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Review of:

See the Difference: Nutrient Bar Graph Cards

Image courtesy of:
Washington State Dairy Council
Producer:Washington State Dairy Council
Date Produced:January 2010
  • Leader's guide and 50 bar cards
  • 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
  • General Nutrition
  • Nutrient Rich Foods
Description:Set of 50 sturdy bar graph cards visually represent 10 nutrients on food labels. Leader's guide offers creative activities to compare individual foods, show unique nutrient combinations from each food group, and show how all foods can fit in a healthful diet. Includes discussion of MyPyramid and key nutrients in food groups.
Ordering Info:Washington State Dairy Council, 4201 198th St SW, Lynnwood, WA 98036, 425-744-1616
Web Site:www.eatsmart.org


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.

This tool can be easily used to teach the essential topics related to MyPyramid to various age groups.
C. Purpose
Purpose of material clearly stated in title or introduction.

The purpose is to teach Nutrition Facts panel information from food labels. The purpose is very obvious.
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.

Information is current with content of MyPyramid and 2005 Dietary Guidelines for Americans.
F. Learner Background
Material does not assume that reader has background information.

This material assumes that the leader of the activity knows about food groups, macronutrients & micronutrients and serving sizes.
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 included with suggestions for enhancing the teaching process. Suggestions for follow-up learning activities/discussion questions included.

This activity assumes that instructor has a nutrition background.
N. Credits, References and Resources (Including dates, publisher, etc.)
Current and complete credits, references, and resources listed.
O. Summary
All major ideas summarized or reviewed to reinforce key concepts; summaries easily identified.

This is a great tool to teach Nutrition Facts Panel Guide from Food Labels.

A. Role Models
Not applicable.
B. Multi-cultural Representation
Not applicable.
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.

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
Vocabulary used is appropriate for intended audience. Minimizes use of technical terms and if used, are defined.
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.
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.

Overall Comments on Resource Reviewed

A. Positive Points of the Reviewed Resource:
Materials are very colorful and would be attractive to children. Good information and conveyed in a logical order. This is a great tool to teach Food Labels, especially in schools.
B. Points that Could Be Improved:
A few more pictures of foods from other cultures would be a great addition to this activity. Would be nice to have a picture of the food on the other side of the card that is equal to the serving size.
C. General Comments
Overall I would purchase this tool for nutrition educators to use in classroom and afterschool programs.
D. Overall Summary
Great tool to teach Food Label

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