Post on 06-Feb-2018
unit of study
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page 1 Acknowledgements
page 2 Introduction
Why should i care?
page 6 Part1
page 8 Part2
Who else cares (i Mean really cares)?
page 12 Part1
page 13 Part2
now i care.
page 19 Part1
page 21 Part2
Because i care!
page 23 Part1
page 25 Part2
Table of Contents
list of appendices:
appendix a
page 29 USDA’sSmartSnacksin
SchoolNutritionStandards
appendix B
page 29 SmartSnacksFoodInventory
appendix c
page 29 SmartSnacksBeverageInventory
Founded by:
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care2eat >>HealthierGeneration.org1
Acknowledgementscare2eat: lessons for a lifetime of healthy eating—unit of study Writers:
Kate Lampel LinkAlliance for a Healthier GenerationNational Competitive Foods and Beverage Manager
Many thanks to the following who reviewed and field-tested Care2Eat and provided valuable feedback:
Rhonda BarlowSol C. Johnson High SchoolSavannah, GA
Laura ChristenburyBoys & Girls Clubs of Greater MilwaukeeMilwaukee, WI
Lisa HargisIncarnation SchoolSarasota, FL
Marilyn HeitzCharles City Middle SchoolCharles City, IA
Vicki JohnsonDetroit Lakes High SchoolDetroit Lakes, MN
Marc KaminskiWahoo Public SchoolsWahoo, NE
Bunnie McCormackChasco Middle SchoolPort Richey, FL
Melissa MikulaWestern School of TechnologyBaltimore, MD
Jill PaceCortland Jr. Sr. High SchoolCortland, NY
Lori PowersPatapsco High School and Centerfor the ArtsBaltimore, MD
Lori SternPolicy Implementation AdviserAlliance for a Healthier Generation
Katherine WilburAlliance for a Healthier GenerationNational Health Education & Policy Manager
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care2eat >>HealthierGeneration.org2
IntroductionCare2Eat:LessonsforaLifetimeofHealthyEatingisaunit
ofstudydesignedforusewithstudentsingrades7-12.The
AllianceforaHealthierGenerationdevelopedthisunitto
helpstudentsunderstandchangesthatmaybehappening
aroundthemintheirschoolfoodenvironment.Itguides
studentstoidentifywhyhealthyfoodchoiceshaverelevance
tothemandtothoseforwhomtheycare.Whenstudents
arenoteducatedabout,ornotparticipatingin,thechanges,
theyoftenfeelthedecisionsmadeareimposeduponthem.
Care2Eatcanpreparestudentstobeadvocatesforhealthier
foodchoices,especiallythesnacksanddrinksavailableto
theminschool.
Knowledgeisvitalpriortoaction.Whilethisunitofstudycanbefoundationalinincreasingstudents’interestand
readinesstomobilizeforchange,priorinstructiononnutritionandhealthyeatingisrecommended.
SchoolsthatimplementCare2Eatwilladdresstheskill-basedhealthyeatinglessonswithintheAlliance’sHealthy
SchoolsProgram(HSP)FrameworkforHealthEducation,aswellasengagestudentsintheirschoolfood
environment.FormoreabouttheHealthySchoolsProgramvisit,https://schools.healthiergeneration.org/.
Foundedin2005bytheAmericanHeartAssociationandtheClintonFoundation,theAllianceforaHealthier
Generationisleadingthechargeagainstthechildhoodobesityepidemicbyengagingdirectlywithindustryleaders,
educators,parents,healthcareprofessionals,and—mostimportantly—kids.
ThethingIlikedbestaboutCare2Eatisthatthelessonsarewelllaidout.Ididnothavetoguessordeterminewhatthenextstepinthelessonwouldbe.Ialsolikedhowthestudentsare“walked”throughtheprocessofevaluatingfoodchoices.Studentsareshownthattheycanbecometheirbestadvocates.—high school faMily & consuMer science teacher
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care2eat >>HealthierGeneration.org3
about care2eat:
Care2Eatisappropriateforall7-12gradestudentstoenhancetheirabilitiestobecriticalandflexible
thinkersandeffectiveadvocatesandcommunicators.
Asstudentsprogressfrommiddletohighschool,decision-makingopportunitiesoftenincrease:There
aremorefoodandbeveragechoicestheycanmake,theyhavemoremoneytospendandtheyhave
roomintheirdietformorediscretionarycalories.
Care2Eatmotivatesstudentstobeactiveparticipants.
Care2Eat engages students to be more aware of—and perhaps care more about:
• Thefoodsservedandsoldaroundthem
• Thewaydecisionsandchangesaremaderegardingtheirfoodenvironments
• Socialandcivicissuesrelatedtofoodandeating
• Stepstheycantaketobemoreactivelyinvolvedinfoodchoices
Upon completion of this unit of study, students will likely:
• Identifywiththecontent.“Thisappliestome!”
• Question.“Whyisn’thealthyeatingthenorminmyschoolcommunity?”
• Care.“Icareaboutmyhealthandthehealthofothers.”
Introduction continued
Care2Eatincludedinteresting,newideas.Funtouse!—Middle school faMily and consuMer science teacher
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care2eat >>HealthierGeneration.org4
how to use care2eat: lessons for a lifetime of healthy eating
Intendedasaunitofstudygearedtowardhealtheducation,specificallycomplementingnutrition
education,Care2Eatmayalsofitwithinacivicsclass,languageartsorothercoresubjectarea.(Please
notethatCare2Eatdoesnotreflectalloftheconceptsandskillsofacomprehensivenutritioneducation
program.)Whiletheunitofstudyisbestpresentedinitsentiretyandsequenceprovided,educators
mightpickandchooseactivitiestoconductandidentifythosethatbestfitwithinthelargercurriculum.
Theunitofstudyprovides:
• Fourlessons,alignedwiththeNationalHealthEducationStandards,withmultipleactivities,lesson
extensions,integrationideasandmore!(Seechartonthenextpage.)
• Handoutsandworksheetsincludedinthebackofeachlesson
• Appendicesasadditionalresources
InorderforCare2Eattobemostculturallyrelevant,activitiesshouldbetailoredtomeetthediverse
needsofaschoolcommunity.Forexample,whendiscussingfoodchoices,selectfoodsparticulartothe
regionand/orstudentpopulation.Itisrecommendedthatallstudentperspectivesbeconsideredwithin
eachlessongiventhatmostschoolsintheUnitedStatesrepresentavarietyofstudentbackgrounds
andexperiences.Lessonsmightneedtobealteredtobetterapplytoeachsettingandaschoolsystem’s
policiesandpractices.
Introduction continued
Thelessonsarecleartounderstandandtosuccessfullyimplement.Furthermore,thecrosscurricularconnectionsarevaluablelearningstrategiestoenhanceandreinforcetheimportanceofthetopic.ThemessagedeliveredthroughtheCare2Eatlessonsisofgreatimportancetotoday’syouth.”—MIDDLESCHooLHEALTHEDUCATIoNTEACHEr
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care2eat >>HealthierGeneration.org5
lesson naMe description suggested tiMefraMe
Lesson1:
WhyShouldICare?
