Project Coordinator Facilitation Guide Working With the Daily Bread Project The Daily Bread Project is a program led by the Anglican Diocese of Ottawa program that teaches basic grocery shopping and lunch making skills to children and their families in schools and community centres. School Model Students at participating schools go grocery shopping at the local supermarkets under the supervision of a Project Coordinator. Students are taught how to shop for bargains, read food labels, and in broad terms know the difference between "good" and "bad" food. The students then take the food they collect and return to their school where they work together to make simple lunch recipes that they share with their classmates. Students are given lessons on nutrition and hands-on experience in a grocery store, working with one another to make a lunch or snacks. Community Centre Model After having registered for the classes, both children and their parents spend time together engaging in physical activity, and learning about nutrition and cooking in the kitchen from the Program Coordinator and/or local heath and nutrition An evaluation completed in professionals. They are taught how to check labels and August of 2013 assessed the ingredients on food, the health benefits and the progress and consequences of food and how to prepare it. recommended next steps

for the future of the project. For access to the full evaluation, please visit: www.ottawa.anglican.ca/ dailybreadproject/

Our Focus The Daily Bread Project attempts to address child poverty by operating in schools that are flagged as being on the lesser end of the socioeconomic scale. In Quebec, the Ministry of Education provides information on the level of poverty in their schools by ranking them on a 1 to 10 scale (1 being the wealthiest and 10 being the most impoverished) based on parental income. The Daily Bread project targets schools that are rated 7, 8, 9 or 10 on the Ministry's scale, and in doing so delivers a more focused approach. In the Ottawa Carleton District School Board schools facing similar socioeconomic challenges are known as "Beacon Schools." Ottawa community centres do not have such a scale, but rather, are chosen based on consultation with community members.

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The Anglican Diocese of Ottawa The Diocese of Ottawa works with many vulnerable populations. Centre 454, a day program which serves Ottawa’s homeless population, The Well, a women’s shelter, St. Luke’s Table, a day program that serves two meals a day in a large boarding house community, and Cornerstone, a housing service for women and their children, are clear examples of this work. The Daily Bread project represents the first step that the Anglican Diocese has made in the way of poverty reduction relating specifically to children. Thanks to Bishop John Chapman’s Child Poverty Initiative, the Daily Bread Project has been able to help teach children living in economically disadvantaged families how to make affordable, nutritious meals - an invaluable skill set required to end cyclical poverty. This program is structured specifically to avoid stigmatization, as all children and adults are welcome to take part, no matter their financial situation.

Our Mission, Vision and Goals Mission: to work in partnership with local school boards and community centres, to equip elementary school students and their families with the skills needed to make affordable and nutritious meals. Vision: to achieve a healthy society, where all people possess the skills and resources needed to make their own nutritious meals. Goal: to relieve child poverty in the region. Allow all children to have healthy options for lunches, and a stronger sense of self, without stigmatization

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Starting Out The structure of the Daily Bread Project is slightly different in every location, but many of the practices are the same. Here are some suggestions and recommendations for how to start up the program in your school or community centre: Step 1: Meet with the school principal, teachers or community leaders at your proposed Daily Bread Project site to talk about how you will be working together to create a successful program. • With principals and community leaders talk about when and where the program would take place to best suits their needs. Discuss the resources they already have (kitchen, bowls, cutting boards, stovetops etc.) to determine the materials you will need. (See Step 2 for a complete list of recommended kitchen materials) • With teachers, plan out your semester based on their curriculum. For example, if they are doing a unit on addition and subtraction, you can use food items (4 apples + 6 bananas = 10 healthy fruits!) Arrange with teachers how the lessons will be structured for their classroom. Step 2: Obtain the materials necessary to run the program either through donations or by purchasing them. Assuming there is access to a fridge, stovetop, and sink, here is a recommended checklist of tools necessary for the lessons: ü Mixing Bowls ü Plates ü Tongs Cutting knives or ü Measuring Cups ü Peeler ü Wooden anything sharp should ü Cutlery ü Grater Spoons be small and easy to ü Cutting Boards ü Towels ü Scissors use. See p.6 for instructions on how to ü Knives ü Dish Soap ü Strainer safely work in a ü Trays ü Sponges ü Pots kitchen with kids. ü Cups ü Washcloths ü Pans ü Oven Mitts Step 3:

See the Lessons and Ativities sections, starting on p.14 for ideas

Plan out lessons and activities. There should be a good mix of nutrition lessons and hands-on cooking. Make sure that the lessons are age appropriate and match with curriculum requirements of the students whenever applicable. Because the Daily Bread Project is committed to helping children learn healthy habits, plan lessons with good and nutritious foods as identified in

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the Canadian Food Guide (Attached).

