Dietary Dilemma – What did I learn . . .

Kathy Overholt, RNElkhart Area Career Center

Who I am . . .Been a nurse for 21 yearsWorked in public health for 8 yearsTaught at the collegiate levelGot into teaching high school level due to

location and being on the same schedule as my daughter

Have a diverse background of health knowledge and experience

Currently working towards a Master’s in Nursing Education through WGU Indiana

Evolution of project . . .Had the idea of teaching a nutrition project

for past three yearsWhen TCTW training came to EACC I joined

the second cohortWorked on project for the past yearRan the project this year

Where did the idea come from?

Originally saw the need while working in public health

Had clients that were low income that were not eating properly to help overcome their disease process

Made for a longer recovery timeMade me think of how to be creative to meet

a need in the community This idea has been brewing for a period of

about 10-12 years

Jump ahead to four years ago . . .Joined the EACC staff as a CNA and

Introduction To Health Careers InstructorAttempted to incorporate nutrition unit into

curriculum, however, there was not enough time to do the unit justice

Following year attempted again and was faced with same time constraint of CNA requirements needing met for testing

Technical Standards (IDOE) Technical Content Standards: Standards were obtained from www.doe.in.gov 11-12.RT.3Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on

explanations in the text. 11-12.RT.4Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific

scientific context relevant to grades 11-12 texts and topics. 11-12.RT.7Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video,

multimedia) in order to address a question or solve a problem. 11-12.WT.2Write informative/explanatory texts, including technical processes. 11-12.WT.6Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to

ongoing feedback, including new arguments or information. 11-12.WT.8Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the

usefulness of each source in answering the research question; integrate information into the text selectivity to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation

Literacy standards . . . English: Reading EL.11.1 2006 - READING: Word Recognition, Fluency, and Vocabulary Development Students apply their knowledge of word origins (words from other languages, history or literature, and other fields)

to determine the meaning of new words encountered in reading and use those words accurately. WritingEL.11.4 2006 - WRITING: Processes and Features Students write coherent and focused texts that show a well-defined point of view and tightly reasoned argument. The

writing demonstrates students' progression through the stages of the writing process (prewriting, writing, editing, and revising).

EL.11.6 2006 - WRITING: English Language Conventions Students write using Standard English conventions. EL.11.6.1 2006 Demonstrate control of grammar, diction, paragraph and sentence structure, and an understanding of English usage.

 

Literacy standards continued 

Speaking and ListeningEL.11.7 2006 - LISTENING AND SPEAKING: Skills, Strategies, and Applications Students formulate thoughtful judgments about oral communication. They deliver focused and coherent presentations

that convey clear and distinct perspectives and demonstrate solid reasoning. Students deliver polished formal and extemporaneous presentations that combine traditional speech strategies of narration, exposition, persuasion, and description. They use gestures, tone, and vocabulary appropriate to the audience and purpose. Students use the same Standard English conventions for oral speech that they use in their writing.

EL.11.7.8 2006 Evaluate when to use different kinds of effects (including visuals, music, sound, and graphics) to create effective

productions. Critical Thinking/Problem Solving—Exercise sound reasoning and analytical thinking; use knowledge, facts, and data

to solve workplace problems; apply math and science concepts to problem solving. Teams will write a more nutritious recipe based upon an unhealthy recipe that the team agrees upon. Oral Communications—Articulate thoughts, ideas clearly and effectively; have public speaking skills. Written Communications—Write memos, letters and complex technical reports clearly and effectively.  

Math Standards . . . Math: Practices CCSS.Math.Practice.MP6 Attend to precision. MA.8.2 2000 - Computation Students compute with rational numbers expressed in a variety of forms. They solve problems involving ratios, proportions, and percentagesMA.8.5 2000 - Measurement Students convert between units of measure and use rates and scale factors to solve problems. They compute the perimeter, area, and volume

of geometric objects. They investigate how perimeter, area, and volume are affected by changes of scale.MA.8.5.1 2000 Convert common measurements for length, area, volume, weight, capacity, and time to equivalent measurements within the same system. MA.8.7 2000 - Problem Solving Students make decisions about how to approach problems and communicate their ideas.MA.A1.9 2000 - Mathematical Reasoning and Problem Solving Students use a variety of strategies to solve problems. Students develop and evaluate mathematical arguments and proofs. MA.A1.9.1 2000 Use a variety of problem solving strategies, such as drawing a diagram, making a chart, guess-and-check, solving a simpler problem, writing

an equation, and working backwards.            

Math Standards continued . . .MA.A1.9.2 2000 Decide whether a solution is reasonable in the context of the original situation.

MA.A1.9.3 2000 Use the properties of the real number system and the order of operations to justify the steps of simplifying functions

and solving equations.

