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Print Version    

Review of:

Let's Eat!


Image courtesy of:
Abrams Learning Trends
Producer:Abrams Learning Trends
Date Produced:2012
Format(s):
  • DVD
  • CD-ROM
  • Booklet
Audience(s):
  • Early Childhood (2-5 yrs)
  • Elementary School (6-8 yrs)
Topic(s):
  • General Nutrition
  • Physical Activity
  • Meal Planning
  • MyPlate/DGA Training
  • Grains/Whole Grains
  • Vegetables
  • Fruits
  • Dairy
  • Protein
  • Vitamins and Minerals
Description:This informational text presents healthy mealtime choices for young eaters. Children view different foods for each mealtime and choose the best option. The book contains a set of food Attachables™ for use on the back cover, as well as a glossary, health tips section, teacher’s guide, and interactive eBook/activity module (for use on whiteboards and classroom computers).
Language:Spanish
Cost:$39.95 for the Interactive Big Book; $30.00 for the Student Editions 6-pack; $49.95 for the DVD/CD digital module
Free?No
Ordering Info:Phone Toll Free: 800-227-9120; Fax: 800-737-3322; online: www.abramslearningtrends.com
Web Site:www.abramslearningtrends.com


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.

Comments:
Intended age or grade level is not stated.
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.

Comments:
The photo for breakfast shows a small child eating a soft-cooked egg. It is a concerning photo because it is not recommended for children to eat soft-cooked eggs.
F. Learner Background
Material does not assume that reader has background information.
G. Learning Objectives
Learning objectives identifiable and met somewhat.
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.
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.

Comments:
While the big book and teachers guide do have most of the materials, the set does assume that teachers will be able to use the DVD. There was some difficulty getting the DVD to open and play. Not all teachers or classrooms have access to computers or projectors to use the DVD. Also, the Hands On Discovery section suggests that children be asked to bring in raw fruits or vegetables from home. Some schools do not allow any foods to be brought in from home, especially for preschool or early grades. There are allergy and food safety issues involved.
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.

Comments:
In the assessment and letter to parents, it indicates that children are learning about dental hygiene and cleanliness; however, there was nothing in the book or DVD other than a suggestion in the ReTeach section about those as possible topics for other ways to stay healthy.

Diversity
A. Role Models
Positive role models are provided in text and illustrations. Role models presented as having many roles, traits, and emotions.
B. Multi-cultural Representation
Racial, ethnic, and religious groups are represented in a factual manner showing a variety of roles, occupations, and values.
C. Different lifestyles and food patterns
Material reflects, but does not emphasize, a variety of values, practices, and/or food patterns representative of different lifestyles, cultures, and socioeconomic levels.

Print Materials
A. Writing Style
Main ideas are clear, but sequence of information may not flow smoothly in all sections.
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:
Intended age or grade level is not stated.
D. Supportive Illustrations
All of the illustrations contribute to the material and are on the same page as their textual references. Tables and graphs are as simple and easy to read as possible. All information needed in graphs and tables is provided in a form requiring no further explanation.
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.
F. Visual Quality
Paper weight used is heavy enough so that print from one side cannot be seen on the other side. Text is written in a font size that is easy to read, and the main body is not written in capital letters.
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.
H. Approximate Reading Level
Reading level is at or below 5th grade level for low-literacy materials. Assessment method provided.


Audiovisual Materials

A. Concept Presentation
Audio and/or visuals are mutually supportive to presentation of concepts.

Comments:
The speaker says to 'click on the keyboard' to be able to name your character. This assumes the children will know the term. Grade-schoolers certainly will, but preschoolers may not. And the keyboard is a small icon in the lower tray of the screen that variously appears and disappears, so they might not be able to find it. The program would not advance without them finding the keyboard icon, clicking it and putting in a name or initial. This could be frustrating for the little ones.
B. Pace
Presentation progresses at a pace that permits comprehension. Pacing of dialogue is appropriate for absorbing concepts presented. Blank time is provided.
C. Auditory Quality
Speaker, voice and music are clear; sound is audible and has good quality.

Comments:
Even for preschoolers, the speaking is excessively slow sometimes on the DVD.
D. Visual Quality
Visuals are clear and properly framed; graphics and titles are clearly visible; color, lighting, and editing enhance presentation of content.
E. Continuity
Continuity provides cohesiveness and smooth flow. Visuals in logical order. Auditory portion precisely matched with visual portion.


Overall Comments on Resource Reviewed

A. Positive Points of the Reviewed Resource:
Big, bright, colorful book. Stickers are good resource for classroom. The DVD is simple enough and easy to follow. The characters represent a variety of ethnic backgrounds. There are ideas for assessments of the children, and the letter home to the parents is very good.
B. Points that Could Be Improved:
Food Safety Issues! Soft cooked eggs are a no-no, especially for small children. Bringing in foods from home can be problematic. Nothing is included about washing foods or even hands. Visibility of icons on the DVD could be improved.
C. General Comments
D. Overall Summary
It's a nice, visual resource with ideas and suggestions, but it's not a complete package. And to get full use, it requires access to computers.


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.

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