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3 To start this session off we want to show you this video put together by OPHEA explaining Comprehensive School Community Health, which I m sure most, if not all of you are familiar with. If not, however, this video explains it well (PLAY CLIP) Photo Retrieved from video screenshot 3

4 As they mentioned in the video, CSCH encompasses four integrated components effective policy, family and community engagement, high quality teaching and learning and healthy physical and social environments. Each of which we will be discussing with practical examples throughout this session for how to support nutrition using a CSCH approach in your schools. To do an assessment of your school s health environment that provides suggestions for working on areas of improvement try out the healthy school Planner at: hsp.uwaterloo.ca/ Photo Retrieved from: school communityhealth 4

5 This sums it up well why health and education need to work together because healthier students and better learners, and better educated individuals become healthier adults. Research has also consistently shown that students who have a diet of poor nutritional quality are significantly more likely to perform poorly on assessments and have poorer educational outcomes. Conversely, students who eat healthy foods regularly perform better in school, have improved attendance, and have better selfesteem. Photo Retrieved from: school communityhealth 5

6 There are a multitude of factors that influence our health from our genetic make up, to education level, to the environments in which we find ourselves in. In public health we work to change or support the environments in which people live, work, learn, play and rest, with the goal that in all of these settings, the healthy choice is the easy choice. There are so many factors and influences on our health behaviours that although most people know what they need to do to be healthy, often times the society in which we live in makes it difficult to make these choices and in fact often makes the less healthy choices the easier and more common choices. For example there are chips, pop and candy at nearly every checkout counter. Fast food restaurants are often more readily accessible than grocery stores, and far more money is spent on the advertising of unhealthy foods than on healthy. All making the unhealthy choice the easy choice. When we look at being physically active, many of our city streets are also without bike lanes or sidewalks so that we can safely bike or walk to where we want to go. And much of our daily tasks are surrounded around sitting rather than standing or moving around. As a result, when we just go with the flow of society, the default is often to eat quick, and convenient less than healthy foods and to be inactive. People often have to go out of their way or do some real strategizing and planning to make those healthy choices. Which is why our goal as the health promotion dept is to try to change some of these norms and mix things up making instead the healthier choice the easier choice so that we don t have to think so hard to be healthy, it just becomes the normal way of doing things. 6

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8 Culture, religion, traditions, values Family Emotions Availability Cost/affordability Taste smell Convenience Pleasure, enjoyment What your friends eat Social events Learned habits (passed down from how you were raised) What is being served/offered (if someone else is feeding you) Health What types of food are around you. Advertising, product placement Not just about health and nutrition so many other things that come into play. Why making our food environment a healthy one is so important! And why it is important to understand that when people don t eat healthy it s not just because they don t know what healthy eating is or just because they don t care about their health 8

9 Why when we influence the environment through policy making healthier foods more available and appealing, will have a bigger impact than just teaching people just about what to eat. 8

10 There are many reasons why we choose to eat the foods we do. Some are more obvious like hunger and taste, while others can be less obvious invitations to eat like smells of food nearby, advertising and marketing or just because the food was there. This is called our food environment. Most of us are unaware of how we are influenced by our environment, can be very subtle yet powerful. It is challenging to make health promoting decisions. 9

11 A healthy School Food Environment exists when a school promotes healthy eating through words and actions. Students get the same message about food, nutrition and healthy eating wherever food is served in the classroom, in the school and at home. A school environment that supports healthy food choices will enable students to put their nutrition and health education into practice. Foods Served and sold in school: in the canteen/cafeteria, vending machines, fundraisers, special events, special lunch days, class parties Is food used as a reward Garden Cooking classes Some examples of what has been done in schools to make the healthier choice the easier choice have been to develop school food policies and to make sure they are well communicated, implemented and monitored, so that there is no confusion or questions around the types of foods that are to be served and sold in schools. Other strategies have included starting a school garden to help to teach students about where food comes from, 10

