Middle School and High School
Nutrition and Physical Activity Education
July 29, 2020
EFNEP and CFHL, UC
Part 4
Webinar Part 4: Overview
Brief review of Part 3
Demonstrations of enhanced/adapted lesson activities
Distance Learning – considerations for older youth
Outreach to school administration and volunteer teachers
What’s next?
Part 3: What did we discuss?
Breakout groups brainstormed ideas for Hunger Attack Activities:
Parts of activity that could be made more learner-centered
Adapting activity to be more engaging for older youth
Adapting the activity for distance learning
Distance Learning
Considerations for Older Youth
Distance Learning – Overview
Communicate with school and volunteer teacher/extender
‘What’ and ‘How’ for distance learning
Additional considerations: Live lessons
Additional considerations: Recorded lessons
Communicate with school and volunteer
teacher/extender
Try to use LMS platform school uses
Google Classroom, Schoology, Canvas, etc.
Linked-In trainings offered on different LMS platforms
Class schedule – when are live sessions, how long are they?
Older youth – 4 hours per day; not all has to be ‘live’
Offer to help fill the time…
Communicate with school and teacher
How does teacher communicate directly with students?
Ex: Remind, Class Dojo
Would school allow teacher to add you as a user or co-teacher?
Coordinate with your Supervisor and team about outreach, planning,
and scheduling
Teacher Survey - Online Education Delivery (example)
• What LMS platform does your school currently use?
• How many students do you anticipate will have access to online classes
(reliable internet, device access, etc.)
• What is your preferred method for nutrition education activity delivery? Live,
asynchronous, combination
‘What’ and ‘How’ for distance learning
Lesson plan
Learning objective(s)
Learner centered
Engaging for older youth
Adapt for
Distance Learning
How to carry out activity?
How you know the objective
was met?
What How
‘What’ for distance learning
Reminders about lesson plans:
Learning objective(s) – what does the learner take away?
Skills, Knowledge, Behavior Change
Ensure that any modifications made still achieve learning
objectives – check with your supervisor, practice with colleagues
Adapt activity if needed – mindful of learning objective(s)
Educator centered → learner centered
Engaging for older youth
‘How’ for distance learning
How can your activity can be carried out virtually?
Consider older youth characteristics, such as
Like interaction and working with peers
Want to be treated more like adults
How will you know the learning objective was met?
Proof of learning – quiz, demonstration, verbalizing
Does it lend itself to a particular app?
Giphy
Find or create gifs
https://giphy.com/
‘How’ for distance learning
Key points from 4/24 webinar: Debbie Fetter and Carmela Padilla
Break up activities into small chunks to improve engagement
Ex: Embed activity or questions in videos every 4-7 minutes
Social media links for the class
Add visual appeal: images, videos, screen recordings, gifs
Screencastify
Google Chrome extension
for screen recording
https://www.screencastify.com/
Activity Demonstration
Demonstration: Kahoot! activity
Hunger Attack Activity 2 - Label Lingo
Kay Oghoghorie – UCCE Santa Clara
Additional considerations: Live online lessons
Platform for live lessons: tools available
Teacher expectations for live class: Cameras? Mute?
Relationship building and safety
Reminder – try not to say ‘kids’
Check-ins
If it’s your meeting (an OK with teacher) – open meeting early
for ‘open chat’
Group agreements: include virtual safety – rename
Create a short ‘biography’ about yourself to share ahead of time
Additional considerations: Live online lessons
‘High-value’ time – goal for students to want to show up
Interaction – discussion, breakouts, whiteboard, annotation,
polling, response icons
Collaboration – cloud documents, Google docs/slides
Switch up format frequently – just like in-person class
Hands-on activity, movement in activities, and PA break
Independent or group work
Example - Learn one thing from the internet about…
Additional considerations: Recorded lessons
Will the teacher guide students through the lesson? Are learners
on their own?
Still think about safety and relationship building
Post a video to introduce yourself (the educator)
Ask the teacher about ways for students to chat or respond to
each other in forums
Encourage students to do something in their home space during
and following the lesson
Recorded lessons must be reviewed and approved by your
Supervisor and then by the State Office.
