How Much Should I Eat?
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|Date Produced:||December 2006|
- Middle School (9-12 yrs)
- High School (13-18 yrs)
- Young Adults (19-30 yrs)
- Middle Adults (31-50 yrs)
- General Consumer
- General Nutrition
- Meal Planning
- MyPlate/DGA Training
- Eating Patterns
- Portion Sizes
- Healthy Eating Tips
|Description:||Your students already know MyPyramid recommends eating more fruits, vegetables, and whole grains. They know to watch calories and fats. But an answer to the key question of how MUCH to eat remains elusive.
Finding that answer is complicated by the fact that we live in a super sized world. Our perception of what is an appropriate serving of food is distorted. Soft drinks come in forty gallon drums and restaurant meals could feed a small village for a week. How much we eat threatens our health.
How Much Should I Eat? will help your students develop portion awareness. They will become better judges of how much they eat so they can take control of their own nutrition. They will learn to replace “super size it” with “intelli-size it.”
• What is a reasonable portion for common foods?
• How psychology influences how much you eat.
• How food labels can mislead about calories.
• Why getting more food for your money is not always a true value.
• How tricks of perception determine how much food we eat.
• How you can make an educated guess about serving sizes.
• What the new food pyramid means by an “ounce equivalent”?
• How to become an expert at estimating serving sizes.
How Much Should I Eat? is a program that will give your students basic skills to put the MyPyramid eating guides into action. |
|Ordering Info:||DVD: Item #LS-1310-07-DVD|
VHS: Item #LS-1310-07-VHS
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- 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.
- Good detailed information.
- F. Learner Background
- Material assumes that reader has some background information.
- 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.
- L. Recipes (if included)
- No recipes are included.
- M. Instructional Resources
- Instructor resources not needed for this material.
- N. Credits, References and Resources (Including dates, publisher,
- Current and complete credits, references, and resources listed.
- O. Summary
- All major ideas summarized or reviewed to reinforce key concepts; summaries 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.
- A. Concept Presentation
- B. Pace
- Most of the visual presentation progresses at a pace that facilitates comprehension. Pacing of dialogue allows some time for absorbing concepts presented. Limited blank time provided.
- C. Auditory Quality
- Speaker, voice and music are clear; sound is audible; may be a few distracting audio effects or inconsistent quality.
- The music is loud at the beginning. In the middle of the video the music is distracting.
- D. Visual Quality
- Visuals are clear and properly framed; graphics and titles are clearly visible; color, lighting, and editing enhance presentation of content.
- Visuals are good. However, the rice in a shape of the baseball looks creepy. It looks like worms packed together.
- 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:
- Overall - a very good detailed video. Visuals are usually very good.
- B. Points that Could Be Improved:
- C. General Comments
- Quality resource overall.
- D. Overall Summary
|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.|