Usingapersonalreflectiontool,students
considerwhattheycareaboutandexplore
wherehealthyeatingfitsintotheir“Circlesof
Caring.”
Part1:35-40minutes
Part2:35-40minutes
Lesson2:
WhoElseCares(IMean
reallyCares)?
Studentsexaminecommonscenariosand
factorsinfluencinghowdecisionsaremade
aboutfoodandbeveragessoldandservedin
schools.Studentsconductascavengerhuntto
findwherefoodsandbeveragesareservedor
soldontheschoolgroundsanduncoverthe
myriadofmessagestheyreceiverelatedto
foodsandbeverages.
Part1:40-50minutes
Part2:45-60minutes
This lesson takes place over 2-3
class periods with time allowed for
students to conduct their work and
prepare to report out.
If adding a Media Literacy compo-
nent, add another day of instruction.
Lesson3:NowICare. Throughresearchonhealthorcivicissues
relatedtofoodandeating,studentsanalyze
issuesfrommultipleperspectivesandthen
respectfullypresentapersonalstanceand
recommendations.
Part1:40-50minutes
Part2:45-60minutes
This lesson takes place over
2-3 class periods with time allowed
for students to prepare and deliver
their presentations.
Lesson4:
BecauseICare!
Asalargegroup,theclassselectsprojectsad-
visablefortheschoolcommunitytoenhance
healthyfoodandbeveragechoices.Students
identifykeystepstotaketoimplementthe
identifiedproject.
Students are not expected to
implement the projects for this
unit of study.
Part1:35-40minutes
Part2:35-40minutes
Tohelpyouplanbesthowtointegratethisunitintoyourclass,thischartoffersasynopsisoftheunit’s
contentandtimeconsiderations:
Introduction continued
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care2eat >>HealthierGeneration.org6
1. Why Should I Care?Studentsrelatetheirvaluesandpracticestofoodchoicesandhealthyeating.related national health education standards:
standard 1: Studentswillcomprehendconceptsrelatedtohealthpromotionanddiseasepreventiontoenhancehealth.
standard 3: Studentswilldemonstratetheabilitytoaccessvalidinformationandproductsandservicestoenhancehealth.
Materials and preparation:
❏ CirclesofCaringWorksheet—oneperstudent
❏ SampleCirclesofCaringWorksheetorteacher/studentgeneratedideas
❏ ½sheetofpaper—oneperstudent
❏ “MostHealthy”and“LeastHealthy”signs
❏ onepost-itperstudent,orasquareofpaperperstudentandtape
❏ Projectorandscreenorwhiteboard
❏ NutritionFactspanel(fromanyprocessedfoodpackage)projectedonaboard,wallorscreen;or
collectionoflabelsfromavarietyoffoodsandbeveragesthatareavailabletostudentsatschool
(Optional: Ask colleagues, students and friends to supply you with empty boxes, cans and/or packages. Be sure to keep the Nutrition Facts panels and list of ingredients from the products or keep the full packaging, if possible. You may want to make copies of the labels and enlarge the print so the text is easier for students to read.)
directions:
introduce. Thislessonwillprovidetheopportunitytoreflectonwhatyoucareaboutandthingsthatare
importanttoyou.
part 1: start activity.
Ask the students to close their eyes or look down at their desks and think about:
““What is important to you? What do you care about?” Think about what or who you would miss if they were no
longer in your life.
Note: Students may act out a bit—such as laugh or giggle—this is a normal emotional response.
step 1: engage students.DistributetheCirclesofCaringWorksheet.Sharetheprovidedsampleworksheetor
createasampleusingideasgeneratedbyyouand/orthestudents.
part 1: 35-40 Minutes; part tWo: 35-40 Minutes
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care2eat >>HealthierGeneration.org7
step 2: self reflect. AskstudentstocompletetheirCirclesofCaringWorksheetbywritinginthe
circlesthepeople,things,placesandactivitiestheythoughtaboutduringtheirreflection.Theyshould
capturethosethingstheycaremostaboutintheinnermostcirclesandplacelessinfluentialpeopleand
thingsintheoutermostcirclefarthestawayfromthecentercirclethatrepresentsthestudent.Letthe
studentsknowtheywillnotbesharingtheworksheetsbutwillbeworkingwiththemlaterinthelesson.
Challengestudentstoidentifywhattheytrulycareaboutregardlessofwhatothersmightthink.
Alternative Strategy: Ask students to write in the circles those things they thought about during their reflection that help them to be healthy and well. Have them place the more significant things in the inner circles.
step 3: pair and share. Askstudentstosharesomeexamplesfromtheirworksheetswithapartner
(onlythosethingstheyfeelcomfortablesharing).Askstudentstoconsiderincluding“healthyeating”on
theirworksheets,iftheyhavenotdonesoalready.
Note: Encourage students to place “healthy eating” where it is most authentic for them. It may be necessary to review or discuss and define
“healthy eating.” See Dietary Guidelines for Americans in Glossary.
Acknowledge that people have different relationships with food and remind students to be respectful of all differences.
step 4: think deeper. Askthestudentstothinkabouthowhealthyeatingcanimpactthepeopleand
thingstheycaremostabout.Havestudentsselectuptothreepeople,thingsoractivitiesfromthecircles
andlisttheminthesectionoftheworksheettitled“Thinkdeeper.”Foreachitem,havestudentswritea
briefstatementdescribinghow“healthyeating”canhaveapositiveimpact.
step 5: think more. Distributehalfsheetsofpapertoeachstudent.Askstudentstowrite(legibly)
whatactiontheywouldneedtotakeinordertomove“healthyeating”intoaninnercircle(showing
that“healthyeating”issomethingtheycareabout).Havestudentscrumpletheirpapersintoballs,stand
upandformacircleandtosstheirpapersintothemiddleofthecircle.Studentseachpickuponepaper
ball,tradetheballwithanotherstudentandreadthepapertheyendupwith.requestasamplingofstu-
dentstosharetheirpapers.Encouragestudentstoidentifyoneactiontheycanindividuallytaketomake
“healthyeating”ahigherpriorityandwriteitonthebackoftheirCirclesofCaringWorksheet.
Alternative Strategy: Collect the action steps and post the list for all to see throughout the unit of study. Remind students of their action steps.
Assigning journal or blog entries to students on a weekly basis—for students to share their progress including identification of barriers and helping
factors—can serve as an assessment of implementing personal change.
part 2: preparation.
Create a continuum. Write the words “Most Healthy” on a paper and post on the
right side of a wall. Leave a space (10 feet or more, if possible) and on the left side post the words
“Least Healthy.” Distribute a post-it (or sheet of paper) to each student.
step 1: engage students. Didyouknowthatmanystudentseat50%oftheirdailycalorieswhileat
school?Havestudentsmakegroupsof3-4andanswerthequestion,“Whatarestudentseatingand
drinkingatschool?”Askstudentstowriteonefoodordrinkontheirpost-its(orsquareofpaper)—not
duplicatinganyanswerswithintheirgroup.(Askstudentstowriteorprintinbigletterssothewords
canbeseenfromadistance.)Bygroup,havestudentsposttheiranswerswheretheybestfitalongthe
continuum,placingfoodsanddrinksthataresomewhathealthyinthemiddlesection.