Stand Up and Stretch!
… or jump – whatever works! 2 minutes
Activity Demonstration
Demonstration:
Hunger Attack Activity 4 Ext. – Energy Drinks
Amanda Colegrove – UCCE Shasta/Trinity
Hannah Lee – UCCE Fresno/Madera
Elizabeth Miranda – UCCE Stanislaus/Merced
Paul Tabarez – UCCE Imperial
Chris Wong – UCCE Imperial
Melanie Gerdes – UCD Center for Nutrition in Schools
Energy Drink Debate
Breakout groups – 10 minutes
Develop evidence and arguments – narrow down to 3 sentences
Choose one strong statement for a ‘closing argument’
Google slides with question and space to record responses
Agree on a spokesperson for your group
Facilitators will ‘pop-in’
Groups 1-6 ‘For’ and Groups 7-12 ‘Against’
Your school district is reviewing evidence about the
health effects of energy drinks for teens to determine
whether energy drinks can be sold on campus.
What evidence would your group present to school administration
to convince them that – based on health effects –
energy drinks should or should not be sold on campus?
Breakout Rooms
Open Google Doc – link in chat
Breakout Rooms
Pop-up – invitation to join
Please note the number of your room
In Breakout room:
Each room has meeting controls
Ask for help (from host)
Energy Drink Debate
1. ‘For Energy Drinks’ – one volunteer – 2 minutes
2. ‘Against Energy Drinks’ one volunteer – 2 minutes
3. New volunteer ‘For’ – 1-minute rebuttal
4. New volunteer ‘Against’ – 1-minute rebuttal
5. New volunteer - Closing statement ‘For’ – 30 seconds
6. New volunteer - Closing statement ‘Against’ – 30 seconds
Poll question: Did your opinion about energy drinks change after the debate?
Outreach to New
Schools and Teachers
Marketing Older Youth Classes
Marketing in different ways depending on site
Evidence-based curriculum, supports education standards,
reinforces core concepts
Show how you’re filling a gap:
Relate to Governor’s budget guidance about distance learning
Teacher may need help with content for the time that is not ‘live’
PE teachers may be looking for ways to offer distance learning
Teacher may lack curriculum to meet a particular standard
Blended approach – educator delivers some lessons, teacher
delivers some
Marketing Older Youth Classes
How our lessons are relevant in current situation
• Students are at home, preparing food, making food decisions
• Cost of food, eating out
• Keeping ourselves healthy overall
• Hand washing and food safety
• Food access (Hunger Attack Activity 1)
Who would be good to reach out to?
Health classes, PE classes – connect to health education
standards
Life skills classes
Some high schools have ‘health care academies’ or ‘culinary
academies’
After-school programs
Alternative high schools – emphasize life skills
High school special education classes
Sports teams (off-season)
Poll: Will you reach out to new partners for
older youth classes in this school year?
Yes, definitely
Probably
Not sure
Probably not
No plans to reach out this year
Older Youth ‘promotion’ – flyer or video
Live lessons
on your LMS
or on Zoom
Recorded
lessons
available
Supports
education
standards
Handwashing
and food
safety
Skills for
choosing
foods wisely
What’s Next?
Resources for Older Youth Lessons
Hunger Attack
https://drive.google.com/drive/folders/12WZqi8U8ukvZBRtlCFCtGajHBWBMlgma?usp=sharing
Lesson Enhancement Spreadsheet
Hunger Attack 6-lesson at-a-glance guide
PowerPoint slides
Hunger Attack 6 lessons
Hunger Attack Jeopardy game slides
Eatfit – digital student workbook
Resources for More Training
Recorded webinars
Creating Online Education Content: Lessons Learned and Best Practices
Nutrition and Physical Activity Education with Middle-School and High
School Students (3/12/20)
Eat Fit 5th Edition Training Webinar
Linked In Learning modules:
Teacher Tips (Aaron Quigley)
Teaching Techniques: Classroom Management
edWeb.net https://home.edweb.net/webinars/
Professional Learning Communities
Thank
You!
