1. Abela, Caro, Cosalan, Dator, De Castro, Hernandez J., Hernandez L., Ishimura, Pascua, Que

2.  Malnutrition - major causes of mortality and morbidity  National Nutrition Survey (2005-2008)  underweight children aged 0-5 years increased from 24.6 percent to 26.2 percent, about 3.35 million children  under height rate increased from 26.3 percent to 27.9 percent, representing 3.57 million children

3.  underweight children aged 6-10 years increased from 22.8 percent to 25.6 percent, equivalent to 2.6 million  under height children in this age group likewise increased from 32 percent to 33.1 percent

4.  To foster camaraderie and self- worth among the Community Health Workers by promotion of teamwork and unity through an enjoyable and cost-effective team- building activity

5.  To aid the goals of the Nutrition month through an educational exercise that instills key nutrition facts to young children

6.  To develop a useful tool for evaluating the impact of the feeding program on its participants and at the same time, provide useful and accessible nutrition information to their caregivers.

8.  To let the CHWs understand the importance of good communication skills and teamwork  To motivate the CHWs into continuing to serve their community  To allow the CHWs to have fun and be given recognition for their efforts

9.  Obstacle Course/Relay  Paper Maze  Nutrition Quiz  Egg Toss  Puzzle  “Jing-Ilugin”  “Vidyuhin Ilugin”

10.  Each station of the obstacle course puts emphasis on a specific skill or trait that the CHWs need to master, either individually or as a group, in order to win the game.  Each skill or trait is essential to a CHW’s role in helping promote the importance of good health care in the community.

11.  CHWs need to navigate through a web-like obstacle course of crepe paper.  Trait: Teamwork (the team must overcome the weaknesses of other members through their other members’ strengths); Self- discipline (the maze must not be rushed for it to be successfully accomplished)

12.  Team members are given 10 nutrition-related questions to answer; they must answer 6/10 in order to proceed.  Skill: Basic knowledge or background about nutrition (important for the upcoming nutrition month, as CHWs will also be responsible for educating parents about the importance of good nutrition)

13.  Each CHW pair from the team tosses an egg back and forth to one another, moving farther apart with each subsequent toss. They must catch the egg on all occasions.  Trait: Trust in their partner

14.  CHWs are given pieces of a jigsaw puzzle that spell out a message. They must assemble the puzzle to be able to read the message, which they should shout upon completion.  Trait: Teamwork (all members of the group must work together to get the puzzle pieces to fit in the correct positions)

15.  Jingle-making contest  CHWs must come up with an original, short nutrition-related jingle with accompanying choreography.  If appropriate, the winning jingle will be used as promotional material for the upcoming Nutrition Month activity.

16.  CHWs need to understand the concept of good nutrition so that they can also pass on this knowledge to other members of the community.  Giving the CHWs a sense of ownership over the nutrition jingle may empower them to be more active in promoting proper nutrition.

17.  Video presentation that chronicles the activities of the CHWs, clerks, residents, consultants, and members of the community during the ComPeds rotation.  Also serves as a “thank you” message or acknowledgment of all the efforts the CHWs put into helping the community.

18.  Includes:  Thank you messages from consultants & residents  Thank you messages from current and previous clerks  Thank you messages from members of the community  Pictures/videos of CHWs doing their everyday tasks in the community center

19.  By the end of the activity, the CHWs are expected to:  Understand the importance of unity and teamwork in accomplishing set goals  Have some basic knowledge about what constitutes proper nutrition  Receive recognition for their efforts in helping the community

20.  Feedback from participants/consultants/residents  Highlights of the activity  Possible areas of improvement  Suggestions/recommendations for future activities

21. Verse 1: GO at GROW Verse 3: Leron, leron, sintaKailangan ang tubig Puno ng vitaminaWalong baso araw-araw Kanin, patatas, mais, atPara tayo ay laging malakas Gatas, pagdating sa duloHealthy food! Tinapay at butter nuts Verse 2: GLOW Kangkong, malunggay Kalabasa at talong May kasamang prutas Pampakinis ng balat

22. Sabi ni nanay kumain ng gulay Sabi ko naman para saan ang gulay Pampaganda ng kulay pampahabang buhay, Sagot ni nanay. Makulay samahan pa ng itlog Pampasigla ng buhay Karne at manok ay ligaya kong tunay Kasiyahan kong tunay, paksiw at gulay.

24.  To aid primary caregivers and community health workers in monitoring nutritional status of the patients enrolled in Ilugin Community Center Nutrition Program  To document daily dietary intake of the patients enrolled in the ICC Nutrition Program

25.  To assess and correct the gaps in knowledge regarding standard portions and meal preparation.  To provide handy information regarding acute gastroenteritis and dehydration which will include home-made oral rehydration salt preparation and preventive measures.

26.  The 5x7 inch booklet will consist of two parts:  Part One:  Title Page  Demographics with full length body picture  Baseline anthropometric measurements  Anthropometrics Monitoring Table  Growth Charts (CDC and WHO)

27.  Part Two:  Food Pyramid  Food preparation and serving size guide  Meal Plan  Food Diary  Recipes  Acute Gastroenteritis and Dehydration Guidelines  Post-Nutrition Program Assessment  References (FNRI, WHO, CDC, DOH)

28.  Research - June 4-9  Layout - June 9-12  Prototype Presentation - June 13  Revision - June 13-15  Final Presentation - June 16  Reproduction and Distribution (before the start of the feeding program)

29.  P1500 for 100 booklets of 30 pages each  Paper  Ink  Reproduction

30.  Method: Focus group discussion  Evaluators: CHWs/ mothers  Conducted by: Residents/ Clerks  When: After the first month of the Nutrition Program Implementation

31.  Nakatulong po ba ang Nutri-Book sa inyong pag- rerecord ng mga kailangang impormasyon para sa ICC feeding program? Sa paano pong paraan?  Madali bang maintindihan ang laman ng Nutri- Book? Kung hindi, ano ang maaaring gawin upang maintindihan (halimbawa: training, demonstration)?  Madali bang sundin at gawin ang mga nutrition tips at sample menu ng Nutri-Book?  May kailangan bang baguhin sa Nutri-Book? Ano?  Iba pang rekomendasyon:

32.  Four sets of Nutri-Book prototypes designed according to age and gender:  Boys, 0-2 years old  Boys, 3-6 years old  Girls, 0-2 years old  Girls, 3-6 years old