a hands-on education & healthy eating … university is a 90-day healthy eating program designed...

A HANDS-ON EDUCATION & HEALTHY EATING EXPERIENCE FOR STUDENTS

NutriBullet University is a 90-day healthy eating program designed to

help school-aged children improve their diets by increasing their daily

intake of vegetables and fruits. On each day of the program, students use

NutriBullet nutrition extractors to make nutritious vegetable and fruit-based

NutriBlast smoothies for themselves in addition to receiving information

about the health benefits of each ingredient. By engaging directly with the

foods they eat, students get a better sense of how nutrition directly affects

their mood, energy, and overall well being, while developing healthy habits

that will stay with them for years to come.

OUR MISSION: To empower students to make positive decisions regarding the foods they eat now, so they can choose a healthier future.

OUR BELIEF: Feeding the body a variety of vibrant, nutrient dense foods is the best way to increase energy and vitality, prevent illness, and improve overall quality of life.

THE NBU PROGRAM IS BASED ON THE FOLLOWING PRINCIPLES:

NBU 2

KICK-OFF

The KICK-OFF is a one-day event that

introduces students and parents to

the structure and goals of NutriBullet

University. During this event, students

and parents will receive an introduction

to the Blast Bar and a tutorial on how to

make their own NutriBlast smoothies —

referred to as “Blasts” for short. Parents

are invited to ask any questions regarding

the program so they can support their

child’s participation.

PROJECT COMPONENTS: The project consists of three distinct components: the Kick-off, the Blast Bar, and the Wrap-Up.

The Kick-Off also presents an

opportunity for students to receive

professional health assessments.

NutriBullet will assist schools in locating

a professional health service to attend

the Kick-Off and collect students’

baseline glucose levels, lipid panel, and

anthropometric data.

At the end of this event, each student will

receive a NutriBullet University sweatshirt

and a NutriBullet unit the whole family

can use at to home.

NBU 3

BLAST BAR & WEEKLY ACTIVITIES

The BLAST BAR is the daily setup of

fruits, vegetables, and other wholesome

ingredients where students make their

NutriBlast smoothies every school day

over the course of the 90-day program.

The Blast Bar lets students interact

directly with whole, real foods, giving

them the option to create their own

recipes according to program guidelines,

or try one of two pre-determined monthly

recipes provided by NutriBullet University.

The expectation is for each student in the

program to try these NutriBlast recipes,

then experiment with different ingredients

that fit within the health guidelines

set for that month. During month one,

using recipes 1 and 2, students are

encouraged, but not required to use

greens (spring mix, spinach, kale, etc.),

in their Blasts. When the students get to

recipes 3 and 4 in month two and 5 and

6 in month three, the guidelines shift and

require that all Blasts consist of at least

50% vegetables. If the students don’t

comply with these guidelines, they will

not be allowed to participate in the Blast

Bar that day.

Over the course of the 90-day program,

you and your team will take the students

on an educational journey through the

weekly Blasting activities provided by

NutriBullet University. Participation

in NutriBullet University requires that

teachers and students share pictures,

recipes and videos on NutriBullet’s social

media channels.

WRAP-UP

WRAP UP occurs at the end of the 90

days. Your students will share what they

have learned by leading a student-run

Blast Bar open to the entire school and

community. The remaining funds will be

used towards this Blast Bar.

Students will be given the same health

assessment they received at the

beginning of the program to evaluate any

changes that may have occurred in the

last 90 days. They will also be presented

with NutriBullet University gear and a

diploma commemorating their graduation

from NutriBullet University.

NBU 4

Congratulations! Your school/institution has been selected to run the NutriBullet University program. You have taken steps to improve the health of your community and we are here to support you!

This program is extremely rewarding, but it does require some planning and organization to be effective. The following timeline will help you organize your program and get a sense of the progress you and your students will be making over the course of the next 90 days.

NUTRIBULLET UNIVERSITY PROJECT PROTOCOL

1. SELECT STUDENTSSelect at least 25 students who will Blast

consecutively, 5 days per week, for 90

days. This may be a group of students who

are involved with an existing afterschool

program or a group of students enrolled in

a daily health class. Once the students are

selected, complete a CLASS ROSTER with

the following information:

• Student’s First and Last name

• Parent’s First and Last name

• Parent’s contact email

• Student’s Sweatshirt Size

(children, youth, or adult)

1 MONTH PRIOR TO KICK-OFF

2. SELECT TEAMA supportive team can increase the

success of the NutriBullet University

program. The Blast Captain will assign

roles to prospective team members after

discussing the job description with each

interested individual. You need at least

one person assigned to each role, but can

have additional members. A successful

team consists of the following individuals:

SEE CHART ON NEXT PAGE >

NBU 5

POSITION

BLAST CAPTAINappointed individual:

BLAST ASSISTANT 1appointed individual:

BLAST ASSISTANT 2appointed individual:

SOCIAL MEDIA ASSISTANTappointed individual:

JOB DESCRIPTION

1. Oversees the daily Blast Bar operation

2. Motivates students to make healthy

choices and follow program guidelines

3. Complete weekly Blast Bar inventory

4. Checks-in with NutriBullet team weekly

5. Ensures social media content is posted

in a timely manner, working with the

Social Media Assistant

1. Helps students retrieve their Blast cups

2. Helps students clean blades and cups

3. Wash and clean Blast Bar as needed

4. Record each student’s daily completion

of the Blast Bar on Monthly Blasting

Chart (include student name and days

of the program)

1. Refills bowls with food needed for the

Blast Bar

2. Prepares the produce for the Blast Bar

1. Creates content for social media such

as Twitter, Instagram, and/or Facebook

2. Sends all content weekly to social

media contact:

[email protected]

Use the hashtags: #NutriBulletUNI

NBU 6

3. CONFIRM PRODUCE DELIVERY1. As part of your pre-check list, we

required a produce vendor that could

fulfill your weekly produce needs.

Depending on the size of your class/

group of students, the frequency of

ordering may vary.

2. Use the Blast Bar Inventory List,

to determine your weekly Blast

Bar produce needs. Enter the total

number of students at the top of the

page to determine your needs.

