Food Day School Curriculum 2013

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Lesson 5: Be an Advocate — Teacher Resource — Advocacy Project Ideas Advocates at home • Home Inventory: Make an inventory of foods that meet the Food Day Eating Goals (e.g., fruits and vegetables, whole grains, fat free versions of milk and dairy products) and a list of overly processed and unhealthful foods. Talk with their families about buying more foods that meet the Food Day Eating Goals. Home Inventory Foods that Meet the Food Day Eating Goals Overly Processed and Unhealthful Foods • Family Action Plans: Create family action plans, similar to the personal action plans from the Food Day lessons to get their family to “Eat Real,” “Mostly Plants,” and “Not Too Much.” • Family Cooking Night: Plan a day to go to a farmers’ market or supermarket to buy some fresh fruits and vegetables. Follow The Kids Cook Monday, and make Monday evening the night for the family to cook and eat together. Advocates at school • School Water Fountain Inventory: Make a list of working and non-working water fountains in the school. Write a letter, as a class, advocating for getting non-working water fountains fixed, stating reasons why it is important to have access to water in school. School Water Fountain Inventory Location Working Notes Yes No • Healthy Fundraisers: Talk to school administrators and/or officers of the Parent Teacher Association (PTA) to get a list of school fundraisers. Research, as a class, ideas for healthful fundraisers and present these ideas to administrators and parents. Check out http://www.cspinet.org/new/200702141.html to help you get started. • Healthy Classroom Celebrations, Snacks, and Rewards: Come up with a list of foods that meet the Food Day Eating Goals and create a classroom food policy. Send the policy home to families. • Wellness Policy Implementation: Ask to see the school wellness policy. If some of the policies are not being implemented, create a plan for how to more fully enact school-food-environment policies. • Start a School Garden: Find out what it would take to start a school garden and talk with parents and school administrators about steps to take. Check out http://aggie-horticulture.tamu.edu/kindergarden/child/school/ sgintro.htm to get started. Advocates in the community • Community Water Fountains: Inventory how many working vs. non-working water fountains are in their community and nearby parks. Write a class letter to the city or town mayor or other individuals responsible to get non-working water fountains fixed and/or to get new water fountains installed. • Increase Healthful Foods in Local Stores: Go back to the map of the food environment that the students developed in Lesson 4. Have the class come up with a plan on how best they could ask the stores in their neighborhoods to stock more foods that meet the Food Day Eating Goals. 64 | Food Day Lessons
Lesson 5: Be an Advocate — Activity Sheet — Name Food Environment Advocacy Project Date Your class really can make positive changes to the food environment in your community! Use this sheet to plan your project. On the line below, come up with a catchy title to name your project. Then plan out the steps you will do to complete the project and think about how you could determine if your project is successful. ___________________________________________________________________________ (title of your project) On the lines below, list the steps to complete your project. Steps Completion Date _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ Write in the box below what you could do to determine if your project was successful at changing the food environment in your community. Food Day Lessons | 65
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Laurie M. Tisch Center for Food, Ed
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Table of Contents Overview of the F
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How to Use This Guide Lesson Plans
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Lesson 1: Eat Real 8 | Food Day Les
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Lesson 1: Eat Real — Core Activit
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Lesson 1: Eat Real — Cards — Wh
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Page 18 and 19: Lesson 1: Eat Real — Cards — Fo
Page 20 and 21: Lesson 1: Eat Real Food Change —
Page 30 and 31: Lesson 2: Mostly Plants 30 | Food D
Page 32 and 33: Lesson 2: Mostly Plants — Core Ac
Page 34 and 35: Lesson 2: Mostly Plants — Cards
Page 42 and 43: Lesson 2: Mostly Plants — Activit
Page 44 and 45: Lesson 3: Not Too Much — Getting
Page 46 and 47: Lesson 3: Not Too Much — Digging
Page 48 and 49: Lesson 3: Not Too Much — Recipe
Page 50 and 51: Lesson 3: Not Too Much — Cards
Page 52 and 53: Lesson 3: Not Too Much — Activity
Page 54 and 55: Lesson 4: Navigate the Environment
Page 60 and 61: Lesson 5: Be An Advocate 60 | Food
Page 62 and 63: Lesson 5: Be an Advocate — Core A
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Page 68 and 69: Tips for Modifying the Lessons for
Page 72 and 73: Lesson 1: Eat Real Eat Real Action
Page 74 and 75: Lesson 2: Mostly Plants Choose MyPl
Page 78 and 79: Appendix B: Adapting the Food Day C
Page 82 and 83: Lesson 1: Eat Real Eat Real Action
Page 84 and 85: Lesson 2: Mostly Plants Choose MyPl
Page 86 and 87: Lesson 3: Not Too Much Small-Size-I
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Food Day School Curriculum 2013

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