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Print Version    

Review of:

Teen Nutrition: What's the Big Debate?


Image courtesy of:
Learning ZoneXpress
Producer:Learning ZoneXpress
Date Produced:2007
Format(s):
  • DVD
  • Video
  • Video Worksheet
Audience(s):
  • Middle School (9-12 yrs)
  • High School (13-18 yrs)
  • Young Adults (19-30 yrs)
  • Middle Adults (31-50 yrs)
  • Older Adults (51+)
  • Professionals
Topic(s):
  • 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.
Cost:$79.95
Free?No
Ordering Info:Call 888-455-7003, fax to 507-455-3380, or visit www.learningzonexpress.com
Web Site:www.learningzonexpress.com


Content

A. Use of MyPlate/MyPlate or the Dietary Guidelines for Americans
Material based substantially on MyPlate or 2010 Dietary Guidelines for Americans.

Comments:
The focus is on MyPyramid for Teens.
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.

Comments:
Good use of graphics to present major points.
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.
G. Learning Objectives
Not applicable.
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)
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.

Comments:
There are questions to use after viewing the program. These can be used as a quiz or for discussion.
N. Credits, References and Resources (Including dates, publisher, etc.)
Current and complete credits, references, and resources listed.

Comments:
Credits are given at the conclusion.
O. Summary
All major ideas summarized or reviewed to reinforce key concepts; summaries easily identified.

Comments:
This is done very well. Each key message is covered in the conclusion.

Diversity
A. Role Models
Positive role models are provided in text and illustrations. Role models presented as having many roles, traits, and emotions.

Comments:
This was done throughout the DVD.
B. Multi-cultural Representation
Racial, ethnic, and religious groups are represented in a factual manner showing a variety of roles, occupations, and values.

Comments:
There is multi-cultural and gender representation in the students who are the actors and the teacher/nutritionist in the DVD.
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:
Although the DVD has multi-cultural representation, it does not emphasize different socioeconomic levels.


Audiovisual Materials

A. Concept Presentation
Audio and/or visuals are mutually supportive to presentation of concepts.
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; may be a few distracting audio effects or inconsistent quality.

Comments:
There are times that the major presenter is speaking a little too quickly.
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:
Very good presentation with clear messages to teens on MyPyramid.
B. Points that Could Be Improved:
The material may not be generalizable to all populations of teenagers. The school and students in the DVD seem to represent one socioeconomic group. Possible improvement would be to highlight more than one "school."
C. General Comments
This DVD provides good messages for teens on nutrition. It highlights some comments by teenagers that other teens would be able to relate to in their own lives. There was good use of repetition to reinforce key messages.
D. Overall Summary
Teen Nutrition: What's the big debate? is a very good DVD for some teenage audiences. The introduction shows teens having fun and talking about nutrition and activities. The rest of the DVD uses the debate and videotaping to tell the nutrition message. These are activities many teens can relate to in their daily lives.


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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