Home  
Become a Member  
Contact Us  
   
  About Events & Education Advocacy Publications Nutrition Resources Member Log-in  
 
   
MyPlate e-Catalog
About the eCatalog
Access Reviews
Submit Materials
Volunteer to be a Reviewer
MyPlate eCatalog Home
 
 
 
   
 
 


Print Version    

Review of:

Nutrition Literacy Toolkit

Producer:Colorado Department of Education
Date Produced:September 2005
Format(s):
  • Web Site
  • Curriculum Planning Tool for incorporating 2005 DGA and MyPyramid
Audience(s):
  • Early Childhood (2-5 yrs)
  • Elementary School (6-8 yrs)
  • Middle School (9-12 yrs)
  • High School (13-18 yrs)
  • General Consumer
  • Professionals
  • Low-Literacy
Topic(s):
  • General Nutrition
  • Weight Management
  • Health at Every Size
  • Physical Activity
  • Meal Planning
  • Eating Patterns
  • Portion Sizes
  • Vegetarian Diets
  • Healthy Eating Tips
  • Food Safety
  • Grains/Whole Grains
  • Vegetables
  • Fruits
  • Dairy
  • Protein
  • Fats and Oils
  • Carbohydrates
  • Alcoholic Beverages
  • Sodium and Potassium
  • Calories
  • Vitamins and Minerals
Description:The Nutrition Literacy Toolkit is perfect for teachers who want to make their nutrition curriculum dynamic and relevant. The numerous resources and web sites provide quick and easy links to easily accessible materials. Teachers from different departments or schools can collaborate and coordinate interdisciplinary nutrition lessons. Resource selection can be customized to match individual teaching styles and maximize the limited amount of classroom time for nutrition education. The Nutrition Literacy Toolkit ensures that teachers are teaching to the latest version of the USDA Dietary Guidelines for Americans/MyPyramid and National School Health Education Standards. It is a perfect tool for:
Selecting scientifically sound resources that are dynamic and relevant
Teaching to the 2005 Dietary Guidelines for Americans/MyPyramid
Aligning lessons with the National School Health Education Standards
Maximizing the limited amount of classroom time for nutrition education
Identifying curriculum enhancing tools such as displays, promotions and audio visuals
Language:The nutrition resource list notes if resources are available in Spanish
Cost:No-cost and cost resources are listed and if there is a cost it is noted in the resource list.
Free?Yes
Ordering Info:Ordering information and web site, if available at the time of publication is listed in the educaitional resource list.
Web Site:http://www.cde.state.co.us/nltk/default.asp
Comments:This document was developed based on the needs assessment information from K-12 classroom teachers


Content

A. Use of MyPlate/MyPlate or the Dietary Guidelines for Americans
Material based substantially on MyPlate or 2010 Dietary Guidelines for Americans.
B. Scope
Scope of information appropriate for target audience and essential topics discussed in appropriate detail.
C. Purpose
Purpose of material clearly stated in title or introduction.
D. Organization
Material well-organized and major points presented clearly.
E. Accuracy
Information is accurate and recommendations current with content of MyPlate and the 2010 Dietary Guidelines for Americans.
F. Learner Background
Material does not assume that reader has background information.
G. Learning Objectives
Learning objectives identifiable and met.
H. Learning Activities, Projects, or Interactive Learning Tools
Material includes a variety of stimulating and interesting learning experiences, questions, projects, or suggestions for further action that will involve the reader.

Comments:
Good, comprehensive mix of learning tools
I. Objectivity/Sponsor Bias
Subject matter presented objectively and fairly. No brand name promotion or obvious sponsor bias.
J. Inclusion of learning objectives, learner activities, instructional aids, lesson plans, evaluation component, identification of required instructional materials, web site with additional materials.
Material includes five or more of the above.
K. Recipes (if included)
No recipes are included.
L. Recipes (if included)
No recipes are included.
M. Instructional Resources
Instructor resources included with suggestions for enhancing the teaching process. Suggestions for follow-up learning activities/discussion questions included.
N. Credits, References and Resources (Including dates, publisher, etc.)
Current and complete credits, references, and resources listed.
O. Summary
All major ideas summarized or reviewed to reinforce key concepts; summaries easily identified.

