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Review of:

Eat Smart. Play Hard. "Connections"

Image courtesy of:
New Mexico State University ICAN FSNE Program
Producer:New Mexico State University ICAN FSNE Program
Date Produced:FY03 - Pilot , FY04, FY05 Revised
  • CD-ROM
  • Fact Sheet
  • Brochure
  • Flyer
  • Game
  • Poster
  • Curriculum
  • PowerPoint Slides
  • Educational Campaign
  • Newsletter
  • Article
  • Elementary School (6-8 yrs)
  • Middle School (9-12 yrs)
  • High School (13-18 yrs)
  • Young Adults (19-30 yrs)
  • Middle Adults (31-50 yrs)
  • Paraprofessionals
  • Professionals
  • Low-Literacy
  • General Nutrition
  • Health at Every Size
  • Physical Activity
  • MyPlate/DGA Training
  • Portion Sizes
  • Healthy Eating Tips
  • Food Safety
  • Grains/Whole Grains
  • Vegetables
  • Fruits
  • Dairy
  • Protein
  • Fats and Oils
  • Carbohydrates
  • Vitamins and Minerals
Description:Eat Smart. Play Hard. "Connections" expands youth nutrition programming by exploring and highlighting effective and innovative strategies for educational program delivery. A "connection" between Extension, FCS departments, FCCLA chapters, and Third Grade classes provides nutriton education for various ages, using the new USDA's Eat Smart. Play Hard. campaign materials.
Ordering Info:Linda Wells, ICAN Program Coordinator NMSU P. O. Box 30003, MSC 3AE Las Cruces, NM 88003 liwells@nmsu.edu


A. Use of MyPlate/MyPlate or the Dietary Guidelines for Americans
Material incorporates and uses some concepts in MyPlate or the 2010 Dietary Guidelines for Americans.

The messages in the first lesson focus more on MyPyramid concepts than do lessons 2 through 4. The content of the 5th lesson is to be developed by middle and high school students.
B. Scope
Scope of information appropriate for target audience and essential topics discussed in appropriate detail.

While the scope of the information is appropriate, the amount of detail is left to the discretion of the instructor, and as a result may be somewhat limited.
C. Purpose
Purpose stated in title or introduction is vague.
D. Organization
Material is organized but not all major points are easily identified.

The bulk of the materials describes the process for delivering the curriculum and evaluation of the program.
E. Accuracy
Information is accurate and recommendations current with content of MyPlate and the 2010 Dietary Guidelines for Americans.
F. Learner Background
Material assumes that reader has some background information.
G. Learning Objectives
Learning objectives identifiable and met somewhat.

The curriculum is designed to be taught by middle and high school students. Talking points are provided rather than detailed information. Therefore, meeting the learning objectives will be dependent upon the skill and background information of the student teacher.
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 three or four of the above.
K. Recipes (if included)
Overall, recipes are compatible with the Dietary Guidelines for Americans.
L. Recipes (if included)
Recipes do not include any nutrient analysis.
M. Instructional Resources
Instructor resources included with some suggestions for enhancing the teaching process.
N. Credits, References and Resources (Including dates, publisher, etc.)
Current and complete credits, references, and resources listed.
O. Summary
No summary or review is included.

A. Role Models
Not applicable.
B. Multi-cultural Representation
Material does not include any outright negative stereotypes concerning racial, religious, or ethnic groups.
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
Material is easy to read but does not personally involve the reader. Limited use of negative wording (e.g., “Don't eat”). Active voice is used most of the time.

The curriculum is a compilation of materials based primarily on USDA Power Panther, Eat Smart. Play Hard.
C. Vocabulary
Vocabulary used is appropriate for intended audience. Minimizes use of technical terms and if used, are defined.
D. Supportive Illustrations

Not applicable.
E. Layout and Design
Color, design, and layout of material are adequate but do not stimulate interest.
F. Visual Quality

Not applicable as review copy was a paper copy of an electronic file.
G. Headings/Cueing Devices
Topic headings are not clear and/or are provided for most but not all topic areas. Limited or no cueing devices included.
H. Approximate Reading Level

Not sure.

Overall Comments on Resource Reviewed

A. Positive Points of the Reviewed Resource:
The curricula provides a model for Cooperative Extension Services and public school Family and Consumer Science programs to "connect" to provide nutrition education under the auspices of the Food Stamp Nutrition Education Program. The materials would be appropriate for other coordinated efforts.
B. Points that Could Be Improved:
Since the direct delivery of the program is designed to be delivered by middle and high school age students to 3rd grade students, there should be more background information for the 'student' teacher. A more thorough script would also help assure that the desired content and learning objectives are met.
C. General Comments
The curricula provides opportunity for middle and high school students to gain experience in teaching younger students while reinforcing nutrition education principles for the older student.

The materials are cross referenced with New Mexico's educational standards, benchmarks and performance standards for grades K-12. Each state using the model or materials would need repeat these efforts to match the home state's educational standards.

D. Overall Summary
The model provides opportunity for Food Stamp Nutrition Education Programs to utilize existing delivery systems within the state. Offering nutrition education resource incentives and stipends to public school teachers is a great way to provide much needed resources to Family and Consumer Science programs to enhance instruction and provide career experiences for high school students.

The lessons utilize USDA Team Nutrition materials featuring Power Panther. Messages include using MyPyramid to develop a personal eating plan; healthy snacks; breakfast; and physical activity. The fifth lesson is to be designed by the 'student' teacher. A great deal of pre-planning, practice sessions, supervision and oversight will be needed to assure that learning objectives are met to an extent to result in changes in nutrition knowledge as measured by the pre/post 'power' quiz.

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.

Recommended with Reservations

Read other Review for this resource.