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Review of:

Show Me Nutrition curriculum - 5nd grade

Image courtesy of:
University of Missouri Extension
Producer:University of Missouri Extension
Date Produced:January 2006
  • CD-ROM
  • Curriculum
  • Newsletter
  • Early Childhood (2-5 yrs)
  • Elementary School (6-8 yrs)
  • Middle School (9-12 yrs)
  • High School (13-18 yrs)
  • General Nutrition
  • Physical Activity
  • Meal Planning
  • MyPlate/DGA Training
  • Healthy Eating Tips
  • Food Safety
  • Grains/Whole Grains
  • Vegetables
  • Fruits
  • Dairy
  • Protein
  • Fats and Oils
  • Calories
  • Vitamins and Minerals
  • Body image, media literacy, TV watching
Description:The Show-Me-Nutrition curriculum reinforces behaviors that support a healthy weight for kids such as being more physically active, spending less time watching TV, playing computer and video games, eating a healthy breakfast, eating more fruits and vegetables, drinking less soda and sweetened fruit drinks. The complete curriculum has guides for preschool through 8th grade.
Cost:Print copy and CD-ROM - $50; CD-ROM only - $30; quantity discounts available by calling (800) 292 - 0969
Ordering Info:By phone call (800) 292 - 0969. By mail, send check or money order to: MU Extension Publications, 2800 Maguire Blvd, Columbia, MO 65211. Online at http://extension.missouri.edu/explore/showmenutrition


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 is a mix of appropriate and less than appropriate concepts.

May be a bit too high level for 5th grade. Very comprehensive lesson plans with quite a bit of more technical information. Parent newsletters "Fun with food science" are probably more than most parents would do.
C. Purpose
Purpose of material clearly stated in title or introduction.
D. Organization
Material is organized but not all major points are easily identified.

There are so many specific concepts in each lesson, and the objectives are so broad and general, it is difficult to discern what is really key for the students to learn. There are core activities, clearly labeled, and additional activities. This helps. I would have put the "Why We Eat" lesson first, perhaps slightly revised, and then repeat it at the end -- again, revised to reflect what students have learned.
E. Accuracy
Information is accurate and recommendations current with content of MyPlate and the 2010 Dietary Guidelines for Americans.

Some of the "answers" to some of the questions could be more comprehensive. Especially if the teacher is not well-versed in nutrition. Also, uses the term "healthy food" (which implies unhealthy food). Kids need to understand that some foods are ok to eat now and then, if they like, and how to fit these into a healthy DIET.
F. Learner Background
Material assumes that reader has some background information.

Assumes a basic consciousness about real food and food prep. Could be embarrassing for children who have had limited exposure to whole foods (vs highly processed and prepared food)or to food preparation at home.
G. Learning Objectives
Learning objectives identifiable and met somewhat.

Not sure of indicators for meeting objectives in all cases.
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.

Lots of activities.
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.

Evaluation materials not complete...it says they will be furnished.
K. Recipes (if included)
Overall, recipes are compatible with the Dietary Guidelines for Americans.

Few recipes-- they are fine
L. Recipes (if included)
Recipes do not include any nutrient analysis.
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.

Each lesson begins with a review of the previous lesson.

A. Role Models
Does not include negative stereotypes but fails to consider role models in nontraditional roles.
B. Multi-cultural Representation
Material does not include any outright negative stereotypes concerning racial, religious, or ethnic groups.

Not much at all related to cultural food, beliefs, etc.
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.

Grains around the world activity is good.

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.
C. Vocabulary
Most words used are appropriate for intended audience. Some unidentified technical terms are used.

D. Supportive Illustrations
Illustrations are related to the material in some way. Most tables and graphs are as simple and easy to read as possible. In most tables and graphs, information is provided in a form requiring no further explanation.
E. Layout and Design
Color, design, and layout of material are adequate but do not stimulate interest.
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 6th, 7th or 8th grade level.

Overall Comments on Resource Reviewed

A. Positive Points of the Reviewed Resource:
Very comprehensive, lots of activities, resources included and/or access to resources is included. Does include some media literacy activities.
B. Points that Could Be Improved:
Almost too much information. Lesson plans indicate that the lesson would take 45 minutes to an hour...I can't imagine it would take that little time, especially if children are interacting and responding to the teacher and each other, and if students are working on the worksheets that are included.
C. General Comments
Good overall, for a teacher with good nutrition education background.
D. Overall Summary
Comprehensive series of lessons with accompanying core activities, additional activities and handouts/materials. Somewhat high level for intended audience.

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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