1. Why Should I Care? continued
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care2eat >>HealthierGeneration.org8
step 2: discover. ProjectaNutritionFactspanelonascreenorboard(orseeAlternateStrategybelow).Ask
studentstoexaminethepanel.Asaclass,categorizethenutrientsasonesthatpeopleshouldtrytohavemore
ofintheirdiets(dietaryfiber,proteins,vitaminsandminerals,suchascalciumandiron)andlessofintheirdiets
(fats,cholesterol,sugarsandsodium).Letstudentsknowthat,ingeneral,Americansconsumetoomanycalories,
typicallyintheformoffatsandsugars.Caloriesalsorelatetonumberofportionsingestedanditisimportanttobe
awareoftheservingsizelistedontheNutritionFactspanel.
Note: For more instructional content on general nutrition, portion sizes and label reading, go to the first three websites listed at the end of this lesson.
Alternative Strategy: Distribute labels from a variety of foods and beverages, preferably that are available at school, for students to examine.
step 3: analyze. reviewthefoodsandbeveragespostedonthecontinuumanddecideiftheitemswereplaced
correctlyusingtheknowledgegained.Askafewvolunteerstocomeupandreadthepost-itsand,asaclass,
identifyifanyoftheitemsneedtobemovedalongthecontinuumandexplainwhy.(Foodshighinfiber,proteins,
vitaminsandminerals—postednearthe“MostHealthy”side;foodshighinfats,sugarsandsodium—postednear
the“LeastHealthy”side.)
step 4: process.
Intheirsmallgroups,askstudentstorespondtothesequestions(postorproject):
•Dothefoodsanddrinksthatstudentsareconsuminginschoolcontributetotheirhealthandabilitytolearn?
•Doyoucare?
•Shouldyoucare?
Alternative Strategy: Discuss collectively as a class.
1. Why Should I Care? continued
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care2eat >>HealthierGeneration.org9
Wrap-up:
encourage. Voiceencouragingstatementsthatletstudentsknowthey
cantakeresponsibilityfortheirhealthandcaninfluencethechoices
theymake.
remind. Statehowhealthyeatingisimportanttooverallhealthand
howyouwillcollectivelyexplorefoodchoicesandtheeffectsonindi-
vidualsandtheschoolcommunity.
glossary:
Beverages: Alsoknownasdrinksorbycategorysuchasmilk,juice,
soda/pop,sportsdrinks,etc.—anyliquidwhichisspecificallyprepared
forhumanconsumption.
dietary guidelines for americans: Science-basedadvicetopromote
healthandtoreduceriskformajorchronicdiseasesthroughdietand
physicalactivity
nutrition facts panel: AlsoknownastheNutritionFactslabeland
NutritionInformationpanel—isrequiredonmostpre-packaged
foodsintheU.S.andinothercountries.Theinformationinthe
mainortopsectioncanvarywitheachfoodproduct;itcontains
product-specificinformation(servingsize,calories,andnutrient
information).ThebottompartcontainsafootnotewithDailyVal-
ues(DVs)for2,000and2,500caloriediets.Thisfootnoteprovides
recommendeddietaryinformationforimportantnutrients,includ-
ingfats,sodiumandfiber.Thefootnoteisfoundonlyonlarger
packagesanddoesnotchangefromproducttoproduct.
integration ideas:
language arts: reacttothefollowingquotefromrob
Gilbert:“Firstweformhabits,thentheyformus.Conqueryourbad
habitsortheywillconqueryou.”
science: Explorenutrientsandtheirimpactonthehumanbody.
Foralistingofwebsitesrelatedtothislesson,goto
care2eat WeB sites
1. Why Should I Care? continued
Use the Smart Snacks Product Calculator to analyze
snacks and side items. Find the Calculator at:
CALCULAToR
Review the USDA’s Smart Snacks in School nutrition
standards.
Use the Smart Snacks Product Calculator to determine
if your snack, side, entree or beverage is compliant.
MystudentsreallyenjoyedtheCirclesActivity.—HIGHSCHooLHEALTHEDUCATIoNTEACHEr
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care2eat >>HealthierGeneration.org10
CIRCLES oF CARIng
AUnT JoAn DAnCIng
DyLAn
SHoPPIng!
LATTES
soccer
familyCELLPHonE
KARA
summer
ipod
My DogS!
MEge
ttin
g in
to co
llege
think deeper
family—havingdinnerwithmyfamilyandeatinghealthyfoodsgivesusallmoreenergyandwe’llbeabletodomorethingsoutdoorstogether(skiing,biking…)
dogs—ifmydogseathealthy,theywilllivelonger
soccer—goodfood=goodplayer
My name is_______________________________________ and i care about...
ALEx
exaMple
1. Why Should I Care? continued
2
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care2eat >>HealthierGeneration.org11
think deeper
2
1
3
your turn
CIRCLES oF CARIngMy name is_______________________________________ and i care about...
1. Why Should I Care? continued
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care2eat >>HealthierGeneration.org12
2. Who Else Cares?Studentsidentifyhowdecisionsaremadethataffecttheirhealth.related national health education standards:
standard 3: Studentswilldemonstratetheabilitytoaccessvalidinformationandproductsandservicesto
enhancehealth.
standard 5: Studentswilldemonstratetheabilitytousedecision-makingskillstoenhancehealth.
Materials and preparation:
❏ WhoMakesDecisionsaboutWhatYouEatinSchool?Worksheet—onecopyperstudent
❏ SchoolFoodsScenarios—cutoutandseparatethesixscenarios
❏ Sixsignswithscenarios’roles(onerolepersign):Principal,SchoolStoreManager,SchoolNurse,Parent,
Vendor,FoodServiceDirector—postaroundtheroomroughlyequaldistanceapart(provideroomfor
studentstogatherbyeachsign)
❏ MaterialsfortheScavengerHunt—seePart2—Stepone(Steponemayincludepaperandmarkers,
digitalcameras,amapoftheschool,student-createdmaps,etc.)
directions:
introduce. Inthislessonwewillexplorewhatinfluencesfoodchoicesintheschoolenvironment:
Whatfoodsaresoldandpurchasedandwhomakesthesedecisions?
part 1: start activity.
Distribute the Who Makes Decisions about What you Eat in Schools? Worksheet. Ask students to complete the
worksheet.
step 1: engage students. Afterstudentshavecompletedtheworksheet,askthemtoassumeoneofthesethree
physicalposturesbasedonwhichonemostreflectstheiropinions:1)Standupright—iftheyfeeltheyhavecomplete
controloverthefoodsthattheycanpurchaseatschools;2)Getoutofthechair,butcrouchorsquattodemonstrate
thattheyfeeltheyhavesomecontroloverthefoodstheycanpurchase;3)Stayseatediftheyfeelthattheyhavelittle
ornocontroloverthefoodstheycanpurchaseatschool.Havestudentslookaroundtoseetheresultofthis“poll.”
step 2: discuss. Asalargegroup,discusswhohasthecontroloverfoodssoldinschoolsandwhatinfluencesthese
decision-makers.Makesurethediscussionreflectshowstudentsfeel,asdemonstratedinStep1.
part 1: 40-50 Minutes; part 2: 45-60 Minutes INCLASSTIMEDEPENDINGoN
THEMANNEroFrEPorTINGoUT.