Print Materials
A. Writing Style
Main ideas are clear and flow smoothly.

Comments:
The writing style used for this document is easy for the beginner to follow. It is written at a level of an educated person. It's not low literacy. The purpose of the site is not for lay users. It is meant for curriculum builders and school health, nutrition and Drug, Alcohol and Tobacco educators.
B. Writing Approach
Writing approach is positive and personal. Active voice is used most of the time.
C. Vocabulary
Vocabulary used is appropriate for intended audience. Minimizes use of technical terms and if used, are defined.

Comments:
Vocabulary list is located near the end of the 40 page PDF.
D. Supportive Illustrations

Comments:
NA
E. Layout and Design
Color, design, and layout of material are attractive, and stimulate interest, without being too busy. There is good balance between print and blank space.

Comments:
The lay out of materials is appealing to the eye. Keeps the interest of the reader.
F. Visual Quality
Paper weight is not heavy enough. Text is too small to be read easily and/or too much of the body text is written in capital letters.

Comments:
Paper weight depends on what the reader prints the information out on ... if font size is 10 or 12 ok. If font prints out too small, it may be necessary to cut and paste the web page information and make it a more comfortable size.
G. Headings/Cueing Devices
Clear headings are provided for each topic area. Cueing devices (shading, boxes, arrows, etc.) are used to direct attention to key points.

Comments:
NA
H. Approximate Reading Level
Reading level is at 9th grade level or above.

Comments:
Fry Grade level: 15th
Flesch Grade level: 14th
FOG: 16.1
SMOG: 14.6


Web Sites
A. Currentness of Information
Web site information is current; contains some broken hyperlinks.

Comments:
Front page, left side box, only connects you to the first of some 40 pages of info, regardless of what link you click on, you need to scroll down to the space yourself. Resource page on this list has several broken links, it also has been made into a PDF format so you can't just click on the links, you have to hand type out the whole link and that can easily lead to errors.
B. Readability
Text size is adequate for viewing. Some portions of text difficult to read.

Comments:
Font size shifts from viewing to printing, font size becomes too small on printing. Most people using this site will want to print out items.
C. Navigation
Navigation through the web site is logical and aided by navigation buttons and a site map or search tool.


Overall Comments on Resource Reviewed

A. Positive Points of the Reviewed Resource:
Doesn't just go over nutrition items, also includes whole school health environment resources. Great one stop location for building learning objectives and getting ideas on how to implement nutrition policy guidelines. Lots of basics-- everything is spelled out so the beginner doesn't get lost.
B. Points that Could Be Improved:
Resources list should be in WORD format so that you can click on links. Some links broken on list. First page left side box is linked only to page one of 40+ pages. Should be reset to page designated to represent.

Diary sources are predominately used in teaching the dairy group to children, yet, many are lactose intolerant. More information on very good non-diary calcium resources should be included.

If a video is needed the school should give the list to their local school librarian, instead of the class paying for the copy, a single copy for the school can be purchased. A lot of use of .org and .com websites on the resource list, many of these locations are special interest sites and give biased information.

C. General Comments
Costly education resources are recommended, for example the NASCO fat tubes. This reviewer has seen several times on several nutrition listservs the directions for making your own fat tubes. If educators read this and see high costs they are less likely to implement the materials. Lower cost, easy to build materials should be recommended, so that cost doesn't have to be a deterrent to teaching these important topics.
D. Overall Summary
The title of the website is misleading. It is a curriculum builder first and foremost. Teachers can rely on this site to help them to achieve their overall school health curriculum guidelines. It walks you through the process in a easy to follow step wise manner. The site is set up to be separated by grade levels, which helps even more.


Reviewer Rating
Any opinions expressed about any resource in this web site (either expressly or implied) are solely and completely the responsibility of the reviewer and do not necessarily represent the views or opinions of the Society for Nutrition Education and Behavior.

Highly Recommended

Read other Review for this resource.