Page 1

Health and Nutrition in Schools

Dan Orlano

Ryan Simmelink

Stephanie Nugent

Jim Quam

Angela Johnston

Page 2

Description

• School Nutrition – Easy, fast processed foods– Follows minimum USDA

guidelines

• Health– Reduced PE and physical activity due to

increased academics– Limited scope

Page 3

Roles

• Parents – promote eating habits at home• Children – prefer fun food• School – provide easy, fast processed

foods• Community – fast food, social eating• Media – commercials, “happy meals,”

cartoon characters • Vendors – provide what is in demand

Page 4

Current Reality

• 17% of children and adolescents ages 2-19 years are obese (CDC)

• 26% of Iowans are obese (CDC)• “Children born in the year 2000 or

later are not expected to outlive their parents" stated Dr. David Katz of the Yale Preventive Medicine Research Center

Page 5

Current Reality

Dr. Katz quoted in a Wall Street Journal article that

a “poor diet in kids is more dangerous than alcohol, drugs,

and tobacco combined!”

Page 6

Learning Disabilities Parable of the Boiled Frog

• We add more and more processed foods to school meals

• System of eating bad food gradually gets worse over time

• The kids are the frogs, slowly getting fatter and fatter (can’t jump)

• Don’t notice the change because it is slow and gradual

• No one makes a change because it’s easy and convenient

Page 7

Boiling Frog cont.

• Slowly over time we decrease – PE – Recess– Physical activity

• We increase academic time

• No one really sees the problems

• Nothing changes

• Less activity = increased obesity

Page 8

Leaning DisabilitiesThe Enemy is Out There

• It’s the parent’s fault

• We can’t do anything because we have to follow the USDA guidelines

• It’s too expensive

• We don’t have enough time

• We provide healthy choices but the kids won’t eat it

Page 9

Jamie OliverThis is Chicken

What learning disabilities are present in this clip?

Page 10

Learning DisabilitiesThe Illusion of Taking Charge

• Proactive thinking is really reactive

• Taking away pop machines

• Taking away candy and food rewards

Page 11

ArchetypesShifting the Burden

Kids stillmakingpoor,

unhealthy choices

“Healthy Kids Act”i.e. Taking out

vending machineRemoving unhealthy choices

Poor health & nutrition in schools

Teaching and modeling life-long

healthy behaviorto all stake-holders

Page 12

ArchetypesFixes that Fail

Need for quick,fast & easy meals for

school lunch

Processed food

that meet USDA

guidelines

Kids don’t know real food or how to eat

healthy

Delay

Page 13

ArchetypesLimits to Growth

Option to buy fresh &

organic food

Healthy & nutritious

food choices

Higher cost of fresh &

organic foods

Allocated funds for

school lunches

Page 14

Leadership Plan

• Designers – systems that promote healthy living

• Stewards – model and “walk the talk”

• Teachers – educate all stakeholders

Page 15

Disturb ThinkingAsk the Hard Questions

• Seeing the “Truth”

• What part do we play in the problem?

• How do our mental models impact our actions?

Page 16

Jamie Oliver Food Kids Eat in a Week

What “disturbs your thinking” in this clip? What “disturbs your thinking” when thinking about your own school lunches?

Page 17

Mental Models

• Teach about the current reality to all stakeholders– Obesity– Health– Wellness

• Show what kids eat on a weekly basis in the schools (fat, carbs, calories, preservatives)

• Why do we eat junk?

Page 18

Jamie OliverMilk Moment

What “mental model” are in play in this clip?

Page 19

Demonstration of How to Cook with Real Food on Budget• Menus using natural ingredients

• Meeting USDA Guidelines

• Staying on budget

Page 20

Personal Mastery

• Model – Healthy behavior and habits– Continuous learning about health and

nutrition

Page 21

Jamie’s 1st Grade ClassroomHow does the students ignorance affect the overall system?

Page 22

Shared Vision

• “What do we want to create?”

• Collaborate – gain feedback from all stakeholders

• Create a meaningful Vision

• Promote a common purpose– Visual graphics

Page 23

Team Learning

• Develop a representative team– Teachers– Nurses– Food Service– Administration– Community - hospital

• Promote dialogue and discussion• Establish a health/nutrition curriculum

– collaborative approach

Page 24

Teaching How to Use Knives

What is the affect of modeling?

Page 25

Systems Thinking

• What impacts the system?– Media– Family Structure– Outside factors

• Convenience

• Time

• Emotions

Page 26

Systems Thinking• Money – Where can we get it?• Accessibility (distributor) – who do we talk

to?• Look local and buy in season.• Lack of knowledge – How to learn more? • Increased accountability for academic

achievement – How to combat?

Page 27

Jamie’s Flash Mob