Note: This lesson takes place over 2-3 class periods with time allowed for students to conduct their work and prepare to report out.
(I MEAn REALLy CARES!)
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care2eat >>HealthierGeneration.org13
step 3: enact scenarios.Assigntherolesofthepersonsinthescenariostosixstudents(onescenario
toeachstudent).Encouragethe“actors”tobeserious,passionateandconvincingintheirroles.Have
thestudents“perform”theirrolesoneatatimeinfrontoftheclass—beingsuretointroducetheir
assignedrole/title.
step 4: react and respond. Askallstudentstoindividuallystandbythesignofthepersontheythink
showstheleastconcernforhavinghealthyfoodanddrinkchoicesforstudents;thepersonwhosecomments
aremostunacceptable.Studentstalkwithothersbythesamesigntocometoconsensusonwhytheythink
thispersonistheleastcaring,mostoffensiveor“clueless”anddiscusswhattheywouldliketosaytothat
person.Additionally,askstudentstoconsidertheparadoxes,contradictionsand/ormixedmessagesinherent
inthatperson’smessage.Havegroupsreportoutbriefly.Afterthestudentshavereportedout,askifany
ofthestudentswanttochangethesignthattheyarestandingbyandallowthemtomovetothatsign.Still
standingbythesigns,havethestudentscometoconsensusononeormoresolutionsoralternativesforthe
person;whatwouldbeawayforthispersontobetterdemonstratecareaboutthefoodanddrinkchoices
thatstudentshaveatschool?Whatotheroptionsdoesthispersonhavetomeethis/herneedsandconcerns
whileensuringhealthierchoicesforstudents?
Note: You might want to add blank chart paper by each sign so students have a place to write their messages and/or capture the solutions or
alternatives that they generate.
step 5: process. Applaudstudents’effortsinperformingtheirrolesandingivingthesituationssomeseri-
ousthought.rhetoricallyposethequestions,“Whoelsemightbesellingyourhealthandinwhatways?And,
howmightyoubeplayingaroleinperpetuatingthesepractices?”LetstudentsknowthatPart2ofthislesson
willexplorethesenotions.
Alternative Strategy: A lesson or activity on Media Literacy inserted here could enhance students’ understanding of concepts related to
marketing and advertising. See the resources and lesson extensions or consider using Lesson 9 from the ReadB4UEat! Teacher Guide found at
www.HealthierGeneration.org/readb4ueat.
part 2: preparation.
remindstudentsthatthecharacterofthe“FoodServiceDirector”inthescenariosinPart1definedcompeti-
tivefoodsandbeveragesasthoseitemsthat“compete”withtheschoolmealsprograms(thosethatreceive
federalreimbursementorsupport).Thesecompetitivefoodsanddrinksarefoundinalacartelinesinthe
cafeteria,vendingmachines,schoolstores,snackcartsandsnackbarsandinfundraisers.
step 1: conduct a scavenger hunt. Givestudentsacertainamountoftime(suchasanadditionalclass
periodorashomework/outofclasstime)tolocatecompetitivefoodsanddrinksontheschoolcampusand
tofindmessagesaimedatstudentsaroundtheschooltoeatordrinksomethingoutsideoftheschoolmeal.
Encouragestudentstobecreativeinlookingformarketingandbrandingmessages(seedefinitionsinGlos-
sary)theygetinsuchplacesasscoreboardsandbookcovers.offerstudentsthefollowingoptions—selecting
theonesthatbestfityourschoolenvironmentandthetimeyou’veallottedforthislesson:
2. Who Else Cares? I Mean Really Cares! continued
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care2eat >>HealthierGeneration.org14
Alternative Strategy: In addition to noting where competitive foods and drinks—and related marketing/branding—are found, students can also be asked
to distinguish between healthier and less healthy choices to reinforce learning from Lesson 1. All of the choices can be divided into 3-4 groupings of loca-
tions (such as cafeteria and gymnasium; outside the building—including fields and/or courts, the auditorium and teachers’ lounge; offices, all classrooms
and hallways including lockers). Assign each student to one grouping of locations ensuring that all are covered. When students reconvene, they can process
their findings with students representing other locations so, as a whole group, they get a sense of the entire school environment. (This kind of activity is
called a “Jigsaw.”)
step 2: recount and regale.Determineawayforstudentstoreportoutontheirfindings.oneexampleisthatthis
canbedoneasaGalleryWalkwhereallstudentsposttheirsurveytools,inventories,mapsandphotosandstudents
mullaroundtheroomandlookatalltheitems.Considerthatsharingcanbedoneinsmallgroupsoraspresentations
tothewholeclass.
step 3: process. Asawholeclass(orinsmallgroups),leadadiscussionthatcoversthefollowingquestions:
• Whoissellingstudents’healthontheschoolcampusandinwhatways?
• Howdostudentsparticipateinthispracticeandwhatdostudentsdotoperpetuatetheirvulnerabilityasobjectsby
whichothersprofit?
• What,ifany,connectioncanbemadebetween“personalchoice”(whatyouandyourpeersliketoeat/buy)andthe
marketingpresence/availabilityofthesefoodsatschoolorinthecommunityonthewaytoschool?
• Whatschoolpracticespromotehealthyeating?
• Whatarebenefitsforschoolsinmodelingandreinforcinghealthyeatingbehaviorsforstudents?
• Howcanschoolsaccesshealthierfoodchoices;whatrecommendationsdoyouhaveforchangingtheschoolfood
environment?
Alternative Strategy: Questions can be used as a homework assignment or a separate language arts lesson.
❏ UsetheUSDA’sSmartSnacksinSchoolStandardsinthe
Appendices,orgoto:
www.healthiergeneration.org/smartsnackbeverages
www.healthiergeneration.org/smartsnackfoods
tocompareallthecompetitivefoodsanddrinksthat
theschoolsells.Also,usetheSmartSnacksProduct
Calculatorat
www.healthiergeneration.org/productcalculator
todetermineifsnacksmeettheSmartSnacksinSchool
NutritionStandards.Tofindavarietyofsnacksandbev-
eragesthatmeetstheSmartSnacksinSchoolNutrition
Standards,gototheProductNavigatorat
www.healthiergeneration.org/productnavigator
2. Who Else Cares? I Mean Really Cares! continued
ChoosE onE:
❏ Createamapoftheschoolandindicateonthemap
wherecompetitivefoodsanddrinks—thosesoldoutside
oftheschoolmeals—andmarketingandbrandingmes-
sagesarefound.Developakeytoidentifyfoods,drinks
andmessages.
❏ Createtwocolumnsandlistontheleftsidethecompeti-
tivefoodsanddrinksandontherightsideidentifywhere
thesearefound.
❏ Takephotosofcompetitivefoodsanddrinksandmar-
ketingandbrandingmessages.Putthephotostogether
inacollage.Consideraddingactualpackagesofproducts
forthiscollage(orcraftacollagejustusingwrappersand
otherpackaging).
