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Review of:

Go With the Whole Grain for Kids

Image courtesy of:
General Mills' Bell Institute of Health and Nutrition
Producer:General Mills' Bell Institute of Health and Nutrition
Date Produced:Spring 2007
  • Curriculum
  • PowerPoint Slides
  • Classroom and Fitness Activities
  • Elementary School (6-8 yrs)
  • Grains/Whole Grains
Description:The Go with the Whole Grain for Kids program uses the help of two Whole Grain Heroes to engage students and make learning about whole grains fun. There are two versions of the program-- one for students in grades K-2 and one for students in grades 3-5. Components include a Leader Guide, Slide Program, and Classroom and Physical Activities.
Ordering Info:Download
Web Site:www.bellinstitute.com/wholegrainkids


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

Very good description and explanation of the MyPyramid and Dietary Guidelines for Americans for Whole Grains.
B. Scope
Scope of information appropriate for target audience and essential topics discussed in appropriate detail.

The scope of the materials are very appropriate for teachers who know little about whole grains to read the background information and class activities and be able to guide their students in the activities to increase the knowledge. For dietetic professionals, these materials give a foundation for nutrition educators to build upon and provide even further nutrition education.
C. Purpose
Purpose of material clearly stated in title or introduction.
D. Organization
Material is organized but not all major points are easily identified.

When looking for nutrition activities based on grade level, it may be difficult for educators to understand which materials are for K-2 and 3-5 because many of the materials overlap. There is no explanation of how to use these materials at the different grade levels. This may be difficult for classroom teachers that may have little knowledge of whole grains.
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
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 three or four of the above.
K. Recipes (if included)
No recipes are included.

Recipes would have been a nice addition to the program for teachers to either use in the classroom or for children to take home. This would be a nice addition for educators to use with this material.
L. Recipes (if included)
No recipes are included.
M. Instructional Resources
Instructor resources included with some suggestions for enhancing the teaching process.

The instructor resources could have included other websites and background information for the educator.
N. Credits, References and Resources (Including dates, publisher, etc.)
Credits, references, and resources current but incomplete.
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 reflects, but does not emphasize, a variety of values, practices, and/or food patterns representative of different lifestyles, cultures, and socioeconomic levels.

The materials could have included a little more information on the different types of whole grains that are important for different cultures.

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.

The materials were appropriate for 3-5th graders, but the vocabulary may have been difficult for children K-2. A vocabulary list would have been a nice addition for teachers to use in their classrooms.
D. Supportive Illustrations
All of the illustrations contribute to the material and are on the same page as their textual references. Tables and graphs are as simple and easy to read as possible. All information needed in graphs and tables is provided in a form requiring no further explanation.
E. Layout and Design
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 or below 5th grade level for low-literacy materials. Assessment method provided.

The materials were difficult reading for lower grade levels (K-2).

Audiovisual Materials

A. Concept Presentation
Audio and/or visuals are mutually supportive to presentation of concepts.
B. Pace
C. Auditory Quality
D. Visual Quality
E. Continuity

Web Sites
A. Currentness of Information
Web site information is current; there are no broken hyperlinks.
B. Readability
Text size is adequate for viewing. Good contrast between text and background.
C. Navigation
Navigation through the web site is logical and aided by navigation buttons and a site map or search tool.

Overall Comments on Resource Reviewed

A. Positive Points of the Reviewed Resource:
The materials are colorful and include both nutrition and exercise components. The materials are very user friendly and flexible.
B. Points that Could Be Improved:
The reading and activities may be a bit difficult for K-2 and the characters may be a little juvenile for 3rd-5th graders. Creation of a greater diversity of materials for each of these groups of students may have been more appropriate.
C. General Comments
D. Overall Summary
Overall, the materials are an excellent resource especially for children grades 3rd-5th for both nutrition educators as well as classroom teachers. The materials are motivating.

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.

Highly Recommended

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