• If students are young, you may be

able to stretch your ingredients

farther.

• NOTE: You may replace the Mixed

Greens, Frozen Spinach, and Kale

with eight 16oz boxes of Spring

Mix, Spinach, or other forms of

leafy greens.

3. Before buying a weeks worth of

vegetables, make sure you have

adequate freezer and refrigerator

space to store all of your produce!

• Have the first produce delivery 24

hours prior to kick-off date.

4. SECURE A ROOM & SUPPLIES NEEDED TO RUN YOUR BLAST BAR. This space and all supplies will be need

for the next 90 days.

The room should include:

• Clean water supply

• Sink

• Counter space

or table for produce prep

• Blast Bar space or set-up

• Food storage

(refrigerator, freezer, cabinet)

5. SET A DATE FOR THE KICK-OFF!1. Find a date in your program or on

your school calendar where you are

able to run a 90-day program.

2. Find a 2-hour window to run the Blast

Bar, have a Q&A for parents, decorate

cups and have nursing assessments

and wellness assessments

completed. We suggest either at the

beginning of the day or the end of

the day to avoid interruptions during

school time.

NBU 7

6. SEND OUT INVITES FOR THE KICK-OFF Use a kick-off letter to inform key

individuals about the structure and goals

of the program.

Include the following:

• Date

• The Blast Captain’s name

• Contact information

(phone, email, etc.)

• Send Kick-off invitations to:

• School district members

• Principal and Vice-Principal

• Community members

• Students’ parents

• The head of your organization

7. HEALTH ASSESSMENT SERVICESNutriBullet team will locate a wellness

service to come to your location and

collect the following information from

student participants:

• Fasting Glucose

• Triglycerides

• Total Cholesterol

• Low-Density Lipoprotein (LDL)

• High-Density Lipoprotein (HDL)

• Height (inches)

• Weight (pounds)

• Waist Circumference (inches)

8. RECEIVING THE GOODS 1. You will receive certain items such

as the NutriBullet units, tall cups and

extra blades along with sweatshirts

for the students and teachers.

2. Designate a location to receive

and store the NutriBullet units and

sweatshirts, as these will take up a

decent amount of space.

3. Take inventory and report any missing

items to NutriBullet Team at:

[email protected]

Items you should receive:

• Sweatshirts

• NutriBullet units

• Signage

• Tall cups

• Blades

• Blast Bar supplies

• 2 Large bowls with lids (plastic)

• 4 Medium bowls with lids (plastic)

• 2 Small bowls with lids (plastic)

• 4 Extra-small lids (glass)

• 4 Tongs (2 large and 2 small)

• 2 Sets of measuring cups

• 2 Sets of measuring spoons

• 3 Plastic pitchers with lids

• 3 Knives

• 3 Plastic cutting boards

• 1 Apple corer

• 3 Dish towels

• 4 Rolls of duct tape in color

or patterns

• 1 Set of multi-color Sharpies

• 2 Rolls of stickers

NBU 8

9. COMPLETE LEGAL PAPERWORK 1. NutriBullet team will send out all

required legal forms to parents

via Docu-Sign using emails listed

on the CLASS ROSTER. Ensure

each student has these documents

completed prior to kick-off.

There will be three legal forms

sent to parents:

1. Parent Consent Forms

2. Likeness/Testimonial Release

(Student)

3. Health Portability and

Accountability Act (HIPAA)

2. Once all legal forms have been

completed, a Wellness Assessment

will be sent home for the student

to complete.

• You and your team will not be

responsible for the collection of

the forms. You may have to remind

the parents and the students of the

requirement.

3. Other than the students, anyone

else involved in the program will be

required to complete a Likeness/

Testimonial Release form. This can be

emailed to participants upon request.

**Forms will only be sent to schools

officially enrolled in NBU.

10. SEND NUTRIBULLET TEAM INFORMATION Send the following information 3 weeks

prior to kick-off:

1. CLASS ROSTER - Completed

2. TEAM ROSTER - Completed

3. DATE & TIME FOR KICKOFF

4. PRODUCE VENDOR & DATE OF

FIRST DELIVERY

Please send an email to Gigi at

[email protected]

11. FINAL CHECKLIST

Sent out Kick-off Letter to key

Community and School Members

Sent NutriBullet Class Roster,

Team Roster, Kick-off Date,

Produce Vendor

Legal Forms Complete

Blast Bar Supplies/Utensils Received

Received NutriBullet Units

Received extra Tall Cups and Blades

Received NutriBullet University

Signage

Received Sweatshirts

Nursing services set-up

***Legal forms, Blast Bar supplies,

NutriBullet units, cups, blades,

signage, sweatshirts and nursing

services will only be provided for

schools officially enrolled in NBU.

NBU 9

CONGRATULATIONS! YOU HAVE COMPLETED ALL NECESSARY

TASKS TO START YOUR BLAST BAR!

The Kick-Off is whirlwind of very high

energy. We suggest that you prepare a day

ahead in order to minimize the workload

and minimize any potential snags.

1. Prepare & Clean the produce

• Cut cucumbers to 1” chunks and place

them in a medium size bowl with lid

• Fill 1 medium bowl with baby carrots

• Fill 1 medium bowl of frozen

strawberries

• Fill 1 medium bowl of frozen

pineapple or mango

• Fill 1 large bowl of mixed greens

• Fill 1 large bowl of spinach

• Fill pitchers with coconut water

and almond milk

• Fill 1 small bowl of chia seeds

• Fill 1 small bowl of hemp seeds

2. Place lids on all bowls with produce

and seeds.

3. Store in Freezer

• Frozen strawberries

• Frozen pineapple/mangoes

• Store in Refrigerator

• Carrots

• Cucumbers

24 HOURS PRIOR TO KICK-OFF

• Mixed green

• Spinach

• Coconut water

• Almond milk

4. Clean all kitchen utensils

(tongs, bowls, NutriBullet cups

and blades, etc.)

