Incorporating a Healthy Living curriculum into your school

1. Incorporating a Healthy Living curriculum into your school Jane Hinrichsen, FACS, CFCS North High School, North St. Paul, MN

2. Healthy Living is an elective course at North High School, North St. Paul, MN • It is two trimesters • It alternates every other day with Physical Education • Students receive 1 credit in FACS and Physical Education each • Developed because of the obesity issue in society “North Houses about 2000 students annually. This is one class”

3. Why Incorporate Healthy Living into the Curriculum? • Excessive weight among youth affects virtually every organ system • Increases the risk of premature death • Obesity adversely affects self-esteem, academic accomplishment, and future earning potential of children • Source: Journal of the American Medical Association (2010) • New England Journal of Medicine, 1993; 2010

4. More Reasons • More children are lacking the skills to make healthy lifestyle choices. • More than before, parents and caregivers today cannot be expected or relied on to teach their children how to prepare healthy meals • Work schedule and children’s extracurricular activities prevent involvement of children in shopping and preparation of food • The family dinner is not as common for many families • Source: Lichtsteinen & Ludwig, 2010 Bring Back Home Economics Education

5. Topics that we cover

6. Personal Healthy statistics • Nutrition and my plate.gov • Sanitation and Safety • Equipment • Measurement (Smoothie Lab) • Importance of Breakfast: Two labs: A: Pumpkin pancake and Baked Apples • B: Breakfast tarts and breakfast pizza • Healthy Snacks: 6 different topping or dips • Grains and Quick Breads: Two labs: A: Healthy Muffins • B: Grains we may not heard of • Low calorie and healthy desserts: 6 different types • The importance of eating together: A: Chicken Fajita • B: Chili • C: Pasta with homemade sauce • Vegetables: 6 different types • Fruit: Students demonstrate how to cut and use fruits. Then taste • We discuss all eating disorders • Students have two cooking and home assignments: Breakfast and family meal

7. My Start Up Chart To Healthy Living Name: _________________________Date:_______________ My personal measurements Chest: ______inches Waist: ______ inches Hip: ______ inches Bicep: ______ inches Thigh: ______ inches Calf: ______ inches Weight: _________pounds Height: _____feet _______inches Body Mass Index: ________ Blood Pressure: _____________ I think that I need to (check one) ___lose weight___gain weight ___keep my weight where it is. I think that I need to (check one) ___increase my workout activity___lower my workout activity___keep my workout activity where it is at. I think I need to ___ change my eating habits ___ maintain my current eating habits. My start up chart to Healthy Living We do this at midpoint of the course and the end

8. Lesson: 3 to 4 weeks: Family focus and eating together: • We do 3 labs: Pasta with home made sauce • Chili • Chicken Fajita’s …Student Favorite! • Besides focusing on the family we talk about • Cooking terms. In the fajita lab…. • Marinate • Sauté • De-glaze Each area of study When there is a new term used in the lab we focus on those terms along with the area of study

9. An example, the grain lab. In Several of our labs Each kitchen makes a different item, We have a tasting buffet

10. Links that are informative and helpful in the importance of changing eating habits. • The Importance of Family Meals • http://www.youtube.com/watch?v=zE8srXJIo8Q • This is a short T.V. clip • Discussing the importance of Family Dinner time (Short T.V. Clip) • http://www.youtube.com/watch?v=t_BpPVUbabQ • The Weight of the Nation/HBO • http://theweightofthenation.hbo.com/

11. Some of our findings • We did acquire students that don’t normally sign up for FACS through the physical education course tie • In urban areas students prepare food at home less and less making FACS programs essential • Students that took the course seriously had positive results from the course. (2 girls lost over 20 pounds, Several boys decreased body fat)

12. In urban areas processed foods are dominant in many homes and warming up is often considered cooking • When students were assigned to make meals at home they felt good about themselves and what they accomplished. • When students were assigned to make meals at home parents were pleased and enjoyed the activity. • Students complained about the lack of baking but they enjoyed learning about new things……Mostly.

13. Notes: Things to look at • Food tracking sheet and evaluation: Students hate this and it is time consuming for you but it is essential to look at what they eat and comment. Most often filled with JUNK! • Sandwich lab: Alternative to grilled cheese type sandwiches. They like this • At home meals: Great family building activity • Etiquette: Student are rarely aware of proper behavior for dining. • My Plate Interactive Study Guide: If you have not done an activity like this it is great for the students • Family Meal Concentration:

14. In Conclusion • We believe the program is • growing and successful • We are reaching students and • changing family life styles . • The Young man in the photo decided to change his families habits after seeing the DVD • “Killer at Large” Shinebox media production • He is lifting weights and exercising with his dad. He has lost 10 pounds and his dad has lost 15 pounds. The young man IS the motivation.