12 how to grow your own food and then also benefitting from the healthy foods that are produced. Kids cooking programs or even just getting kids to help with the preparation and planning of meal and snack programs can teach them useful skills they can take home with them. Incorporating healthy eating and physical activity into B&A programs has also proven to be very beneficial. Other examples we will go over throughout this presentation. 10

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15 It is okay to have sugary and salty snacks from time to time. There is no harm in that. The problem is that these one time treats are EVERYWHERE we go and are associated with everything we do: at the park, the movie theatre, birthday parties, holiday celebrations, for good behaviour, to try to prevent bad behaviour, at the grocery store checkout counters, for fundraisers, gas stations, the hardware stores, etc. If we want to improve the overall health of our children, rather than defending an environment that constantly thrusts unhealthy foods into them by suggesting that in defence of parents can just say no instead we need to decrease the number of opportunities where nos might feel warranted. Photo taken by Chelsea Brown If schools could be the one place where healthy foods are consistently offered, this would help to support what we are teaching them in the classroom and would help our students reach their full potential rather than doing their minds and bodies disservices by feeding them unhealthy foods. Schools can be the role models for health and wellness 13

16 Food Policy Support document helps in selecting healthier food options for schools Photos retrieved from: 14

17 The focus of the tool is to provide guidance to those selecting prepackaged foods and beverages to be sold or served in schools. The criteria help people to chose more nutrient dense foods lower in sat and trans fat, sodium and sugar and higher in fibre and other vitamins and minerals. Photos retrieved from Healthy Foods for my School Resource from: 15

18 An example: First select which food group the food belongs to so that you use the appropriate criteria/standard. (Click) we will start with an example in the milk and alternatives food group. We will look at a food label to determine whether a packaged food fits into the choose sometimes category here. Photos retrieved from Healthy Foods for my School Resource from: 16

19 If you have the document in front of you, on page 5 you can find the milk and alternatives criteria. When determining if the food fits into this food group, first take a look at the ingredient list. If we look at the first two bullet points, they will give the user suggestions on what types of food fit into this food group. For the milk and alternatives group here you can see Milk must be listed as the first ingredient or in milk alternatives, water may be the first ingredient if the second ingredient is soy. There is also other guidance statements in each section in this one, for example, explaining that almond, rice and other similar beverages don t contain enough protein to fit into this group, so in each food group will have other helpful statements like these that have found to be common questions or points of confusion. If we use this flavoured yogurt as an example, you can see that milk is the first ingredient, so it fits into this food group. We will also just make note here that sugar is also in the ingredient list. Photos retrieved from Healthy Foods for my School Resource from: 17

20 So for this yogurt example, since there was sugar in the ingredient list, it would not fit into the chose most often category. But you will see for yogurts, we would like schools and other facilities to be choosing plain and unsweetened yogurt more often as is listed under the possible examples of choose most often foods, and you can see other examples there as well. Photos retrieved from Healthy Foods for my School Resource from: 18

21 So now we will look at a flavoured yogurt to see if it fits into the criteria I will just make note again that these standards are not to decide if it is the HEALTHIEST choice but rather a healthier choice. We are familiar with the choose most, choose sometimes and choose least often terms. Using the nutrition facts table will help the user select foods that are at least Choose Sometimes foods. This tool helps us focus on the positive, and what foods can fit rather than the negative of which foods should not be served. All the standards throughout are based on whatever serving size is listed on the food label. This is to reduce the labour (and math skills) required by the tool user. So for this flavoured yogurt example 19

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23 Developed by the Public Health Nutritionists of Saskatchewan Working Group Can be found at: 21

