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 Disabilities The 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 Oliver This is Chicken What learning disabilities are present in this clip?

Page 10 Learning Disabilities The Illusion of Taking Charge Proactive thinking is really reactive Taking away pop machines Taking away candy and food rewards

Page 11 Archetypes Shifting the Burden Kids still making poor, unhealthy choices “Healthy Kids Act” i.e. Taking out vending machine Removing unhealthy choices Poor health & nutrition in schools Teaching and modeling life-long healthy behavior to all stake-holders

Page 12 Archetypes Fixes 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 Archetypes Limits 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 Thinking Ask 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 Oliver Milk 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 1 st Grade Classroom How 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