Additional Lessons At its core, the Daily Bread Project focuses on nutrition and hands-on cooking lessons, but there are other lessons that can be integrated into these classes to enrich them. Below are some suggestions that might be helpful, but feel free to come up with your own. See page 8 for more videos, lesson plans and additional information on each of the lessons.

Working with Children in Poverty The Daily Bread Project works specifically in communities in which there are higher percentages of children living in poverty. Many children living in low-income families are faced with a different set of obstacles than children living in middleclass or higher income families, and therefore have a different set of needs. It is imperative that these children do not feel stigmatized or judged because of their economic status, but encouraged and empowered. Often educators can identify who in their class is disadvantaged based on their behaviour. Here are some suggestions to allow for growth and understanding of those children. Educate yourself beforehand on the different forms of poverty and how it affects children. See the Daily Bread Project resource page for more information. ü Encourage the notion that you value each of the children for who they are and not their possessions. ü If you suspect any form of bullying, act quickly to end the harassment and take the time to explain why treating someone badly because of how much money their parents make is wrong. ü Be attentive and patient with all of the children and be sure to listen if they want to share For a list of resource something personal. You might be one of few role and information models that they feel they can trust and confide regarding the effects of in. poverty on children, visit ü If you are at a school, consider talking to teachers www.ottawa.anglican.ca beforehand to see if there are any children with /dailybreadproject/ particular needs, children who normally act out, bully or are bullied to be aware of the class dynamics. ü Try to avoid all events that require the children to have money (bake sale, field trip etc.)

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Hunger and Poverty Globally Our grocery stores have all kinds of food available year round. This is a luxury that is not offered to everyone in the world. There are people, both near and far who do not have access to that food due to poverty. How is it that people in a country with so much food allow so much to go to waste? There is enough food on the planet to feed every single person, but because of how we distribute it, millions of people go to bed hungry every night. How do we become aware of this and what are some things we can do to help it? These are difficult questions for children, but valuable for them to consider. Many of the Daily Bread Project participants may be living in poverty, whether they have become aware of it or not. When discussing this subject matter, try to be careful not to compare the suffering of those living in poverty here to somewhere else, but educate children on the issue of poverty and hunger so that children start to think in global terms about food related issues. Here are some ways you might try to navigate this topic: ü Help the children identify on food labels where in the world their food comes from. ü Buy fair trade products when possible and explain to children the importance of fair trade, and why not all farmers and workers are paid well for the food they provide us. ü Try making foods from different cultures. ü Check if the library has books that teach about children in different cultures like “If the World Were a Village” by David Smith or “This Child, Every Child” by Raywyn Ramage, and discuss their reactions to the differences and similarities between themselves and kids in other places. Activities: • Bring in unusual food items they may not know (pomegranates, artichokes etc.) and ask them 1) to name it 2) How it was made/grown 3) Where in the world it could have come from. • If you have a community garden or are able to grow something (i.e. beans) in the classroom, take the time to talk with the children about the amount of time and care it takes to grow something and to think of the farmers all over doing that for them. • Discuss with children how being hungry or living in poverty might affect someone at school or in other areas of their lives. Help them to understand that there are many reasons why someone would be living in poverty, and there is no reason to ever make fun of someone for it.