24 TNS is a resources for teachers that support the SK Health Curriculum. We attempted to identify general nutrition concepts that seemed to fit the nutritionrelated outcomes. After that, we identified the background nutrition information the educator would require to be able to teach the specific nutrition concept. Once that was identified we were able to find resources that may assist the educator in teaching that nutrition concept. As a result you have Teaching Nutrition in SK. It was developed to help teachers in finding accurate and reliable, mostly Canadian information and resources to teach in the classroom. So far we have completed documents for grades 1-3 and 4-5. They can be found online or can be shared electronically via . 22

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27 The curriculum focus, perspective are listed at the top. The goals (1 3 are listed below with the specific outcomes on the left hand side of the table. Nutrition Concepts Moving to the right on the table you will see we have identified nutrition concepts that might assist the students in reaching the specific outcomes. Resources are highlighted to the right of each nutrition concept. Because the goals have a 3 step format (understanding concepts, decision making and taking action), we have included all 3 goals for each grade BUT there won t be a specific nutrition concept noted for each goal. The majority of the concepts are in the first goal to help provide a basis of accurate nutrition information. Keeping in mind that there are a number of outcomes that are not nutrition related, nutrition concepts were only identified where there seemed to be a natural nutrition link. This document isn t suggesting that the student needs to know what these concepts are but to suggest this might be a start to looking at healthy eating. Resources: Nutrition Background Information: some concepts may be new to educators and it is important that they have accurate, Canadian based nutrition information. Because there is a lot of nutrition information available on the internet and because nutritional science is changing frequently, we wanted to ensure that educators had up to date and accurate nutrition information. The Nutrition Background Information sheets are found in the back of the document however, we will review them later. Sample activities: the majority of activities listed are available on the internet and the links 25

28 are provided in the document. The resources are highlighted with suggested activities page numbers and the name of the activity in italics. These are suggestions only. It is important to note that these activities were not developed for the SK Curriculum so are not in an inquiry format. Using a specific resource won t ensure a particular outcome is achieved the suggested examples are only a starting point for you and not all inclusive. 25

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34 For example of how to work through the process, I would like to focus on 2 nutrition concepts. 31

35 For example of how to work through the process, I would like to focus on the top 2 nutrition concepts. What is healthy eating is broken down to 3 sections. Again children do not need to know the concept, they are just away to organize the topics to help focus the information. WHAT IS HEALTHY EATING? Developing and maintaining a healthy eating pattern during the preteen and teenage years is important for health, growth, and cognitive development. Research shows that the eating habits developed at this age carry on to adulthood. Adolescence is a time of transition. Eating habits of youth tend to be affected by influences outside of the family, and as such are vulnerable to unhealthy changes. Good nutrition is about making healthy food choices. When planning meals and snacks it is important to remind students that the majority of the food they consume should be from the four food groups of Canada s Food Guide. Canada s Food Guide: Eating Well with Canada s Food Guide is the tool to teach healthy eating patterns and practices. Choosing a variety of foods from each of the four groups is the basis for healthy eating. Canada s Food Guide provides guidance about the amount and types of foods that youth need to eat daily to be healthy Regular Eating Habits: Regular healthy eating habits include not only what healthy foods to eat, but also the how of healthy eating, what do healthy eating habits look like? For example eating together with family or friends, eating regular meals throughout the day, not feeling guilty about eating certain foods, not going on restrictive diets, enjoying the foods you eat, sitting down to eat, cooking homemade foods, etc 32

36 Water and Beverages: healthy eating also includes the fluids we consume. Some are better choices than others. This sections helps to understand why (Many of us use different wording surrounding healthy eating. Sometime food is referred to as Good or Bad, healthy or junk. This type of reference may have negative associations and is not recommended. Choose Most often and Choose Sometimes is the language that is used in the Ministry of Education document Nourishing Minds). 32

37 1. Nutrition Background Information (Within the Teaching Nutrition document) Reliable up to date nutrition information Created for the educator only Not to be handouts or family resources Helps to establish foundation for healthy nutrition and language that might be used. 3. The Student Body: Promoting Health at any Size Healthy Eating Module 4. Act Now BC Portions and Servings 5. Action Schools BC How much is a food guide serving, sugar shocker 33