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Wrap-up:
re-examine. Havestudentsreviewtheirworksheet“WhoMakes
DecisionsaboutWhatYouEatinSchool?”Askstudentsiftheirchoices
havechanged.(Theycanre-markthegridbyfillingintheboxesthatnow
bestapply.)Discussiftherehasbeenashiftinthinkingastowhomand
whatinfluencestheirfoodchoicesatschool.
role model. Choosetoeathealthyfoodchoiceswhileatschool.
Considersteppingupandworkingtomobilizechangeintheschool
nutritionenvironment—suchasbyjoiningtheSchoolWellnessCouncil.
glossary:
Branding: Connectingaproductorproducerwitharecognizablename,
trademark—a“brand”(canincludelinkinganitemwithalogo).
competitive foods and Beverages: Inmostschools,thenutrition
environmenthastwocomponents:theU.S.Departmentof
Agriculture(USDA)schoolmealsprogramandthesaleofcompetitive
foods.USDAdefinescompetitivefoodsasthosefoodsandbeverages,
regardlessofnutritionalvalue,soldataschoolseparatefromthe
USDAschoolmealsprogram.
Marketing: Promotion,distributionandsellingofaproduct
orservice.
school Meals programs: Federallyassistedfoodprogramoperatingin
publicandnonprofitprivateschoolsandresidentialchildcareinstitutions.
Itprovidesnutritionallybalanced,low-costorfreelunchestochildren
eachschoolday.TheprogramwasestablishedundertheNationalSchool
LunchAct,signedbyPresidentHarryTrumanin1946,andnowincludesa
schoolbreakfastandafter-schoolsnackinitiatives.
integration ideas:
language arts: Writeapositionpaperaboutthefollowingstate-
ment:“Foodanddrinkchoicesthatarehealthiergivestudents
more—notless—options,evenwhenlesshealthyitemsareremoved
fromtheschool’scampus.”
visual/performing arts: Findcreativewaystoexpressanyfrustration,
angerorexcitementyoufeelabouttheeatingchoicesatschoolorthe
waymoneyisraisedatthepossibleexpenseofstudenthealth.
lesson extensions:
Research definitions and concepts of media literacy.
Create mock ads and/or parodies of packaging.
Write slogans, jingles, etc. For example, instead
of “Smarties,” create an ad and packaging for
“Dummies.” or create media for truly healthy
products. Explore what an honest ad might look or
sound like. Post a commercial on youTube.
Using the foods located at school as examples, discuss
serving sizes and nutritional values of the foods found.
Extend the Scavenger Hunt to include the community,
especially those venues where students typically buy
snacks and beverages.
Foralistingofwebsitesrelatedtothislesson,goto
care2eat WeB sites
2. Who Else Cares? I Mean Really Cares! continued
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your name_______________________________________________________________________ today’s date___________________
directions: Inthechart,fillintheboxthatyoufeelbestdescribeshowmuchyouagreewitheachstatement:
Belief statements don’t agree
kind of agree
agree totally agree
example:IlikethefoodsIchoosetoeatatschool.x
Theschooloffersawideselectionofsnack,drinkandfoodchoices.
Icaneathealthfullyatschool.
TheprincipalmakesdecisionsthatimpactthefoodanddrinkchoicesIcanmakeatschool.
Thekitchen/foodservicestaffmakesdecisionsthatim-pactthefoodanddrinkchoicesIcanmakeatschool.
otherschoolstaffmakedecisionsthatimpactthefoodanddrinkchoicesIcanmakeatschool.
MyfriendsinfluencethefoodanddrinkchoicesImakeatschool.
FoodcompaniesinfluencethefoodanddrinkchoicesImakeatschool.
IfeelthatIhavecompletecontrolovermyfoodanddrinkchoicesatschool.
Commentsorthoughtsaboutthechoicesprovidedforyouatschool:
Who Makes decisions about What you eat in school?
2. Who Else Cares? I Mean Really Cares! continued
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school food scenarios(allareactual—orcompositesof—real-lifesituations)
principal
“oneofmybiggestresponsibilitiesiskeepingthisschoolafloatfinancially.Therearesalariesfortheteachers
andsuchthingsasheatandelectricityfortheschoolbuilding.Ineedtomakesurethisschoolisasafeplaceto
workandlearn.Wealwaysneedtoraisemoneytosupportactivitiesthatenhancethecoresubjectareas.For
example,sportteamsandthebandneedequipmentanduniforms.Somedaysitfeelshardtomakesurethere
isenoughpaperandpensinthebuildingsnevermindfunctioningcomputers!Sellinglotsofsnacksinvending
machines,onlunchlinesandthroughfundraisershelpskidsgetmoreofwhattheyneedatschoolaswellas
someoftheextrasthattheyenjoy.”
school store Manager
“Myroleinhelpingmanagetheschoolstoreistoteachkidsaboutbusinessskills.Wesellallkindsoffoodfrom
chipsandchocolatetoicecreamandsoda.Thisiswhatmakesmoney;thisistriedandtrue.Iwantthekids
whooperatethestoretofeelsuccessfulandtounderstandtheconceptsofsupplyanddemand.Kidswon’tbuy
healthieritemsandthestorewouldhavetoclose.Whatkindoflessondoesthatteach?Plus,wegivesomeof
theproceedsofourstoretoclassesforfieldtrips.Howelsewouldkidsgettovisitsomeoftheplacestheylike
togoiftheschoolstorecloses?”
school nurse
“Iamreallyconcernedabouttheepidemicofchildhoodobesity.Today,nearly1in3youthareatanunhealthy
weight.Theobesityepidemicisclearlytakingitstoll,asmoreandmorekidsaredevelopingconditionsand
diseasestypicallyassociatedwithadults.AccordingtotheCentersforDiseaseControlandPrevention,1in3
individualsbornintheyear2000willdeveloptype2diabetes.It’salsohardonourhealthcaresystem.Thereisa
highpersonalandemotionalcosttoo.Kidswithdiabetesareoftenabsentmorethanotherkids.Icaresomuch
abouttheseissuesthatI’morganizingafundraiserfordiabetespreventionandtreatment.I’mworkingwith
parentsintheschooltoconductaseriesofbakesales.oursloganis‘Sweetenyourfamily’sday–bringthem
homesomesweettreatsandhelppreventdiabetes.’”
2. Who Else Cares? I Mean Really Cares! continued
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school food scenarios(allareactual—orcompositesof—real-lifesituations)
parent
“I’moneoftheparentsworkingwiththeschoolnursetoconductbakesalesthatwilltakeplaceeveryweek
immediatelyafterschoolthroughoutthefall.Ilikebakesalesbecausetheyarequickandeasytoputtogether.
Ijustbuyaboxofcookiesandthengivemysonanddaughterafewdollarstobuysomeofthetreatstheylike.
SometimesIbakethingstoo—whenIhavetime.Ifeelgoodaboutcontributingtotheschool—it’stheleastIcan
do!I’malsodoingmypartbybuyingotherthingstheretobringhometosharewithmyfamilyandfriends.Ilike
tothinkthatI’mbringingalittlesweetnesstothewholeneighborhood!”
vendor
“Istockthevendingmachinesatschool.I’masmallbusinessownerandjuststockwhattheschoolfolkstellme
toputintothemachines.Ididgetaletterfromthefoodservicedirectoraskingabouthealthieroptions,andI
triedtoputafewthingslikebakedchipsintothemachines.Buttheydidn’tsellaswellastheusualstuff.Iknow
whatkidsbuyandthat’swhatI’mselling.Ihavetoputfoodonmytableformyfamily.Ican’triskthingsnotselling.