5. Unpack 3 NutriBullet units for class

use (save 2 for back-up)

6. Take NutriBullet boxes out of cartons

7. Create a NutriBullet cup

decorating station

• Stickers

• Duct Tape

• Sharpies

8. Post NutriBullet recipes adjacent to

NutriBullet Machines

9. Organize the sweatshirts by size for

easier distribution

10. Review with your team which

person will be in charge of each

station during the Kick-Off

NBU 10

DAY OF THE KICK-OFF

We want the students to enjoy the

Kick-Off as much as you do. This is the

time to introduce the program to them,

answer any questions, enjoy making

the Blasts and most importantly, have a

delicious time!

Make sure to SNAP PICTURES FOR OUR

SOCIAL MEDIA PAGES, utilize your social

media volunteer, and include our hashtags:

#NutriBulletUNI

ORGANIZATION IS KEY to having an

effective Kick-Off. Break each activity

into a station to ensure everything

flows smoothly.

1. Check-In

• The day prior to kick-off, NutriBullet

team will send you a list of students

enrolled in the program and the

status of their legal forms and

wellness assessments.

• Have additional Likeness/Testimonial

Release forms on hand for participants

to sign, scan and send back to NB:

[email protected]

2. Nursing Assessment

• NutriBullet team will schedule

Registered Nurses to come to kick-off

and assess health measures. A long

table with access to an outlet will be

needed for nurses staff to use.

• This station will take the longest,

students may need to attend other

stations before the nursing so the

flow is consistent.

3. Cup Decorating

• Designate a table to have stickers,

duct tape, scissors, permanent

markers and tall cups so students can

personalize and decorate their cups.

• Ensure each student places their

name on their own cup.

NBU 11

4. Blast Bar

• Have two adults stationed behind the

Blast Bar. They can assist Kick-off

attendees in creating a Blast.

• Have Month 1 recipes set up

i. Recipe #1:

1 cup spinach, 2 inches

cucumber, 4 frozen strawberries,

1 tbsp chia seeds, 1 banana,

coconut water to max line

ii. Recipe #2:

1 cup mixed greens, ½ cup

pineapples, ½ medium carrot,

1 tsp cinnamon, 1 tbsp hemp

seeds, almond milk to max line

5. Sweatshirt and NutriBullet

Distribution / Checkout

• NutriBullet will provide a checkout

list to ensure each student receives

all giveaways:

• Sweatshirt

• Tall cup: personalized & decorated

• NutriBullet unit

• Completed Nursing Assessment

SET A SPECIFIC TIME TO ADDRESS

ALL ATTENDEES. Thank them for

coming to the Kick-Off, give a brief

overview of the program goal and

explain what they will be doing over the

next 90 days, and congratulate them for

being accepted to NutriBullet University.

Demonstrate how to make a Blast and

allow for questions from participants.

NBU 12

AFTER THE KICK-OFF

The Kick-Off was a “Blast” and you are

ready to go home. But before you do,

make sure you are set-up for Blasting on

day 2. Keep the energy rolling and the

healthy Blasts coming!

• Display Monthly Blast Chart and

ensure all students place a check in

the box every day they Blast

• Refill all produce containers with

respective fruit/vegetable for the

next day

• Store produce appropriately

• Clean all NutriBullet blades

• Clean all NutriBullet cups

• Clean all soiled surfaces

• Reorder any produce/ingredients for

the next day

• Review the positives of the Kick-Off

with your team and how to continue

your success

• Continue to send social media content

to Facebook, Twitter, Instagram, and/or

[email protected]

NBU 13

You are ready to start the program! Your team will have learned a lot from the kick-off and now its time to keep things going. Students follow Recipe 1 or 2, or they can experiment with ingredients to make their own Blast. Using greens at this stage is highly encouraged, but not required.

MONTH 1

BLAST BAR SET-UP

THE BLAST CAPTAIN helps set up the Blast Bar and oversees

all activity. This is a great time to help

students check-off Monthly Blast chart or

complete the chart via the online portal.

BLAST ASSISTANT #1 helps students locate their cups and helps

them move through the Blast Bar in an

orderly manner.

BLAST ASSISTANT #2 replenishes ingredients, makes sure

students load their cups properly and

helps Blast Captain enforce Blast

Bar rules.

1. Blast Captain places laminated

recipe cards #1 and #2 on the

Blast Bar.

2. Gather bowls and utensils

• 2 large bowls

• 4 medium bowls

• 2 small bowls

• 1 small glass bowl

• 2 pitchers

• 4 tongs

• 2–½ measuring cups

• 2–1 Tbsp measuring spoons

• 1–½ tsp measuring spoon

NBU 14

3. Blast Captain and Volunteers place

produce in corresponding bowls

with appropriate utensils.

a. BLAST #1

• Bananas

• 1 large bowl + tongs: spinach

• 1 medium bowl + tongs: frozen

strawberries

• 1 medium bowl + ½ measuring

cup: cucumbers, sliced into 1

inch pieces

• 1 small bowl + 1 Tbsp measuring

spoon: chia seeds

• 1 pitcher filled with coconut water

b. BLAST #2

• Bananas

• 1 large bowl + tongs: mixed greens

• 1 medium bowl + tongs:

frozen pineapple

• 1 medium bowl + tongs:

baby carrots


spoon: hemp seeds

• 1 small glass bowl + ½ tsp

measuring spoon: cinnamon

• 1 pitcher filled with unsweetened

almond milk

NBU 15

1.5VEGETABLE

SERVINGS

2FRUIT

SERVING

0.3SEED

SERVINGS

1.5VEGETABLE

SERVINGS

1.5FRUIT

SERVING

0.3SEED

SERVINGS

Kcal:

Fat:

Sat. Fat:

CHO:

Protein:

CA:

K:

Fiber:

Kcal:

Fat:

Sat. Fat:

CHO:

Protein:

CA:

K:

Fiber:

300

8.5g

0.6g

60g

7g

740.7mg

714.5mg

7g

286

4.1g

0.7g

55.8g

10.4g

192mg

1645mg

15g

NBU 16

4. Line up ingredients according to

recipe — largest bowl to smallest

bowl with pitchers at the end of

the line.

