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Review of:

Super Foods Promotional Kit

Image courtesy of:
Learning Zone Xpress
Producer:Learning Zone Xpress
Date Produced:2008
  • CD-ROM
  • Booklet
  • Poster
  • Curriculum
  • Bookmarks, Placards, Handouts, Bookcovers, Stickers, Notepads
  • Elementary School (6-8 yrs)
  • Middle School (9-12 yrs)
  • High School (13-18 yrs)
  • Young Adults (19-30 yrs)
  • Middle Adults (31-50 yrs)
  • Older Adults (51+)
  • General Consumer
  • Paraprofessionals
  • Professionals
  • Child Care Providers
  • Low-Literacy
  • General Nutrition
  • Health at Every Size
  • Meal Planning
  • Healthy Eating Tips
  • Grains/Whole Grains
  • Vegetables
  • Fruits
  • Dairy
  • Protein
  • Fats and Oils
  • Carbohydrates
  • Vitamins and Minerals
Description:There has been a great deal of research about foods that help fight disease, called "super foods." This kit helps you educate and motivate students to make healthier choices without being scary or negative about heart disease, cancer and high cholesterol.
Ordering Info:To order, visit our website at www.learningzonexpress.com, call toll free at 888-455-7003, or fax to 507-455-3380.
Web Site:www.learningzonexpress.com


A. Use of MyPlate/MyPlate or the Dietary Guidelines for Americans
Material incorporates and uses some concepts in MyPlate or the 2010 Dietary Guidelines for Americans.

Materials surely incorporate the science behind the dietary guidelines but also delve into “superfoods”. This will allow students to feel the importance of consuming a variety of fruits and vegetables which are in support of the 2005 Dietary Guidelines for Americans.
B. Scope
Scope of information appropriate for target audience and essential topics discussed in appropriate detail.

The information is very simple and introductory. Is beneficial for young students within an elementary school and less appropriate for middle-school aged youths. I am assuming these materials are for a young audience. Materials are much more fun and visual.
C. Purpose
Purpose of material clearly stated in title or introduction.

Yes, the purpose is simple and clear. Just a side note - it took me awhile to realize the guidebook is within the CD case.
D. Organization
Material is organized but not all major points are easily identified.

Material is organized and of great quality. The guidebook may be rather difficult to read in order to properly use the materials and do the recommended activities. It is important that a dedicated individual (e.g. manager, wellness person, etc.) is responsible for these items as otherwise I could imagine that little thought would be used to organize them.
E. Accuracy
Information is accurate and recommendations current with content of MyPlate and the 2010 Dietary Guidelines for Americans.

Yes, information is correct and fun for audience!
F. Learner Background
Material does not assume that reader has background information.

Very simple messages are included as an introduction. Will encourage kids to draw a connection between all fruits and vegetables and grains to be superfoods.
G. Learning Objectives
Learning objectives identifiable and met somewhat.

The learning objective to exposed kids to superfoods and take the extra steps at promoting fruits and vegetables in the servery at school and on menus is important to make the social norm of eating fruits and vegetables evident. Again, it is important that these tools are used in their attended way. Perhaps recommend that an individual thinks/plans their own strategy when using materials.
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 enjoyed the puzzles and activities offered on the CD - this would require teachers and/or parents to get involved in promoting superfood consumption.
I. Objectivity/Sponsor Bias
Subject matter presented objectively and fairly. No brand name promotion or obvious sponsor bias.

No bias noticed.
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
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
Some major ideas summarized or reviewed; summaries not easily identified.

I would recommend modifying the guidebook to be more user friendly. I get the feeling that upon being read, foodservice may just get a few ideas to implement.

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

Food characters of good nature and fun.
B. Multi-cultural Representation
Racial, ethnic, and religious groups are represented in a factual manner showing a variety of roles, occupations, and values.

Images and characters used are acceptable and show a variety of roles.
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.

Reflects basic food service and food items served in school but may not include some culture foods served at home (e.g. plantains) but does support eating more fruits and vegetables which may affect home eating patterns.

Print Materials
A. Writing Style
Main ideas are clear and flow smoothly.

Simple and catchy statements on materials.
B. Writing Approach
Writing approach is positive and personal. Active voice is used most of the time.
C. Vocabulary
Vocabulary used is appropriate for intended audience. Minimizes use of technical terms and if used, are defined.

The only item that uses a different terms is the bookmark that mentions "ultra-violet rays" -- I think this is okay because it will spark a question for clarification and will allow children to learn the importance.
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
Color, design, and layout of material are attractive, and stimulate interest, without being too busy. There is good balance between print and blank space.

Great design. Easy messages to understand and perfectly balanced.
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.

Very good quality.
G. Headings/Cueing Devices
Few or no topic headings provided. No cueing devices included.

Clear instruction is needed on how to use materials. Although the guidebook offers instruction it is not as clear as it should be.
H. Approximate Reading Level
Reading level is at 6th, 7th or 8th grade level.

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

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:
Beautiful materials - very much enjoyed the book covers and the posters. The decals used for the servery are also great tools!
B. Points that Could Be Improved:
The guidebook - improve the flow of instructions so the great ideas included do not get washed out. Or make sure they know they can print out a larger form of the guidebook on the CD.

The CD - improve the organization and titles of included files; perhaps include an appendix of what is included on the CD (rather than an unclear summary on back of CD casing).

C. General Comments
D. Overall Summary
Would strongly recommend this to school foodservices that had a little extra time to implement this tool correctly. It requires buy in from teachers and parents.

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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