Plus,themanufacturersgivemebonuseswhenIsellcertainthings.I’vegottofollowthemoney.Iwouldhelpmore,
butIalsodon’thavetimetofigureoutwhat’shealthierandIjustcan’triskadropinrevenue.”
school food service director
“Iconstantlywalkatightlinewhenitcomestomanagingmybudget.Thefederalgovernmentdoesnotgive
meenoughmoneytocovertherisingcostoffoodandthewholeoperationofthefoodservicedepartment.I
havetopaystaff,keepequipmentfunctioningandbuyfood.Thelistgoesonandon.Itrynottoraisetheprice
ofthemealsbutsometimesIhaveto.Iftheamountofreimbursementthatthegovernmentgivesmedoesnot
goup,Ihavetosellallthisotherstuffcalledcompetitivefoodsandbeverages.Thefoodanddrinksintheala
carteline(likethechips,icecream,snackcakes,andicedtea)andthevendingmachines(evenfoodanddrinks
soldintheschoolstoreandthroughfundraisers)arecalled‘competitive’becausetheycompetewithsalesof
theschoolmealsprogram.Iknowsomepeoplealsothinkthese‘compete’withstudents’health.Isellhealthy
optionsbutstudentsprefertheunhealthieritems.Igetpressurefromtheprincipalandschoolboardtomake
money.Igetpressurefromthestudentsaboutthefood.Igetpressurefromparentstoimprovethefood.And
nowtherearestricterregulationsaboutwhatIcanserveandsell.IneedhelpbutIcan’tfindanyonetoturnto
andIdon’tknowwhereorhowtostartdoingsomethingdifferent.Whohastime?”
2. Who Else Cares? I Mean Really Cares! continued
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3. now I Care.Studentswillcommunicatetheirpositionononeormorehealthorcivicissuesrelatedtofoodandeating.related national health education standards:
standard 1: Studentswillcomprehendconceptsrelatedtohealthpromotionanddiseasepreventiontoenhancehealth.
standard 2: Studentswillanalyzetheinfluenceoffamily,peers,culture,media,technologyandotherfactorsonhealth
behaviors.
standard 4: Studentswilldemonstratetheabilitytouseinterpersonalcommunicationskillstoenhancehealthandavoid
orreducehealthrisks.
standard 8:Studentswilldemonstratetheabilitytoadvocateforpersonal,familyandcommunityhealth.
Materials and preparation:
❏ IBelieve…Worksheet—enoughpagesforeachstudenttomakenotesonallpresentations
directions:
Introduce.Thislessonwillprovideanopportunityforyoutoexaminepersonalfreedomandpersonalrightsvs.the
goodofthesociety,explorepublichealthandcivicissuesrelativetofoodandeatingandcommunicateamessagewith
yourpositiontopeersandadults.
Note: To help younger students grasp these concepts, select fewer choices that are developmentally appropriate and most relevant such as those marked
with an asterisk (*) below.
part 1: start activity.
Food choices and one’s body weight are personal matters that transcend into the realm of public health and soci-
ety as a whole. As a result, issues of civil rights and social justice are interconnected with food and eating options.
step 1: engage students. Discusssomesituations—relatedtofoodand/oreating—wherethebalanceofpersonal
andsocietalrightsmayconflict.Theseissuesprovideopportunitiestoexploreindividualrights,aswellasgovernment,
privatesector(corporate)andcommunityresponsibility.Examplesinclude:•Menu-labelinginrestaurants/schools*
•Proximityoffastfoodrestaurantsandconveniencestorestoschools*
•Schoolschargingmoreforunhealthyfoodsinvendingmachinesoronalacartelines*
•rulesappliedtostudentseatinginschools—includingtimeallowed*
•ContentofSchoolWellnessPolicy*
part 1: 40-50 Minutes; part 2: 45-60 Minutes DEPENDINGoNTHENUMBEr
oFPrESENTATIoNS.
Note: This lesson takes place over 2-3 class periods with time allowed for students to prepare and deliver their presentations.
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•Usingfoodasarewardorincentive*
•Studentaccesstoaffordablehealthyfoodchoices
•SchoolsweighingandmeasuringstudentstokeeptrackoftheirBodyMassIndexesandwritingletterstofamiliestonotifythemoftheresults
•Closedvs.openschoolcampuspolicies
•Communitieshavingaccesstoaffordablefreshfruitsandvegetables
•Statestaxingsodaand/orsnackfoods(similartotobaccoandalcoholtaxes)
•Foodmarketingtochildren
•Governmentrequiringindividualstohavehealthinsurance
•Economicsofobesity
•Foodandpoverty
•Weightbiase.g.airlineschargingmoreforoverweightpassengers
step 2: Brainstorm. Leadstudentsinabrainstormaboutotherglobal,national,localorschool-basedsituations
relatedtofoodand/oreatingthatimpactindividuals’rightsandpotentialresponsibilitiesofthebroadercom-
munityandpublic.
step 3: take a stand. Askstudentstoworkindividually,inpairsorinsmallgroups,toselectoneissueand1)
thinkcriticallyaboutthebalanceofpersonalrightswithsocietalrightsandsocialjustice,2)seetheissuefrom
multipleperspectives—provideprosandcons,3)assertapersonalstance,and4)makerecommendationsfor
responsibleactiontorespectfullyaddresstheissue.Eachtopicshouldbeapprovedbytheteacher.
•Personaldebate(whereastudentgoesbackand
forthwithhim/herselfpresentingbothsidesof
theissue)
•Debatewithanotherpersoneachtakinga
differentpointofview
•researchpaper
•Essay
•Newspaperarticle
•Blogorseriesofblogpostings
•radiospot
•roleplay
•othercreativepresentation
Notes:Students should title their projects; I Believe _______________________ (fill in the blank)
Remind students to be mindful of the culturally diverse and interdependent world in which we live.
Their presentations should reflect respect for personal and cultural differences.
Establish a time limit for the presentation of the final product such as 5 minutes.
Instruction on how to develop views based on pros and cons, cause and effect, etc. may be needed if the students are unfamiliar with this kind of persuasive writing.
Students are to prepare an outline of their presentations.
Give students additional class time and/or assign the project as homework with a clear deadline.
students Will select a Method to present their vieWs such as a:
3. Now I Care. continued
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part 2: preparation.
Designate a process for the order of presentations. Distribute the I Believe … Information Worksheet to each
student.
step 1: present. Askstudents(aloneorinpairsorsmallgroups)topresenttheirpositions.remindthemofthe
timelimit.Youmaywanttoaskastudenttobethetimekeeper.ProvidetheclassdirectionsontheIBelieve…
InformationWorksheetthatstudentswillcompleteaftereachpresentation.
step 2: process. Havethestudentsreflectonwhetherapproachingissuesfromtwosideswasdifficulttodo—why
orwhynot.Discussthegeneralthemesoftherecommendationspresented.Askstudentshowtheiropinionsmay
havechangedasaresultofwhatwaspresented.