Once the students fill their cups, they

receive an Extractor Blade and proceed

to NutriBullet base station. Students must

place a check mark next to their name

on the NutriBlasting Chart to track their

daily participation. They will then use the

NutriBullet base to blend; rinse blade off

in the sink; return it to the Blast Bar for

another student to use.

5. Clean–Up

• Once the Blast Bar is complete,

program volunteers refill all

containers with fruits and

vegetables, replace lids, seal any

open bags, and put ingredients back

into their designated areas.

• Place lids on all items and store in

refrigerator, cabinets or freezer

a. REFRIGERATOR

– Mixed Greens

– Spinach

(if frozen, store in freezer)

– Carrots

– Cucumber

– Unsweetened Almond Milk

– Coconut Water

b. CABINET

– Chia Seeds

– Hemps Seeds

– Cinnamon

– Bananas

c. FREEZER

– Pineapple

– Strawberries

• Every day, BLAST ASSISTANT #2

empties bowls and pitchers, washes

them and all utensils, and puts away

all ingredients once everything has

been properly cleaned.

NBU 17

The Blast Bar continues to run as it did in Month 1. Month 2 introduces recipes #3 and #4. Both recipes contain lower glycemic fruits and students must now only use half a banana. Students can follow recipe #3 or #4 or create their own provided they MUST use half veggies. If they do not comply, they will not be allowed to participate for the day.

MONTH 2

BLAST BAR SET-UP


recipe #3 and #4 recipes on the

Blasting Bar.


• 2 large bowls

• 4 medium bowls

• 2 small bowls


• 2 pitchers

• 4 tongs







a. BLAST #3

• 1 large bowl—bananas cut in half



pears (cored prior to freezing)


cup: zucchini, sliced into 1 inch

pieces


spoon: hemp seeds

• 1 small bowl + ½ tsp measuring

spoon: cinnamon


almond milk

NBU 18

b. BLAST #4

• Bananas cut in half (can share

same bowl from recipe #3)

• 1 large bowl + tongs: kale


apple (cored prior to freezing)


cup: cucumbers, sliced into 1

inch pieces


spoon: oats

• 1 small glass bowl + 1 Tbsp

measuring spoon: walnuts

• 1 small glass bowl: mint leaves



recipe—largest bowl to smallest bowl

with pitchers at the end of the line



to NutriBullet Base station. Students must

place a check mark next to their name

on the NutriBlasting Chart to track their

daily participation. They will then use the

NutriBullet base to blend; rinse blade off

in the sink and return it to the Blast Bar

for another student to use.

5. Clean–Up




vegetables, replace lids, seal any

open bags, and put ingredients back

into their designated areas.



a. REFRIGERATOR

– Kale

– Spinach

(if frozen, store in freezer)

– Zucchini

– Cucumber


– Coconut Water

– Mint

b. CABINET

– Oats

– Hemps Seeds

– Cinnamon

– Walnuts

– Bananas

(if cut in half, store in fridge)

c. FREEZER

– Apples (after cutting)

– Pears (after cutting)






NBU 19

1.5VEGETABLE

SERVINGS

1FRUIT

SERVING

0.25WHOLE

GRAINS (OATS)

SERVINGS

0.25NUT

SERVINGS

2VEGETABLE

SERVINGS

1FRUIT

SERVING

0.3SEED

SERVINGS

Kcal:

Fat:

Sat. Fat:

CHO:

Protein:

CA:

K:

Fiber:

Kcal:

Fat:

Sat. Fat:

CHO:

Protein:

CA:

K:

Fiber:

298.5

6.6g

1.1g

57.4g

8.7g

197.2mg

1611.1mg

10.9g

243.5

8.4g

0.5g

35.6g

9g

698.7mg

597mg

7.4g

NBU 20

The Blast Bar introduces recipes for Blast #5 and #6. Both recipes contain low glycemic fruits, as well as more nutrient-dense foods. Now that students are familiar with different veggies and fruits, they are encouraged to try their own creations and continue using half vegetables.

MONTH 3

BLAST BAR SET-UP


recipe #5 and #6 recipes on the

Blasting Bar.


• 2 large bowls

• 4 medium bowls

• 2 small bowls


• 2 pitchers

• 3 tongs




• 1–¼ tsp measuring spoon




a. BLAST #5

• 1 large bowl—bananas cut in half



cup: frozen broccoli


cup: frozen blueberries


spoon: pumpkin seeds

• 1 small bowl + ¼ tsp measuring

spoon: turmeric


NBU 21

b. BLAST #6

• Bananas cut in half (can share

same bowl from recipe #3)

• 1 large bowl + tongs: kale or

mixed greens


cup: frozen broccoli


cup: frozen strawberries

• 1 small bowl + tongs: beets cut

into 1 inch cubes


measuring spoon: walnuts


measuring spoon: hemp seeds


almond milk

• 1 small glass bowl + ½ tsp

measuring spoon: cinnamon


recipe—largest bowl to smallest bowl

with pitchers at the end of the line.



to NutriBullet Base station. Students must

place a check mark next to their name on

the NutriBlasting Chart to track their daily

Blasts. They will then use the NutriBullet

base to make their Blast; rinse their blade

off in the sink; return it to the Blast Bar for

another student to use.

5. Clean–Up




vegetables, replace their lids, seal

any open bags, and put ingredients

back into their designated areas.



a. REFRIGERATOR

– Kale

– Mixed Greens

– Beets


– Coconut Water

b. CABINET

– Pumpkin Seeds

– Hemps Seeds

– Cinnamon

– Walnuts

– Turmeric

– Bananas

(if cut in half, store in fridge)

c. FREEZER

– Blueberries

– Broccoli

– Strawberries






NBU 22

2.5VEGETABLE

SERVINGS

1FRUIT

SERVING

0.3SEED

SERVINGS

0.25NUT

SERVINGS

Kcal:

Fat:

Sat. Fat:

CHO:

Protein:

CA:

K:

Fiber:

245

12.5g

0.9g

27g

10.5g

750.2mg

740.4mg

6.7g

Kcal:

Fat:

Sat. Fat:

CHO:

Protein:

CA:

K:

Fiber:

249.5

5.1g

1.4g

45.4g

9.6g

90.8mg

1428.5mg

10.6g

2VEGETABLE

SERVINGS

1.5FRUIT

SERVINGS

0.3SEED

SERVINGS

NBU 23

You have all become masters of the Blast Bar. At NutriBullet, we hope the journey is as delightful and delicious for you as it is for us. We enjoyed seeing the transformations and now it is time to share those stories with your whole school and communities. It is time to open up your Blast Bar to people outside of your class.

