment of the nutritional counseling needs of the local Latino community conducted by a Mexican nutrition expert.

(Strengthen the partnership existing with the Department of Nutrition personal from the Hospital Civil “Dr. Luis F. Nachon” in Xalapa, Mexico and the College of Family and Consumer Science at The University of Georgia).

2. Students will visit Xalapa and learn about the Mexican culture and diet by living with a Mexican host family.

(Better preparing them to compete in a global society).

3. Students will develop educational materials for young children that reflect cultural sensitivity in the topic of nutrition education.

(Participants will gain practical experience through their service-learning project and help empower the Latino community in Georgia).

4. Students will have the opportunity to learn through service learning by implementing an educational program for young Latino children in the Athens community.

5. Materials will be made available in English and Spanish to other local teachers, prospective teachers and Cooperative Extension personal.

(Extending the reach of the project and making it accessible to the greater Georgia Latino Community with the strong likelihood that this project can be sustained over time by internal or external funds. For example, early childhood educators and pre-service teacher can use the materials as part their teaching curriculum. Cooperative extension can publish them on their website and make them available to County agents throughout the State of Georgia).

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(A Lot)

(Enough)

Cereals

Vegetables and Fruits

Legumes and Animal Proteins

(animal and non-animal proteins)

Combine

(cereals and non-animal proteins)

(Few)

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