Wrap-up:
acknowledge. Thankthestudentsfortheirthoughtfulpresentationsanddiscussion.
remind. Tellthestudentsthatmanyoftheirideaspresentedwillbeusefulinthenextlessonandtothinkabout
whattheyhavelearned.
glossary:
civic issues: Issuesthattakeintoaccounttherecognitionthatapersonisamemberofalargersocialfabric.
Thereforeissuesthataffectthesocietyalsoaffecttheindividualandviceversa
personal rights:rightspertainingtoone’sownperson—includingone’sbody
integration ideas:
language arts:Writeapersuasive“oped”commentaryononeormoreoftheissuesandsubmitittothestu-
dentnewsletter/newspaper/blog.
social studies: Discusscivilrightsandsocialjusticeissuesaroundaccessandaffordabilityoffoodfromacommu-
nityperspective.
lesson extensions:
Use Twitter to tweet every time you eat something healthy or post on a student blog that has been established for the class.
Research local, state or national issues that relate to school or community food policies and prepare a one-page summary to share
with school authorities.
Talk with the school Food Service Director or cafeteria manager to learn about food procurement processes.
Foralistingofwebsitesrelatedtothislesson,goto: care2eat WeB sites
3. Now I Care. continued
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I BELIEVE(InFo WoRKSHEET)
your name______________________________________________________________________ class______________________
presenters:
FormatofPresentation:
Issue:
MainPoints:
recommendationsforAction:
presenters:
FormatofPresentation:
Issue:
MainPoints:
recommendationsforAction:
presenters:
FormatofPresentation:
Issue:
MainPoints:
recommendationsforAction:
presenters:
FormatofPresentation:
Issue:
MainPoints:
recommendationsforAction:
presenters:
FormatofPresentation:
Issue:
MainPoints:
recommendationsforAction:
3. Now I Care. continued
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4. Because I Care!Studentswillidentifystepsinadvocatingforhealthiersnacksandotherfoodandbeveragechoicesintheirschoolcommunity.related national health education standards:
standard 5: Studentswilldemonstratetheabilitytousedecision-makingskillstoenhancehealth.
standard 8: Studentswilldemonstratetheabilitytoadvocateforpersonal,familyandcommunityhealth.
Materials and preparation:
❏ onaboard,flipchartorscreenposttheProjectstoConsiderlist(seePart1:Startactivity)
❏ Indexcards—enoughforthreecardsperstudents
❏ StepUpforaHealthierSchoolWorksheet—sixcopies
❏ optional:PostdirectionsfortheWildCardBrainstorm,especiallyremindingstudentsofthesymbolsfor
thecards(PlusSigns+++,FrowningFace(),SmilingFace()
directions:
introduce. Inthislessonwewillexaminewhatittakestomakechangesintheschoolfoodenvironmentandrecog-
nizethatchangeisaprocesswithdifferentphases.Changecantakealongtimeandusuallyrequirespersistence.Think
aboutculturalshifts;howlongittakesforlegislationtobecomeenacted.Trafficsafety,forexample,hasgonethrough
manyiterationsofchangeandcontinuestodosowithshiftsinrequiredsafetyfeaturesincarsandspeedlimits.Tobac-
cousebehaviorscontinuetoevolvewithtaxesandprohibitionsofuseinmoreandmorepublicplaces.Thesesocietal
shiftshavebeendecadesinthemaking!
part 1: start activity.
Post the following list titled “Projects to Consider”:
•Designandconductanon-foodfundraiser(e.g.,funrun,auction,carordogwash…)
•Conducttastetestsofhealthierfoodsanddrinks
•Createasocialmarketingcampaigntoencouragehealthiersnackchoices
•Promotethesaleofhealthierchoicesintheschoolstore(e.g.,lowerthepriceofhealthieroptionsandincreasethepriceoflesshealthychoices;implementa“frequentbuyers”discountprogram;offerproductsamples;etc.)
•TakestepstohostaFarmer’sMarketonyourschoolcampus(orotherwaystobridgefarmersandtheschool)
•Takestepstostartorenhanceaschoolgarden(canincludegrowingproduceincontainers)
•Usethecafeteria/schoolkitchentolearnmoreaboutnutritionandcooking;workonmenu-labeling
part 1: 35-40 Minutes; part 2: 35-40 Minutes
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•Startastudentnutritionclub
•Improvethefoodchoicesinthecafeteria(e.g.,addasaladbar)
•Createamentorprogramwithyoungerstudentstoencouragehealthysnackchoicesandsnackprepara-tion(considerpairingitwithlessonsonliteracy—findingbookstoreadaboutfood)
•Conductaprojectofyourowndesignoutoftheschool(e.g.,workingwithconveniencestorestostockfreshfruitsandvegetables,effortstochangethefoodsanddrinksthatyourfamilybuys,changingvendingmachinechoicesinplacesthatyouthtendtogo…)
step 1: explain. requestthatavolunteerreadthelistofProjectstoConsider.Tellstudentsthat
thisisnotalistofprojectsthatthestudentswillundertake.Itisalistofprojectsthatstudentswillexaminein
ordertoidentifyandrecommendpotentialstepsofaction.Afterthelisthasbeenread,askstudentstobrain-
stormotherpossibleprojects.Addsuggestionstothelist.
step 2: vote. Conducta“PowerVote”oftheitemsonthelist:Eachstudentgets3votesass/hewishes(e.g.,
canputall3votesononeitem,orsplitthevotesup…).Youmayconsideraskingstudentstoputtheirheads
downontheirdesksorclosetheireyes—sotheywon’tbeinfluencedbywatchingeachother.readeachitem
onthelistoneatatimeandaskstudentstoraisetheirfingersaccordingtothenumberofvotestheywantto
use.Ifnecessary,conductenoughroundsofpowervotinguntilthetop5-6choicesareclearlyidentified(elimi-
natingthe“lowestvotedon”itemsineachround).
step 3: group students. Askstudentstoequallydistributethemselvesamongthe5-6choicesselectedin
Step2.(Suggestthatstudentsgototheirfirstchoices.Seeiftweaksneedtobemadetothegroupsformore
evensizing.Askforvolunteersfromthelargestgroupstodistributethemselvesamongthesmallergroups.
Thankthosestudentswhovolunteertomove.)
step 4: conduct the Wild card Brainstorm. Studentsarenowintheirsmallgroups—eachgrouprepre-
sentingoneofthe5-6“ProjectstoConsider.”Givestudentsastackofindexcards(enoughfor3cardsper
student).Explainthatthisissimilartotraditionalbrainstorming,exceptstudentswillwriteideasdowninstead
ofcallingthemout.StudentswillbrainstormtheirStrengths(skillsandtalentstheycancontributerelativeto
their“ProjecttoConsider”),PossibleBarriers(thingsthatcouldgetinthewayoftheprojectgettingimple-
mented),PossibleHelpingFactors(peopleandresourcesthatcouldhelpmaketheprojectsuccessful).