WRAP–UP PARTY

• Open up Blast Bar to entire school and invite teachers, students and key community figures to attend

• Set a Wrap-Up Party Date and notify [email protected]

so that we are able to produce Wrap-Up Party Announcements for you to publicize your event.

• Contact your produce supplier and ensure a larger produce order is placed.

RUNNING THE BLAST BAR

1. The STUDENTS will be the ones running

the Blast Bar and should be assigned to

different tasks:

• 2-3 students behind the Blast Bar

explaining how to build a Blast and

the health benefits of each food

• 2 students at the NutriBullet Base

station ensuring all blades are attached

properly and blending is completed for

a sufficient amount of time

• 1 student in charge of refilling

containers when ingredients run low

• 2-3 students in charge of washing

cups and blades

NBU 24

WRAPPING UP THE PROGRAM

1. Capture pictures, videos and stories

from the Wrap-Up Blast Bar and send

your materials to:

[email protected]

2. Return any equipment (video cameras)

provided by NutriBullet team

3. Distribute diplomas and backpacks to

NutriBullet University graduates.

4. Keep Blasting!

As we wrap up, we will continue to

be at your side waiting to hear about

your ongoing transformations. We also

encourage you to sign up at

NutriLiving.com and continue the

journey with new Blasts and articles

related to your health. Health is a

marathon, not a sprint. Continue to

provide your body with nourishing foods

and you’ll be well on your way to a longer,

more fulfilling life.

NBU 25

Social media is a vital part of NutriBullet University even though we are hundreds of miles away. In order for us to share the joy and outstanding progress, we request social media content to be uploaded weekly. There is a unique theme each week to allow students to capture their Blast experience through different perspectives.

Don’t forget to use our hashtag: #NutriBulletUNI. Please send all content to [email protected]

BLASTIN’ HAPPILY EVER AFTERACTIVITIES TO SUPPORT WEEKLY BLASTING

SOCIAL MEDIA ASSISTANT

will post content will be distributed every

week on FRIDAY:

WEEK 1: Newbies Blasting. No matter

how hard you try to keep it clean,

it is inevitable you’ll end up with a

smoothie mustache (aka smoothie-

stach). Show us your BEST

smoothie-stach on camera!

WEEK 2: What in the Blast?!

Smoothies can provide a boost of

energy to your day. In your best

pose, show us an action shot with

your Blast. Describe in words what

you think are the most positive

physical changes you have seen

after starting to Blast.

WEEK 3: Pinkies Up! Up to this point,

each day you’ve made your Blast in

a tall cup. One day this week, spice

it up and make your smoothie fancy!

Put it in a bowl and eat it like a soup,

drink it with a fancy straw, or put it

your Mom’s fancy glassware (ask for

permission first).

WEEK 4: Blastin’ is Contagious. Healthy

living starts with one healthy behavior.

It has been a month since you started

Blasting, what other healthy habits

have you incorporated? This can

include increasing your physical

activity, playing outside more, eating

more healthy fruits and vegetables,

drinking less soda and sugary juices,

playing fewer video games.

NBU 26

WEEK 5: Blastin’ is Caring. Have

participants share a blast with

someone who has not tried one

before. Have the new individual

share a comment. The newbies can

be friends, family, teachers, etc.

WEEK 6: Blastin’ in Color. Match your

outfit with the ingredients in your

Blast. Be creative and replace a fruit

or a vegetable that you usually do

not use and photograph it before

you blend.

WEEK 7: Name that Blast! Come up

with a creative name for your Blasts!

WEEK 8: Culture your Blast! Use

a food traditionally consumed in

your culture (Mexican, Chinese,

European, etc.) and add it to your

Blast. Take a picture of the food you

chose and show us your Blast!

WEEK 9: Blast to your Health! Cheers

to your health with a group of

friends, family, teachers, etc and

send up a picture.

WEEK 10: Ode to the Blast. How has

the NutriBlast been a hero in your

life? Show us how your Blasts have

made you healthier, stronger, and

more energetic.

WEEK 11: Blast Off! Accompany your

Blast with your favorite dance moves

and/or with your favorite music!

Rock out while you Blast!

WEEK 12: Happily Blastin’ After! How

will you continue Blasting, and how do

you plan to live a healthier lifestyle?

BLAST CAPTAINSPlease send reports (written or video) to

[email protected]

based on the following topics of the week

(see chart on pages 27-29). If there is

nothing to report on the topic, discuss

your challenges, your successes, your

lessons learned, and your innovations.

NBU 27

DESCRIPTIONS

What were some of your struggles this

week? How did you over come them?

What were your solutions?

After one week of Blasting, you have

become an expert. What are one or two

short tips of how to make better Blasts

or how to run Blast Bar more smoothly?

How have you incorporated the Blast

Bar into your curriculum or your

program outside of the content we have

provided? What are some activities or

worksheets you have used to teach the

relationship between the ingredeints and

the nutrition in each Blast?

How have you seen your students/

children change since you have all

started Blasting both physically and

emotionally? If there are no changes,

please state so. If there are changes,

specifically the types of changes you

see in the kids. Was there any parental

feedback that you’d like to share?

Have teachers and/or students reported

changes in how they feel before and after

they exercise during the first month of

Blasting? Have they improved, declined

or not see any changes?

TOPIC

Getting Blasted

Quick Blasts

Blast-ducation

Blast-O-Morphosis

Blaster-cise

WEEK

1

2

3

4

5

NBU 28

DESCRIPTIONSTOPICWEEK

If you could change anything about the

program, what would it be? Would you

change the length of the program or

the design of the program? Is there any

additional assistance you would like to

see from the NutriBullet team?

Running a Blast Bar can produce

challenges. Stay organized and keep

your students motivated. What has

allowed you to run a more successful

Blast Bar? What challenges have you

overcome in the past few weeks? What

accomplishments have you had?

