Kathy Overholt, RN
Elkhart Area Career Center
Who I am . . .
 Been a nurse for 21 years
 Worked in public health for 8 years
 Taught at the collegiate level
 Got 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 years
 When TCTW training came to EACC I joined the
second cohort
 Worked on project for the past year
 Ran 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 time
 Made 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 Instructor
 Attempted 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.3
Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on
explanations in the text.
11-12.RT.4
Determine 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.7
Integrate 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.2
Write informative/explanatory texts, including technical processes.
11-12.WT.6
Use 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.8
Gather 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.
Writing
EL.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 Listening
EL.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 percentages
MA.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.
Modeling
Modeling 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 training
 Worked on development of the nutrition project
throughout the year with hints given
 Was 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 time
 85% of students showed positive teamwork
 88% of students met deadlines
 90% had positive peer reviews
 100% of students turned in the final project
A surprise along the way . . .
 Students prepared their dishes for the class to taste
 Recipes were distributed to the class to evaluate
 Extra copies were then given to local food pantry
 Now looking at making a project an indirect
community service project as a partnership with the
food pantry for next year
Fettuccine Alfredo
Chicken Alfredo with Spinach and Tomato
Total Calories: 318
Total Calories: 449
Calories Fat: 96.8
Calories Fat: 139.04
Calories Carbohydrates: 184.5
Calories Carbohydrates: 202.75
Calories Protein: 36.9
Calories Protein: 107.01
Daily Vaues Comparison
60
52
Percent DV (2,000 cal. diet)
50
40
Original Recipe
30
20
24
17
Revised Recipe
15
18
16
10
0
Fat
Carbohydrates
Protein
Fettuccine Alfredo
Chicken Alfredo with Vegetables
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.
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: $0.49
Cost per serving: $3.13
Twice a week: $0.98
Twice a week: $6.26
Once a week for one month:$1.96; one year: $25.48
Once a week for one month: $12.52; one year: $162.76
Twice a week for one month:$3.92; one year: $50.96
Twice a week for one month: $25.04; one year: $325.52
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 grew
 The previous pictures are just a sampling of what all
goes to the food pantry we helped
 Students felt as if they were making a difference in
their community
 Overall 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 Workshop
 NHSEC Master Health Science Teacher Certification