38 Canada s Food Guide My Food Guide: My Food Guide is an interactive tool that customizes Canada's Food Guide just for you. It helps you: learn how many Food Guide Servings you need to eat from each of the four food groups choose your favourite types of foods from each food group see how much food is in one Food Guide Serving choose physical activities you enjoy Creating your personalized guide takes about five minutes. You can then print it and stick it on your fridge for quick and easy reference! Guided Tour flash video showing you how to navigate the food guide sc.gc.ca/fn an/food guide aliment/index eng.php 34

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42 some resources require a bit of searching. For example AB health services has their curriculum lesson plans organized for each grade. Refer to the Teaching Nutrition document to see which grade and page # the specific activity is found. Download the grade lesson plans and refer to the specific grade. The goal is to get the educator to the resource. You may find there are additional activities you can use and may work better than what is recommended. That is fine. Don t be limited to the specific grade you teach. These documents were created for the AB curriculum so there maybe concepts and activities you can use in surrounding grades (K + grade 2). 38

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45 the big crunch is aspecial day, class, assembly, lunch hour or jus 5 minutes dedicated to locally grown food and ending with a synchronized crunch to celebrate! Anyone can participate students, teachers and individuals in classrooms, gymnasiums, recreational facilities, to homes, work places and communities across Canada. we have done the big crunch the last 2 years in Regina 2 schools participated last year, 9 this year and it has been a partnership with REACH, RQHR and the schools Saskatoon has been participating for several years CHEP in saskatoon has lots of info the goal is to get kids engaged and excited about healthy food, learn about the local food system and highlight the availability of local produce. see video as you can see, this is a great way to associate healthy eating as an enjoyable, tasty experience and hopefully make healthy eating an easier choice in daily living for kids and the community like chelsea was saying, making healthy eating as easy as possible. would be great to get the whole province participating and competing United way funded carrots from a local farm for kids to crunch on. Another option if there wasn t a funder, is to make the carrots as part of a snack or meal program that day if the school has one. Photo retrieved from: 41

46 How the big crunch fits into comprehensive community health 1. family and community engagement Kids share knowledge with their family Take home assignments record what you have for dinner Get kids excited about veggies, shown at home Have kids involved in a community garden at school or visit a garden support community various groups involved in big crunch schools, not for profits, gardens, businesses, family, grandparents Photo retrieved from: 42

47 How the big crunch fits into effective policy supporting local farmers and local food systems and help to promote sustainability. use food assessment stats environmental scan foodregina.ca build relationships with local farmers 43

48 How the big crunch fits into quality teaching and learning we distributed a teacher background information and resource package with activities and teachable lots of activities and ideas at foodshare.net we decided to have our big crunch on world food day which increases awareness of world hunger and poverty and inspire solutions for change for teachers that were interested, that was a great subject to teach classes the topic is flexible and it is easy to add layers of detail and teachable material. For example a class could have a brief talk about farm to table food, and then crunch into the carrots or a class could do several activities, talk about world food day, sustainability, local food, peel and prepare the carrots and then crunch. add or remove material as it fits fits into many different subjects and aspects of the curriculum... For example... Math, health, english poems, art, check wfd website... Theme change?? Resources avail? 44

49 How the big crunch fits into healthy physical and social environments everyone gets to crunch into a carrot builds teamwork if there are kids assisting with the preparation peeling, chopping excellent conversations can stem from discussing food systems, local food, farm to table food, gardening... So many possibilities puts a positive spin on eating food that is good for the body and mind the big crunch will be taking place on Friday, October 16 th If you are interested in receiving the resource package that is sent out at the end of August, please put your name and on this sheet... It would be pretty awesome to get lots of schools in Saskatchewan participating!! Photo taken by Meghan Holness 45

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51 The power point will be posted on the REACH homepage 47

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