Adopting a healthy lifestyle may come

with certain struggles. We all need

encouragement and that definitely

includes students. Using the template

attached, who, among your students

would you nominate as a Master Blaster?

Why do you think they deserve the title?

Nutrition education, implementation

and practice are vital parts of lifelong

learning. What new curriculum or

activities have you done with your

students/children that has combined the

Blast Bar with nutrition education?

Blast Forward

Blastin’ Triumphs

Master Blaster!

Blast-ducation Part 2

6

7

8

9

NBU 29

DESCRIPTIONSTOPICWEEK

While Blasting may seem like a simple

task, it can also turn into a heartfelt

moment. Share an NBU story that you

have heard from your staff or your

students that made your heart melt. It

can be about how they are eating better

because of the project or how they are

feeling better because of the nourishing

foods they have been Blasting with.

As our journey comes to an end, we

would like your school or your program to

explore farmers or produce suppliers that

can sustain your Blast Bar from here on

out. Describe some of the challenges you

may face or if you don’t anticipate any,

tell us how your plans will be executed

without a hitch!

What are the top three tips you would you

share with future Blast Captains before

they start their own Blast Bar?

A Moment of Blast

Sustainable Blasting

Blast-vocating

(Advocating)

10

11

12

NBU 30

PRODUCE MAKES UP THE LARGEST

PERCENTAGE OF COST FOR

NUTRIBULLET UNIVERSITY.

We want to ensure the program is

adequately funded. Please provide your

receipts in a timely manner. Upload (if you

have access to online portal) or send

the receipts at least every other week.

WEEK

Week 2

Week 4

Week 6

Week 8

Week 10

Week 12

DATE

On our online portal, please enter:

1. The date of the receipt

2. The total of the receipt

3. A short description of your items.

If sending the receipts, please scan

and send to:

[email protected]

• Do this every other week.

• Fill in the following dates:

NBU 31

Food safety is key each and every time we make a Blast! Staying healthy means eating healthy foods and keeping our kitchen clean too!

KEEPING YOUR BLAST BAR SAFE

HERE IS HOW YOU STAY HEALTHY

INSIDE AND OUT:

1. Clean all surfaces with a clean paper

towel or washcloth before preparing

any foods or making a Blast.

2. Use only clean cutting boards

and utensils to prepare your fruit

and vegetables.

3. Before you make a Blast, wash your

hands with warm soapy water for 20

seconds, that’s like singing the

ABC’s twice!

4. Wash all fresh, non-frozen fruits and

vegetables thoroughly with water

before use.

5. Assign one spoon for each spice

and/or seed container and one tong

for each fruit and vegetable. Some

students may be allergic to certain

foods therefore it is best to keep the

serving spoons and tongs separate for

each ingredient.

6. When you are done with your Blast, do

not forget to clean your Tall Cup, the

cutting boards, the knives, and utensils

with warm soapy water.

7. Put lids on each container for the fruit,

the vegetables, and the seeds. Be sure

to twist the cap on the almond milk, and

coconut water tightly to avoid spillage.

8. Store all frozen fruits in the freezer and

all vegetables and other fruits except

bananas in the refrigerator. Seeds and

spices can be stored in cabinet or in

the refrigerator if you have space.

9. Wipe down all surfaces of any drips and

spills so you are ready for the next day!

10. Wash your hands one more time for

20 seconds before you move onto your

next activity!

NBU 32

Food allergy can be deadly for some students. Precaution is always necessary.

ALLERGY-SAFE BLAST BAR

HERE ARE SOME TIPS TO BETTER

ASSESS THE RISKS RELATED TO FOOD

ALLERGIES IN YOUR CLASSROOM:

1. Individuals can be allergic to a wide

variety of fruits and vegetables as well

as seeds and milk too. It is best to ask

the parents if their child has any foods

allergies prior to the start of the program.

2. Keep a roster of your students who

have food allergies. This can help

with food preparation and ensure that

students with food allergies are given

extra precautions.

3. Students who have a known food

allergy must have a completed “Food

and Allergy & Anaphylaxis Emergency

Care Plan” by Food Allergy Research &

Education (FARE).

4. To avoid contamination, use utensils

and tools specific for each food.

5. The chart on page 33 lists common

foods individuals are allergic to. The

foods in bold are found in one of the

six Blast recipes.

6. Allergy reactions can come in different

forms. These some ways a student

may describe an allergic reaction:

a. “This food is too spicy.”

b. “My tongue is hot [or burning].”

c. “It feels like something’s poking

my tongue.”

d. “My tongue [or mouth] is tingling

[or burning].”

e. “My tongue [or mouth] itches.”

f. “It [my tongue] feels like there is hair

on it.”

g. “My mouth feels funny.”

h. “There’s a frog in my throat.”

i. “There’s something stuck in

my throat.”

j. “My tongue feels full [or heavy].”

k. “My lips feel tight.”

l. “It feels like there are bugs in there.”

(to describe itchy ears)

m. “It [my throat] feels thick.”

n. “It feels like a bump is on the back

of my tongue [throat].”

NBU 33

COMMON ALLERGY SOURCES

VEGETABLESFOOD

FRUIT

Tree Nuts (include almonds & almond milk)

Peanuts

Cow’s milk

Soy and soy milk

Eggs

Wheat

Fish

Shellfish

Asparagus

Avocado

Bell Pepper

Cabbage

Carrot

Celery

Lettuce

Potatoes

Acerola

Apple

Apricot

Bananas

Cherry

Coconut (flakes/milk/water)

Dates

Pumpkins

Turnip

Zucchini, courgette

Figs

Grapes

Kiwis

Lychee

Mango

Melon

Orange

Pear

Persimmon

Pineapple

Pomegranate

Prune and Plums

Strawberries

Tomatoes

Source: https://farrp.unl.edu/informallf; https://farrp.unl.edu/informallvegetables

NBU 34

NutriBlasts are composed of fruits and vegetables but while they are healthy foods and high in fiber, they are mainly composed of carbohydrates. Students who are diabetics can be at risk of hy-perglycemia or high blood sugar. Diabetes can be dangerous if the student’s blood glucose is not properly maintained and monitored.