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Composting, Reducing, Reusing and Recycling A kitchen produces a lot of waste, and much of that waste is reusable, recyclable or compostable. It is a good practice for student and adult participants alike to be reminded to care for the earth and dispose of their waste properly. We want all of those involved in the Daily Bread Project to learn about how to be respectful of the earth that gave them food to eat. Here are some suggestions, simple activities and resources you can integrate into your lesson plans. ü If your community already has a compost bin, or you are thinking about adding one to your community garden, visit the City of Ottawa website for a full list of what you can and cannot put in them. ü Encourage the children to reuse bags, containers, food etc. whenever possible before recycling or throwing away. ü Use reusable plates, towels, napkins, cutlery and cups. (Using real dishes will also teach the invaluable skill of cleaning up! J) ü Bring reusable bags to the grocery store. ü Teach the children how the recycling works in your area (separate paper from plastics etc.) ü When possible, buy food items in bulk or items that have very little packaging. ü Lead by example by recycling, composting, reducing and reusing whenever you can. ü Try to purchase food that is local and in season. ü Print recipes, activity sheets etc. on both sides of the paper.

Activities: • Have the children to try to pack a healthy lunch with only recyclable or reusable materials. • Set out items (plastic milk carton, newspaper, carrot peels, envelope, pop can, plastic cup, glass bottle etc.) and get children who raise their hand to come and take an item and put it in the right bin (plastic, paper, compost or glass). • Have the children decorate the classroom recycling and compost bins with stickers or finger-paint to personalize them. • If there is a farmer’s market nearby, consider bringing the kids there so that they can make connections with what they’re buying it, how it is made, and who is making/growing it.

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Nutritional Education and Body Image Though we want children to understand the problems with bad foods, we also want them to have a healthy relationship with the food they’re putting into their bodies. In the evaluation of the Daily Bread Project, many of the children when asked why it was important to eat right, said it was so they “didn’t get fat”. While it is true that obesity is a huge problem and needs to be avoided, educators need to make sure they are teaching that eating healthy is not all about how you look, but about the health of your body. When teaching about nutrition, it is important to remember not to stigmatize children who are overweight already, but rather to support them to live a healthier lifestyle. Children learn from a young age to be critical of their bodies. Since this program is all about good nutrition and health, we can help them to have a good relationship with food and exercise. Though it is uncommon for young children to experience these food related issues, an unhealthy relationship to food can cause problems later in life. Here are two of the most common food-related disorders to be aware of: Anorexia: Happens when an individual is so worries about his or her weight that they try to loose weight very quickly through extreme dieting. Symptoms of anorexia might include: rapidly losing weigh, denying feeling hungry, overexercising, and withdrawing from social activities. Bulimia: Rather of starving themselves, those with bulimia will eat a lot of food and then try to get rid of it all through vomiting. Kids who have bulimia might feel they can't get control over what they eat or other things in their lives. Bingeing and purging can be a way for them to have some control. Symptoms of bulimia might include: making excuses to go to the bathroom immediately after meals, eating huge amounts of food without weight gain, and withdrawing from social activities. Here are some lessons to encourage positive body image: ü Teach children about the nutritional value of the food because of how it gives them energy and makes them feel rather than how it makes them look. ü With the older children, show them the difference between a normal human body and the expectations that there are of how we are supposed to look. Get them to draw a picture of themselves and all of the things they like about their bodies or are proud of what their bodies can do. ü Discuss obesity in a way that doesn’t stigmatize those who are overweight. Even if the children themselves are not, they might have family members who are.

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Online Resources Composting, Recycling, Reusing

Resource

Type

Link

Peppa Pig: Compost Peppa Pig: Recycling Eco Mentors

Video

http://www.youtube.com/watch?v=F3EGeC1-Gv0

Video

http://www.youtube.com/watch?v=tttXhS4W-NE

Lesson Plans Website

http://www.ecomentors.ca/resources_lesson_plans.php

Website Teacher Booklet Student Booklet

http://www.ecokids.ca/ http://oee.nrcan.gc.ca/sites/oee.nrcan.gc.ca/files/files/pdf/cal endarclub/teachers-guide-version3-2011-eng.pdf http://oee.nrcan.gc.ca/sites/oee.nrcan.gc.ca/files/files/pdf/cal endarclub/booklet2011-eng.pdf

Green Planet for Kids Eco Kids Energy and the Environment Energy and the Environment

http://greenplanet4kids.com/

Connection Between Nutritional Education and Body Image

Resource

Type

Link

Teaching ToleranceBody Image Food InsightBuilding Healthy Self Esteem Healthy Bodies

