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Print Version    

Review of:

Nutrition Voyage: The Quest To Be Our Best


Image courtesy of:
USDA Team Nutrition
Producer:USDA Team Nutrition
Date Produced:July 2012
Format(s):
  • Booklet
Audience(s):
  • Middle School (9-12 yrs)
Topic(s):
  • General Nutrition
  • Physical Activity
  • Eating Patterns
  • Portion Sizes
  • Vegetables
  • Fruits
  • Calories
Description:Nutrition Voyage: The Quest To Be Our Best includes three lessons (treks) for each grade that are filled with: 1) Engaging ways for students to learn about making healthy food and physical activity choices. 2) Standards-aligned activities for Math, Science, and English Language Arts. 3)Opportunities for students to investigate, participate in a challenge, evaluate, and reflect. Don't worry; you don't need a lot of time or fancy supplies for these treks. Nutrition Voyage's lessons are ready to go and simple to use. Lesson activities require few supplies and include reproducible handouts. The lessons are designed to be easy for Math, Science, and English teachers to integrate the activities into their course curricula. Whether your school is embarking on the challenge to reach "Produce Peak," investigating nutritious snack choices to fuel their trek, or conducting a school survey, it's sure to be an exciting adventure. We wish you and your school a happy nutrition voyage! Trek on!
Language:English
Cost:Free for Team Nutrition Schools
Free?Yes
Ordering Info:http://tn.ntis.gov/
Web Site:http://healthymeals.nal.usda.gov/hsmrs/nutrition_voyage.html


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.

Comments:
If students have had nutrition education in lower grades, some of the initial information may be repetitious, but methods of reviewing are grade accurate.
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.
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.

Comments:
With a bit of creativity, tastings of food samples could be incorporated into lessons. They are not, however mentioned.
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.

Diversity
A. Role Models
Not applicable.
B. Multi-cultural Representation
Not applicable.
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.

Comments:
It would be good to add 'different lifestyles and food patterns' to the lessons but it might be sensitive to discuss in a classroom situation with middle school-aged students.

Print Materials
A. Writing Style
Main ideas are clear and flow smoothly.
B. Writing Approach
Writing approach is positive and personal. Active voice is used most of the time.

Comments:
Materials are limited to handouts for student activities.
C. Vocabulary
Vocabulary used is appropriate for intended audience. Minimizes use of technical terms and if used, are defined.
D. Supportive Illustrations

Comments:
Illustrations limited to handouts.
E. Layout and Design
Color, design, and layout are distracting; too much print on the page.

Comments:
Handouts are very busy with limited white 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 9th grade level or above.


Overall Comments on Resource Reviewed

A. Positive Points of the Reviewed Resource:
This curriculum can be easily adapted for middle school use. Lessons are consecutive and each lesson can be expanded based on the time and interest of the classroom teacher.
B. Points that Could Be Improved:
Instructor information is provided in a logical order, however, in lessons that include several discussion topics, bullets, or use of bold font would make the layout easier to read and organize. Time required does not include time for students to conduct activities, only for classroom instruction. For example, students are to complete a daily food journal for 1 week this would be an addition to the listed 40 minutes for the lesson. Suggestions for adding food tasting ideas to introduce new foods would be an option.
C. General Comments
This curricula could easily be expanded to cover several weeks to discuss the topics and for students to conduct the activities suggested in a thorough manner. Classes and grades could be challenged with the surveys and involvement of teacher specialists in the school (art teacher, school food service, principle, etc) would be an addition for expanded activities.
D. Overall Summary
This curriculum can provide middle school teachers with suggestions to incorporate nutrition education into math, science and language arts activities. It includes teaching prompts and some handouts for student activities.


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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