BLASTING AT SAFE GLUCOSE LEVELS

CHECK OUT THE NUTRITION ANALYSIS

OF OUR RECIPES AND READ THE

FOLLOWING WAYS TO KEEP YOUR

STUDENTS HEALTHY & SAFE:

1. The following is carbohydrate

information for each blast.

a. BLAST #1:

55.8 grams of carbohydrates

b. BLAST #2:


c. BLAST #3:


d. BLAST #4:


e. BLAST #5:


f. BLAST #6:


2. Ask all parents and guardians if

their student has type 1 or type 2

diabetes. Advise parents that the

Blasts are comprised of mainly fruits

and vegetables. While they are high in

fiber and a healthier source of sugar

than candy and other snacks, they are

considered to be carbohydrates.

3. Be sure to mark on your roster

which students have diabetes

and which type they have. Have all

parents/guardians with students with

diabetes (type 1 and type 2) complete

the Diabetes Management Care

Plan safety purposes.

a. Review the information returned to you

and ask the parents any questions, if

necessary. If you have a medical staff

at your school, share the information

with them as well with proper consent

and parental authorization.

NBU 35

4. Practice with your students if there

are any protocols the parents/

guardians are providing.

5. Monitor student’s NutriBlast the

first few times they are making

a smoothie to ensure it does not

contain only fruits.

6. Know the signs of high blood sugars.

EARLY SIGNS OF HYPERGLYCEMIA

Frequent urination

Increased thirst

Blurred vision

Fatigue

Headache

LATER SIGNS OF HYPERGLYCEMIA

Fruity-smelling breath

Nausea and vomiting

Shortness of breath

Dry mouth

Weakness

Confusion

Coma

Abdominal pain

NBU 36

DIABETES MEDICAL MANAGEMENT PLAN

Date of Plan: Plan Valid Until: / /

Student’s Name: Date of Birth: / /

Type of Diabetes Diagnosis: Type 1 Type 2 Other

School: School Phone Number:

Grade: Teacher’s Name:

School Nurse: Phone Number:

EMERGENCY CONTACT(S)

Name:

Address:

Telephone: Home Work Cell

Email Address:

Name:

Address:

Telephone: Home Work Cell

Email Address:

STUDENT’S PHYSICIAN AND HEALTH CARE PROVIDER

Name:

Address:

Telephone: Work

Email Address:

CHECKING BLOOD GLUCOSE

Blood glucose target range:

70 to 130mg/dL 70 to 180 mg/dL Other:

Checking blood glucose level:

Before lunch ______ hours after lunch

2 hours after correction dose Mid-morning

Before PE After PE

As needed for signs/symptoms of low or high blood glucose

As needed for signs/symptoms of illness

Preferred site of testing:

Fingertip Forearm Thigh Other: ____________

STUDENT’S SELF-CARE BLOOD CHECKING SKILLS:

Independently checks own blood glucose.

May check blood glucose with supervision.

Requires school nurse or trained diabetes personnel to check blood glucose.

HYPERGLYCEMIA TREATMENT

Student’s usual symptoms of hyperglycemia (list below):

Check:

Urine Blood for ketones every ______ hours when blood glucose

levels are above ______ mg/dL

For blood glucose great than _______ mg/dL AND at least _________ hours since last

insulin dose, give correction dose of insulin (see orders below).

For insulin pump users: see additional information for students with insulin pump.

Give extra water and/or non-sugar containing drinks (not fruit juices):

_______ ounces per hour.

INUSLIN THERAPY

Insulin delivery device: Syringe Insulin Pen Insulin pump None

Types of Insulin Therapy at School:

Adjustable insulin therapy

Fixed insulin therapy

No insulin

Adjustable Insulin Therapy

• Name of Insulin

• Correction Dose

- Blood glucose correction factor/Insulin sensitivity factor = ______________

- Target blood glucose = _____________ mg/dL

Correction Dose Calculation Example

Actual Blood Glucose – Target Blood Glucose = ____________ units of insulin

Blood Glucose Correction Factor/Insulin Sensitivity Factor

Correction dose scale: (use instead of calculation above to determine insulin correction dose)

Blood glucose to mg/dL give units.



Parental Authorization to Adjust Insulin Dose:

Yes No Parents/guardian authorization should be obtained

before administering a correction dose.

Yes No Parents/guardian are authorized to increase or decrease

correction dose scale with the following range:

+/- _____ units of insulin.

Yes No Parents/guardian are authorized to increase or decrease

insulin-to-carbohydrate ratio within the following range:

_________ units.

Yes No Parents/guardian are authorized to increase or

decrease fixed insulin dose within the following range:

+/- _______ units of insulin.

Student’s self-care insulin administration skills:

Yes No Independently calculates and gives own injections.

Yes No May calculate/give own injections with supervisions.

Yes No Requires school nurse or trained diabetes personnel to

calculate/give injections.

Students’ self-care pump skills:

Pump skills Independent?

Count carbohydrates Yes No

Bolus correct amount for carbohydrates consumed Yes No

Calculate and administer correction bolus Yes No

Calculate and administer correction bolus Yes No

Calculate and set basal profiles Yes No

Calculate and set temporary basal rate Yes No

Change batteries Yes No

Disconnect pump Yes No

Reconnect pump to infusion set Yes No

Prepare reservoir and tubing Yes No

Insert infusion set Yes No

Troubleshoot alarms and malfunction Yes No

Student’s self-care nutrition skills

Yes No Independently counts carbohydrates

Yes No May count carbohydrates with supervision

Yes No Requires school nurse/trained diabetes personnel

to count carbohydrates

SIGNATURES

This Diabetes Medical Management Plan has been approved by:

Student’s Physician / Health Care Provider or Authority Date

I, (parent/guardian) ____________________ give permission to the school nurse or

another qualified health care professional or trained diabetes personnel of (school)

__________________ to perform and carry out the diabetes care tasks as outline in

(student) ____________________’s Diabetes Medical Management Plan. I also consent to

the release of the information contained in this Diabetes Medical Management Plan to

all school staff members and other adults who have responsibility for my child and who

may need to know this information to maintain my child’s health and safety. I also give

permission to the school nurse or another qualified health care professional to contact

my child’s physician/health care provider.