Note: Offer an example of what students might write on their cards. Use the example of a non-food fundraiser:
Strengths: Susan is a good artist, so she can create posters for a fundraising event;
Possible Barriers: People who liked the candy and bake sales might get angry;
Possible Helping Factors: The principal is supportive and can serve as an adviser.
4. Because I Care! continued
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Postthethreesymbolsandtheirmeaningforeasyreference.Directeachstudenttotakethreecardsanddraw
threePlusSigns(+++)onthetopofoneoftheircardswhichstandforStrengths.onanothercard,theydrawa
Frown() whichstandsforPossibleBarriers.onthethirdcard,theydrawaSmile()whichstandsforPossible
HelpingFactors.Walkthestudentsthroughthefirstroundortwoofthisactivitybyhavingthemwriteonething
oneachcard:Astrengththeycancontributetothisproject,somethingtheythinkcouldbeabarrier,andsome-
thingorsomeonetheythinkcouldbehelpful.Askthemtowritetheirfirstnameandlastinitialbythestrength
theywrote.
Note: Explain that students need to write neatly and small enough so a few other students can also write on the cards.
Whenstudentsarefinishedwiththethreecards,havethemplacethecardsfacedowninthemiddleoftheir
smallgroup.Forthenext10minutes,askstudentstopickupacardatrandomandasquicklyaspossiblewritean
ideaonthecardasappropriate.Everytimetheyfinishwritingonacard,theyturnitbackintothemixandpick
upanothercard.Theycanwriteonbothsidesofthecards.Havestudentscontinueuntilyouletthemknow10
minutesisup.Encouragethemtogenerateasmanyideasaspossible.remindthemtoputtheirinitialseverytime
theywriteastrength.
step 5: review. Intheirgroups,havethestudentsreadthroughtheircardstoseeallthestrengthstheyhave
generatedandthebarriersandhelpingfactorstheyidentified.
part 2: preparation.
Disseminate one copy of the Step Up to a Healthier School Worksheet to each group and walk through
the directions with the students.
step 1: identify action steps and more. Stayingintheirsmallgroups,writetheprojectthatisunderconsid-
erationatthetopofthepage(e.g.,conductanon-foodfundraiser).Usetheworksheettolist5keystepsthatwill
helpgetthisprojectimplemented.Foreachstep,thegroupshouldusethecardsfromthebrainstormtoselect
oneormoreofthegroupmemberswhowouldbegoodatthatstep(becauseofastrengththats/hebrings).
Writetheperson’sname(orpersons’names)ontheworksheetandwhys/hewaschosen.Aimtogetevery
groupmember’snameontheworksheet.
Eachgroupshouldidentifyontheirworksheetanimportantadvocate(someonewhocouldspeakupabouttheir
projectand/orhelpgetitimplemented)andnotewhytheythinkthispersonwouldwanttohelptheircause.
Note: Remind students that this is an action-planning tool—they are not expected to actually implement these plans.
step 2: share. Eachgrouphasthree-fiveminutestosharetheiractionstepswiththeclass.Intheirreporting
out,studentsshouldstatewhotheiradvocateisandwhytheyselectedthisperson.
step 3: process. Aftereachgrouphaspresented,asktheclasshowmessagesorrequestsforassistancemightbe
adaptedforadifferentadvocateoradifferentaudience(forexample,iftheywerepresentingtheiractionstepsto
aschoolboard,theprincipalorsuperintendent,acommunityleader…).
4. Because I Care! continued
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Wrap-up:
reflect on change. Engagetheclassinaconversationaboutchangesthey’vemadethathavehada
positiveimpactontheirlives,orchangestheyobservedorparticipatedinwiththeirfamiliesand/or
communities,orasamemberofthelargersociety.(Thismightrelatebacktothesocialandcivilissues
addressedinLesson3).
congratulate. Givethestudentskudosfortheirworkthroughouttheunitandforbeingcollaborative
withoneanother.Askstudentswhattheylearnedandaboutchangestheyhavemadeorconsidered.
Note: Students could review their Circle of Caring Worksheet—or create a new one—from Lesson 1 to see if any shifts have occurred. Ask stu-
dents to reflect on the lesson titles and determine if they’ve moved along the “continuum of care”—from Why Should I Care to Because I Care!
encourage mobilization. Studentsmightnowfeelmotivatedandreadytoactuallymakechanges
intheirschoolenvironmentandgothroughthephasesofchange(assessingtheenvironment,getting
importantsupport,takingactionandevaluatingandpromotingsuccess).
4. Because I Care! continued
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glossary:
ally (allies): onethatisassociatedwithanotherthatisahelper.
change process: Theprocessduringwhichthechangesofa
systemareimplementedbyfollowingapredefinedframeworkor
structure.Keyphasesincludeassessingthesituationorenvironment,
determininghelpingandhinderingfactors,designingandtaking
action,evaluatingactions/monitoringchange,andnotifyingothers
(e.g.,describingchangeoutcomes,promotingsuccesses…)
integration ideas:
social studies:
1.Exploretheprocessofchangeingovernment—considerusing
civilrightsasanexample(especiallyindicatingthetruetimelines
ofchange).
2.Identifywherefoodinthecafeteriacomesfromanddetermine
environmentalimpactofshipping,packaging,buyinglocally,etc.
family consumer science:
1.Conductnutritionalanalysisofschoolmenus.(Linkstoscience
too.Formathematics,postnutrientanalysisinthecafeteriaand
trackfoodsales.Also,measurefoodwaste.)Makesuretomeet
withtheFoodServiceDepartmentinadvance.Dothisworkasa
partnership.
2.Includelocalfarmproductsorproducefromaschoolgarden
inrecipes.
lesson extensions:
Create messages for the school’s PSA or morning
announcement system for promoting healthy eating.
Students present their action steps to the advocates
they identified.
Students implement one or more of the projects
identified in the lesson.
Foralistingofwebsitesrelated
tothislesson,goto
care2eat WeB sites
4. Because I Care! continued
EngagementandempowermentofyouthisnotaneasythingandIthinkthatthisunitofstudyhasdoneanexcellentjobofengagingyouth.—AFTErSCHooLProGrAMEDUCATor
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4. Because I Care! continued
STEP UP To A HEALTHIER SCHooL(InFo WoRKSHEET)
step
2
step
3
step
4
step
5
What:
Who:
Why:
What:
Who:
Why:
What:
Who:
Why:
What:
Who:
Why:
What:
Who:
Why:
Advocate: An important
person who could help make the
project successful.
Identifyanadvocate:
your name________________________________________________________________ class_____________________________
project name__________________________________________________________________________________________________
directions: Completetheworksheetbyfillinginthesteps.(StartwithStepone—thefoundationalstep!)
What: Identifyastepneededtoimplementtheproject
Who:Identifyapersonwhohas(orpersonswhohave)skillsneededtocompletethisstep
Why:Identifywhatskillsthispersoncancontributetothecompletionofthisstep
step
1start here!
name:
Title:
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Appendices
appendix a—USDA’sSmartSnacksinSchoolStandards
appendix B—SmartSnacksFoodInventory www.healthiergeneration.org/smartsnackfoods
appendix c—SmartSnacksBeverageInventory www.healthiergeneration.org/smartsnackbeverages