In Berkeley, Calif., lunch has become a learning experience

It's a gradual process. But what children need is repeated exposure to new kinds of foods, says Suzanne Rauzon, a researcher at the Center for Weight and Health at the University of California at Berkeley. The food also needs to be perceived as "cool."

That's where the Edible Schoolyard program, part of the district's school-lunch initiative, comes in. At the Martin Luther King Middle School in the Berkeley district, students chop, cook, and set the table.

"We're just making a little dish of potatoes, garlic, lemon, and cilantro," says Michael Gould, a sixth-grader busily chopping a blue potato.

As part of an ancient history lesson, Michael and his peers are re-creating a Lebanese dish first made thousands of years ago. The ingredients came from the school's own garden - planted and harvested by students.

For 10 years, the garden and kitchen at King has been a lab for creating a culinary curriculum, where students combine food with writing, theater, science, and math. Lessons in math and science might include measuring ingredients and observing how plants grow. An English class might write about their earliest food memory.

Students learn that "what they're growing is going to be what they're cooking in the kitchen," says Esther Cook, a teacher and chef with the Edible Schoolyard. They try new, nutritious foods, and often ask for seconds, she says. Most of the district's elementary and middle schools now have gardens, and more will add kitchens next year.

The kitchen is a flurry of activity as students finish cooking and setting the table. The real magic, says Ms. Cook, is the conversation around the table once they sit down.

She poses a question: "What are you thankful for?" The students answer: "family and friends," "the garden," and "good food."

In class evaluations, Cook asks students what they do here that they don't do at home, but wish they did. The No. 1 answer: "Cook together, and eat together."

Waters says students are thirsty for the sit-down meal experience. "They're not learning how to pass the peas anymore," she says.

Meanwhile, in the cafeteria, Cooper's changes to the lunch menu have gotten a mixed response from students.

The most popular lunch used to be chips with nacho cheese. "I took away their nacho cheese sauce," she says, "and they were pretty bummed about that."

There were other changes, too: No more chocolate milk, no more sweets with high-fructose corn syrup, and no more candy sales (pencils were sold instead).

After the cheese was removed, hot lunch sales at King Middle School dropped by nearly 50 percent, say school officials. But they expect numbers to rebound after a period of transition. Cooper has introduced replacements for nachos, including fresh burritos, tamales, and enchiladas. Students also get a piece of fresh fruit or a serving of vegetables on their plate every day.

Response at Berkeley High School has been more promising. Cooper set up an organic salad bar there that's tossed-to-order. It's one of the busiest food stations in the cafeteria, and sales of salads have increased tenfold. Before the salad bar, students would get a plate of croutons, pour dressing on it, and call it "salad."

How do cash-strapped districts afford these kinds of changes?

"You can bring in healthier food at the same price as junk food," Nestle says. "Often cheaper."

When food is bought locally and made from scratch, labor costs may rise, but schools save on packaging, processor fees, and shipping costs. It may also mean fewer, but healthier, choices on the menu. The price to students stays the same.

For Cooper, the nation can't afford not to make these changes. "We need to make feeding our children a priority; we need to make teaching them about food a priority," she says. "We have to understand that it's the most important thing we can do."

Page: 1 | 2