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:

Teen Nutrition: What's the Big Debate?

Image courtesy of:
Learning ZoneXpress
Producer:Learning ZoneXpress
Date Produced:2007
  • DVD
  • Video
  • Video Worksheet
  • Middle School (9-12 yrs)
  • High School (13-18 yrs)
  • Young Adults (19-30 yrs)
  • Middle Adults (31-50 yrs)
  • Older Adults (51+)
  • Professionals
  • General Nutrition
  • Physical Activity
  • Meal Planning
  • MyPlate/DGA Training
  • Eating Patterns
  • Healthy Eating Tips
  • Grains/Whole Grains
  • Vegetables
  • Fruits
  • Dairy
  • Protein
  • Fats and Oils
  • Carbohydrates
  • Calories
Description:There's no debate that healthy eating is good for you, but too often, teens don't make smart choices when it comes to food and activity. Two high school classmates prepare for a debate on healthy eating, a nutritionist gives advice, and student interviews give a "real life" view of eating habits. From them we learn: the F-A-T-S method of eating and activity; the P-L-A-N method of changing bad eating/activity habits; why the Food Pyramid matters; how to use a hunger scale to control eating; and how reading food labels can help teens make good choices. 26 Minutes.
Ordering Info:Call 888-455-7003, fax to 507-455-3380, or visit www.learningzonexpress.com
Web Site:www.learningzonexpress.com


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 is organized but not all major points are easily identified.
E. Accuracy
Information contains minor inaccuracies.

Statement made that percent of daily fat should be less than 30 percent. FSIS guideline is 20 percent or more of a nutrient is high.
F. Learner Background
Material does not assume that reader has background information.
G. Learning Objectives
Learning objectives identifiable and met somewhat.

Concept of 80/20 rule needs further clarification.
H. Learning Activities, Projects, or Interactive Learning Tools
Not applicable.
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.
Not applicable.
K. Recipes (if included)
No recipes are included.
L. Recipes (if included)
No recipes are included.
M. Instructional Resources
N. Credits, References and Resources (Including dates, publisher, etc.)
Current and complete credits, references, and resources listed.

Would be helpful if speaker name and title (credentials) were present at the beginning of the DVD.
O. Summary
Some major ideas summarized or reviewed; summaries not easily identified.

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 emphasizes a variety of values, practices, and/or food patterns representative of different lifestyles, cultures, and socioeconomic levels.

Audiovisual Materials

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

Would be helpful if MyPyramid bandwidths were more fully described. A clearer explanation of the 80/20 rule would be helpful.
B. Pace
Presentation progresses at a rapid pace that rushes from point to point, or belabors points. Pacing of dialogue is rapid, or too slow. No blank time is provided.

One of the initial kitchen video scenes of the male student filming the female student as she practiced for her debate introduced three concepts very rapidly, making it difficult to apply practically. More time spent on each concept would be very helpful in practical application.
C. Auditory Quality
Speaker, voice and music are clear; sound is audible and has good quality.
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:
Good production! Interviews with students were great - each student made a point that the audience could relate to. Blending the different segments was very good and provided a good flow. The points being addressed in this video are very current.
B. Points that Could Be Improved:
A statement is made that if you're OK with your weight it doesn't matter how much you eat. That's a poor foundation to build life long nutritional principles on.
C. General Comments
D. Overall Summary
This is a good resource. However, it would be better if more time were spent on the various points made. The speed of the dialogue detracted from the development of the concepts. I can recommend the material; however, it would be advisable to have a teacher clarify some of the concepts that are rapidly introduced.

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.


Read other Review for this resource.