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|Project Title: ||Healthy Snacks for Heathy Kids|
|School Year: ||2006|
|School - District:||Beechwood Knoll Elem - Quincy|
|Contact Name:||Regina Amaral|
|Content-Area(s):||Comprehensive Health, Science & Technology|
|Community Need:||Health/Nutrition, Homelessness|
|Brief Description of SL Project: |
Students discovered what needs and problem to investigate after being taught the unit on healthful foods by the National Dairy Council. To learn more about the problem of hunger experienced by homeless children, students became aware of how lucky they are to live in a house that has a refrigerator with healthy food in it. Also, students were taught about healthy diets and how to eat right. Students had to decide which healthy snacks should be bought and given to the homeless children.
|The Community Need the Project is Meeting:|
Students selected this as their project by becoming aware of how they can spread the facts they know about healthy eating to other children who are less fortunate then they are.
|Service Component: |
Students will put together healthy snacks for Quincy’s homeless children. The students will decide on what healthy snacks to buy, and with the snacks will be nutritional cards that consist of a food pyramid on one side and which food group the snack is from and how it benefits the body on the other side. Also students will make food pyramids to be kept on the refrigerators of the group homes. The school and local and broader communities became aware of what the students were doing when the students presented the homeless children with the snacks and nutritional cards.
|Connections with Massachusetts Curriculum Frameworks: |
Curriculum connections could include Comprehensive Health standards 1.8 and 1.9, and 3.1-3.7 and/or Pre-K-2 Life Science standards 1.1 and 1.8.
|How Youth Voice Helps Shape Project:|
: Students had a lot of say in which snacks were selected to present to the homeless children. In a project like this that stems out of a guest speaker’s presentation, the students can be guided into coming up with their own project quite easily.
|Student Reflection Component: |
Students made connections between their project and their learning when they were given the opportunity to give the snacks, nutritional cards, and share what they learned with Quincy’s homeless children.
|Community Partners Involved: |
Community partners could include local supermarkets or farmer’s markets, fitness clubs, or a hospital’s nutritionist/nutrition department. In addition, a school might contact an area homeless shelter or food pantry for collaboration.
|Demonstration/Celebration of Students' Work: |
A celebration for a project like this could be a prepared meal for both students and homeless children in order to foster friendships.
|Evaluation of Project’s Impact:|
Students evaluated the impact that their work had on the identified problem by giving the Quincy’s homeless children the snacks and nutritional fact cards they made.
|Challenges/Solutions Identified by District:|
* NOTE: This project summary was written by the district/community. Any text in italics was added or modified by the Department (ESE). Most of these projects were supported with Learn & Serve America funds distributed through the ESE.