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Print Version    

Review of:

Eat Smart! MyPlate & 2010 Dietary Guidelines

Producer:Learning Seed
Date Produced:10/1/2011
Format(s):
  • DVD
Audience(s):
  • Middle School (9-12 yrs)
  • High School (13-18 yrs)
  • Young Adults (19-30 yrs)
  • Middle Adults (31-50 yrs)
  • General Consumer
  • Paraprofessionals
  • Professionals
Topic(s):
  • General Nutrition
  • Physical Activity
  • Meal Planning
  • MyPlate/DGA Training
  • Eating Patterns
  • Portion Sizes
  • Healthy Eating Tips
  • Grains/Whole Grains
  • Vegetables
  • Fruits
  • Dairy
  • Protein
  • Fats and Oils
  • Carbohydrates
  • Sodium and Potassium
  • Calories
  • Vitamins and Minerals
Description:Using MyPlate and the USDA's Dietary Guidelines, this program presents a practical overview of the basic concepts of healthy eating. Learn about the Guidelines’ three main recommendations: eat nutrient-dense foods, balance calories, and reduce solid fats, added sugars and sodium. See how MyPlate helps you build meals that include nutritious and filling choices from all the food groups. Discover how eating smart and regular physical activity work together to provide a lifetime of good health.
Cost:$109.00
Free?No
Ordering Info:Orders can be placed by phone (800-634-4941), online (www.learningseed.com) or by email (info@LearningSeed.com).
Web Site:www.learningseed.com/ps-396-6-eat-smart-myplate-2010-dietary-guidelines-brvideo.aspx


Content

A. Use of MyPlate/MyPlate or the Dietary Guidelines for Americans

Comments:
This resource is entirely based on the 2010 Dietary Guidelines and MyPlate. It provides a basic overview with practical tips.
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.

Comments:
The objectives of the material are readily apparent from both the title and the introductory material.
D. Organization
Material well-organized and major points presented clearly.

Comments:
The DVD is organized in three segments: eat nutrient-dense food, balance calories, and reduce solid fats, added sugars and sodium.
E. Accuracy
Information contains minor inaccuracies.

Comments:
The DVD presents a fairly negative view of all "processed foods", which could lead viewers to see all or most processed foods as "bad" for them. Technically, processed foods include frozen, dried foods and prewashed salad ingredients. The DVD also depicted refined grains as lacking in nutritional value, which would be debatable based on folic acid content, etc. A more balanced view of the "half refined" and "half whole grain" concept would have been valuable.
F. Learner Background
Material assumes that reader has some background information.

Comments:
The material would be most appropriate for an older youth (grade 9 - 12) and adult audience. The approach taken and the vocabulary used probably would not appeal to a younger audience; however, the cover of the DVD does not identify the target audience. In the written materials, educational standards are provided, which could help teachers fit the material in their curriculum.
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.

Comments:
An "Educator's Resource Guide" is available online. It includes a program overview, ideas to spark interest or activivate prior knowledge for use before and after the video, and ideas to promote the use of the online MyPlate tools.
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.

Comments:
The resource guide includes learning activities, quizzes and evaluation tools as part of the tools. The materials draw from the existing MyPlate resources. Timing for each of the supplemental activities and overall timing would have been helpful to users of the material.
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.

Comments:
A free downloadable resource guide is included on the developer's website.
N. Credits, References and Resources (Including dates, publisher, etc.)
Current and complete credits, references, and resources listed.

Comments:
References to scientific literature are not included, but reputable Internet resources are included. A link to the Dietary Guidelines page would have been useful.
O. Summary
All major ideas summarized or reviewed to reinforce key concepts; summaries easily identified.

Comments:
On the DVD, at the end of each of the three "chapters" a review of the key concepts is provided.

Diversity
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.

Print Materials
A. Writing Style
Main ideas are clear and flow smoothly.
B. Writing Approach
Material is easy to read but does not personally involve the reader. Limited use of negative wording (e.g., “Don't eat”). Active voice is used most of the time.

Comments:
The materials are written in the style of Dietary Guidelines.
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.

Comments:
Instructional material was easy to understand but could be strengthened with approximate timing for the activities and the overall "lesson."
E. Layout and Design
Color, design, and layout of material are adequate but do not stimulate interest.

Comments:
The materials were in black and white, which can be an advantage because of low costs in printing. On the other hand, some graphic design may have added visual interest if the materials are used for youth audiences.
F. Visual Quality
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 9th grade level or above.


Audiovisual Materials

A. Concept Presentation
Audio and/or visuals are mutually supportive to presentation of concepts.

Comments:
The concepts presented support the Dietary Guidelines; however, they were presented by a single narrator in a style reminiscent of narrated "PowerPoint" slides with embedded video. This may or may not appeal to one of the target audiences (grades 9 to 12).
B. Pace
Presentation progresses at a pace that permits comprehension. Pacing of dialogue is appropriate for absorbing concepts presented. Blank time is provided.

Comments:
The approach and pace may be a little slow for youth audiences. Using one 10-minute segment at a time with interactive activities by the instructor probably would be the best approach to take.
C. Auditory Quality
Speaker, voice and music are clear; sound is audible and has good quality.
D. Visual Quality
Visuals are clear and properly framed; graphics and titles are clearly visible; color, lighting, and editing enhance presentation of content.

Comments:
Food photography and video footage was of high quality.
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:
The 30-minute DVD provides an overview of the Dietary Guidelines and MyPlate in three segments that could serve as the basis of three separate classes on the concepts of nutrient density, balancing calories and reducing solid fats, added sugars and sodium. An online teaching resource guide is included, which provides teaching and evaluation ideas. Practical tips were provided for incorporating MyPlate in the diet.
B. Points that Could Be Improved:
The pacing and use of blocks of text on the screen may not appeal to youth audiences in particular. A somewhat negative view of "processed foods" (which technically includes frozen, dried fruits and vegetables -- as well as processed meats) and all "refined grains" (particularly white flour) were presented. In discussion, the instructor may want to discuss this information. The DVD stresses "fresh is best" (followed by frozen and canned) but did not emphasize affordability and buying in season.
C. General Comments
This DVD could be used to introduce MyPlate concepts and reinforce learning when paired with hands-on activities. Using it in 10-minute blocks with follow-up activities might be more appealing than showing the entire DVD. The DVD would not be appropriate for low-literacy audiences.
D. Overall Summary
"Eat Smart! MyPlate & 2010 Dietary Guidelines" targets youth in grade 9 and above, as well as adults. It consists of three 10-minute chapters focusing on nutrient-dense foods, balancing calories and reducing solid fats, added sugars and sodium. An online educational resource guide provides teaching and evaluation ideas.


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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