Acknowledged and received by:

Student’s Parent / Guardian Date

Student’s Parent / Guardian Date

School Nurse / Other Qualified Health Care Personnel Date

It is agreed that there is no relationship between the parties, NutriBullet, LLC, its agents or employees (“NutriBullet”) and student or his/ her parents (“student”), the school (“school”) or any other entity affiliated therewith. NutriBullet is not responsible for any and all health or medical information reported by student. Participation in the diabetes medical management plan (the “plan”) is voluntary and is not managed by NutriBullet. Student acknowledges that his or her participation is done with the full knowledge that taking part in the plan is done at his or her own risk. Furthermore, student agrees to hold NutriBullet harmless for any and all health or medical information reported and for any and all consequences of taking part in the plan.

Name: _________________________________________________________________________ D.O.B.: ____________________

Allergy to: __________________________________________________________________________________________________

Weight: ________________ lbs. Asthma: [ ] Yes (higher risk for a severe reaction) [ ] No

PLACE PICTURE

HERE

1. Antihistamines may be given, if ordered by a healthcare provider.

2. Stay with the person; alert emergency contacts.

3. Watch closely for changes. If symptoms worsen, give epinephrine.

PARENT/GUARDIAN AUTHORIZATION SIGNATURE DATE PHYSICIAN/HCP AUTHORIZATION SIGNATURE DATE

FORM PROVIDED COURTESY OF FOOD ALLERGY RESEARCH & EDUCATION (FARE) (WWW.FOODALLERGY.ORG) 5/2014

1. INJECT EPINEPHRINE IMMEDIATELY.2. Call 911. Tell them the child is having anaphylaxis and may

need epinephrine when they arrive.

• Consider giving additional medications following epinephrine:

» Antihistamine » Inhaler (bronchodilator) if wheezing

• Lay the person flat, raise legs and keep warm. If breathing is difficult or they are vomiting, let them sit up or lie on their side.

• If symptoms do not improve, or symptoms return, more doses of epinephrine can be given about 5 minutes or more after the last dose.

• Alert emergency contacts.

• Transport them to ER even if symptoms resolve. Person should remain in ER for at least 4 hours because symptoms may return.

HEART Pale, blue, faint, weak pulse, dizzy

MOUTH Significant

swelling of the tongue and/or lips

OR A COMBINATION of symptoms from different body areas.

LUNG Short of breath,

wheezing, repetitive cough

SKIN Many hives over body, widespread

redness

GUT Repetitive

vomiting, severe diarrhea

NOSE Itchy/runny

nose, sneezing

MOUTH Itchy mouth

SKIN A few hives,

mild itch

GUT Mild nausea/discomfort

THROAT Tight, hoarse,

trouble breathing/swallowing

OTHER Feeling

something bad is about to happen, anxiety, confusion

Epinephrine Brand: __________________________________________

Epinephrine Dose: [ ] 0.15 mg IM [ ] 0.3 mg IM

Antihistamine Brand or Generic: _______________________________

Antihistamine Dose: __________________________________________

Other (e.g., inhaler-bronchodilator if wheezing): __________________

____________________________________________________________

MEDICATIONS/DOSES

SEVERE SYMPTOMS MILD SYMPTOMS

FOR MILD SYMPTOMS FROM MORE THAN ONE SYSTEM AREA, GIVE EPINEPHRINE.

FOR MILD SYMPTOMS FROM A SINGLE SYSTEM AREA, FOLLOW THE DIRECTIONS BELOW:

FOR ANY OF THE FOLLOWING:

NOTE: Do not depend on antihistamines or inhalers (bronchodilators) to treat a severe reaction. USE EPINEPHRINE.

Extremely reactive to the following foods: ____________________________________________________________

THEREFORE:[ ] If checked, give epinephrine immediately for ANY symptoms if the allergen was likely eaten.

[ ] If checked, give epinephrine immediately if the allergen was definitely eaten, even if no symptoms are noted.

EPIPEN® (EPINEPHRINE) AUTO-INJECTOR DIRECTIONS1. Remove the EpiPen Auto-Injector from the plastic carrying case.

2. Pull off the blue safety release cap.

3. Swing and firmly push orange tip against mid-outer thigh.

4. Hold for approximately 10 seconds.

5. Remove and massage the area for 10 seconds.

AUVI-QTM (EPINEPHRINE INJECTION, USP) DIRECTIONS1. Remove the outer case of Auvi-Q. This will automatically activate the voice

instructions.

2. Pull off red safety guard.

3. Place black end against mid-outer thigh.

4. Press firmly and hold for 5 seconds.

5. Remove from thigh.

ADRENACLICK®/ADRENACLICK® GENERIC DIRECTIONS1. Remove the outer case.

2. Remove grey caps labeled “1” and “2”.

3. Place red rounded tip against mid-outer thigh.

4. Press down hard until needle penetrates.

5. Hold for 10 seconds. Remove from thigh.

OTHER DIRECTIONS/INFORMATION (may self-carry epinephrine, may self-administer epinephrine, etc.):

2

2

2 3

3

4

1

2

PARENT/GUARDIAN AUTHORIZATION SIGNATURE DATE

FORM PROVIDED COURTESY OF FOOD ALLERGY RESEARCH & EDUCATION (FARE) (WWW.FOODALLERGY.ORG) 5/2014

EMERGENCY CONTACTS — CALL 911

RESCUE SQUAD: ______________________________________________________________________

DOCTOR: _________________________________________________ PHONE: ____________________

PARENT/GUARDIAN: ______________________________________ PHONE: ____________________

OTHER EMERGENCY CONTACTS

NAME/RELATIONSHIP: __________________________________________________________________

PHONE: ______________________________________________________________________________

NAME/RELATIONSHIP: __________________________________________________________________

PHONE: _______________________________________________________________________________

Treat the person before calling emergency contacts. The first signs of a reaction can be mild, but symptoms can get worse quickly.

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