Lesson

http://www.tolerance.org/classroomresources?keys=&type=All&topic=149&grade=All&domain= All&subject=All http://www.foodinsight.org/LinkClick.aspx?fileticket=JmMijCL FiLQ%3D&tabid=1325

Lesson

Manual and Lessons

http://static.squarespace.com/static/50725af4e4b00907bc1b af70/t/5084cb78e4b02e0cbd1f5734/1350880120127/Prefac e.pdf

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Hunger and Poverty Globally

Resource

Type

Link

Food a Fact of Life Fair Trade Kids Can Make a Difference Kids Can Make a Difference Learning to Give: Food Insecurity Learning to Give: Why are People Hungry? Nourish Life

Website

http://www.foodafactoflife.org.uk/

Website Quiz

www.fairtrade.ca http://www.kidscanmakeadifference.org/hunger-quiz

Fact Sheet

http://www.kidscanmakeadifference.org/hunger-facts

Lesson

http://www.learningtogive.org/lessons/unit251/lesson2.html #lesson

Lesson

http://www.learningtogive.org/lessons/unit571/lesson1.html

Activities

WFP: The Hunger Tree WFP: How’d That Get on My Plate? WFP: My Travelling Breakfast World Class

Lesson

http://www.nourishlife.org/pdf/Nourish_Curriculum_Guide.pd f http://documents.wfp.org/stellent/groups/public/documents/ webcontent/wfp202399.pdf http://documents.wfp.org/stellent/groups/public/documents/ webcontent/wfp203679.pdf

Lesson

Lesson

http://documents.wfp.org/stellent/groups/public/documents/ webcontent/wfp204567.pdf

Poverty http://ourworldclass.tigweb.org/resources/index.html?Type= and Hunger &Category=Poverty+and+Hunger&Keyword=Keyword&searc Resources h=Search%21

Working with Children in Poverty

Resource

Type

Link

Poverty and Brain Development Ottawa Citizen: What Makes Canadians Sick

Video

http://tvoparents.tvo.org/video/183766/poverty-and-braindevelopment

Article

http://www.ottawacitizen.com/life/What+makes+Canadians+s ick+Poverty+says+report+from+Canadian/8726224/story.html

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Daily Bread Project Activity Example: Veggie Challenge! The first round of Daily Bread that I did was to talk to the kids about how important fruit & veggies were. With the younger ones we talked about eating the colours of the rainbow, with the middle groups we talked about eating like a pioneer, and we looked at fruit and veggies and tried to determine what part of the body they were good for based on the look of the food. The older ones, we focused on the 4 food groups and emphasized the fruit & veggie group. I thought it’s ‘all good to talk about it, how do we get them to actually eat more?’ So I came up with the challenge. So, for one week each class had a chance to eat as many fruit and veggies as they could in that week. Whatever class I worked with for the week, I would bring a bucket with a hole on the top. For each fruit or veggie that they could show their teacher (or me) that they were eating during morning recess and/or afternoon recess, they would receive a slip of paper in which they wrote their name and added to the bucket. We chose recess only because it was easy for the teacher to see what they eating (as I was only at the school a couple of days). We allowed any food from the fruit & veggie section of the Canada Health Guide (fresh, frozen, canned, sauced, drinking boxes (no added sugar!), the Kindergarten teacher added yogurt with fruit for her class so we had to include that as well.). The class with the most points was named the winner (the Grade 1/2 class scored 205 points!). I brought in watermelon and cupcakes (since it is ok to have a sometimes food every once in a while!), to the winning class on the last day of school. Since we had all of these names in the bucket, I approached Judy about an individual prize. After all, the more some kids ate, the more they had their name in the bucket. We tossed ideas around and then I suggested some kids cookbooks. So, I found some great cookbooks (at a great price – I bought 2 for me as well!!), and we picked a name from each class and handed out cookbooks at the end of the year ceremonies. I wasn’t sure how the challenge would go over with the kids but they seemed to really like it. They liked the competition of it between classes! One boy from Grade 4 remarked how he noticed himself and other kids still eating fruit & veggies weeks after their challenge was over. One mom during the end of year ceremonies leaned over to me and said how she always gave her son some fruit but that he was coming home asking for more! -Stacey Smallian, Project Coordinator at Buckingham Elementary School

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