MA.A1.9.4 2000 Understand that the logic of equation solving begins with the assumption that the variable is a number that satisfies

the equation, and that the steps taken when solving equations create new equations that have, in most cases, the same solution set as the original. Understand that similar logic applies to solving systems of equations simultaneously.

ModelingModeling links classroom mathematics and statistics to everyday life, work, and decision-making. Modeling is the

process of choosing and using appropriate mathematics and statistics to analyze empirical situations, to understand them better, and to improve decisions.

Science Standards . . .Science: SCI.AP.2 2010 - Levels of Organization in the Human

Body:Tissues and Organs Examine the role of adhesion molecules and how these contribute to tissue formation. (AP.2.1) Analyze the relationships among and the histology and physiological functions of tissues and their cellular and biochemical composition. (AP.2.2, AP.2.3, AP.2.4, AP.2.5)

SCI.AP.12 2010 - Absorption and Excretion in the Human Body: The Digestive System

Identify and locate major and accessory organs of the digestive system and discuss their functions. Analyze the digestive processes from ingestion to defecation.

Last year (2013-2014)Opportunity opened for TCTW trainingWorked on development of the nutrition

project throughout the year with hints givenWas told would be separating out from CNA

class and picking up Health and Wellness curriculum the following year

Nutrition project would now fit better into curriculum and time will be better allotted

Current year (2014-2015)Ran project for the first time85% of students showed positive teamwork 88% of students met deadlines90% had positive peer reviews100% of students turned in the final project

A surprise along the way . . .Students prepared their dishes for the class

to tasteRecipes were distributed to the class to

evaluateExtra copies were then given to local food

pantryNow looking at making a project an indirect

community service project as a partnership with the food pantry for next year

Chicken Alfredo with Spinach and Tomato Fettuccine Alfredo

Total Calories: 318

Calories Fat: 96.8

Calories Carbohydrates: 184.5

Calories Protein: 36.9

Total Calories: 449

Calories Fat: 139.04

Calories Carbohydrates: 202.75

Calories Protein: 107.01

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Original Recipe

Revised Recipe

Fettuccine Alfredo

The main calories from this recipe come from carbohydrates and fat. It does not supply enough protein to provide much long-term energy. With the high amount of carbs, it would provide an immediate supply of energy, but there would be a crash because there is no protein to carry out that energy. Since this recipe does not provide all the necessary nutrients, it is not a very good choice for a balanced diet or health-conscious person.

Chicken Alfredo with Vegetables

The calories in this recipe are fairly well proportioned between fat, carbohydrates, and protein. The fat and carbohydrates offer an immediate supply of energy, and the protein offers a more long term supply of energy, and it helps build and maintain muscles and other tissues. The vegetables in this dish also round it out and provide more of the necessary nutrients that are needed for a healthy diet.

Cost per serving: $3.13

Twice a week: $6.26

Once a week for one month: $12.52; one year: $162.76

Twice a week for one month: $25.04; one year: $325.52

Cost per serving: $0.49

Twice a week: $0.98

Once a week for one month:$1.96; one year: $25.48

Twice a week for one month:$3.92; one year: $50.96

Ingredients. InstructionsNutritional Breakdown per serving

 16 slices of whole wheat bread ($1.75) Heat pan on medium heat

Calories Fat: 18.7g

 8 slices nonfat swiss cheese ($2.74) Brush ½ TBS one on one side of each slice of bread Calories Carbs: 49.4g

1 fresh tomato ($.99lb)   Put a slice of swiss cheese on the side of bread you did Calories Protein: 15.1g

not brush with olive oil for each sandwich Calories Total: 83.2g

 1 small bag of baby spinach ($2.00) Cut tomato in 8 even circular slices

 17oz extra virgin olive oil ($3.82) On the piece of cheese lay 4 spinach leaves and 1 tomato slice on

top 

Lay the other side of bread that’s not been brushed on top of the tomato and leave the side that’s been brushed face up

  Cook each side of bread until golden brown 

 Repeat each step for each sandwich   Turn off heat and remove sandwich to a plate and enjoy!

 

 

 

  

Making it relevant . . .Once students found out they were helping a

food pantry, excitement grewThe previous pictures are just a sampling of

what all goes to the food pantry we helpedStudents felt as if they were making a

difference in their communityOverall positive experience for all involved

Looking ahead to next year . . .

Continue lay out of project as is – just shorter time frame

Continue to have students produce handouts for recipes that are easy to read and understand

Keep compilation of recipes and start Career Center cook book as a possible fundraiser to donate to charity in the future

Have spotlight of a recipe a month on Career Center webpage –again community service connection

Additional trainings this upcoming year . . .CDC Science Ambassador WorkshopNHSEC Master Health Science Teacher

Certification